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While brand purpose has gained traction in academia and industry, it overlaps with other socially-oriented branding concepts, generating confusion and criticism around what brand purpose is and how it should be implemented. This study aims to clarify conceptualisations of brand purpose and related concepts, developing a managerial framework for effective implementation and contributing a future research agenda for scholars.

The paper presents the results of a systematic literature review on brand purpose, exploring the current knowledge. A total of 202 studies from 75 journals were drawn from a wide range of databases and met the identified criteria relevant to brand purpose, published up to and including 2023. Full papers were empirically analysed using qualitative iterative thematic analysis to identify common and emerging themes and synthesise this into a framework.

Beyond identifying the diverse applications of brand purpose, the BEING framework is proposed. This acronym captures five principles of brand purpose: beyond profit, enduring commitment, integrated values, nurturing stakeholders and genuine action.

The BEING framework provides clear managerial guidance for implementing brand purpose, urging brand leaders to enact meaningful brand purpose and champion purpose within organisations.

As more brands pursue a higher purpose, this research elucidates the meaning of brand purpose and offers an actionable framework for brands to contribute to a better world.

This work examines the related branding concepts, clarifying the brand purpose concept and offering the BEING framework to articulate essential components of effective brand purpose.

Young offenders are disproportionately represented in the Irish Prison Service (IPS) and are a population with complex needs and highest risk of re-offending. Subsets of young offenders in IPS are placed on Protection for their own and/or other’s safety. There is limited research regarding the experiences of young offenders, and there is none on the subjective experiences of young offenders on Protection that could be identified. This study aims to address a limitation of a previous study on the experiences of young offenders in an Irish prison (Hughes et al., 2017) by providing insight into experiences of young offenders on Protection in Mountjoy Prison.

Using a non-experimental, qualitative, semi-structured interview design, a purposive sampling method was used, and six young offenders participated. Interviews were audio-recorded and transcribed verbatim with potentially identifiable information removed to ensure anonymity. An interpretative phenomenological analysis was applied to interpret the data.

Two superordinate themes provided an overview of the young offender’s experiences of Protection in an Irish prison: ‘Social Order on Protection’ and ‘Adjustment on Protection’.

Even though it is a relatively small sample size, this study contributes to existing literature and considers sentence management and clinical implications.

This study helps to address a gap in literature by providing insight into the overall experiences of young male offenders (aged 18–21) on Protection in an Irish prison. The findings are in line with most researches, which highlight additional negative consequences of “restrictive prisons regimes” such as Protection. This study provides information to prisons for the development of best practice guidelines and better sentence management and delivery of services to young offenders on Protection.

Academic research has supported the belief that consumers undertip minority race service workers due to implicit racial biases. However, there has been less focus in examining possible moderating factors. This paper aims to fill this gap by analyzing the role of direct and indirect experience in tipping frontline service workers from a minority background. Given the prominence of customer ratings on digital service platforms and the perception that African Americans are discriminated against, the authors look at the interplay of interaction length (direct experience) and customer ratings (indirect experience) on the relationship between race and tipping.

An expectancy disconfirmation framework was developed and tested with a sample of 360 US participants in an online experiment. The experiment followed a 2 × (race: African-American versus Caucasian) × 2 (direct experience: limited versus extensive) × 3 (indirect experience: absent versus positive versus negative customer rating) design.

The authors found consumers who have extended direct experience (longer service interaction) and no indirect experience (absent customer ratings) tipped African Americans more than Caucasians. Interestingly, this effect is reduced in the presence of indirect experience (customer ratings). Finally, where the consumer lacks direct experience (shorter service interaction) but is exposed to positive indirect experience (positive customer ratings), consumers tip African Americans more.

To the best of the authors’ knowledge, this is the first paper that examines the role of direct and indirect experience in the relationship between race and tipping. Based on the authors’ findings, the authors provide several contributions, including recommendations to reduce inequalities arising from implicit racial bias on digital service platforms.

This special issue explores how marketing thought and practice have contributed to systemic racism but could alleviate racially insensitive and biased practices. An introductory historical overview briefly discusses coloniality, capitalism, eugenics, modernism, transhumanism, neo-liberalism, and liquid racism. Then, the special issue articles on colonial-based commodity racism, racial beauty imagery, implicit racial bias, linguistic racism and racial imagery in ads are introduced.

The historical introduction is grounded in a review of relevant literature.

Anti-racism efforts must tackle the intersection between neo-liberalism and racial injustice, the “raceless state” myth should be re-addressed, and cultural pedagogy’s role in normalizing racism should be investigated.

To stop perpetuating raced markets, educators should mainstream anti-racism and marketing. Commodity racism provides a historical and contemporary window into university-taught marketing skills.

Anti-racism efforts must recognize neo-liberalism’s pervasive role in normalizing raced markets and reject conventional wisdom about a raceless cultural pedagogy, especially with the emergence of platform economies.

Little previous research has tackled the history of commodity racism, white privilege, white ideology, and instituting teaching practices sensitive to minority group experiences.

Students often do not understand the relevance of social studies, are not interested in it, and some early childhood students confuse it with other disciplines. Various external and internal factors prevent teachers from providing meaningful social studies instruction; however, practical solutions can be approached more appropriately and interestingly through collaboration. A team of second grade teachers’ participation in lesson study, a 50 plus-year old Japanese collaborative model, and implications of their activities for 41 students are reported in this interpretative case study. Data concerning students’ perceptions of their social studies classroom environments and attitudes about social studies lessons were collected before and after the lesson study, using surveys and focus group interviews. There were slight changes, both positive and negative, in students’ perceptions of their social studies learning environments, though they were puzzled about the discipline of social studies. Early childhood stakeholders benefit from learning what young students articulate about social studies and social studies learning environments. The description of team collaboration, with early childhood social studies, could be helpful also to teachers engaging in job-embedded professional development.

The growth of research on the cognitive origins of market performance has focused on the impact of categories as a primary cognitive mechanism by which exchange occurs. In this research, performance outcomes are typically reduced when firms and products fail to meet audiences’ expectations about membership into categories. The ensuing literature has focused on spanning categories as evidence of not meeting audience expectations while largely ignoring the specific study of expectations themselves. This chapter argues that expectations for market behavior are important in their own right, and can impact market outcomes even when categorical boundaries are respected. Using the market for engagement rings as a setting, I show how lack of adherence to expectations can both increase and decrease market value even as the engagement rings adhere to categorical boundaries. Rather than simply focusing on category spanning as evidence that audience expectations have not been met, the findings suggest that expectations should be considered explicitly, with implications for competitive strategy.

This paper examines the process of corporate downsizing and its implications for communicating employee lay‐offs. In an effort to please one set of stakeholders (investors, creditors, shareholders, analysts and others), management may be faced with difficult and unpleasant communication choices as they confront another set of stakeholders (employees, customers, community members and elected officials). The objective in each case is to restructure the organisation, control costs and return to profitability without alienating or traumatising the very people who helped create wealth and productivity for the organisation. This paper reviews current practice, an extended case example, and provides ten specific suggestions for planning and communicating employee lay‐offs.

Refugee healthcare professionals are a particular subset of refugees whose education and training requirements are specific to regulatory bodies in host countries. This chapter will use a UK-based organization (Refugee and Asylum Seeking Centre for Healthcare Professionals Education (REACHE) North West) as a case study to demonstrate the process of requalification, return to work, and integration. There are a variety of strands in this process which include language, clinical knowledge and practice, cultural influences, and experience of the asylum and refugee process. In this chapter, there is a model of education and training for working with refugee healthcare professionals which can be adapted to work with staff trained internationally to support the development of education and training material for successful integration into work.

This chapter explores the ways in which academic educators’ experience of collaborative inquiry-based learning (IBL) can illuminate student behaviours, particularly in relation to assessment and the affective domain. The facilitator of this IBL, in the setting of academic staff development in UK Higher Education, uses a reflective storytelling style to detail the learning of an annual cohort of staff at a university in the north west of the United Kingdom. Six separate academic staff cohorts enroled in a unit, as part of a Master of Arts in Academic Practice, to undertake this experiential, humanist way of learning, working with all the principles of collaborative inquiry. The chapter explores the ways in which the participants’ self-reported affective responses altered over the course of the unit, particularly in relation to the assessment. Participant reflections are integrated with pedagogic literature and extracts from the facilitator’s contemporaneous notes, assessor’s feedback and other material, detailing the ways in which the freedom of an IBL episode moves to anxiety associated with assessment, which can build as the assessment point nears. Reflections on group constitution, cohort characteristics and the role of the facilitator are considered in relation to the notion of ‘success’ of IBL episodes. This is interrogated particularly in relation to academic staff responses to the experience of the emotions of IBL, and how this may affect their own practice in designing teaching and learning experiences for students in Higher Education.