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Empathy And Political Skill: Improving Salespeople’S Value Enhancing Behavior Performance, Megan C. Good, Charlie Schwepker

Journal of Applied Marketing Theory

Little is known about the interface between empathy and political skill in sales. This study develops a model to reflect these characteristics and their impact on performance. Results from a study of 240 B2B salespeople contradict the a priori assumption that empathy may not be positively related to sales performance and challenge existing stereotypes that salespeople are not empathetic. Importantly, the findings show sellers employing empathy can generate enhanced outcomes. Also, this study extends our understanding that utilizing political influence spreads the benefit of empathy beyond the impact itself. Politically skilled B2B salespeople can better understand and display their empathy …

Whose Opinions Do We Listen To? The Influence Of Online Product Ratings And Price On Consumers, David Ackerman, Jing Hu, Barbara L. Gross

Journal of Applied Marketing Theory

User-generated reviews have become important to consumers in evaluating market offerings and making purchase decisions. This study takes an overall look at the evolving sources of information from which consumers draw to get information about products and services and focuses specifically on an electronics product, a smart phone. We examine the influence of online product ratings and reviews on consumers. Results from data analysis found that online consumer ratings may have more of an impact on consumers than do the ratings of experts. Consumers were more likely to purchase products receiving high ratings from consumers despite receiving low ratings from …

Emerging Themes Regarding Customer Perception Of A Third-Party Online Food Delivery Provider And The Implications For Operators, Shian-Lih Chen Mccain, Jeff Lolli, Emma Liu

Journal of Applied Marketing Theory

This study discusses third-party online food delivery providers' (OFDPs) continuing dominance post-pandemic and provides recommendations for providers and foodservice operators by analyzing customer comments regarding a third-party OFDP. Thematic Analysis, a data-driven inductive approach, was applied in this study to identify four emergent themes. 1) App Technology- Oriented Quality Attributes, 2) App Service-Oriented Quality Attributes, 3) Delivery Person’s Performance, and 4) Restaurant Food Quality. Technology-Oriented Quality Attributes had the highest frequency of mentions (533), followed by Deliverer’s Performance (531), Service-Oriented Quality Attributes (524), and Restaurant Food Quality (115) for a total of 1,703 mentions of which 461(27%) were positive and …

Understanding Course Success In Mandated Online Learning: The Role Of Computer And Computer- Mediated Communication Anxiety, Chris Zimmer

Journal of Applied Marketing Theory

Amidst the COVID-19 pandemic, many universities shifted to fully online learning. This study contributes to the existing online learning literature by examining the connection between course success, student engagement, and levels of computer and computer-mediated communication anxiety. The research delves into understanding the impact of anxiety on course engagement and the relationship between engagement and overall course success. Regression analyses were used to test hypotheses, revealing an interaction between computer anxiety and computer-mediated communication anxiety. The study underscores the importance of student engagement with course materials, particularly for assignments that require higher-order thinking. In contrast, objective quizzes and tests that …

When Consumer Brand Advocacy Goes Bad: A Study Of Key Drivers Of Extreme, Negative Activism, Esta D. Shah, Julia E. Blose, Reagan C. Kilpatrick

Journal of Applied Marketing Theory

This paper uses an active, two-party political landscape in the U.S. as a testing ground to study the effects of an individual’s level of perceived political identification, fantasy proneness, and conspiracy mentality as possible antecedents of extreme, negative activism (e.g. attacking a police officer) undertaken to protect one’s brand community. Two independent, national surveys conducted one week prior to the November 2020 presidential election (N=481) and again in March 2021 after the presidential transition (N=465) allowed us to study the relationship between the three variables among U.S. citizens with liberal or conservative perceived political identifications, and measure likelihood to engage …

Comments From The Editor, Tulay Girard

Journal of Applied Marketing Theory

Welcome to the spring 2024 issue of the Journal of Applied Marketing Theory. The Journal of Applied Marketing Theory (JAMT) aims to provide a reputable platform for publishing academic research that advances marketing knowledge and offers insights for marketing managers.

In the current issue, we are pleased to present five manuscripts that offer unique insights into several diverse topics. Each article received praise from our review team, and we are happy to have the opportunity to present them to you in this edition of JAMT.

Food Insecurity Amongst Urban College Students, Gerron Scott

Georgia Journal of College Student Affairs

Food insecurity is a growing concern among college students. With the rising food and housing costs, more students are going hungry. This narrative inquiry provides a greater understanding of food insecurity's impact on the college-going experience for urban students. Interviews were conducted with five college students who attend a large public urban university in the mid-Atlantic and use the on-campus food pantry. As a result of the narrative inquiry, six themes emerged. They are peer relationships, government assistance, cost of living, access to healthy food, institutional help, and navigating college. As a result of the study, there are several actionable …

“Camp Is A Home”: The Experiences Of Migrant Students In A College Assistance Migrant Program, Lourdes Bastas, Jamie L. Workman, Meagan C. Arrastia-Chisholm

Georgia Journal of College Student Affairs

The researchers explored how the migrant students characterized their experiences in the College Assistance Migrant Program (CAMP) program at a predominately White institution in Georgia and how they developed identity in this qualitative study. Interviews with seven migrant students were transcribed and coded for themes using Baxter Magolda’s theory of self-authorship as the theoretical framework. Participants developed their identities and established self-authorship as migrant students due to the influences and impacts of CAMP and perceived CAMP support as the nexus to their academic success and overcoming barriers. Other themes emerged from the narratives including disruption of frequent moves, cultural differences, …

Message From The President, Georgia Southern University

Messages from the President (2016-present)

No abstract provided.

Midweek Memo, Georgia Southern University

Midweek Memo

• Applaud
• Remember
• Share
• Experience
• You May Have Heard

Overcoming The Bottlenecks In Teaching Psychological Statistics, Lisa J. Elliott, Joan Middendorf

International Journal for the Scholarship of Teaching and Learning

Teaching and learning undergraduate statistics has been a most challenging task for undergraduate psychology majors (Salkind, 2017). A seasoned statistics instructor consulted with a seasoned instructional designer on a method to improve a particularly demanding course using a performance improvement approach to address learning difficulties she had noted in previous semesters. The Decoding the Disciplines methodology identified the most challenging concepts and provided a methodology to improve student learning performance. The methodology focused on five core concepts in psychological statistics: probability, variability, central limit theorem, independent/ dependent variables, and degrees of freedom. The Decoding the Disciplines curriculum was used for …

Gaining Ground: Toward The Development Of Critical Thinking Skills In A Social Problems Course, Ada Haynes, Jacob Kelley, Andrea Arce-Trigatti

International Journal for the Scholarship of Teaching and Learning

The purpose of this article is to contribute to the scholarship of teaching and learning in sociology by examining a set of course redesign improvements made in a Social Problems course at the undergraduate level. These improvements center on increasing students’ critical thinking skills by integrating research-based, innovation-driven learning and student-centered strategies into a four-part course assessment redesign. Using a primarily case study approach, we examine quantitative data in the form of an interdisciplinary pre- and post- Critical thinking Assessment Test (CAT) from students enrolled in one iteration of the redesign for this particular course. Results from this analysis highlight …

Innovative Climate Pedagogy: Interdisciplinary Approaches To Teaching Climate Change, Jennifer Sweeney Tookes, Lissa M. Leege

International Journal for the Scholarship of Teaching and Learning

As a “wicked problem,” climate change requires interdisciplinary understanding and collaboration in order to prepare future leaders to develop solutions. To this end, as an ecologist and an anthropologist at a mid-sized university in the southeastern U.S., we designed a pair of interdisciplinary, research-intensive courses for first-year Honors students with the goal of improving understanding and communicating the urgency of climate change. We employed High Impact Practices (HIPs) and Course-Based Undergraduate Research Experiences (CUREs) to accomplish learning outcomes during both years of the course. Gains in scientific knowledge and climate change-specific knowledge were assessed with quantitative and qualitative analysis of …

Designing An Effective Motivational Climate: Effects On Students’ Effort And Achievement, Margaret Ellis, Brett D. Jones, Fei Gu, Hande Fenerci

International Journal for the Scholarship of Teaching and Learning

We present a case study that demonstrates how instructors can intentionally design a positive motivational climate in online and hybrid courses. We also examine the extent to which students’ perceptions of the motivational climate predict their effort and achievement across three different modalities (face-to-face [FTF], online, and hybrid) of the same course. We surveyed students in an undergraduate computer science course once a semester for three consecutive years (FTF in Year 1, online in Year 2, and hybrid in Year 3). Measures included motivation-related scales and final course grades. Our findings, based on survey responses from 981 students, demonstrate that …

“It’S Pedagogical And It’S Selfish”: How Classroom Policies Promote Inclusive Pedagogy, Student Success, And Faculty Legitimacy, Ellen M. Whitehead, Mellisa Holtzman

International Journal for the Scholarship of Teaching and Learning

Course policies around attendance and submission deadlines have documented impacts on student outcomes within college courses, yet our understanding remains limited of instructors’ own motivations behind the policies they adopt. Drawing on in-depth interviews with 43 college instructors, we find that faculty emphasize both student-centered and instructor-focused considerations. Pedagogically, they create policies they believe will enhance student success, promote equity and inclusion, and enable students to account for the realities of life. But they also design policies they believe will make their job easier, positively impact students’ perceptions of them, and align with gender role and tenure expectations. These findings …

Teaching, Learning, And Praxis: A Critical Inquiry On Graduate Student Research Apprenticeship Opportunities In Qualitative Research, Alexander G-J Pittman, Maretha Dellarosa, Penny A. Pasque, Myung-Jin Kim, Spencer J. Smith

International Journal for the Scholarship of Teaching and Learning

This study employed a critical inquiry paradigm to explore the significance of equity and social justice in teaching qualitative methodologies and methods to graduate students. Graduate students of multiple minoritized identities and a faculty member conducted a two-year inquiry into the research apprenticeship experience, including the stages of student-led conceptualization, data collection, analysis, international conference presentation, and publication. The study investigated the experiences of the faculty and students as well as the responsibilities of the institution against the backdrop of historical and contemporary pandemics. Consequently, we problematized hidden curriculum and unconscious assumptions to suggest research course design sequencing improvements. The …

Building A Grassroots Learning Assistant Program, Katie V. Johnson, Lindsay A. Singh, Laura J. Frost

International Journal for the Scholarship of Teaching and Learning

Learning Assistants (LAs) are undergraduates who work in active-learning classrooms with students facilitating discussions and encouraging deeper thinking, while also receiving pedagogical training. We describe how we built an LA program at a regional comprehensive university starting as a grassroots STEM initiative to recruit teachers, and expanding into a campus-wide multi-disciplinary program focusing on student success in a variety of general education courses. Additionally, in the 2020-2021 academic year, we conducted a formative assessment to further understand the program's impact. Our findings revealed strong alignment among students, faculty, and LAs regarding the LA's role in student learning. Qualitative themes from …

Practice What We Preach?: A Review Of Journal Publishing Practices Related To Reflective Writing In Sotl, Laura Cruz, Eileen Grodziak, Hillary H. Steiner, Laura Cruz

International Journal for the Scholarship of Teaching and Learning

Scholarship of Teaching and Learning (SoTL) scholars have long advocated for the inclusion of reflective writing as a legitimate form of scholarship. That said, for those instructors seeking to publish their reflective work, especially scholarly personal narratives (SPNs), there are persistent gaps between the aspirations of the field and the realities of scholarly publishing. The present study seeks to illuminate that gap through a systematic analysis of the policies and practices of academic journals as they pertain to the publication of reflective writing in SoTL. The ultimate aim of the study is to enable editors to close the gap between …

What Brought Us Together To Form A Community For Scholarship, Carolyn J. Loveridge, Frances Docherty, Sarah Honeychurch, Nathalie Tasler, Linnea Soler, Lindsey Pope, Victoria E. Price, Beth Dickson

International Journal for the Scholarship of Teaching and Learning

We are a group of teaching-focused academics who share a passion for learning, teaching and the Scholarship of Teaching and Learning (SoTL) in Higher Education (HE). In order to understand how practitioners from a diversity of backgrounds and disciplines came to be in their present LTS (Learning, Teaching & Scholarship) academic roles, we embarked on a Collaborative Autoethnography (CAE). This approach allowed us to use our personal narratives to explore what it means to be a SoTL practitioner in HE, and to analyse these narratives by using textual analysis.

This paper unpacks these narratives, focusing on three themes: our rich …

Starting And Sustaining An International Teacher Collaboration: Insights And Recommendations From A Sotl Project., Lindsay J. Neill, Heather Brilla-Swenson, Neil Haigh

International Journal for the Scholarship of Teaching and Learning

During the COVID-19 pandemic, two higher education teachers, located respectively in the United States and Aotearoa New Zealand, collaborated in the design of curricula on the relationship between identity and food for their students. Intended to help their students develop cross-cultural knowledge and relationships, they hoped that their collaboration would also benefit their professional relationship and learning at a time when these aspects of their teaching lives were negatively impacted by COVID-19. As a contribution to the scholarship of teaching and learning (SoTL), they undertook, with the help of a researcher colleague, an investigation of (a) factors that influenced their …

Forming International Collaborations For Sotl Research: An Autoethnographic Reflection, Emily Faulconer

International Journal for the Scholarship of Teaching and Learning

This essay serves as a personal narrative to share experiences and lessons learned in using a sabbatical to form international collaborations for SoTL research. I share my motivations for seeking an international collaboration, explore my predicted and realized benefits, and address challenges encountered including time constraints and administrative barriers.

Letter From The Editors, Joe Pellegrino, Delores E. Liston, Delena Bell Gatch

International Journal for the Scholarship of Teaching and Learning

This letter introduces the first issue of volume 18. It addresses the most recent findings on student perceptions of higher education in the United States, based on a two-year study funded by the Gates Foundation.

(Re)Creating Self/(Re)Creating Space: A Multimodal Co/Autoethnographic Analysis Of Teacher Identity In Relation To Space During Remote Learning, Emily Bascelli, Tricia Kress

Curriculum Studies Collaborative Journal

No abstract provided.

Volume 2 Cover

Curriculum Studies Collaborative Journal

No abstract provided.

Editor's Notes, Daniel Chapman

Curriculum Studies Collaborative Journal

No abstract provided.

Anonymity As Freedom: Drawing Critical Hope From Pandemic Pedagogy, Lucy Wenham

Curriculum Studies Collaborative Journal

No abstract provided.

Black Digital Publics, Pandemics, And Critical Race Pedagogy: Possibilities For Transformative Anti-Racism Curriculum In Teacher Education, Serena Wilcox

Curriculum Studies Collaborative Journal

No abstract provided.

Technological Neutrality In The Neoliberal Ethos, Gustavo Delao

Curriculum Studies Collaborative Journal

No abstract provided.

Shadowing Students And Schools In The Time Of Covid: One Teacher Education Program's Solution, Janel Janiczek Smith, Taylor Norman

Curriculum Studies Collaborative Journal

No abstract provided.

Cultural Fluency: Learning To Reach After Being Taught To Teach, Caroline Whitcomb, Carlos Marshall

Curriculum Studies Collaborative Journal

No abstract provided.