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As overconsumption has negative effects on ecological balance, social equality, and individual well-being, reducing consumption levels among the materially affluent is an emerging strategy for sustainable development. Today's youth form a crucial target group for intervening in unsustainable overconsumption habits and for setting the path and ideas on responsible living. This article explores young people's motivations for engaging in three behavioural patterns linked to anti-consumption (voluntary simplicity, collaborative consumption, and living within one's means) in relation to sustainability. Applying a qualitative approach, laddering interviews reveal the consequences and values behind the anti-consumption behaviours of young people of ages 14 to 24 according to a means-end chains analysis. The findings highlight potential for and the challenges involved in motivating young people to reduce material levels of consumption for the sake of sustainability. Related consumer policy tools from the fields of education and communication are identified. This article provides practical implications for policy makers, activists, and educators. Consumer policies may strengthen anti-consumption among young people by addressing individual benefits, enabling reflection on personal values, and referencing credible narratives. The presented insights can help give a voice to young consumers, who struggle to establish themselves as key players in shaping the future consumption regime.
How do social changes, new technologies or new management trends affect communication work? A team of researchers at Leipzig University and the University of Potsdam (Germany) observed new developments in related disciplines. As a result, the five most important trends for corporate communications are identified annually and published in the Communications Trend Radar. Thus, Communications managers can identify challenges and opportunities at an early stage, take a position, address issues and make decisions. For 2023, the Communications Trend Radar identifies five key trends for corporate communications: State Revival, Scarcity Management, Unimagination, Parallel Worlds, Augemented Workflows.
The persistence of food preferences, which are crucial for diet-related decisions, is a significant obstacle to changing unhealthy eating behavior. To overcome this obstacle, the current study investigates whether posthypnotic suggestions (PHSs) can enhance food-related decisions by measuring food choices and subjective ratings. After assessing hypnotic susceptibility in Session 1, at the beginning of Session 2, a PHS was delivered aiming to increase the desirability of healthy food items (e.g., vegetables and fruit). After the termination of hypnosis, a set of two tasks was administrated twice, once when the PHS was activated and once deactivated in counterbalanced order. The task set consisted of rating 170 pictures of food items, followed by an online supermarket where participants were instructed to select enough food from the same item pool for a fictitious week of quarantine. After 1 week, Session 3 mimicked Session 2 without renewed hypnosis induction to assess the persistence of the PHS effects. The Bayesian hierarchical modeling results indicate that the PHS increased preferences and choices of healthy food items without altering the influence of preferences in choices. In contrast, for unhealthy food items, not only both preferences and choices were decreased due to the PHS, but also their relationship was modified. That is, although choices became negatively biased against unhealthy items, preferences played a more dominant role in unhealthy choices when the PHS was activated. Importantly, all effects persisted over 1 week, qualitatively and quantitatively. Our results indicate that although the PHS affected healthy choices through resolve, i.e., preferred more and chosen more, unhealthy items were probably chosen less impulsively through effortful suppression. Together, besides the translational importance of the current results for helping the obesity epidemic in modern societies, our results contribute theoretically to the understanding of hypnosis and food choices.
In this chapter, we conduct bibliometric performance analyses and a co-citation analysis on all articles relating to family firms indexed in Scopus and Web of Science and all articles published in the Family Business Review, Journal of Family Business Management, and the Journal of Family Business Strategy. Based on the literature sample of 4,056 articles published between 1960 and 2020 by 3,600 authors in 783 journals and their 175,163 references, we identify the most productive and most cited journals, the most cited authors, and the 25 most cited articles. Our science mapping reveals the agency theory, definitions, entrepreneurship, internationalization, ownership, resources, socioemotional wealth, and succession as the predominant research themes in family firm research. Whereas entrepreneurship explicitly appears in one of the clusters, innovation does not yet. Based on our findings, we propose a research framework and point to several research gaps to be addressed by future research.
Purpose
The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design.
Design/methodology/approach
This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals’ work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process.
Findings
This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers’ ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information.
Research limitations/implications
Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace.
Practical implications
This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation.
Social implications
This study indicates the advantage for companies and societies to invest in additional skills and training and points at the limitations of assistance systems. This paper also contributes to training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation.
Originality/value
This study extends existing research on digital assistance systems by investigating their role in job-related-training. This paper contributes to labour sociology and organisational research by confirming the importance of holistic process knowledge as opposed to a solely task-oriented digital introduction.
Enterprise solutions, specifically enterprise systems, have allowed companies to integrate enterprises’ operations throughout. The integration scope of enterprise solutions has increasingly widened, now often covering customer activities, activities along supply chains, and platform ecosystems. IS research has contributed a wide range of explanatory and design knowledge dealing with this class of IS. During the last two decades, many technological as well as managerial/organizational innovations extended the affordances of enterprise solutions—but this broader scope also challenges traditional approaches to their analysis and design. This position paper presents an enterprise-level (i.e., cross-solution) perspective on IS, discusses the challenges of complexity and coordination for IS design and management, presents selected enterprise-level insights for IS coordination and governance, and explores avenues towards a more comprehensive body of knowledge on this important level of analysis.
PyFin-sentiment
(2023)
Responding to the poor performance of generic automated sentiment analysis solutions on domain-specific texts, we collect a dataset of 10,000 tweets discussing the topics of finance and investing. We manually assign each tweet its market sentiment, i.e., the investor’s anticipation of a stock’s future return. Using this data, we show that all existing sentiment models trained on adjacent domains struggle with accurate market sentiment analysis due to the task’s specialized vocabulary. Consequently, we design, train, and deploy our own sentiment model. It outperforms all previous models (VADER, NTUSD-Fin, FinBERT, TwitterRoBERTa) when evaluated on Twitter posts. On posts from a different platform, our model performs on par with BERT-based large language models. We achieve this result at a fraction of the training and inference costs due to the model’s simple design. We publish the artifact as a python library to facilitate its use by future researchers and practitioners.
In the automotive industry, suppliers from the consumer electronics and high-tech industry are becoming increasingly relevant, for example in the context of automated vehicles. The carmakers’ purchasing organizations need to understand the power constellation in negotiations with these new suppliers, since negotiating power is the greatest lever for influencing the outcome of negotiations. This study analyzes the importance of organizational sources of power and their interplay with the products’ degree of innovation.
In diesem Beitrag möchten wir einen Gedanken des amerikanischen Mathematikers Paul Halmos aufgreifen und konkretisieren. Wir möchten verdeutlichen, dass ökonomisches Denken nicht abstrakt gelehrt, sondern „erfahren“ werden muss, wenn es nachhaltig und in seiner ganzen Breite gefördert werden soll. Dazu dienen kognitiv aktivierende Aufgaben. Was man darunter versteht und welche Funktionen und Qualitätsmerkmale Aufgaben in der ökonomischen Bildung besitzen, verdeutlichen wir in den Abschnitten 1 und 2. Im Praxisteil (Abschnitte 3 bis 8) werden konkrete, unterrichtlich erprobte Beispielaufgaben vorgestellt, mit denen ökonomisches Denken erfolgreich gefördert werden kann. Unser Beitrag schließt mit einer kurzen Skizze wirtschaftsdidaktischer Implikationen (Abschnitt 9).
Digitizing grocery retailing
(2021)
Multiple emerging technologies both threaten grocers and offer them attractive opportunities to enhance their value propositions, improve processes, reduce costs, and therefore generate competitive advantages. Among the variety of technological innovations and considering the scarcity of resources, it is unclear which technologies to focus on and where to implement them in the value chain. To develop the most probable technology forecast that addresses the application of emerging technologies in the grocery value chain within the current decade, we conduct a two-stage Delphi study. Our results suggest a high relevance of almost all technologies. The panel is only skeptical about three specific projections. As a consequence, grocers are advised to build up knowledge regarding the application of these technologies in the most promising areas of their value chain.
Social networking sites (SNSs) are central to social interaction and information sharing in the digital age. However, consuming social information on SNSs invites social upward comparisons with highly socially desirable profile representations, which easily elicits envy in users and leads to unfavorable behaviors on SNSs. This in turn can erode the subjective well-being of users and the sustainability of the SNS platform. Therefore, this paper seeks to develop a better theoretical understanding of how users respond to envy on SNSs. We review literature on envy in offline interactions to derive three behavioral strategies to reduce envy, which we then transfer to the SNS context (self-enhancement, gossiping, and discontinuous intention). Further, we propose a research model and examine how culture, specifically individualism-collectivism, affects the relationship between envy on an SNS and the three strategies. We empirically test the variance-based structural equation model through survey data collected of Facebook users from Germany and Hong Kong. Our findings provide first insights into the link between envy on SNSs, related behavioral strategies and the moderating role of individualism for self-enhancement.
In social networks or, more specifically, online communities on tech-products, opinion leaders are important sources of advice for other consumers in the adoption and diffusion of new products. However, possibilities for potential users to exert their influence on opinion leadership are ignored. This study determines whether and how lead users may serve as opinion leaders in social networks and advise other consumers in the adoption and diffusion of new products. Our survey with 308 users in the Xiaomi and Huawei communities suggests that higher lead userness is positively and significantly associated with the likelihood of opinion giving and passing. Product-possessing innovativeness has a higher impact compared with information-possessing innovativeness. Product involvement does not enhance the effect of information-possessing innovativeness. The findings provide a better understanding of the formation of opinion leadership in social networks for an accelerated diffusion of new products.
Firms increasingly use ideas from online innovation communities to solve problems or to better address customer needs. However, in many cases the number of submitted ideas has exploded, it leads to an information overload that firms hardly can handle considering their limited cognitive resources. Therefore, we use the Elaboration Likelihood Model to distinguish between the quick and lean idea preselection process as a peripheral route of information processing and the subsequent idea review process as a central route of information processing. In our empirical study with a sample of more than 163,000 ideas collected from the Xiaomi MIUI community, we analyse influencing factors that increase the likelihood of ideas being preselected or reviewed. Results show that user status, user initiative contribution, and community recognition have a significantly positive influence on idea preselction, whereas user response contribution has no influence. Idea presentation characteristics have an inverted U-curve relationship with idea adoption. Community absorptive capacity has a moderate effect on the curvilinear relationship between idea description length and idea adoption.
Lernen mit Assistenzsystemen
(2020)
Der Beitrag beschreibt die Konzeption und Durchführung und bietet einen Einblick in die ersten Ergebnisse einer Untersuchung mit experimentellem Design in einer simulierten Prozessumgebung im Forschungs- und Anwendungszentrum Industrie 4.0 in Potsdam. Im Mittelpunkt stehen Anlernprozesse im Bereich der Einfacharbeit (Helfertätigkeiten) und ihre Gestaltung durch den Einsatz digitaler Assistenzsysteme. In der Arbeitsforschung finden sich Hinweise darauf, dass mit dem Einsatz dieser Systeme Prozesswissen verloren geht, im Sinne einer guten Kenntnis des gesamten Arbeitsprozesses, in den die einzelnen Tätigkeiten eingebettet sind. Das kann sich als Problem erweisen, vor allem wenn unvorhersehbare Situationen oder Fehler eintreten. Um die Rolle von Prozesswissen beim Einsatz von digitalen Assistenzsystemen zu untersuchen, wird im Experiment eine echte Fabriksituation simuliert. Die Probanden werden über ein Assistenzsystem Schritt für Schritt in ihre Aufgabentätigkeit angelernt, einem Teil der Probanden wird allerdings am Anfang zusätzlich Prozesswissen im Rahmen einer kurzen Schulung vermittelt.
The management of knowledge in organizations considers both established long-term
processes and cooperation in agile project teams. Since knowledge can be both tacit and explicit, its transfer from the individual to the organizational knowledge base poses a challenge in organizations. This challenge increases when the fluctuation of knowledge carriers is exceptionally high. Especially in large projects in which external consultants are involved, there is a risk that critical, company-relevant knowledge generated in the project will leave the company with the external knowledge carrier and thus be lost. In this paper, we show the advantages of an early warning system for knowledge management to avoid this loss. In particular, the potential of visual analytics in the context of knowledge management systems is presented and discussed. We present a project for the development of a business-critical software system and discuss the first implementations and results.
Yes, we can (?)
(2021)
The COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future.
The design of qualitative, excellent teaching requires collaboration between teachers and learners. For this purpose, face-to-face teaching benefits from a long-standing tradition, while digital teaching is comparatively still at the beginning of its dissemination. A major developmental step toward the digitization of teaching was achieved in the context of university teaching during the Covid 19 pandemic in spring 2020, when face-to-face teaching was interrupted for months. During this time, important insights into the opportunities and limitations of digital teaching were gained. This paper presents selected results of a study conducted at four German universities and with 875 responses in spring 2020. The study uncovers opportunities and limitations of digital teaching from the students’ perspective and against the background of their experience in the completely digital semester. The results are used as a basis for deriving design guidelines for digital teaching and learning offerings. Based on a model for analyzing the design of teaching and learning formats, these indications are structured according to the elements learners, teachers, teaching content, environment and teaching style.
From learners to educators
(2020)
The rapid growth of technology and its evolving potential to support the transformation of teaching and learning in post-secondary institutions is a major challenge to the basic understanding of both the university and the communities it serves. In higher education, the standard forms of learning and teaching are increasingly being challenged and a more comprehensive process of differentiation is taking place. Student-centered teaching methods are becoming increasingly important in course design and the role of the lecturer is changing from the knowledge mediator to moderator and learning companion. However, this is accelerating the need for strategically planned faculty support and a reassessment of the role of teaching and learning. Even though the benefits of experience-based learning approaches for the development of life skills are well known, most knowledge transfer is still realized through lectures in higher education. Teachers have the goal to design the curriculum, new assignments, and share insights into evolving pedagogy. Student engagement could be the most important factor in the learning success of university students, regardless of the university program or teaching format. Against this background, this article presents the development, application, and initial findings of an innovative learning concept. In this concept, students are allowed to deal with a scientific topic, but instead of a presentation and a written elaboration, their examination consists of developing an online course in terms of content, didactics, and concept to implement it in a learning environment, which is state of the art. The online courses include both self-created teaching material and interactive tasks. The courses are created to be available to other students as learning material after a review process and are thus incorporated into the curriculum.