A new model of how celebrity endorsements work: attitude toward the endorsement as a mediator of celebrity source and endorsement effects

This research introduces attitude towards the endorsement as a mediating variable in the relationships between celebrity source and endorsement factors and brand attitude. It also includes perceived celebrity motive, a variable rarely studied in the previous literature, as an endorsement factor. In a survey study, respondents evaluated four celebrity endorsement campaigns. Mediation analyses show that attitude towards the endorsement mediates the effects of three variables on brand attitude; these variables are celebrity expertise, celebrity–brand fit, and perceived celebrity motive. Moreover, results show that if consumers perceive that the celebrity was motivated to do the endorsement not only by money but also by product quality, this has a significant positive effect on attitude towards the brand

Predicting management development and learning behaviour in New Zealand SMEs

Despite concern on the part of policy makers to raise managerial capability in SMEs, there is little evidence on the key drivers of owner-manager participation in management development programmes. The authors argue that such participation is poorly understood. The paper develops a predictive model of the drivers of participation in sources of learning by owner-managers. It tests a theoretical model, based on the small firm as a learning organization, which posits that participation is driven by owner-managers\u27 learning orientation and the extent of their belief in self-improvement. The implications of the results are discussed in light of the provision of management development programmes. <br /

Perceptions of academic quality and approaches to studying among disabled students and nondisabled students in distance education

There is little systematic evidence on the experience of disabled students in higher education. In this study, equal numbers of disabled and nondisabled students taking courses with the UK Open University were surveyed with regard to their approaches to studying and perceptions of the academic quality of their courses. Students with dyslexia or other specific learning difficulties, students with mental health difficulties and students with fatigue were more likely to exhibit a surface approach and less likely to exhibit organised studying than were nondisabled students. In the first two groups, this was associated with lower ratings of the quality of their courses. Nevertheless, the differences were not large, either in absolute terms or in the proportion of variance in the students' scores that they explained. The impact of disability on students' perceptions of the academic quality of their courses and on their approaches to studying appears to be relatively slight