Stephanie Inouye, Ting Chi and Linda Bradley
The purpose of this paper is to propose and examine a consumer-perceived value (CPV) formation model in the context of Hawaiian attire (aloha attire). The effects of key…
Abstract
Purpose
The purpose of this paper is to propose and examine a consumer-perceived value (CPV) formation model in the context of Hawaiian attire (aloha attire). The effects of key socio-demographic factors on perceived values of aloha attire were empirically determined.
Design/methodology/approach
CPV is conceptualized as a multi-dimensional construct including emotional value, social value, quality value, and price value. The investigated socio-demographic factors included residential status, age, gender, ethnicity, education level, income level, and type of retailers from which consumers usually purchase aloha attire. The primary data were gathered by a questionnaire survey of US consumers. Using 330 survey returns, factor analysis and multiple regression analysis were utilized for data analysis and hypothesis testing.
Findings
The proposed model was proven valid and the four value constructs cumulatively accounted for 68.6 percent of the variance in CPV of aloha attire. Majority of variances of perceived values (social value at 74 percent, emotional value at 70 percent, price value at 67 percent, and quality value at 65 percent, respectively) can be accounted for by investigated socio-demographic factors. Gender and ethnicity significantly affected perceived social and emotional values. Income level and education level significantly affected all perceived values. Residential status only affected perceived price and emotional values, while retailer type significantly affected perceived social, emotional, and quality values.
Practical implications
Incorporation of gender, ethnicity, income level, education level, residential status, and retailer type information in developing marketing strategies and promotional programs can help companies more effectively convey desired values of aloha attire to target consumers.
Originality/value
This empirical study responded to the need for better understanding of consumer desired values for aloha attire to support more effective product development and marketing. The knowledge gained from this study provides valuable insights for both academicians and industrial practitioners.
Details
Keywords
Ivonne Lujano Vilchis, Derek Thurber and Matt Romkey
Student-led journals have a long history, yet they have received little attention in academic publishing and higher education research. This study aims to fill this gap and enrich…
Abstract
Purpose
Student-led journals have a long history, yet they have received little attention in academic publishing and higher education research. This study aims to fill this gap and enrich the analysis of student-led publications from a novel point of view: the role of journals in shaping the academic identity of graduate students through a collaborative autoethnographic study.
Design/methodology/approach
The authors explore their personal experiences as student editors of Current Issues in Education (CIE) produced at Mary Lou Fulton Teachers College (MLFTC) at Arizona State University (ASU). The data were collected by first writing a personal narrative about their experiences serving on CIE’s editorial board. To support their notes, they drew from their memories and informal conversations with other student editors and reviewers, as well as advisors. They also drew upon some of CIE’s internal documents, such as editorial meeting minutes.
Findings
This study aligns with Inouye and McAlpine's (2019) systematic review of academic identity development for doctoral students, highlighting editorial work’s relevance to developing academic identity, particularly related to reflective thinking, authorial identity, confidence and learning through critique. Participating in the publication landscape through academic journals allows students to develop their authorial voice and collective identity as academics.
Research limitations/implications
It is authors’ hope that this autoethnography provides a unique perspective for doctoral programs to consider how students can shape their scholarly identity outside of formal classroom learning. More pointedly, this study could be considered a useful resource for those institutions that run student-journals or plan to do so. The authors’ experiences could inform the policies that frame the day-to-day editorial practices, such as the peer review procedures.
Originality/value
This study demonstrates how student journals, as third spaces, provide opportunities for constructive interactions that contribute to the construction of academic identity and offer a platform for student engagement in scholarly publishing processes, ultimately boosting their confidence as writers and sense of belonging to academia.