Lauren Lewis Cline, Haley Rosson, Penny Pennington Weeks and William G. Weeks
Panel discussions as a pedagogical tool allow students to engage with topics of leadership and deliver conceptual understanding in leadership education. Although undergraduate…
Abstract
Panel discussions as a pedagogical tool allow students to engage with topics of leadership and deliver conceptual understanding in leadership education. Although undergraduate leadership development students have reported a preference for the instructional method, the use of panel discussions as a teaching practice has not been prevalent among leadership educators. For this exploratory, non-experimental study, a retrospective pre- post test evaluation questionnaire was utilized to capture changes in student perceptions related to key topics following a Women in Agricultural Leadership panel discussion. Perceptions and awareness toward women agricultural leaders were shown to increase significantly after participation in the panel discussion, thereby generating further opportunities for positive and insightful discussion.
The agricultural industry is demanding a skilled workforce. Leadership is often identified as a desired employability skill but understanding the relationship between leader and…
Abstract
The agricultural industry is demanding a skilled workforce. Leadership is often identified as a desired employability skill but understanding the relationship between leader and follower during the leadership process in agricultural contexts is limited. The purpose of this qualitative study is to understand how employers contextualize the follower characteristics and skills desired when hiring individuals with an undergraduate agricultural degree for entry-level positions using a case study approach. Data collected from individual interviews, a focus group, observation, and artifacts were combined to triangulate emergent findings. When viewed through the lens of followership theory, the agricultural industry seeks graduates who are independently-directed followers. The themes of job skills, organizational skills, and values component describe the desired characteristics and behaviors of independently-directed followers.
Yam B. Limbu, Bruce A. Huhmann and Robin T. Peterson
This study aims to examine how product involvement moderates the effects of emotional appeals namely humor and endorsers on consumers' responses to direct‐to‐consumer advertising…
Abstract
Purpose
This study aims to examine how product involvement moderates the effects of emotional appeals namely humor and endorsers on consumers' responses to direct‐to‐consumer advertising (DTCA).
Design/methodology/approach
This study employed a 2 (Humor: humor vs. non‐humor)×2 (Endorser: celebrity vs expert)×2 (Involvement: high vs low) factorial experimental design. Subjects were 420 allergy/asthma sufferers or non‐sufferers attending a large Southwestern US university as undergraduate and graduate students.
Findings
Results confirm that low involvement consumers demonstrate more positive responses than high involvement consumers toward prescription drug ads with emotional appeals. Humor or a celebrity endorser enhances ad and brand attitudes, brand recall, and copy point recall of consumers without medical conditions. However, an expert endorser is found to be more effective in improving ad credibility. A three‐way interaction between humor, endorser, and involvement was evident indicating that the celebrity endorser and humor jointly generated more positive responses than other combinations of treatment group when product involvement was low. These findings clearly suggest that use of emotional appeals in DTCA does not influence attitudes and memory of target audience who are suffering from a condition.
Originality/value
This is the first empirical study that examines the effects of emotional appeals namely humor and endorsers on consumers' responses to DTCA.
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Katherine A. Graves, Lindsey Mirielli and Chad A. Rose
This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those…
Abstract
This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.
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Chad A. Rose, Madison H. Imler and Jessica Cowley
The duality of online socialization can be examined by looking at the dynamic contrast between cyberbullying and online friendships. From the beginning of instant messaging to…
Abstract
The duality of online socialization can be examined by looking at the dynamic contrast between cyberbullying and online friendships. From the beginning of instant messaging to what we know now as direct messaging, the impact of rapid and continuous interactions in online spaces can have a widespread impact on youth. As the landscape of technology and technological access continues to evolve, the virtual interactions that arise in daily life also evolve. Therefore, understanding the impact of these interactions becomes an increasing concern. This chapter evaluates the unique characteristics, and related reciprocity, of online friendships and cyberbullying by assessing the impact of online socialization on school-aged youth. Overall, by juxtaposing both cyberbullying and online friendships, this chapter aims to provide a comprehensive understanding of the complexities that increased online socialization can have on youth in a digital age.