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Article
Publication date: 12 March 2018

Tri D. Le, Angela R. Dobele and Linda J. Robinson

Word-of-mouth (WOM) literature has identified the roles of source and message in WOM influence, but the relationship between them is yet to be investigated. The purpose of this…

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Abstract

Purpose

Word-of-mouth (WOM) literature has identified the roles of source and message in WOM influence, but the relationship between them is yet to be investigated. The purpose of this paper is to explore this relationship by examining the mediation of message on the impact of perceived source characteristics from the perspective of the receiver. The paper also considered the mutual relationships between source characteristics and message quality.

Design/methodology/approach

A quantitative survey of prospective students was conducted to empirically examine the proposed conceptual model. A sample of 509 respondents was analysed using structural equation modelling.

Findings

The findings suggest the significant impact of expertise, trustworthiness, homophily and opinion leadership of the WOM source on the judgement of message quality and the indirect effects on WOM influence mediated by the message quality. The results also indicate the moderating effects of receiver involvement and the valence of the message on the impact of message quality.

Practical implications

The findings of this paper can inform the strategic development of WOM marketing. A deeper understanding of source characteristics and the role of the message may enable marketing practitioners to better target appropriate influencers for seeding programmes that stimulate WOM communication about their brands or products.

Originality/value

This study examines how the receiver’s evaluations of message content mediate the relationship between source characteristics and WOM influence. Source and message are two elements of communication which are processed when people receive information. However, nascent research examines their effects on each other. This research contributes to the understanding of this relationship through an empirical examination of the direct effects of primary source characteristics on perceived message quality.

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Marketing Intelligence & Planning, vol. 36 no. 4
Type: Research Article
ISSN: 0263-4503

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Article
Publication date: 19 December 2019

Diem Khac Xuan Do, Kaleel Rahman and Linda J. Robinson

Understanding negative customer engagement is important as it is argued that negative information has a stronger impact on a customer’s brand perception and purchase decision than…

4433

Abstract

Purpose

Understanding negative customer engagement is important as it is argued that negative information has a stronger impact on a customer’s brand perception and purchase decision than that of positive information. Hence, this paper aims to propose new determinants of negatively valenced customer engagement, including disengaged and negatively engaged behaviours in a service consumption context and explore under what conditions customers display disengaged or negatively engaged behaviours.

Design/methodology/approach

This study incorporates justice theory, expectancy disconfirmation theory and psychology literature to propose determinants of negative customer engagement behaviours.

Findings

A conceptual framework is developed that proposes customer perceived justice and negative disconfirmation as determinants of negative customer engagement via the mediator of customer outrage. Moderating variables, include self-esteem, self-efficacy, altruism and vengeance; are also proposed to affect disengaged/negatively engaged behaviours.

Originality/value

This study is the first to specify the underlying reasons of negative customer engagement by establishing the conceptual linkages between negative disconfirmation, justice and negative customer engagement via the mediating role of customer outrage. Further, customer resources are used to understand disengaged/negatively engaged behaviours. In doing so, this study views negative customer engagement from the perspective of a customer’s internal response to the trigger experience, rather than the experience itself. Thus, this study contributes to literature on customer engagement by developing a conceptual framework that illustrates the underlying cognitive and affective responses that drive negative customer engagement behaviours.

Details

Journal of Services Marketing, vol. 34 no. 2
Type: Research Article
ISSN: 0887-6045

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Book part
Publication date: 23 November 2020

Karen Singer-Freeman, Christine Robinson and Linda Bastone

Our chapter addresses the balance assessment professionals must strike in supporting academic freedom, shared governance practices, and learning improvement efforts within…

Abstract

Our chapter addresses the balance assessment professionals must strike in supporting academic freedom, shared governance practices, and learning improvement efforts within colleges and universities in the United States. Specifically, we address how assessment professionals (faculty or staff whose primary job involves accreditation or the assessment of student learning) can encourage increased educational equity while supporting academic freedom. The authors offer a unique perspective. As former faculty members, current assessment practitioners, and a current academic administrator, we work to ensure that our institutions are using assessments of student learning to improve learning for all students. This work gives us insight into the ways in which assessment information shapes institutional efforts, balancing the rights of faculty to control the curriculum with the rights of historically underserved students (including students from underserved ethnic or racial groups, first generation college students, students from low-income households, and students with special needs or disabilities) to receive a quality education. We propose that one solution to this apparent conflict is to provide faculty with data that allow them to analyze the ways in which their assessment choices influence educational equity. To contextualize our work in this area we summarize institutional and faculty freedoms and discuss areas of conflict. We then describe ways to reduce areas of conflict by creating a culture of inquiry that centers around consideration of data and opportunities to modify assessments to increase educational equity.

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Book part
Publication date: 25 October 2022

Hannah R. Marston, Linda Shore, Laura Stoops and Robbie S. Turner

Free Access. Free Access

Abstract

Details

Transgenerational Technology and Interactions for the 21st Century: Perspectives and Narratives
Type: Book
ISBN: 978-1-83982-639-9

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Article
Publication date: 1 January 1991

Linda Gabel

Suggests a number of shortcuts to help with workflow when usingPASSPORT and PRISM. Describes the following functions: stacking commandswith the semicolon, function key definition…

18

Abstract

Suggests a number of shortcuts to help with workflow when using PASSPORT and PRISM. Describes the following functions: stacking commands with the semicolon, function key definition, use of “rep” function key definition, additional function key files, COPY and PASTE, authority file displays, and specific cursor placement.

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OCLC Micro, vol. 7 no. 1
Type: Research Article
ISSN: 8756-5196

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Article
Publication date: 17 May 2010

Tania Bucic, Linda Robinson and Prem Ramburuth

This paper seeks to explore the effect of leadership style of a team leader on team‐member learning in organizations, to conceptually extend an initial model of leadership and to…

13977

Abstract

Purpose

This paper seeks to explore the effect of leadership style of a team leader on team‐member learning in organizations, to conceptually extend an initial model of leadership and to empirically examine the new model of ambidextrous leadership in a team context.

Design/methodology/approach

Qualitative research utilizing the case study method is used for empirical validation.

Findings

The leadership style (transformational, transactional, or ambidextrous) adopted by the team leader has an operational effect on the development of learning as a strategic resource within the team, and the organization.

Research limitations/implications

Case studies can be criticized for potential lack of rigour. However, we have used multiple cases following replication logic and triangulation to offset this. Further, cases by nature are generalizable to propositions only, not populations. Thus, a valuable springboard is provided for further quantitative investigations.

Practical implications

The leadership style adopted by the team leader affects team cohesion, perceptions of learning, and learning‐related performance within the team. The findings provide a rationale for greater emphasis on the role, behavior and leading style that are adopted by the leader in order to produce desired team‐level outcomes.

Originality/value

The paper provides much needed extension and empirical validation of the initial model of ambidextrous leadership. The results show that the leader does have an effect on the team, and also that the leader's leadership style is critical to team level learning and related performance. This is valuable knowledge for trainers, recruiters, teams and leaders.

Details

Journal of Workplace Learning, vol. 22 no. 4
Type: Research Article
ISSN: 1366-5626

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Abstract

Details

Transgenerational Technology and Interactions for the 21st Century: Perspectives and Narratives
Type: Book
ISBN: 978-1-83982-639-9

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Book part
Publication date: 6 November 2023

Susan Whatman and Juliana McLaughlin

This chapter focusses on the research methodology of the completed project, drawing on what Martin (2008) described as ‘Indigenist’ research traditions or practices. The project…

Abstract

This chapter focusses on the research methodology of the completed project, drawing on what Martin (2008) described as ‘Indigenist’ research traditions or practices. The project drew upon tenets of critical race theory which developed over the life of a university teaching and learning project to support the praxis of Aboriginal and Torres Strait Islander, or Indigenous,1 pre-service teachers on their final internships prior to graduating.

The broader project was conceptualised and framed within our prioritisation of Indigenist standpoint and critical race theory. Our project was designed to amplify the perspectives and voices of Indigenous students in situations where White, hegemonic relations appeared to constrain their potential achievement on practicum in socially unjust and often racist ways. Research into the achievement and success of Indigenous education graduates in Australia is dominated by non-Indigenous reporting, framed in deficit language of Indigenous ‘underachievement’, ‘barriers’, ‘lack’, and ‘disengagement’, rather than from their experience of injustice in their professional preparation as teachers.

The research design troubled how researchers like us ‘come to know’ Indigenous achievement in the higher education sector through the pre-service teachers’ words, impelling us to listen to stories of discrimination, rather than to official accounts of how they ‘failed’ to measure up to teacher standards. The attention to detail in the multi-site, micro-level practices in teacher education and the ways these unfold in situ for Indigenous students would not be possible without the Indigenist research methodology developed in partnership with Indigenous research colleagues and student co-researchers.

This chapter then serves to remind educational researchers that research is a practice and has practice architectures with particular hegemonic arrangements which have not transpired to serve the interests of Indigenous peoples. Honouring Indigenist standpoint and employing critical race theory in research design thus means paying particular and careful attention to the work that research practices do, on, to, and with communities, not normative (colonial) crafting of the praxis research problem.

Details

Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations
Type: Book
ISBN: 978-1-80071-871-5

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Article
Publication date: 1 March 1991

Allan Metz

Historically, Panama has always been “a place of transit.” While technically the isthmus formed part of Colombia in the nineteenth century, it was linked geopolitically to the…

276

Abstract

Historically, Panama has always been “a place of transit.” While technically the isthmus formed part of Colombia in the nineteenth century, it was linked geopolitically to the United States soon after the California gold rush, beginning in the late 1840s. The first attempt at building a canal ended in failure in 1893 when disease and poor management forced Ferdinand de Lesseps to abandon the project. The U.S. undertaking to build the canal could only begin after Panama declared itself free and broke away from Colombia in 1903, with the support of the United States.

Details

Reference Services Review, vol. 19 no. 3
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 17 February 2012

Brent Davies

405

Abstract

Details

International Journal of Educational Management, vol. 26 no. 2
Type: Research Article
ISSN: 0951-354X

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