Marie A. Yeh, Kimberly V. Legocki, Kristen L. Walker and Meike Eilert
This study aims to investigate the mental health treatment journeys of stigmatized consumers using user-generated content (UGC) while also examining the role of UGC in the journey.
Abstract
Purpose
This study aims to investigate the mental health treatment journeys of stigmatized consumers using user-generated content (UGC) while also examining the role of UGC in the journey.
Design/methodology/approach
This study offers valuable insights from 68 distinct, stigmatized consumers through a qualitative content analysis of 73 YouTube product review videos related to ten antidepressants. Data is coded, combining inductive coding with theory to provide a nuanced interpretation. Applying the Common-Sense Model of Self-Regulation to traditional consumer journey concepts, the analysis of UGC is structured by a unique mental health treatment journey.
Findings
The findings show that consumers use UGC to destigmatize their mental health treatment by engaging in dynamic reflection throughout their journey, rather than following traditional feedback models. Unlike typical consumption patterns, where search is limited to the initial stage, these consumers search at every journey phase while sharing insights that offer valuable support to others which, sometimes they report, is reciprocated by viewers.
Research limitations/implications
Theoretically, this study introduces an innovative framework blending psychological and marketing theories to address a gap in health-care service marketing literature concerning long-term mental health treatment journeys. By introducing the concept of dynamic reflection, it demonstrates how consumers actively engage in and share insights throughout their treatment process, differing from traditional feedback models, and highlights the impact of UGC on health-care service provision.
Practical implications
Findings could inform potential health-care provider interventions that may improve treatment effectiveness.
Originality/value
Although stigmatized consumers’ experiences have been examined, their treatment experiences have not been framed within a journey framework.
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Marie A. Yeh, Robert D. Jewell and Cesar Zamudio
This study aims to investigate age and gender differences in young consumers’ attribute preferences that underlie their choice decisions. This research proposes and finds that…
Abstract
Purpose
This study aims to investigate age and gender differences in young consumers’ attribute preferences that underlie their choice decisions. This research proposes and finds that attribute preferences are moderated by age but not gender. Understanding how children at different ages evaluate a product’s attributes is essential to new children’s product development.
Design/methodology/approach
Hierarchical Bayesian choice-based conjoint analysis was used to assess attribute importance via a series of choice tasks among children and adults. Adults completed the study by survey, whereas children were interviewed and led through the choice tasks.
Findings
This research finds that the preference structure for a product’s attributes differs systematically based on the age of children. Younger children chose based on perceptually salient attributes of a product, whereas older children chose based on cognitively salient attributes. When children’s attribute preferences are compared to adults, older children value attributes more similarly to adults than younger children. While gender differences were proposed and found, further analysis indicated that these differences were driven by adults in the sample and that no gender differences existed in the children’s age categories.
Originality/value
This study is the first to study children’s preference structure in complex choices with different ages preferring different attributes. By using conjoint analysis, this research is able to understand children’s underlying decision process, as utility scores are obtained providing a level of precision for understanding the underlying process of children’s choices that other studies have not used.
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Jane E. Machin, Teri Brister, Robert M. Bossarte, Jenna Drenten, Ronald Paul Hill, Deborah L. Holland, Maria Martik, Mark Mulder, Maria Martik, Madhubalan Viswanathan, Marie A. Yeh, Ann M. Mirabito, Justine Rapp Farrell, Elizabeth Crosby and Natalie Ross Adkins
The purpose of this paper is to inspire research at the intersection of marketing and mental health. Marketing academics have much to offer – and much to learn from – research on…
Abstract
Purpose
The purpose of this paper is to inspire research at the intersection of marketing and mental health. Marketing academics have much to offer – and much to learn from – research on consumer mental health. However, the context, terminology and setting may prove intimidating to marketing scholars unfamiliar with this vulnerable population. Here, experienced researchers offer guidance for conducting compelling research that not only applies marketing frameworks to the mental health industry but also uses this unique context to deepen our understanding of all consumers.
Design/methodology/approach
Common concerns about conducting marketing research in the area of mental health were circulated to researchers experienced working with vulnerable populations. Their thoughtful responses are reported here, organized around the research cycle.
Findings
Academics and practitioners offer insights into developing compelling research questions at the intersection of marketing and mental health, strategies to identify relevant populations to research and guidance for safe and ethical research design, conduct and publication.
Originality/value
To the best of the authors’ knowledge, this is the first instructional paper to provide practical advice to begin and maintain a successful research agenda at the intersection of mental health and marketing.
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Nancy J. Adler (USA), Sonja A. Sackmann (Switzerland), Sharon Arieli (Israel), Marufa (Mimi) Akter (Bangladesh), Christoph Barmeyer (Germany), Cordula Barzantny (France), Dan V. Caprar (Australia and New Zealand), Yih-teen Lee (Taiwan), Leigh Anne Liu (China), Giovanna Magnani (Italy), Justin Marcus (Turkey), Christof Miska (Austria), Fiona Moore (United Kingdom), Sun Hyun Park (South Korea), B. Sebastian Reiche (Spain), Anne-Marie Søderberg (Denmark and Sweden), Jeremy Solomons (Rwanda) and Zhi-Xue Zhang (China)
The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens…
Abstract
The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens. Focusing on both more and less successful country-specific initiatives to fight the pandemic and its multitude of related consequences, this chapter explores implications for leadership and effective action at the individual, organizational, and societal levels. As international management scholars and consultants, the authors document actions taken and their wide-ranging consequences in a diverse set of countries, including countries that have been more or less successful in fighting the pandemic, are geographically larger and smaller, are located in each region of the world, are economically advanced and economically developing, and that chose unique strategies versus strategies more similar to those of their neighbors. Cultural influences on leadership, strategy, and outcomes are described for 19 countries. Informed by a cross-cultural lens, the authors explore such urgent questions as: What is most important for leaders, scholars, and organizations to learn from critical, life-threatening, society-encompassing crises and grand challenges? How do leaders build and maintain trust? What types of communication are most effective at various stages of a crisis? How can we accelerate learning processes globally? How does cultural resilience emerge within rapidly changing environments of fear, shifting cultural norms, and profound challenges to core identity and meaning? This chapter invites readers and authors alike to learn from each other and to begin to discover novel and more successful approaches to tackling grand challenges. It is not definitive; we are all still learning.
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Tracey Ollis, Ursula Harrison and Cheryl Ryan
We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity…
Abstract
Purpose
We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.
Design/methodology/approach
The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.
Findings
Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.
Originality/value
This research paper is empirical research and has not been submitted elsewhere for publication.
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Sharon D. Kruse and David E. DeMatthews
This introductory chapter underscores the urgent need to reimagine school leadership in the face of unprecedented challenges and uncertainties, including the COVID-19 pandemic…
Abstract
This introductory chapter underscores the urgent need to reimagine school leadership in the face of unprecedented challenges and uncertainties, including the COVID-19 pandemic, ongoing struggles for racial justice, and declining trust in public institutions. The chapter argues that traditional, top-down leadership approaches no longer sufficiently meet the complex needs of students, families, and communities and advocates for paradigm shift toward more collaborative, adaptive, and equity-centered leadership practices. Leadership practices are suggested that build inclusive school communities, foster a culture of continuous learning, and prioritize the holistic well-being of every student are highlighted as crucial. Readers are challenged to rethink the very purpose and goals of education, moving beyond narrow measures of academic achievement to encompass the development of the whole child. Three key themes are introduced: (1) school characteristics and structures for facing future challenges, (2) leadership practices to initiate and support new organizational perspectives, and (3) innovative school organizations addressing crises and implications. The chapter asserts that transforming school leadership requires a fundamental rethinking of the structures, policies, and incentives that shape the work of educational leaders. Therefore, school leaders must be equipped with the knowledge, skills, and dispositions to lead for social justice, build culturally responsive school communities, and create transformative spaces where all students can thrive. This bold vision requires leaders to approach their work with humility, curiosity, and courage as they navigate the complexities of educational leadership in the 21st century.
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Corinna Di Niro and Jeanne-Marie Viljoen
This chapter describes a case study of a multidisciplinary approach to the complex social issue of teaching English to multilingual tertiary students in a pluralistic context. It…
Abstract
This chapter describes a case study of a multidisciplinary approach to the complex social issue of teaching English to multilingual tertiary students in a pluralistic context. It does this by advancing an innovative multilingual pedagogy combining specific aspects of Commedia dell’Arte (Di Niro) and translanguaging (Viljoen) to cross boundaries between languages and cultures for effectively teaching. This is achieved through an examination of Di Niro’s course structure, written reflections and observations of teaching students “English for Business Studies” at the University of South Australia (UniSA). Reflections are arranged and interpreted around three themes: multilingualism, game play, and physicality/embodied learning. Following O’Neill and Viljoen (2021, p. 1), the authors argue that “such reflection is not simply contemplative, but involves dynamic, transforming and reflexive processes of accessing” the lived-experience of language and culture of the teacher and students in an engaged and responsive learning dialogue. Commedia dell’Arte includes multilingualism, improvisation, gesture, role-play and extending students to develop socio-political dialogue. Translanguaging involves foregrounding and affirming the home language of multilingual students of English while also developing their English. Blending these methodologies and methods enables the authors to simultaneously address practical and theoretical aspects of teaching in a multilingual classroom.
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HyeJin Tina Yeo, Malaika McKee and William Trent
In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social…
Abstract
In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social perceptions of racial stereotypes in the United States. These stereotypes are determined by geography which exude from the legacy of enslavement in the United States. EYES theory proposes that international students view racial differences through these dynamics by assessing their own identity in regards to race, colorsim and group identification. Specifically, international students use racial groups to classify, rank, and understand racial differences that are informed by these social geographies that impart a white/black racial discourse by which international students navigate their social status. EYES theory challenges the intellectual perception of heterogeneity among international students and in regards to race posits that international students experience mico and macrolevel contexts regarding race due to the socio-historical legacy of racism in the United States. The authors anticipate that EYES theory may have implications for study in other geographical contexts where a black white dichotomy serves as the parameter for understanding racial relationships and hegemony.