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Abstract

Impulse buying behaviour has been recognised as a key research concern amongst academic researches and marketers. At one time or another a large amount of consumers purchases on impulse. Evidence from the literature indicates that external factors, such as in-store atmosphere, in-store browsing, in-store layout, salespersons, promotions and reference groups are important antecedents of impulse purchases. The cognitive response to act on impulse purchase is triggered by external factors to buy on impulse. This paper reports on a study undertaken to determine the external factors influencing the cognitive response of impulse buying behaviour amongst Generation Y students. Generation Y are labelled as individuals born between 1986 and 2005. The study employed a quantitative method, whereby a structured, self-administered questionnaire was used to collect data from a non-probability convenience sample of 349 students (aged 18 to 24 years), across two South African public higher education institutions’ campuses located in the Gauteng province. The collected data was examined using descriptive statistics, confirmatory factor analysis, reliability, correlation analysis and regression analysis. The coefficient of multiple determination (R2) was 0.070 that implies that in-store atmosphere, in-store browsing and promotions can predict seven percent of the variance in Generation Y students’ cognitive response to buy on impulse, which proposes that other variables influence Generation Y students’ cognitive response to buy on impulse.

South Africa has one of the leading banking infrastructures compared to the rest of Africa

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Teaching encompasses leadership knowledge, skills, and dispositions. Teachers, as professionals, draw their leadership power from competencies, influences, relationships, or expertise, but current leadership models position teachers as followers, not as leaders. The aim of this paper is to demonstrate that teachers, whatsoever their situation, position, or belief may be, are leaders of classrooms and schools without stepping up to formal roles. The Toulmin method of argument was employed to support and reason out the main claim. The findings of the study suggested that leadership is not a special role of a particular person; it includes all facets of schools and communities, particularly teachers. The author argued and identified a number of leadership attributes exhibited by teachers, and subsequently discussed teacher professionalism to show whether it is the only source for teachers to demonstrate leadership. Eventually, it has been concluded and corroborated that teachers, by their very profession, are leaders of classrooms and schools; though teachers may not be aware. Programs of teacher leadership are essential not to make teachers leaders, as teachers are already leaders of their schools, but to make them more conscious of their leadership functions and improve upon them on a daily basis.

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