Punit Ahluwalia, Jerald Hughes and Vishal Midha
Electronic markets are known to be distinct from, and more efficient than, the conventional retail markets. The purpose of this paper is to examine the effect on pricing in…
Abstract
Purpose
Electronic markets are known to be distinct from, and more efficient than, the conventional retail markets. The purpose of this paper is to examine the effect on pricing in relation to proximity to a culturally and socially significant peak shopping day and the moderating effects of consumers product rating, product popularity, and featured product website rankings.
Design/methodology/approach
The shopping season during the Thanksgiving holiday in 2010 was used to collect data for this study. This paper uses a case study approach by extracting real store‐level data from the web pages of a B2C e‐retailer. Store level data were downloaded for a total of 19 days, before and after “Black Friday.” The longitudinal data were analyzed using regression analytic procedure to conform the hypotheses.
Findings
The longitudinal data supported the hypothesized relationship between days to the culturally significant shopping event and e‐retailer selling price. The data also confirmed that featured product ranking is a significant moderator of the above relationship.
Research limitations/implications
In e‐retailer websites, webpage ranking determines the order of display of products. Literature suggests that buyers choices are influenced by the volume and order of display of information. Therefore, this study includes webpage rankings of featured products, number of consumer reviews, and consumer ratings as independent variables. Another limitation of this study is that it uses data of one large e‐retailer. Future studies may address these limitations.
Originality/value
This paper examines the pricing behavior of e‐commerce companies during “culturally and socially significant” events. and answers research questions related to the electronic markets: Do e‐commerce companies participate in cultural and social events? How do these companies manipulate pricing during a special shopping season? How are search tools employed to showcase specific products to the buyers? Is there a relationship between proximity to “Black Friday” and product price, product popularity, and product ratings?
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Antoinette Halsell Miranda, Halima Alhassan and Maureen J. Ito
Identity construction is a dynamic process that encompasses a variety of factors such as commonalities, loyalties, power struggles, and survival instincts (Lei, 2003). The complex…
Abstract
Identity construction is a dynamic process that encompasses a variety of factors such as commonalities, loyalties, power struggles, and survival instincts (Lei, 2003). The complex dimensions of Black identity are influenced, in part, by community, comfort, and acceptance which at times imposes fixed categorizations, characteristics, and singular depictions. Recent research suggests that more attention be paid to the needs of Black adolescent girls and how their race and gender impact what happens in schools (Koonce, 2012). Moreover, it challenges and influences academic success, as it is challenging and difficult to excel in environments that fail to value every aspect of one's identity or identities (Rollock, 2007).
Black girls' interaction with each other, especially in urban schools, can also be problematic and resemble “relational aggression,” when in fact it is a form of posturing to increase their social status. Contextual factors (e.g., culture, school climate) can serve as risk or protective factors for involvement in posturing, relationship aggression, or increasing one's social status. Research focused on peer relationships has found differences in friendship patterns among ethnically and socioeconomically diverse youth, suggesting the importance of examining friendships within the context of ethnic and socioeconomic diversity (see Brown, Way, & Duff, 1999; Crothers, Field, & Kolbert, 2005). Sisterhood among Black girls can serve as a supportive network that enhances the “Black girl experience” as well as promote wellness and healthy identity.
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Stewart Hildred, Alex Ross, Eckhard Runge and R. Chellappa
For most of us in the industry, and certainly the members of CEMA, 1992 could have been much better. To look back over the black spots would serve only to remind us that we are…
Abstract
For most of us in the industry, and certainly the members of CEMA, 1992 could have been much better. To look back over the black spots would serve only to remind us that we are not yet out of the woods. Despite the continuing recession with its attendant gloom and despondency, the Association has had some high points during the past year.
Sonia Jain, Alison K. Cohen, Kevin Huang, Thomas L. Hanson and Gregory Austin
– School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue.
Abstract
Purpose
School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue.
Design/methodology/approach
The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey.
Findings
Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends.
Originality/value
The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.
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Chris Collet, Damian Hine and Karen du Plessis
While the global education debate remains focused on graduate skills and employability, the absence of a shared language between student, academic and industry stakeholder groups…
Abstract
Purpose
While the global education debate remains focused on graduate skills and employability, the absence of a shared language between student, academic and industry stakeholder groups means that defining industry skills requirements is both essential and difficult. The purpose of this paper is to assess graduate skills requirements in a knowledge-intensive industry from a demand perspective as distinct from a curriculum (supply) viewpoint.
Design/methodology/approach
Skills items were derived from a breadth of disciplines across academic, policy and industry literature. CEOs and senior managers in the innovation and commercialisation industry were surveyed regarding perceptions of skills in graduates and skills in demand by the firm. Two rounds of exploratory factor analyses were undertaken to examine employers’ perceptions of the skills gap.
Findings
First-order analysis resolved ten broad constructs that represent cognitive, interpersonal and intrapersonal skills domains as applied in this industry. Knowledge, leadership and interprofessional collaboration feature as prominent skills. Second-order analysis revealed employers’ perceptions of graduate skills specifically centre on organisational fit and organisational success. An over-arching theme relates to performance of the individual in organisations.
Research limitations/implications
The findings suggest that the discourse on employability and the design of curriculum need to shift from instilling lists of skills towards enabling graduates to perform in a diversity of workplace contexts and expectations centred on organisational purpose.
Originality/value
In contrast to the heterogeneous nature of industry surveys, the authors targeted a homogenous sector that is representative of knowledge-intensive industries. This study contributes to the broader stakeholder dialogue of the value and application of graduate skills in this and other industry sectors.
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Adel Tajasom and Zainal Ariffin Ahmad
The purpose of this paper is to investigate the relationship between secondary school teachers' perception of principal leadership style (specifically transformational and…
Abstract
Purpose
The purpose of this paper is to investigate the relationship between secondary school teachers' perception of principal leadership style (specifically transformational and transactional leadership styles) and school climate.
Design/methodology/approach
The Multifactor Leadership Questionnaire was used to assess the transformational and transactional leadership styles of principals. Climate data were obtained using the School Level Environment Questionnaire. The theoretical framework of this study is derived from Theory of Leadership Style. The authors surveyed 141 teachers from 17 urban secondary schools in northern Malaysia.
Findings
It was found that transformational leadership has an effect on four aspects of school climate (affiliation, innovation, professional interest, and resource adequacy) whereas transactional leadership only effects participatory decision making.
Research limitations/implications
Whereas school climate impacts student achievement and is an important element of effective schools, it was not the focus of this study. It is recommended to use a larger sample using teachers and administrators from multiple school districts to see if similar findings would occur.
Practical implications
Educational leaders must realize the impact of principal leadership behaviour on teachers and students in their journey to improvement and create a school climate that is conducive for students to achieve at expected levels.
Social implications
There is currently increased pressure at national, state, and local levels for all students to perform at superior standards. Both teachers and school principals are under increasing demands to improve their school's climate.
Originality/value
This study offers school boards and superintendents some insight into how the principal's leadership style may enhance the school climate.