The community impact of school-shootings on stress-related emergency department visits

School-shootings can enormously impact U.S. gun policy, but very little is known about the community mental health impact of school-shootings. We used difference-in-differences and event study analyses to compare stress-related ED visits in zip-codes within 5 miles (exposed) and in zip-codes 10–15 miles from (control) school-shootings before and after school-shootings using data from California, 2005–2011. School-shootings and fatal school-shootings were associated with annual increases of 0.7 and 1.5 stress-related ED visits per 1000 people, increases of 7% and 14%, respectively, compared to pre-shooting utilization. These previously unmeasured costs of school-shootings reinforce calls to prevent gun violence, especially in schools.     

More power for international entrepreneurs: the effect of digital readiness of economies on channeling national R&D resources to entrepreneurship

Journal of International Entrepreneurship - In the economic paradigm of the twenty-first century, the increasing importance of innovation for SMEs and their global expansion motivates research on...     

Examining the relationship between strategic alliances and the performance of small entrepreneurial firms in telecommunications

International Entrepreneurship and Management Journal - An alliance is an effective strategy for knowledge-intensive businesses in competition. Yet, little is known about how strategic alliances...     

When goliaths win and davids lose: The moderating role of perceived risk in brand biography effects

Brand biographies trace a brand's evolution to position it as an underdog (i.e., passion and determination that lead to success despite limited resources) or a topdog (i.e., success based on abundance of resources) brand. This study examines how consumers’ risk perceptions associated with brand choice influence brand biography effects. It demonstrates that when perceived risk associated with brand choice is low, consumers process brand biographies narratively, experience greater narrative transportation into underdog (vs. topdog) brand biographies, and evaluate the underdog brand more favorably. When perceived risk associated with brand choice is high, consumers respond more positively to topdog (vs. underdog) brand biographies, due to topdog brands’ greater perceived ability to reduce risk. The topdog effect observed at higher levels of perceived risk reverses, however, when consumers have the opportunity to process the brand biography before receiving high risk information, as this allows for narrative transportation into the brand biography. This study contributes to research on moderators of brand biography effects and suggests that perceived risk should play a role in marketers’ decision to emphasize underdog or topdog characteristics in brand biographies.     

‘If there is nothing else there is teaching’: Professional identity of preservice teachers in Pakistan

Coupled with developing required knowledge, skills and attitude, preservice teacher education is said to influence professional identity of a student teacher. This research aimed to understand professional identity development of prospective teachers who recently completed their 4-year preservice teacher education programme in a public university in Pakistan. To achieve the stated purpose, the research used a case study approach and collected data through semistructured interviews from five preservice teachers who recently completed their preservice education. The data suggested that moral purpose in teaching was the most influential factor in teacher identity development in this region. In addition, the status of teachers in the region, teaching practice, workplace relationships and prospective teachers' own agency influence the way they shape and reshape their professional identity. Although unexplored through a systematic research, teacher identity has been a frequently discussed topic in the context of Pakistan. This paper reports the voices of unheard and less recognized individuals (teachers) from a remote region of Pakistan. It brings forth some significant insights such as the moral purpose of teaching that has received limited attention in teacher identity development.     

Developing a children's rights approach to fundraising with children in primary schools and the ethics of cultivating philanthropic citizenship

Fundraising literature predominantly focuses on adult donors, with limited literature addressing younger donors, particularly children, and virtually no discussion on the normative ethics which inform fundraising with children. Addressing this gap, this article examines the ethical dilemmas posed by the mainstreaming of charity fundraising in primary schools. Regardless of high levels of participation, research with primary school pupils shows that children's engagement in fundraising activities is often passive, with little decision making afforded to children. First, we question the ethics of passively engaging children in the fundraising relationship. Second, we question the role of fundraising more broadly in helping to cultivate children's philanthropic citizenship, suggesting that current fundraising mechanisms in schools are counter-intuitive to fostering long-term philanthropic engagement. We argue that by critically engaging children in the process of giving, children develop a deeper understanding of the cause areas that matter to them, which cultivates a longer-term commitment to philanthropy. This is potentially a different goal than that of many organisations involving schools in fundraising, where the focus is on incentivising transactional fundraising efforts aiming to raise as much money as possible and thus raises particular ethical challenges which must be considered. In this paper we draw on previous research and established frameworks for understanding philanthropic behaviour to explore the ethical challenges of fundraising with children in schools and present a pathway towards a more child-led, children's rights approach to fundraising in primary schools.     

Ad avoidance in the digital context: A systematic literature review and research agenda

The recent growth in digital marketing investments and revenues has attracted the attention of both marketing practitioners and scholars. However, this growth has dramatically increased users' exposure to ad messages, encouraging consumers to avoid them. Therefore, ad avoidance has become a major problem for marketing practitioners. Although researchers have become much more interested in this subject over the past two decades, the body of knowledge on ad avoidance in the digital environment remains fragmented due to the lack of a comprehensive review. Therefore, a holistic overview study is needed that focuses on the big picture and can help researchers to understand the literature comprehensively. This study aims to provide a comprehensive understanding of the topic using a systematic literature review approach on digital ad avoidance. To this end, we provide an in-depth content analysis of 56 relevant articles published in 31 peer-reviewed scientific journals up to December 31, 2021. Based on a theories, contexts, characteristics, and methods (TCCM) framework, the study results shed light on ‘what do we know, how do we know, and where should research about digital ad avoidance research be heading?’ Additionally, drawing on the content analysis, we have presented an integrative framework that considers antecedents, outcomes, mediators, and moderators, which can help develop the field systematically and guide future research. By doing so, we think this review meets the need to give an overview of the state-of-the-art scientific body of knowledge on digital ad avoidance and makes important and solid contributions to the literature, practical implications, and future research directions based on the findings.