First mover or higher quality? Optimal product strategy in markets with positive feedbacks

Conventional wisdom holds that in markets with positive feedbacks being first to market can matter more than product quality. In this paper, we test that intuition within a generalized Pólya urn model. We find that if we assume constant feedbacks, in the long run, higher quality products dominate the market regardless of initial market shares, contradicting the common wisdom. However, when we allow for variable feedbacks, initial advantages persist almost indefinitely. Thus, the choice of whether to rush to market or focus on quality depends on market characteristics such as whether the positive feedbacks result from more consistent returns to scale or from more variable social influences.     

Young people with intellectual disabilities and sport as a leisure activity: notions from the Finnish welfare society

Although disability sports have recently received positive attention, little concern has been directed towards them in youth research. In this article, we discuss the free-time sports in which youth with intellectual disabilities engage as a part of their leisure and their association with their peers. We maintain that every young person has a principal right to leisure and question what kinds of access youth with intellectual disabilities have to local sports communities in the Finnish context. Our empirical data consist of notes collected during sports training; interviews with young sports participants, their supervisors, and their parents; and online survey responses. Almost all sports are equally accessible to everyone; however, practical engagement in sports is not equally easy for everyone because long distances, lack of transportation, unsuitable sporting occasions and teams, or incapable coaches limit individuals’ participation possibilities. Furthermore, symbolic structures, such as neglectful attitudes, restrict the visibility of youth with intellectual disabilities in leisure sports. In many ways, supporting networks become significant when access to sport is under scrutiny. The most important enabling and restricting factors are families’ symbolic and material capital, as well as the unequal, poorly guided, and occasional leisure possibilities in different localities.     

Information and Knowledge as Antecedents of Consumer Attitudes and Intentions to Buy and Recommend Fair-Trade Products

The authors propose and empirically test a causal model to understand how the availability of fair-trade information and consumer knowledge about this issue affect consumers’ attitudes and intentions toward fair-trade products. The model is built upon the attitude-behavior paradigm and the premises of agency theory. It is tested through structural equation modeling with a sample of 292 Spanish consumers. The findings are that consumers do not have good knowledge about fair trade and that this is significantly determined by the lack of information about this in the market. It is also observed that consumers’ perceptions about the availability of fair-trade information have negative effects on their concern about this issue and that such information as is available is not effective in reducing consumer skepticism. The research represents an extension of previous fair-trade literature because the role of information and communication in improving consumer attitudes and buying intentions has rarely been explored in the case of ethical products.     

New Zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking?

Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.     

The effect of consumer food creation on the food consumption experience

Two experiments show that the role the consumer plays in the creation of their food can affect the consumption experience. When guilt is present in the consumption of the food item, namely an unhealthy food item, having someone else create the food item increases taste evaluations, attitudes, and behavioral intentions. However, when guilt is not present, as in the case for healthy foods, there is no difference in food evaluations when the end consumer or another creates the food. These results have important implications for food retailers, food service establishment, and food delivery companies.     

Patterns of poverty among elderly Americans: a latent class Markov model

This article studies poverty persistence and the role of social security programmes on poverty among elderly in the US. We use a Latent Markov model to disentangle unobserved heterogeneity and state dependence. Because of its dynamic nature, unobserved heterogeneity is modelled to vary over time. This allows to capture different latent states of poverty that change over time. Result indicates the existence of three unobserved types evolving over time according to their propensity to be poor. Moreover, a strong persistence in poverty especially for women, individuals living alone and ethnic minorities is found. Finally, the estimates indicate that giving social assistance tends to reduce poverty.     

Kommunikationstheorien auf dem Prüfstand

In 2016, German corporations invested 33.5 billion euros in on-the-job-trainings. Communication trainings, especially those for executives, play an important part in on-the-job-trainings and adult education. This study examines how basics of communication and media studies are used in the praxis of communication trainings. We ask which theories of interpersonal communication are being used in communication trainings for executives and for what reasons trainers choose specific theories. The answer can help us understand how executives view communication processes and which criteria make a theory praticable in the eyes of practitioners.First, we define communication trainings as part of on-the-job training and give an overview of research regarding the use of theories in trainings. Research shows that theories play an important role in communication trainings, but that the trainings lack theoretical depths and complexity. The existing research stems mostly from linguistics; the perspective of communication and media studies is missing. In addition, none of the existing studies considers criteria for a practicable theory.In a second step, the canon of theories of interpersonal communication in communication and media studies is identified via a content analysis of seven textbooks and encyclopedias. Overall, these books present 38 theories of interpersonal communication, but only eight theories are presented in three or more books. These eight theories, among them Symbolic Interactionism (Mead), the Theory of Social Systems (Luhmann) and the Four-Ears-Model (Schulz von Thun), build the canon of theories of interpersonal communication in this study.This canon is the basis for the main part of our study. Sixteen communication trainers were interviewed, using the method of qualitative expert interview. The trainers answered questions regarding their professional background, typical courses of training, their goals in trainings, the role of theories in trainings, requirements of the executives being trained and the exchange between colleagues in the occupational field.Results show that trainers use about 15 to 20% of the training time to convey theoretical basics. The Four-Ears-Model by Schulz von Thun dominates the examined trainings. Scientists regard this communication-psychological model as being rather popular scientific. Still, every interviewed trainer uses it. This finding shows that most trainers regard communicational misunderstandings as a result of the four-dimensional character of a message (Who is the sender? Why is he talking to me like that? What are the facts about? What shall I do, think, feel based on the message?). The Communication Axioms by Watzlawick are used as the second most common approach.Apart from theories of interpersonal communication, the trainers mentioned several psychological methods and approaches with therapeutic traits, like Transaction Analysis (Berne) or Active Listening (Rogers).The explorative findings suggest that the trainers chose the theories they use—especially the Four-Ears-Model and Communication Axioms—because it is easy to interlock these theories and the praxis of communication trainings, because they are comprehensible and easy to use in examples, and because they show the relativity of communication processes. Moreover, trainers use theories to explain human behavior and the sources for misunderstandings.These criteria alone do not explain the trainers’ theory choices, though. It became clear in the interviews that factors of socialization, like advanced training for the trainers, play a major role in influencing their training content. Trainers teach the theories which they themselves learned in further education programs becoming a trainer, and they barely look out for new and/or alternative theories.We recommend that communication trainers look for other theories in communication and media studies, like the Symbolic Interactionism. This theory complies with the trainers’ criteria for good theories. Communication and media scholars on the other hand should work together with educational institutions and advanced training to improve the transfer of their theories into the praxis of communication trainings.     

Risk management in Canada's agricultural sector in light of COVID-19

The unexpected introduction and spread of COVID-19 has presented significant challenges for every aspect of Canadian society. Although the food and agricultural sector is positioned better than most, there are many risks that will need to be managed in the coming months. The suite of Federal-Provincial-Territorial Business Risk Management (BRM) programs delivered under the Canadian Agricultural Policy framework are meant to assist farmers in managing risks; however, there are no corresponding specialized programs for agribusinesses. The underlying structure of the BRM program was developed decades ago and certainly not with any thought to the possibility of a global pandemic. This article considers to what extent the BRM program and, more broadly, government programming will assist farmers in managing new risks. By default, the article is speculative in nature given that we are currently at the onset of the pandemic in Canada.