No abstract

Understanding the effectiveness of various marketing efforts in the international marketplace is a growing need for United States businesses. Unfortunately. many businesses, especially small ones are not consistently successful in exporting their products. Although many factors can contribute to exporting o n a consistent basis, this study analyzes the various international marketing methods utilized by small businesses and determines which methods, especially direct marketing, can significantly contribute to consistent exporting of products. The data used in the study are provided by small businesses in the United States, and a logit choice model is formulated. Among various marketing methods, direct marketing is found to be a significant predictor of exporting o n a consistent basis, in addition to such factors as prior experience and extent of preparation to enter foreign markets. Further analysis revealed that among the direct marketing approaches, both the letter and salesman campaigns were found to be more effective than the phone campaign. Therefore, direct marketing efforts may be targeted toward more efficient approaches, such as developing contacts through mail and salesmen.

Harvey [1988b] described the problem of U.S. exports of dangerous pesticides which are banned domestically. This paper shows that the problem extends to other categories of goods, particularly pharmaceuticals, and that developments since 1988, specifically the London Guidelines, offer no panacea but do provide a framework for regulation.

The purpose of this chapter is to examine student perspectives on academic sharing, in both online and face-to-face higher educational settings, focusing on generational and cross-national differences. In recent years, students have taken to excusing traditional acts considered to be cheating as benevolent acts of generosity and caring. This study empirically examines if engagement in cheating behavior, rationalization of unfair advantage, and acceptance of academic dishonesty are predictable using measures of age and culture. Specifically, the authors tested for differences between millennials and pre-millennials and differences between collectivistic and individualistic cultures. Not surprisingly, the results confirm that students engage in acts of academic dishonesty. This study indicated, however, that many students increasingly consider certain acts of academic dishonesty as appropriate behavior. Millennials and some students from more collectivistic countries are rationalizing damaging acts of cheating as common and acceptable. These students are systematically shifting blame for their bad acts onto others.

This study focused on professor leadership styles and investigated the impacts of various leadership characteristics on student academic performance as well as students’ perceptions of class engagement and trust toward a professor. Using multiple leaderships styles to estimate a model of the relationship between faculty leadership styles and student outcomes provides for a broader view compared to previous research. The empirical results indicated that student perception of class engagement was significantly influenced by a professor’s emotional leadership, Pygmalion leadership, and charismatic leadership. Further, student perception of trust toward a professor was significantly affected by the professor’s transformational leadership, Pygmalion leadership, and charismatic leadership. Lastly, student academic performance was significantly impacted by class engagement. This research provides practical applications for enhancing student academic performance with the adoption of relevant leadership styles in higher education classes.

The importance of online learning has been highlighted by higher education, and online program administrators have looked for management strategies to establish competitive advantages through student satisfaction and loyalty. This research investigated the roles of various learning motivations (i.e., autonomous motivation, external motivation, need achievement, goal setting, social comparison, and reinforcement), perceived value, and satisfaction to predict students' loyalty toward an online program in the MBA context. Data were collected from online panel members of Qualtrics who were currently enrolled in online MBA programs in the United States. The empirical findings identify that perceived value was significantly influenced by external motivation, need achievement, goal setting, and reinforcement. MBA program satisfaction was positively affected by need achievement and reinforcement, and loyalty toward an MBA program was significantly influenced by perceived value and MBA program satisfaction. Overall, these results indicate the relative importance of each learning motivation for predicting online students' loyalty.

No abstract

Motivating students and sustaining their attention are essential for online classes in higher education. In particular, effective and efficient online communication between students and professors serves as a core driver for increased learning motivation and sustained attention. The purpose of this study was to examine the use of emojis and professor-student email communication as methods of motivating students and sustaining their attention. Specifically, this study hypothesized that a professor’s use of emojis in a welcome letter could result in the enhancement of psychological relationships with student recipients, such as students’ perceived authenticity and intimacy with the professor, leading to increased intrinsic learning motivation and sustained attention in the professor’s online class. The sample for the study was comprised of 297 undergraduate students from public universities in the United States. Data was collected via a scenario-based survey approach. The empirical findings indicated that emojis in a professor’s welcome letter could lead students to perceive the professor as authentic and friendly, making students more intrinsically motivated and more inclined to pay attention in the professor’s online class. Theoretical implications for the education field and pedagogical implications for developing online classes in higher education were proposed.