Search results

The purpose of this paper is to examine consumer response to pictures of smiling models in marketing, focusing on the roles of emotional contagion from the smiling models and the perceived typicality of marketing with smiling models.

This paper reports the findings from three experimental studies, comparing consumer response to two versions of an advertisement (Study 1) and a packaging design (Study 2 and 3), including either a picture of a smiling or a non-smiling model. To measure consumer response, a combination of self-report questionnaires and eye-tracking methodology was used.

The pictures of smiling models produced more consumer joy and more positive attitudes for the marketing. The positive effects on attitudes were mediated by consumer joy, and the effects on consumer joy were mediated by the perceived typicality of the marketing with smiling models.

Despite the ubiquity of photos of smiling faces in marketing, very few studies have isolated the effects of the smile appeal on consumer response to marketing objects. By comparing marketing where the same model is shown smiling or with a neutral facial expression, the positive effects were isolated. The roles of emotional contagion and perceived typicality in this mechanism were also examined and implications of the findings for research and practitioners are discussed.

This study aims to investigate how boundary work is carried out at the incident site during exercises with police, ambulance and rescue services, and how boundary awareness is developed based on this boundary work. Collaboration in emergency work is challenging on many levels. The unforeseen and temporary nature of incidents presents basic challenges. Another important challenge is boundaries between specialised and autonomous emergency service organisations. Knowledge on how exercises are performed to increase the individuals' and organisations' preparedness for future joint-response work is relatively limited.

Empirically, full-scale exercises involving police, ambulance and rescue services and with repetition of practical scenarios and joint-reflection seminars are studied. Interview data with 26 exercise participants were analysed using thematic analysis. The analytic focus is on how boundaries are identified, negotiated and managed in the participants’ work.

Much of the work in the exercises was performed within distinct areas of expertise, in accordance with concrete routines, skills and responsibilities. Boundary work was often organised in the form of distribution of labour or creating chains of actions. The exercises shed light on challenges related to other aspects of emergency response, such as a lack of resources, diverging primary responsibilities, time-criticality and hazardous environments. The design allowed participants to explicate boundaries, to test and discuss alternative solutions and to visualise the effects of different solutions, as the scenarios were repeated.

The study found that the boundaries that were identified were often of institutional character, and were also related to the specific scenarios and to the actions taken in the activities. By integrating real-life experiences of collaborative work in the exercise, the exercise gained a certain meaning that was essential for the participants to develop boundary awareness.

The aim of this study was to identify and describe the collaborative and professional boundary challenges at a hospital ward from a bottom-up perspective.

The study was conducted as a bottom-up improvement project at a hospital ward in western Sweden. An insider action research (IAR) approach was used during the project. The theoretical framework for this project was based on the Cultural-Historical Activity Theory (CHAT). Data were collected between 2019 and 2021.

The findings showed that unclear professional boundaries and limited resources challenged and hindered interprofessional collaboration. The project group had to reorganize its daily work to adjust to the different disciplines’ legal responsibilities in relation to the patients’ recovery process. To safely discharge patients, the professionals needed to talk about each other’s professional responsibilities, professional boundaries and ethical codes.

The IAR project revealed that revising the daily team-round routine improved the status of assistant nurses and encouraged physicians to consider input from all professions during the patients’ recovery process. However, the new approach faced resistance from clinic leadership, who believed it could prolong patients’ stays in the ward. The findings underscore the challenges of modifying hierarchical structures and social orders within hospital settings.

The purpose of this study is to examine and establish how sensemaking develops among a group of external change agents (ECAs) engaged to disseminate a national quality register nationwide in Swedish health care and elderly care. To study the emergent sensemaking, the theoretical concept of cognitive shift has been used.

The data collection method included individual semi-structured interviews, and two sets of interviews (initial sensemaking and renewed sensemaking) have been conducted. Based on a typology describing how ECAs interpret their work, structural analyses and comparisons of initial and renewed sensemaking are made and illuminated in spider diagrams. The data are then analyzed to search for cognitive shifts.

The ECAs’ sensemaking develops. Three cognitive shifts are identified, and a new kind of issue-related cognitive shift, the outcome-related cognitive shift, is suggested. For the ECAs to customize their work, they need to be aware of how they interpret their own work and how these interpretations develop over time.

The study takes a novel view of the interrelated concepts of sensemaking and sensegivers and points out the cognitive shifts as a helpful theoretical concept to study how sensemaking develops.

The purpose of this paper is to understand, from children's perspectives, the commercial marketing strategy of selling breakfast cereals with “insert toys” targeted at children.

The study is based on four focus group interviews conducted with 16 children (8‐9 years of age) concerning 18 different breakfast cereal packages. The theoretical framework integrates childhood sociology, critical discourse analysis and talk‐in‐interaction. This theoretical and methodological combination is used to show how children, in local micro settings of talk, make use of the discourses that are available to them to produce and reproduce social and cultural values about marketing with “insert toys”.

The present findings suggest that, from children's perspectives, “insert toys” are constituted by cultural and social patterns extending far beyond the “insert toy” itself. For example, the analysis shows that it is not biological age that defines what and how consumption is understood.

The focus group material provides understandings of marketing strategies and consumption practices from children's perspectives. When the children talk about children and adults, hybrid agents of the “child‐adult”, the “adult‐child” and the “childish child” are constructed. These hybrids contradict research that dichotomizes children and adults likewise children's understandings of consumption based on age stages. Accordingly, age is rationalized into an empirically investigated category rather than being used as a preset category set out to explain children's behaviours.

Analysis of the focus group interactions shows that the way the market and marketing as well as children and adults are talked about is crucial to understanding children's and parents' actions as consumers.

The importance of top management commitment for the success of major change initiatives has been emphasized in the literature, while the role of boards of directors (the board) has been in less focus. The purpose of this paper is to analyze how the boards affect the sustainability of major organizational change.

This paper is based on three case studies of the diffusion of total quality management (TQM), Toyota production system (TPS), and lean production (LP). Findings from these case studies are then compared to literature on management and organization and corporate governance.

A TQM/TPS/LP transformation is a long‐term process. In the case studies, top management commitment is crucial for the sustainability of the implemented change programs. However, a committed top management does not “last forever.” The issue of sustaining change therefore falls back on the governance structure. If the board does not understand the essence of an organizational change, the risk is that top management is replaced with new leaders, who are given new directions by the board. Issues identified as important in order to create board commitment for sustainability of major organizational change are: board competence and experience, board meeting dynamics, board as a provider of critical resources, and the process of replacement of chief executive officers. The dominating agency theory within corporate governance also needs to be questioned and complemented by more recent theories such as the stewardship and the resource‐dependence theories.

This paper provides insights into the board's role in sustaining major organizational change.

The purpose of this paper is to examine the learning climate in elderly care, its potential improvements after the “Steps for skills”, and its influence on knowledge from formal training. The assumptions were: the different activities of the Steps for skills should enhance the perceived learning climate; differences in working conditions in home help and residential homes should influence the perceived learning climate and its improvements; and changes in the perception of the learning climate should bring changes in the perceived usefulness of new knowledge.

The study is a case study carried out in the public elderly care in Sweden, and used a repeated measurements design. A total of 270 nursing assistants answered a questionnaire at Time I, and 174 at Time II.

Results show no improvements of the learning climate for the full sample. When contrasting the learning climate in home help services and in residential homes significant differences are found, and also a tendency for their learning climate to change in opposite directions. The perception of the learning climate seems to influence the perceived usefulness of new knowledge.

The sample was from one single organization.

Developmental interventions should take in to consideration that context matters, and that the perceived learning climate influences the use of new knowledge.

In this study, a 15‐items learning climate scale (LCS) is presented. Another contribution is identifying working condition failure as a potential explanation to why interventions usually do not result in expected changes.