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The purpose of this paper is to examine the value‐relevance of corporate reputation during times of crisis. The paper seeks to extend the view beyond the traditional focus on the cognitive component of reputation, shed light on its affective component, and integrate the perceptions of different stakeholder groups.

The paper uses two large‐scale surveys, one from before and one from after the financial crisis year of 2008, to ascertain the reputation evaluations of the largest publicly listed corporations in Germany. The paper employs a model augmented with standard accounting variables (i.e. sales, return on assets, etc.) to analyse the link between corporate reputation as noted by different stakeholder groups and future firm value.

Even though corporations are not able to elude the overall negative impact of an economic crisis, the magnitude of influence depends on the individual firm dynamics as related to the firm's reputation. In particular, firm value dynamics are significantly associated with a reputation's affective component as perceived by the general public and its cognitive component as perceived by opinion leaders.

The paper analyses only very large corporations in Germany over a limited period of time.

Managers cannot influence the course of a trans‐national crisis, but they can immunise their company against its impacts by managing financial and non‐financial drivers of firm reputation within the various stakeholder groups.

The paper extends previous research on the value‐relevance of corporate reputation by exploring the roles of different stakeholder groups' perceptions of the affective and cognitive component of reputation.

Policy‐makers are looking to after‐school programmes to improve family and child wellbeing and are searching for evidence‐based ways to improve the quality of after‐school programmes. This study examines whether the Good Behaviour Game, a behaviour management curriculum designed for school classrooms, can be easily migrated to academically focused after‐school programmes. Our results are based on programme observations, qualitative interviews and ratings of implementation fidelity. We describe the structure and activities in these after‐school programmes and then identify challenges to implementing and evaluating classroom‐based interventions in the after‐school setting.

Consumer affinity may be a key factor in overcoming ethnocentric barriers and promoting a favourable attitude towards specific foreign countries and their products. However, progress in knowledge of this concept in international marketing literature has suffered from a lack of integration and analysis. The purpose of this study was to shed new light on the concept of consumer affinity based on a comprehensive systematic review of the literature, provide a critical analysis of previous research in terms of conceptual, methodological and substantive issues and problems and offer avenues for future research.

This structured systematic review of consumer affinity included articles published in international peer-reviewed journals from 2008 to 2021, examining key conceptual, operational and substantive aspects.

This systematic review of articles on consumer affinity published over the past 14 years revealed that this line of research is a growing vibrant domain in the context of international marketing. It also showed that current knowledge of consumer affinity is characterized by theoretical inconsistencies, contradictory empirical results and scant international marketing research in the affinity domain.

This article provides an overview of the extant literature on consumer affinity and yields a consolidated image of its current status, as well as a research agenda that raises new questions for the academic community.

Special educators make countless decisions regarding services for students with disabilities. The evidence-based practice movement in education encourages those decisions be informed by the best available evidence, professional judgment, and client values and context. In this chapter we argue that while evidence is the best basis for making decisions it is imperfect and uncertainty about the evidence-base for decisions will always exist. We outline three classes of evidence and the sources of uncertainty for each. Finally, we describe a framework for integrating these different sources of evidence as a means for increasing confidence in evidence-based decisions.