CEO Branding: Between Theory and Practice — Case Studies of Israeli Corporate Founders

This is the first interdisciplinary study to empirically test a theoretical model described in 2013 by Bendisch, Larsen, and Trueman, regarding the CEO branding process—by comparing three founder CEO brands in Israel. The findings validate the model and display strongly perceived “authenticity” in each case study, strengthening the reliability of the CEO brand. The study clearly shows that each of these successful CEO brands has: a clear brand identity, built on the alignment of its human identity and its managerial identity; a strong CEO brand reputation, built on its human reputation and aligned managerial reputation; clear congruence between the CEO brand identity and reputation, producing a distinct, differentiating CEO brand positioning leading to CEO brand equity. These findings, along with stakeholders’ internalization of CEO Brand Reputation values, produce stakeholder positive perceptions of the company—largely through the central role of the business media in the process of CEO branding. Surprisingly, none of these founder CEOs had any prior intention of creating a CEO brand. This study also offers a clear, detailed replication methodology for studying other types of CEOs, in other countries/cultures.     

The effect of alternative approaches to design instruction (structural or functional) on students’ mental models of technological design processes

The study aimed to examine the relationship between alternative approaches towards problem solving/design teaching (structural or functional), students’ mental modeling of the design process, and the quality of their solutions to design tasks. The structural approach emphasizes the need for an ordered and systematic learning of the design process stages, while the functional approach emphasizes the teaching and study of design functions (rather than stages). Participants were 80 seventh graders, divided into two groups, who were taught a unit on technological problem solving by either approach in the course of 14 classes (21 h) during a semester. Before, during and after the design process of a technological solution the students represented their perception of the design process. The results for both groups were analyzed in terms of: (a) types of models generated; (b) changes in type of models along the learning/design process; (c) defining characteristics of the design process models. Significant differences between the groups’ models were found for most variables examined. The functional approach was more effective than the traditional structural approach for supporting the construction of holistic, flexible, and effective mental models of the design process of technological solutions.