Missouri Western State University is a public university in Saint Joseph, Missouri. As of 2019, the school enrolled 5,413 students.
With boycotts becoming a ubiquitous global phenomenon, the paper examines the effects of global versus local identity on individuals' decisions to participate in boycotts. Across multiple studies, including real-world multicountry secondary data and controlled experiments, the paper demonstrates that individuals with salient global (vs. local) identities exhibit a positive attitude towards boycotts and a greater tendency to participate in boycotts. In addition, the paper demonstrates the key effect across different boycott contexts. Furthermore, a stronger belief in collective action efficacy among individuals with salient global identities explains why such individuals exhibit a greater tendency to participate in boycotts. Later studies in this paper explore contextual factors that moderate this relationship and offer managerial, and policy implications aimed at corporate remedial response. Our findings offer valuable insights with significant implications for both theory and practice, particularly in the realms of marketing strategies and public policy.
Feedback is an essential component of formative assessment. Advances in technology have generated alternatives to traditional written “margin-comment” feedback that may benefit students in several ways. This study surveyed 59 college students about their perceptions of written and video-recorded feedback, comparing social belonging, perceived instructor care, perceived usefulness, perceived effectiveness, and general student preference across the two feedback modalities. Results indicated that students felt a greater sense of belonging when receiving video feedback and perceived that their professors cared more about their education. However, students did not show a clear overall preference for either form of feedback nor did they perceive either form to be more useful or effective for promoting learning. These results suggest that video feedback may be a useful instructional tool for supporting students’ social needs. However, conclusions are limited by the study’s small sample and reliance on student perceptions rather than objective measures of learning and performance.
Abstract Innovation is fundamental to knowledge advancement in all realms of scholarship. The current study focuses on 2 forms of innovation in communication, as manifested via citation practices: consolidation and disruption. This study examines whether the field of communication has become consolidative or disruptive over time and projects the near-future trajectory of consolidation and disruption. Based on 92 communication journals and their citation data spanning from 1976 to 2022, our citation analyses of 52,294 focal publications suggested that communication research is overall disruptive. However, the level of disruption has been declining over time. Our linguistic analyses of article titles and abstracts further confirm the decreasing disruption in the field. Overall, this study suggests a deceleration in innovation within the field of communication, which serves as a sign that communication has been solidifying its status as an increasingly independent field, grounded in a growing body of shared intellectual legacy. We further interpreted the change in innovation from the perspectives of theory building, knowledge burden, journal scopes, academic platforms, and recent advances in artificial intelligence and large language models.
