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Bad service experiences potentially leading to long‐standing grudges can be quite costly for an organization. In many cases, corporate actions and policies cause grudges as consumers grow more and more frustrated about their interactions with large, impersonal companies. The primary objectives of this study were to examine through empirical research the causes of consumer grudgeholding, the behaviors undertaken by grudgeholders in response to their outcome, the impact of grudges against businesses, and whether differences exist depending on the grudgeholder’s age. The findings suggest that older consumers are more likely to discuss their concerns with store, company or organization employees, and in addition, they can be expected to tell more people outside of the firm than younger consumers. While neither younger nor older consumers appear highly inclined to purchase products or services from the firm following a bad experience, older respondents displayed a stronger aversion to the company, store or firm in question.

This paper seeks to propose and test the appropriateness of a brand community within an internal branding framework.

Using the multidimensional constructs of brand community and the strengths of internal branding strategies, this study explores the theoretical underpinnings of combining the two constructs.

Intraorganizational brand communities are presented as a viable strategic possibility for targeting internal branding participants. Results lend strong support to the need for and efficacy of internal brand communities, and provide an opportunity to examine the strategic synergies of pursuing such a strategy for internal as well as external audiences.

The study was delimited to domestic participants. Additional studies are recommended to further test the constructs of brand community membership in an internal brand community.

External branding initiatives and communications can be used internally, among employees, to build positive brand associations and brand affinity. Further, implementing an internal brand community can lead to increases in the emotional buy‐in of employees and ultimately could help companies increase the proportion of “champion” employees.

The study integrates the research streams of brand community and internal branding and studies the viability of conducting internal branding within a brand community framework.

This paper aims to address two primary research questions: Why does a consumer integrate into a brand community and how does that impact overall satisfaction with the brand? Which of the main social media sites (Facebook, Twitter, LinkedIn and Pinterest) is more/less appropriate for cultivating a brand community?

Data were collected via an online survey of college students at two universities. The data were analyzed using structural equation modeling with AMOS software.

Results suggest that brand community does lead to satisfaction with a social media brand. Consumers are more likely to integrate into a brand community if they view the site as personally relevant. Relevancy is affected by the frequency with which the consumer visits the site. The analysis also indicates that there are interesting differences among the different sites.

This study has some limitations due to the demographics of the respondents and the finite listing of sites.

Social media marketers looking to build brand community and increase satisfaction will be able to use the results of this study to make informed decisions regarding these efforts.

Society could benefit from this study if marketers use the findings to engage consumers in brand communities through social media. Brand communities help participants to feel more engaged and connected to others. It is well known that people thrive in community settings and this togetherness, as opposed to isolation, will be good for the participants and society in general.

The understanding of why a consumer would integrate into a brand community is valuable information because it is generally known and accepted that there are positive results for the brand, but this study takes it a step further and looks at the specific social media sites to give guidance to marketing practitioners as to which ones are best for brand community building.

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

The purpose of this research is to provide an empirical examination of the role of the salesperson in the new product/service development process.

A survey was mailed to 2,650 sales managers representing US firms across the nation, and the resulting sample size consisted of 246 respondents with a response rate of 9.3 percent. The survey sample included firms with a business‐to‐business emphasis, and those with a minimum of 50 employees.

The majority of the respondents reported that salespeople are indirectly or directly involved in the new product/service development process. In spite of this contribution, many firms do not directly reward salespeople for their involvement. Offering appropriate incentives could greatly increase their efforts to collect information for new product/service idea generation.

Suggested future research includes the perspectives of salespeople, new product development directors, etc. In addition, the study was strictly domestic and could benefit from an international focus, as well as a comparison of products versus services sectors.

The findings from this study can be used by managers as a benchmark for assessing sales force participation in the new product/service development, and to identify ways to encourage increased participation by the sales force with incentives.

Little formalized research has been conducted on the specific role that salespeople play in the new product/service development process. The findings from this study may provide strategic guidance to organizations with respect to the role of salespeople in the critical new product/service development process.

This research aims to provide guidance for management of green service supply chains to improve the likelihood and extent of innovation and joint productivity performance for value creation, with regard to coupling the potential role of the customer to increase supply chains performance. It is the purpose of this study to address the impact of green innovation privileged on service supply chains, then to address the prerequisite factors for enhancing the entire chain value creation.

A survey of extant research was undertaken for Egyptian hotels. It involved one type of questionnaire, provided across all managerial levels: top, senior, and executive managers. This questionnaire is divided into four main sections: the first section considers value creation, since the second section is related to trust; the third section is related to sharing knowledge; and the latest section is related to joint productivity.

The paper finds that it is possible to assist managers in thinking about adding value for supply chains.

The study period interval in data collection may have influenced the variance in responses and therefore should be considered a limitation.

The ability to customize the simulator's parameters to represent value creation makes it a powerful tool for managers when deciding to rely on service supply chain.

This paper presents main elements required for enhancing value creation for all supply chain parties.

The purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.

This study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.

Challenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.

While lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.