Emerging cyborg products: An ethical market approach for market segmentation

Cyborg products are already available on today's market. They are a potentially large market offering extraordinary opportunities and challenges for businesses. Becoming a cyborg involves many ethical aspects that can be explored from a consumer behavior perspective. However, while these ethical variables have been used in several market analyses, none has examined their potential use for market segmentation in disruptive markets such as the one for cyborg products. We use the Composite Multidimensional Ethics Scale (Composite MES) to explore ethical judgments regarding cyborg products in a sample of 1563 university students in seven countries. Our findings show that all ethical judgment dimensions contribute in the same way and with similar intensity to cyborg market segmentation. We identify three potential market segments. These segments exhibit different characteristics with regard not only to their willingness to become a cyborg but also to their technology acceptance analysis dimensions. We make recommendations for the ethical exploration of this emerging market.     

Segmentation based on customer profitability — retrospective analysis of retail bank customer bases

Segmentation continues to be an important marketing concept also in a relationship marketing context. Relationship marketing is, however, more interested in enhancing the existing customer relationships and this generates a need for a better understanding of the existing customer base. The paper argues that “retrospective” or historical analyses, that facilitate the calculation of customer relationship profitability, form an excellent starting point for segmentation of customer bases. Such segmentation is shown to be a strong analytical instrument as a basis for formulating marketing strategies. By using empirical data collected from two extensive case studies of retail banks in the Nordic countries the paper illustrates different ways of segmenting customer bases.     

University choice: which attributes matter when you are paying the full price?

This article presents the results from a longitudinal study of students' choice of university in England. Students were surveyed initially when applying for university (Wave One) and then again when they were about to embark on their chosen course (Wave Two). The results from Wave Two demonstrated a high degree of consistency with the Wave One findings: course and university reputation are far more important and fees are relatively unimportant. However, a key result across both waves was that patterns of utility for students with no parental experience of university were significantly different from students whose parents had attended university. The utility associated with different levels of entry qualifications, of fees and of university and course reputation, differed between social groups. The study suggests that the benefits of going to a highly rated university may be undervalued in families that have no direct experience of higher education. In addition, whilst females are more significantly put off by universities with low entry requirements, the qualitative attitudinal statements included in the follow‐up study seem to indicate that so‐called ‘softer’ factors may also influence their choice.     

shopper taxonomy for retail strategy development

Segmentation of shoppers has been explored by many academic researchers and business practitioners seeking to understand shopping behaviour or to develop marketing strategies for particular customer groups. Market segmentation holds the key to successful marketing strategy as it encourages understanding of the key variables that differentiate specific segments.

The shopper taxonomy determined through this study is based on a set of variables that is relevant and appropriate for shopper segmentation and reflects the key aspects important to shoppers in motivating shopping behaviour towards a specific retail location. This taxonomy extends the proposed motivational taxonomy of Westbrook and Black (1985), derived from Tauber's (1972) earlier research. Westbrook and Black defined this taxonomy through shopping motives, and identified categories of product-oriented, experiential and a combination of product and experiential shoppers. Their research findings, however, pointed to a six-cluster typology, defining department stone shopping around seven motivations aligned with evaluating options and acquiring the products, engaging in the sales process and gaining stimulation and affiliation through the retail environment.

The “apathetic”, “shopping-processed involved” and “choice optimisation” shopper segments described by Westbrook and Black align with the “have to” “experiential” and “practical” “segments found in this study in terms of their focus on the shopping activity itself and the affiliation and stimulation motives associated with the shopping activity. Other associations between shopper segments across the two studies are less clear, and may be explained through the differing purposes for which the studies were undertaken and resulting variation in the measures used to define the motivational constructs.     

The higher returns to formal education for entrepreneurs versus employees

How valuable is formal education for entrepreneurs’ income relative to employees’? And if the income returns to formal education are different for entrepreneurs vis-à-vis employees, what might be a plausible explanation? To explore these questions, we analyze a large representative US panel. We show that entrepreneurs have higher returns to formal education than employees. We refer to this as the entrepreneurship returns puzzle. We run post hoc analyses to explore a number of potential explanations of this puzzle. Indirectly, our analysis indicates that the higher returns to formal education for entrepreneurs might be due to the fewer organizational constraints they face, leading to more personal control over how to use their human capital, compared to employees.     

Power perceptions and modes of complaining in higher education

This study examines the relationship between student perceptions of different types of educator power and different modes of student complaining behaviour in the case of university education. A large sample of marketing students in the business school responded to the study from a state university in Northeastern United States. Factor analysis and canonical correlation analysis are used to explore the relationships between five bases of power perceptions (referent, expert, reward, legitimate, and punishment) and four modes of complaining behaviour (voice, negative word of mouth, third party, and exit). The results indicate that students engage in different modes of complaining as they perceive different types of educator power. The predominant complaining mode is found to be voice under referent or expert power, third party under legitimate power, and exit under reward or punishment power. Our findings offer important implications for student satisfaction, retention, and completion rates in higher education.     

How to take customers into consideration in service innovation projects

At a time of great change within the higher education sector, this paper focuses on the challenges facing marketers in the UK's higher education industry. Specifically, the research identifies the extent to which university marketing managers are conscious of the importance of market segmentation particularly with regard to the growing mature learner segment, and to what extent such marketers are using the web to engage and influence this older segment. The evidence presented in this study suggests that the sample universities display an inadequate state of readiness to respond to the marketing challenges arising in the changing environment and that the opportunity to influence the growing and affluent mature learner market through online communication remains largely unexploited. A general lack of a marketing orientation within the sector prevails.     

The role of corporate identity management in the higher education sector: an exploratory case study

This paper examines the corporate identity concept and presents an empirical test of a corporate identity model in the context of the higher education sector. The various components of corporate identity are investigated and the results are presented in diagrammatic form in the proposed and updated corporate identity taxonomy. A qualitative exploratory approach was taken, comprising in-depth interviews with key informants involved in the implementation of corporate identity at a major UK university. The taxonomy illustrates communication, design, culture, behaviour, structure, industry and strategy as the main components of corporate identity. The study also demonstrates how and where issues of corporate identity are discussed within an organisation and how the results of these discussions are fed into management structure. As with any such exploratory case study, there are limits to the generalisability of the findings. Further research is required to ascertain whether the findings of this study also apply in other settings. The results will be helpful to communication professionals who deal with an organisation’s corporate identity, branding and communication and who aim to enhance the consistency of messages both written and visual within their organisation.     

The impact of university brand identification and eWOM behaviour on students’ psychological well-being: a multi-group analysis among active and passive social media users

ABSTRACT

Encouraging students to share positive online reviews should not be regarded only as a marketing tool. This study aims to examine (i) the relationship between positive online reviews behaviour for university and students’ well-being; and (ii) the impact of eWOM behaviour on students’ psychological well-being among active (those who share and read information) and passive (those who only read information) social media users. An online survey was conducted to examine the interplay of university brand identification, positive eWOM behaviour, and university life satisfaction on students’ psychological well-being. Results found that students who share positive reviews about university on social media tend to have better psychological health. This study also revealed that active social media users benefit more in terms of well-being through sharing positive online reviews about their universities. Implications for theory and practice of social media marketing in the higher education context are discussed.     

Can conscious consumption be learned? The role of Hungarian consumer protection education in becoming conscious consumers

The purpose of this research is to examine how consumer consciousness can be defined, along what dimensions it might be measured and, according to these dimensions, how conscious Hungarian university students are. In addition, it is also discussed how their consumer protection education might contribute to their consumer consciousness. Two hypotheses have been proposed concerning factors potentially affecting conscious consumer behaviour (gender; participation in consumer protection education). To test these hypotheses, a questionnaire survey has been conducted with a total of 280 respondents, whom are undergraduate students of a Hungarian university. It is found that different aspects of consciousness dominate the consumer decisions of females and males. Female respondents appear to be characterized more by hedonistic consumption but they are more price sensitive than males. Veblen effect is stronger for males, and they have greater trust in well‐known brands. Although the survey revealed that both research variables might affect consumer behaviour (not only gender but the participation in consumer protection education as well), the role of education cannot be unambiguously identified in the process of establishing consumer consciousness. On the one hand, the results show that the behaviour of ‘trained’ consumers is mainly characterized by price sensitiveness, while the other (‘non‐educated’) group is more reliant on marketing and brands. However, on the other hand, it might also be concluded that young adults participating in the survey already have their own consumer habits and preferences; therefore, their consumer behaviour is more difficult to be formed by means of education during their university years. These findings are nevertheless limited to Hungarian university students and cannot be generalized to the entire society or other countries.     

高校大学生自主创业教育现状及对策研究

随着我国教育体制改革的不断发展,高等教育模式由精英化教育向大众化教育逐步过渡,随之而来的大学生的就业形势日益严峻。基．于分析我国高校目前开展大学生自主创业教育的现状,对比国外创业教育环境和背景提出适应于我国高校的创业教育对策,旨为大学生的自主创业做出有效的理论导向和提高创业成功率,从而使更多的大学生勇于尝试自主创业,为高校毕业生就业工作拓展新局面。     

From graduate employability to employment: policy and practice in UK higher education

The purpose of this paper is to enrich the current conceptualization of graduate employability and employment through the lens of policy, academia and practice in UK higher education. We examine the UK policy context that is shaping graduate employability and employment debates before enriching this conceptualization through a discussion of key themes in the academic literature. We then undertake a comparative study across a sample of 35 higher education institutions in the UK to identify and discuss key employability practice areas shaping their graduate employability and employment provision. We do so by drawing on institutional employability data that is already available in the public domain. In mapping key themes in the literature against institutional employability practice, we conclude that the employer‐university interaction theme in the literature is not sufficiently addressed in UK higher education practice. Drawing on the evidence from our comparative study, we provide a discussion on four directions worthy of further exploration by universities as they shape their institutional responses to the lack of employer‐university interaction.     

Pedagogical Challenges in International Economic Education within Traditional Classroom Contexts

Recent global university rankings show that many Hong Kong universities are among the top 100 in the world. However, they are constantly under fire for the persistent outdated pedagogies in higher education. Because economic education is so highly regarded in Hong Kong as an international business hub, introductory economics has been taken as the focal subject in this case study. This article endeavors to distinguish five ubiquitous pedagogic challenges confronted by educators and students within traditional classroom contexts. Avenues for improvement are correspondingly proposed in order to boost the global competitiveness of local university education. Amongst other confounding factors, the pursuit of higher global university rankings, funding parsimony and vocationalization of tertiary education have caused our particular concern.     

Suggestions and Procedures for Choosing a Chinese Institution of Higher Education as a Partner

Abstract

China has one of the largest and most complex higher education systems in the world, and a key challenge facing any foreign education institution is how to select an appropriate potential partner. This paper considers how a number of foreign university managers selected a university in China. Issues of location, ranking, status, programs, mutual benefit and “fit” are considered along with less specific and tangible issues related to the nature and environment in which the Chinese university operated. One of the findings of the paper was that identifying and selecting an appropriate partner was often based not only on a range of tangible, cognitive factors, but also on less specific, affective issues such as how the two sides would actually relate to each other at a human level. A second key issue is the observation that foreign university staff had to make the decision between selecting a high ranking Chinese university which had status, ranking, income and-often a wide range of existing foreign partners and a lower ranking Chinese university which had none of these attributes, but which was often a more willing and easier partner at least in the initial stages of alliance activity. Finally, selection was made against a rapidly changing and deregulating university environment in China, making selection both more challenging and demanding than in the past. The paper will be of use to existing and potential foreign university staff wishing to enter this busy market for a range of collaborative activities planned for either China or the foreign country.     

Business students’ experiences of technology tools and applications in higher education

There has been much debate about the increasing use of technology in all learning, training and development contexts. In the case of higher education, although technology may not have fundamentally changed teaching practices, students report how several technologies and applications help with their learning, research and collaborative activities. Through a survey of business students at an Irish university, this paper examines their expectations and experiences of faculty usage of technology tools and applications. Although, on the surface, the findings provide some degree of confidence that students’ expectations of technology usage are being met, students would, nonetheless, like to see faculty make even greater, and more effective, use of technology in the classroom. The study provides faculty with examples from students of technology usage that supports their learning and these examples may be useful for faculty when designing and delivering their courses. Beyond the higher education context, the research highlights some broader practical implications for training and development in a corporate setting.     

Financial literacy among university students: A study in eight European countries

This study analysed the level of financial literacy among university students in Estonia, Germany, Italy, Netherlands, Poland, Romania, Russian Federation and Turkey. The purpose of the study was to determine the level of financial literacy among university students, and to find out the relationship between financial knowledge and demographic characteristics of students. Online survey instrument was used to collect data. 409 fully completed questionnaires were accepted for analysis. Logistic regression was used to analyse of impact of the demographic characteristics on financial literacy. Overall mean of correct answers for the survey was 72.2%. This result represents a medium level of financial literacy about personal finance. Results indicate that male students, business major students, PhD students, those who live in a rental house, those whose parents have high level income, those who get advice on financial matters from their friends, those who took financial course before, those who get financial information about financial issues from university education, and students from Poland are more knowledgeable on personal finance. More financial courses should be provided in university education programmes, which could help more students handle their finances better and improve their financial wellbeing. It should be taken into consideration that in recent years, environmental and technological influences on financial literacy may be more important than parental influence.     

构建高校创新实验体系全面培养创新创业人才

目前高校创新创业教育的开展逐渐成为关注的焦点,如何构建合理的高校创新创业教育体系,培养符合社会发展需求的创新创业人才已成为高等教育工作者所研究的问题。从平台建立角度出发,深入分析创新创业教育在高教系统中的具体定位,提出基于平台建设的创新型人才培养方式,以及有效的创新创业活动实践方法与激励机制。以期能够形成一套较为完善的高校创新创业管理体系,为高校创新创业活动的开展提供理论支持与实际的指导。     

A comparison of attitudes towards Internet advertising among lifestyle segments in Taiwan

As the Internet gradually diffuses throughout more sectors in society many advertisers have begun to consider the diversity in various aspects of consumer behaviour among Internet users. As Internet users' attitudes towards Internet advertising are found to influence their brand attitudes and purchase intentions, the study can contribute to the design and assessment of Internet advertising. The study identified potential lifestyle segments among Internet users and examined the relationships between lifestyle segments and their attitudes towards Internet advertising. This study surveyed 700 Internet users and employed a lifestyle segmentation approach for categorizing consumers into three distinct lifestyle groups: ‘experiencers’, ‘traditionalists’ and ‘self‐indulgents’. Statistical analyses pointed out that all three groups differed from one another in several demographic characteristics. Moreover, the lifestyle clusters were found partly to predict Internet users' attitudes towards Internet advertising. The findings of the present study provide justifications for marketers to treat Internet users as a heterogeneous group. Furthermore, advertising researchers should be aware of the diversity of the Internet population in order to assess the effectiveness of Internet advertising better.     

Managing higher education brands with an emerging brand architecture: the role of shared values and competing brand identities

ABSTRACT

Corporate branding is a strategic issue for universities as the global higher education (HE) marketplace is becoming increasingly competitive and there is pressure to differentiate. Yet it is unclear how universities develop and manage brand strategies, and whether they draw upon any meaningful connections to the multiple stakeholders and sub-cultures engaged with a university’s brand. Using qualitative data gathered from an education faculty within an established UK university, this study found the faculty and university had competing brand identities and images. A strong faculty brand emerged co-created through the shared teacher related values of staff and external partners. This study contributes to the brand strategy literature by applying branding concepts to the under-researched HE context and proposing a new, more nuanced brand architecture model not yet reported in the branding literature which more accurately reflects the management of sub and corporate HE brands.     

Marketing Education Research: Credit for the Advancement of our Own Profession?

While the relative emphasis on teaching and research clearly differs from university to university, pressure from a variety of sources has raised questions as to whether these should be treated as mutually exclusive dimensions. One way to combine these activities is to conduct research on business education. Questions have been raised regarding the legitimacy of marketing education as a research field. If such concerns are prevalent, the professional credit researchers receive for conducting education research should reflect the concerns. This research examines three key questions. First, is research appearing in education journals rewarded to a lesser extent than research appearing elsewhere? The results show less credit is awarded to research appearing in education journals. Second, is education research rewarded to a lesser extent than non-education research appearing in the same or comparable journals? The results show less credit is given to education studies relative to other research in similar journals. Finally, does the reward system provide motivation for education researchers to target higher tier journals? The results suggest that while researchers do receive more credit for education research in top tier journals, the incremental gain for such research is significantly less than the incremental gain for non-education research. Discussion of these findings and directions for future research are offered