Janna M. Parker, Doreen Sams, Amit Poddar and Kalina Manoylov
The purpose of this study (mixed-method) was to examine the effectiveness of two types of marketing interventions on water conservation behavior and to compare behaviors to…
Abstract
Purpose
The purpose of this study (mixed-method) was to examine the effectiveness of two types of marketing interventions on water conservation behavior and to compare behaviors to self-reported conservation claims.
Design/methodology/approach
This paper consists of four phases (advertisement selection focus group, behavioral trace field study, self-report survey and follow-up focus group). In the USA, residing in a dormitory typically includes a fee for water without quantity restrictions. The subjects for this research were college students who lived in dormitories at a medium-sized university in southeastern USA where metering individual water consumption is not possible.
Findings
The results of the field study phase of student water conservation behaviors were not congruent with the participants’ self-reported behaviors. Phase 2 yielded results contrary to published laboratory experimental research in which cause-related claims were effective.
Research limitations/implications
This research was limited by a single sample (one university), time (13 weeks) and the inability to measure individual consumption behavior. However, valuable findings were obtained, and suggestions surfaced for future research.
Practical implications
Using eco-feedback technology and advertisements may result in significant cost savings. While findings were somewhat inconclusive, there was evidence that the use of the eco-feedback technology could result in cost savings for the subject university.
Originality/value
The behavioral trace study is one of the first field research studies in the marketing discipline designed to examine resource conservation behavior in an impactful way. Further, this research used a single sample triangulated methodology across Phases 2, 3 and 4.
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Laura Ann Flurry, Krist R. Swimberghe and Janna M. Parker
Online communities designed to appeal to children are on the rise. The success of this marketplace phenomenon indicates that adolescents are likely candidates for brand community…
Abstract
Purpose
Online communities designed to appeal to children are on the rise. The success of this marketplace phenomenon indicates that adolescents are likely candidates for brand community membership; however, the literature has yet to examine this trend. This research aims to address this gap and establish the likely existence of brand community involvement among adolescents. It further seeks to explore the characteristics which may differentiate children who are more likely to become involved in brand communities and examine what impact their involvement may have on adolescents' psychological well-being.
Design/methodology/approach
A national online panel was employed to collect survey data from respondents aged 7-18 and their parents.
Findings
The results support the existence of a high brand community involvement segment among adolescents. Adolescents high in brand community involvement are found to display noteworthy differences in attitudes, values, and marketplace behaviors. Several interesting avenues of future research are proposed.
Originality/value
To the authors' knowledge this is the first study attempting to measure differences between adolescents who measure high and low in brand community involvement. Of particular interest are the results indicating that adolescents involved in brand communities may have important distinguishing attitudes and values and exhibit noteworthy differences in their marketplace behavior.
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Janna Katharina Küllenberg, Debora Niermann, Sonja Becker and Mirjam Körner
Based on a resulting typing model, this paper focuses on four types of leaders (Approachables on the sidelines, Distanced overseers, Realistic succeeders and Dedicated…
Abstract
Purpose
Based on a resulting typing model, this paper focuses on four types of leaders (Approachables on the sidelines, Distanced overseers, Realistic succeeders and Dedicated sensitives), who differ in the analytical core category of “development of awareness.”
Design/methodology/approach
Internal team coaching is intended to strengthen leaders in the health care system. The Team Leader Coaching Programme (TLCP) was implemented as an internal coaching instrument at rehabilitation centers using a train-the-trainer format. Twenty-one team leaders were surveyed on their experience of the coaching process they implemented in their teams. The interviews were analyzed using the grounded theory method (GTM) as theoretically discussed by representatives of second-generation GTM (Charmaz, 2014).
Findings
Use of the TLCP proved to be an intervention for initiating and enhancing an awareness development process regarding team leaders' reflections on their own position and leadership role, regardless of their profession. This process was found to be a prerequisite for implementing the learned content. The typing model is discussed given current contextual conditions in the rehabilitation system and their connectivity in practice for integrating coaching elements into daily management.
Originality/value
This article presents a typology of healthcare leaders. Thanks to the reconstructive approach using grounded theory methodology, this article presents an in-depth analysis of the implementation process of a coaching program. The findings are both connectable to applied leadership research and useable for further development of training and interventions to strengthen team leaders in clinical settings.
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Tammo Straatmann, Janna K. Nolte and Britta J. Seggewiss
With employees’ support of organizational changes being vital for today’s organizations, the purpose of this paper is to enhance the understanding of how organizational commitment…
Abstract
Purpose
With employees’ support of organizational changes being vital for today’s organizations, the purpose of this paper is to enhance the understanding of how organizational commitment is linked to change-supportive intentions. Based on the theory of planned behavior (TPB, Ajzen, 1991), mediated effects of affective organizational commitment were empirically tested to explore the underlying psychological processes.
Design/methodology/approach
The study was conducted in the context of a complex change process at a production facility of a large international manufacturing company (n=667). Data from the change survey were analyzed employing Hayes’ (2012) PROCESS macro.
Findings
The results showed that organizational commitment relates to change-supportive intentions directly and, as suggested by the TPB, its effects are mediated via change-related attitudes, subjective norms, and perceived behavioral control. Furthermore, results suggest additional effects of change recipients’ age and occupational status.
Practical implications
Employing the TPB offers specific insights for tailored interventions to create conditions facilitating organizational changes. The results indicate that commitment lays the ground for employees’ change reactions. Moreover, the psychological processes suggested by the TPB serve as additional levers for explaining change-supportive intentions.
Originality/value
The study provides valuable information on the relationship between commitment and change-supportive intentions. Specifically, affective organizational commitment is shown to be an important resource in times of change, as it relates to more positive psychological reactions to change.
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What is it like being a lecturer or teacher? 1 The classic image is an old, wise, and powerful stoic with oceans of knowledge: a bit like Yoda in Star Wars or Dumbledore in Harry…
Abstract
What is it like being a lecturer or teacher? 1 The classic image is an old, wise, and powerful stoic with oceans of knowledge: a bit like Yoda in Star Wars or Dumbledore in Harry Potter. With the rise of new technology in general and artificial intelligence (AI) in particular, teachers are no longer the sole source of knowledge. Does this mean that the teacher will soon be replaced by technology? Will AI take over?
This chapter considers the risks and benefits of AI in higher education. It argues that AI will not, should not, and, indeed, cannot replace the teacher, because of what is (for now at least) unique to the teacher: namely, her humanity. The idea is simple: to secure good education into the future, one must take advantage of teachers’ uniquely human expertise. State-of-the-art AI applications cannot be bodily present in the same way as human teachers, nor teach existential reflection, norms and values, or a sense of self, history, and society.
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Michael Cosenza, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Krystal Goree, Drew Polly, Donnan Stoicovy and Kristien Zenkov
The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a…
Abstract
Purpose
The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.
Design/methodology/approach
Policy statement.
Findings
NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”
Practical implications
For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.
Originality/value
This policy statement articulates how the Nine Essentials are the foundation of PDS work.