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This study aims to investigate motivations and human values of everyday consumers who participate in the annual day of consumption restraint known as Buy Nothing Day (BND). In addition, this study demonstrates a hybrid content analysis method in which artificial intelligence and human contributions are used in the data analysis.

This research uses a hybrid method of content analysis of a large Twitter data set spanning three years.

Consumer motivations are categorized as relating to consumerism, personal welfare, wastefulness, environment, inequality, anti-capitalism, financial responsibility, financial necessity, health, ethics and resistance to American culture. Of these, consumerism and personal welfare are the most common. Moreover, human values related to “openness to change” and “self-transcendence” were prominent in the BND tweets.

This research demonstrates the effectiveness of a hybrid content analysis methodology and uncovers the motivations and human values that average consumers (as opposed to consumer activists) have to restrain their consumption. This research also provides insight for firms wishing to better understand and respond to consumption restraint.

This research provides insight for firms wishing to better understand and respond to consumption restraint.

The question of why everyday consumers engage in consumption restraint has received little attention in the scholarly discourse; this research provides insight into “everyday” consumer motivations for engaging in restraint using a hybrid content analysis of a large data set spanning over three years.

Brand value is increasingly threatened by fake news stories; the purpose of this paper is to explain how narrative response can be used to mitigate this threat, especially in situations where the crisis is severe and consumers are highly involved.

This conceptual paper derives recommendations and guidance for the use of narrative response based on storytelling and brand management literature.

This paper highlights authenticity and emotional engagement as keys to effective storytelling.

Current managerial approaches to dealing with misinformation are insufficient, as they presuppose an audience that can be convinced based on facts; this paper can be used to help brand managers respond to fake news stories when rational appeals fail.

This paper provides insight into brand management strategies in the era of fake news.

This study aims to help uncover corporate culture and values to attract and retain talent by understanding job reviews written by business-to-business (B2B) salespeople.

Over 40,000 job reviews on Glassdoor.com are analyzed by a dictionary-based content analysis tool, Linguistic Inquiry and Word Count (LIWC2015), to explore the links between corporate culture and linguistics characteristics of reviews as articulated by B2B salespeople. This study adopted a multidimensional scaling approach based on the nine cultural value scores to create a map of corporate profiles. A projection of the LIWC2015 scores on this map uncovers differences in language patterns and emotions expressed across the profiles.

Findings reveal a map of corporate profiles with two dimensions, namely, product-centricity and customer-centricity, that divide salesforce subculture into a 2 × 2 matrix of four types: Empathic Innovators, Product Pioneers, Customer Champions and Commodity Traders.

This study combined two data sets, scores on CultureX’s nine cultural values (agility, collaboration, customer orientation, diversity, execution, innovation, integrity, performance and respect) and job reviews on Glassdoor.com. This research seeks to develop profiles of the organizational culture and to use a blend of qualitative and quantitative methods. This study adds to the literature on salesforce subculture and showcases a solution to the methodological difficulty in categorizing and measuring culture.

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

We conduct an anonymous online survey of the pedagogical training practices experienced by Ph.D. students in accounting, finance, management, and economics programs in the United States.

Results indicate that accounting, finance, and management perform similarly with respect to providing doctoral students with first-hand teaching experience and requiring for-credit courses in teacher training. Accounting and management appear to utilize doctoral students as teaching assistants less than the other disciplines. A lower proportion of accounting doctoral students indicate that their program requires proof of English proficiency prior to teaching, and pedagogical mentoring is rare across disciplines. Accounting and management doctoral students feel more prepared to teach undergraduate courses compared to finance and economics students. However, all disciplines indicate a relative lack of perceived preparation to teach graduate courses.

This study provides empirical evidence of the current practices in pedagogical training of accounting, finance, management, and economics doctoral students.

The results highlight several areas where accounting could possibly improve with regard to pedagogical training in doctoral programs. In particular we suggest (1) changes in the teaching evaluation process, (2) development of teaching mentorships, (3) implementing a teaching portfolio requirement, and (4) incorporation of additional methods of assisting non-native English speakers for teaching duties.

The study fills a gap in the literature regarding the pedagogical training in accounting doctoral programs.

There is no argument among serious researchers that a mongoloid stock first colonized the New World from Asia. Nor is there controversy about the fact that these continental pioneers used the Bering Land Bridge that then connected the Asian Far East with Alaska.– Gerald F. Shields, et al.American Journal of Genetics (1992)

Continual professional development is essential to foster and enhance professionals’ abilities. A wide variety of methods have been adopted to support professional learning for healthcare professions but many still focus upon a need to update knowledge and the learning of isolated competencies for practice. The purpose of this paper is to report upon a collaborative partnership that enabled the reframing of a professional development course away from this objectivist epistemology to foster pedagogically appropriate approaches nurturing the development of the knowledge and skills required for extended practice in specimen dissection.

An action research approach informed this study which drew upon aspects of simulated learning, “creative play” and “hands-on” practice to nurture development of the knowledge and mastery of essential skills required for extended practice in dissection. A questionnaire allowed the gathering of quantitative and qualitative data from delegates. Open coding of delegate free-text responses enabled thematic analysis of the data.

Delegates reported upon a positive learning and teaching experience providing them with a unique opportunity to develop the essential skills and knowledge required to enhance their extended practice. Four key themes were identified from delegate feedback: legitimacy of learning experience; safe-space for learning; confidence as a practitioner; and professional and social interactions.

Research into skill development in this field is currently lacking. Findings highlight the value of a creative approach to professional development which enables individuals to master the skills required for practice. It also underlines the importance and value of collaborative partnerships. As allied health professionals advance and extend their roles professional development must move away from the didactic delivery of isolated topics and ensure that it offers legitimate learning experiences allowing skill development and technique mastery alongside knowledge enhancement.

As a generalisation, the sports industry is a multifaceted, complex and diverse industry, perhaps making it difficult to offer business support and advice. This paper aims to identify and analyse, through sport and recreation business owners, their experience of business support and advice. The study can therefore be seen as contributing to related studies by Mole et al. and responding to Pawson and Tilley's request for a more nuanced view of how public‐support programmes work.

A qualitative, collective case study design is adopted. Three in‐depth semi‐structured interviews with Directors of Sport Businesses were undertaken to identify business support in the West Midlands Sports sector. Interviews focused on business development, the support and advice directors received and the future direction of their business. Interviews were analysed using inductive and deductive content analysis.

The findings from the case studies highlight a variety of general support and advice mechanisms, e.g. Women's Business Development Agency, with differences in regional provision evident. One strong emerging theme indicates that specialised business support occurs which appears critical but ad hoc.

This paper considers the specific business support needs in a largely unreported, yet growing sports sector (based upon a demand led inquiry) into existing providers and business recipients. These findings are pertinent for various organisations such as policy makers, small business support agencies, as well as sports businesses themselves; as they seek to both identify specific sector support needs and evaluate existing practice.

The legalization of same-sex marriage changed the parenting landscape for LGBTQ parents in a variety of ways. Parenthood is presumably different now that same-sex marriage is officially legal. Experiences among LGBTQ couples in the post-legalization of same-sex marriage era raise questions about the context of growing recognition and cultural acceptance of same-sex relationships. I conducted in-depth interviews with LGBTQ parents to learn how they navigate parenting and the construction of parenting roles in the context of a society that has legalized same-sex marriage, yet still is rooted in heteronormative notions of family and parenthood. Specifically, I ask: How do LGBTQ couples construct and make sense of their roles as parents, particularly within the contemporary context of the legalization of same-sex marriage? Understanding the contexts that shape LGBTQ parents’ experiences aids in not only understanding the lives of LGBTQ parents and their families better, but also developing a deeper understanding of contemporary parenting identities and experiences more broadly.

This chapter uncovers the destabilizing and transformative dimensions of a legal process commonly described as assimilation. Lawyers working on behalf of a marginalized group often argue that the group merits inclusion in dominant institutions, and they do so by casting the group as like the majority. Scholars have criticized claims of this kind for affirming the status quo and muting significant differences of the excluded group. Yet, this chapter shows how these claims may also disrupt the status quo, transform dominant institutions, and convert distinctive features of the excluded group into more widely shared legal norms. This dynamic is observed in the context of lesbian, gay, bisexual, and transgender (LGBT) rights, and specifically through attention to three phases of LGBT advocacy: (1) claims to parental recognition of unmarried same-sex parents, (2) claims to marriage, and (3) claims regarding the consequences of marriage for same-sex parents. The analysis shows how claims that appeared assimilationist – demanding inclusion in marriage and parenthood by arguing that same-sex couples are similarly situated to their different-sex counterparts – subtly challenged and reshaped legal norms governing parenthood, including marital parenthood. While this chapter focuses on LGBT claims, it uncovers a dynamic that may exist in other settings.

The purpose of this paper is to explore undergraduate student attitudes towards the inclusion of social media training within higher education pedagogy, student perceptions of social media proficiency as professional expertise and its impact on graduate employability.

In all, 81 undergraduate students studying medicine, law, science and arts volunteered to complete an online survey. Questions examined student attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency.

Participants stated that social media skills should be taught in optional classes (85 per cent) covering generic competencies (56 per cent). The majority (91 per cent) of respondents reported that social media skills and training were valuable for employability.

This was a pilot study and was therefore limited by the self-selection of participants, sample size and geographic location.

This study identifies that undergraduates across a range of disciplines are receptive to developing professionally relevant social media skills within higher education pedagogy and identify a link between social media proficiency and graduate employability.

Despite the increasing necessity for social media skills in professional environments, few studies have examined the teaching of social media skills as a core competency in higher education. Instead, social media is largely examined in relation to curriculum delivery and student engagement. This study explores attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency exclusively from the viewpoint of undergraduate students, to provide an alternative insight rarely explored in the literature.