Natalie A. Mitchell, Tony Stovall and David Avalos
This paper aims to assess the representation of women of color (WOC) in the top 3 fashion magazines and explore the implications of underrepresentation within marketing…
Abstract
Purpose
This paper aims to assess the representation of women of color (WOC) in the top 3 fashion magazines and explore the implications of underrepresentation within marketing communications. The authors draw from diffusion theory and marketplace omission and commission to situate the research focus and highlight its application to the study findings.
Design/methodology/approach
A content analysis was conducted on 481 cover models on the top three fashion magazines of 2018 – Vogue, Cosmopolitan and Vanity Fair during 2006–2018.
Findings
The findings indicate WOC are underrepresented despite the strides of inclusion in the marketplace in America during a postracial period. Representation is as follows: white – 412 (86%); black – 41 (9%); Latina – 19 (3.9%); biracial 7 (1.5%); Asian – 1 (0.2%); and Native American – 1 (0.2%). Latina models had the lowest representation. Native and Asian women were completely excluded. When they do appear, black and Latina cover models are more likely than white models to be shown wearing sexually suggestive attire.
Practical implications
This study makes four recommendations to promote antiracism in marketing: diversify staff hiring and editorial decision-makers for public-facing talent; solicit counsel from multicultural marketing agencies; create antiracist marketing curriculum; and cultivate a pipeline of diverse talent for future hiring.
Originality/value
The originality of this paper centers its contribution to the dearth research investigating representation implications within the fashion marketing industry during an alleged post-racial period, and a longer time span. It also presents structured antiracist marketing solutions to mitigate underrepresentation.
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Haseeb Shabbir, Michael R. Hyman and Alena Kostyk
This special issue explores how marketing thought and practice have contributed to systemic racism but could alleviate racially insensitive and biased practices. An introductory…
Abstract
Purpose
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.
Design/methodology/approach
The historical introduction is grounded in a review of relevant literature.
Findings
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.
Practical implications
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.
Social implications
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.
Originality/value
Little previous research has tackled the history of commodity racism, white privilege, white ideology, and instituting teaching practices sensitive to minority group experiences.
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Beatrice Avalos, Ph.D., is associate researcher at the Centre for Advanced Research in Education, University of Chile. She has journal and book publications on teacher education…
Abstract
Beatrice Avalos, Ph.D., is associate researcher at the Centre for Advanced Research in Education, University of Chile. She has journal and book publications on teacher education, educational policy in developing countries and gender issues focussed particularly on Chile and Latin America. She has worked and taught in universities in Chile, Britain, Canada and Papua New Guinea, and carried out consultancy work in Bangladesh and several Latin American countries on issues related to school improvement, teacher professional development and teacher initial education.
John C. Weidman, W. James Jacob and Daniel Casebeer
There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two…
Abstract
There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two decades of comprehensive international studies of student achievement supported by (1) the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA) and (2) the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). Widely published country rankings that set benchmarks for student achievement suggest the importance of understanding more fully what specific characteristics set highly ranked countries apart, especially quality of teaching and teacher education.
Recent literature on comparative and international teacher education is reviewed, focusing on special issues of Prospects (Vol. 42, March 2012, “Internationalization of Teacher Education”), sponsored by the UNESCO International Bureau of Education (IBE) in Geneva, Switzerland, and the International Journal of Science and Mathematics Education (Vol. 11, August 2013, “International Perspectives on Mathematics and Science Teacher Education for the Future”), sponsored by the National Science Council of Taiwan.
A conceptual framework for describing the complexity of teacher education in comparative and international context is presented, adapting an approach used for understanding educational change and reform in emerging democracies. The chapter concludes with a discussion of theoretical perspectives that have been applied to teacher education in comparative and international education with recommendations for new directions that might inform scholarly understanding as well as practice.
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Florian Kragulj, Anna Katharina Grill, Raysa Geaquinto Rocha and Arminda do Paço
Sustainable management requires companies to build up new knowledge to acquire the competencies needed for action. This chapter aims to deliver knowledge about sustainability and…
Abstract
Sustainable management requires companies to build up new knowledge to acquire the competencies needed for action. This chapter aims to deliver knowledge about sustainability and knowledge for sustainability. Firstly, we systematically analyse the sustainability literature in the social sciences through a bibliographic analysis and topic modelling using VOSviewer and Mallet software. We outline research directions, themes and critical contributions for each research cluster identified. Additionally, we categorise over 30 definitions of sustainability identified by Meuer, Koelbel, and Hoffmann (2020). Secondly, we enumerate knowledge types needed for effective sustainability transitions of organisations. We trace typologies of sustainable business models and their distinct evaluations of sustainability. In this chapter, we argue that integrating the triad of social, ecological and economic goals is central for sustainability attempts as well as long-term thinking. Therefore, our research offers a comprehensive overview of sustainability in the social sciences supporting researchers and practitioners to navigate this miscellaneous and scattered field. Accordingly, our study is precious to young scholars researching sustainability who want to use the term in an informed and meaningful way.
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Fredrick Muyia Nafukho, Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Mary E. Lockhart, Walid El Mansour, Shifang Tang, Matthew Etchells and Zhuoying Wang
The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a…
Abstract
Purpose
The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.
Design/methodology/approach
This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.
Findings
A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.
Research limitations/implications
Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.
Practical implications
The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.
Originality/value
Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.
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Garima Goel and Saumya Ranjan Dash
This paper aims to investigate the moderating role of government policy interventions amid the early spread of novel coronavirus (COVID-19) (January–May 2020) on the investor…
Abstract
Purpose
This paper aims to investigate the moderating role of government policy interventions amid the early spread of novel coronavirus (COVID-19) (January–May 2020) on the investor sentiment and stock returns relationship.
Design/methodology/approach
This paper uses panel data from a sample of 53 countries to examine the impact of investor sentiment, measured by the financial and economic attitudes revealed by the search (FEARS) index (Da et al., 2015) on the stock return.
Findings
The moderating role of government policy response indices with the FEARS index on the global stock returns is further explored. This paper finds that government policy responses have a moderating role in the sentiment and stock returns relationship. The effect holds true even when countries are split based on five classifications, i.e. cultural distance, health standard, government effectiveness, social well-being and financial development. The results are robust to an alternative measure of pandemic search intensity, quantile regression and two measures of stock market activity, i.e. conditional volatility and exchange traded fund returns.
Research limitations/implications
The sample period of this study encompasses the early spread phase (January–May 2020) of the novel COVID-19 spread.
Originality/value
This paper provides some early evidence on whether the government policy interventions are helpful to mitigate the impact of investor sentiment on the stock market. The paper also helps to shed better insights on the role of different country characteristics for the sentiment and stock return relationship.
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Nilda Barrutia-Montoya, Elia Ramirez-Asis, K. P. Jaheer Mukthar, Mercedes Huerta-Soto, Robert Concepción-Lázaro and Juan Villanueva-Calderón
Many scholars and practitioners in the fields of business and management have recently published theoretical and empirical studies on the subject of business culture and its…
Abstract
Many scholars and practitioners in the fields of business and management have recently published theoretical and empirical studies on the subject of business culture and its impact on its growth and effectiveness; yet, there has been a dearth of research on the topic of how organizational culture affects productivity. Moreover, there are hardly any theoretical or empirical research that examines these two concepts within the context of a micro-enterprise. This chapter uses a sample of 279 Ancash Region microenterprises to investigate the effect of local entrepreneurial culture on businesses’ overall performance. Among the four types of entrepreneurial cultures studied, only the Hierarchical culture was shown to have no effect on the degree of performance of the microenterprises. There is evidence of a significant causal relationship between the variables studied, the coefficient of determination was; business performance (r2 = 0.796), with an SRMR of 0.037, the confirmatory model is relevant within its range of accuracy, while market culture has the greatest impact on business performance.