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Marketing managers routinely use purchase intentions data to make strategic decisions concerning both new and existing products and the marketing programs that support them. Yet, the indication from empirical investigations regarding the link between respondents' stated intentions and their actual behavior is not as clear. Predicting which consumer will purchase an environmentally friendly product, the research remains split, particularly when it comes to perceived “trade‐offs” between the environmental benefits, quality, and cost. In this regard, previous research has fallen short in examining consumers' actual purchase behavior versus self‐reported purchase intentions. This paper seeks to address these issues.

This study measured consumer psychographics and expressed purchase intention to predict actual purchase behavior using an online survey and the Vickrey auction method.

The results show that respondents expressing a high intention to purchase environmentally friendly wines also reported strong attitudes and values toward the environment. However, the gap between stated willingness to pay and the actual price paid was wide.

The study was restricted to the investigation of one type of product. The model should be tested with a number of products that are purchased on a regular basis.

Given the wide disparity between stated willingness to pay and actual price paid for those expressing high purchase intentions, marketing should use caution when assessing this targeted group for new product launches and potential price changes.

This study assessed the same cohort using a survey and auction experiment to relate consumer values and purchase intentions with actual behavior.

Many people fear the approach of 1984. Why? Because in their minds too many of George Orwell's dark prophecies in his 1948 novel, 1984, appear to be coming true.

The authors provide new quantitative evidence of the relationship between technologies and organizational design in the context of complex one-off products. The systems that produce complex, one-off products in mature, fragmented industries such as construction lack many of the typical organizational features that researchers have deemed critical to product development success (e.g., team familiarity, frequent communication, and strong leadership). In contrast, the complexity of these products requires a diverse knowledge base that is rarely found within a single firm. The one-off nature of construction’s products further requires improvization and development by a distributed network of highly specialized teams. And because the product is complex, significant innovations in the end product require systemic shifts in the product architecture. Riitta Katila, Raymond E. Levitt and Dana Sheffer use an original, hand-collected dataset of the design and construction of 112 energy-efficient “green” buildings in the United States, combined with in-depth fieldwork, to study these questions. A key conclusion is that the mature US construction industry, with its particularly fragmented supply chain, is not well suited to implementing “systemic innovations” that require coordination across trades or stages of the project. However, project integration across specialists with the highest levels of interdependence (i.e., craft, contract integration) mitigates the knowledge and coordination problems. There are implications for research on how technology shapes organizations (and particularly how organizations shape technology), and on the supply chain configuration strategies of firms in the construction industry as well as building owners who are seeking to build the best buildings possible within their budgets.

Qualitative methodology is used to examine social and dialogic interactions, in a fifth‐grade classroom known as ‘Freedom Falls’. The author discusses social interaction through dialogue as a means of constructing a democratic classroom community for students. In this case study, through descriptive data, classroom dialogue is examined from the collective group to individual members. The author explains how she discovered that meanings about democracy in the classroom were transferred from the collective group to the individual members, and ways of expressing democratic practices in the classroom enhanced students’ participation as active classroom members responsible for their classroom culture.

Locus of control (LOC) is the manner in which one attributes their ability to make change in life. This could be through others, fate or chance (externalised), or through oneself (internalised). An internalised LOC results in greater self-belief in the ability to change one's behaviour. Non-disabled offenders with an internalised LOC are more likely to benefit from treatment through therapy and in turn have reduced rates of re-offending. The relationship between LOC and response to treatment is only understood in a limited way for offenders with intellectual disability (ID) who participate in treatment programmes. The paper aims to discuss these issues.

To better understand LOC for offenders with ID, this paper investigates its role in community-based therapy outcomes along with its use as a common pre-/post-measure of treatment success in mainstream offender populations. Drawing upon these findings information more specific to people with ID will be discussed.

This paper will then explore the importance of LOC in treating offenders with ID through a review of the current published literature, which generally indicates offenders with ID demonstrate a tendency towards an external LOC in comparison with non-disabled or non-offender groups.

Given the negative implications for treatment that external LOC may play, several significant therapeutic strategies that can contribute to development of internalised LOC are discussed, in addition to a consideration of other possible variables separate from ID that may play a role in both developing or perpetuating an external LOC.

This paper develops a new theory arguing that party change results from ruptures in political parties’ ties to civil society organizations. I demonstrate the utility of this approach by using it to explain why the Rhode Island Democratic Party (RIDP) changed from a hierarchical machine to a porous political field occupied by multiple interlegislator cliques and brokered by extra-party political organizations and professionals. While others attribute party change to bureaucratization, electoral demand, or system-level changes, I analyze historical, observational, and interview data to find that a severance in the RIDP’s relationship with organized labor prompted party change by causing power to diffuse outward as leadership lost control over nominations and the careers of elected office holders. In the spaces that remained, interest groups and political professionals came to occupy central positions within the party field, serving as brokers of the information and relationships necessary to coordinate legislative activity. This analysis refines existing theories of party change and provides a historically-grounded explanation for the institutionalization of interest groups and political professionals in American party politics.

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

Describes the experiences of an American professor who taught a graduate course in cross‐cultural management at a Portuguese university. Outlines the overall experience before detailing several pedagogic issues which were unforeseen/problematic. Proposes ten axioms to guide similar future internal exchange experiences. Emphasizes four areas of difficulty, preparation, expectations, conduct and relationships.

Addresses the value of laughter, play and a sense of humour as tools for improving communication, innovation and empowerment. Organizations around the world are hiring the author, and other facilitators, to deliver playful and humorous programmes designed to help team members develop a creative collaborative and customer‐centred culture. Lowering stress, improving interpersonal skills, increasing creativity and accelerating learning all can be accomplished by including fun in the workplace. These behaviours and skills support the empowered organization.