We present the results of a study designed to test several hypotheses conceming the effects of intrinsic and situational sources of personal relevance on felt involvement and on the amount of attention and comprehension effort, the focus of attention and comprehension processes, and the extent of cognitive elaboration during comprehension. Felt involvement is a motivational state that affects the extent and focus of consumers' attention and comprehension processes, and thus the specific meanings that are produced. The results of the study provide strong evidence that felt involvement plays a motivational role in consumers' attention and comprehension processes.
The authors suggest that faculty adoption patterns move through three identifiable stages. In wave 1, technology serves a support function that improves efficiency but does not significantly affect teaching. During wave 2, teaching technology enables faculty to efficiently "mirror" classroom activities using new technologies. Not until wave 3, however, does discontinuous innovation occur. Wave 3 is characterized by unique applications that result in extending the classroom in ways that result in a more current, active, and interactive learning environment. The authors' conceptualization helps faculty and administrators better understand how they are currently using technology, identify barriers to wave 3 adoption behavior, and develop goals and create applications that will push faculty beyond using new technologies merely to support or mirror previous functions. Inacademia,administratorsandfacultyalikeareinterestedin an improved classroom experience as a function, at least in part, of new technologies. All too often, however, the use of technology in the classroom is confused with the more important concept of innovation in the classroom. This confusion between mere use and innovation impedes both technology optimists and pessimists from achieving breakthroughs that will improve and change the learning-teaching experience in significant ways. Technology is not synonymous with innovation; it only enables innovation given the right environment and openness to possibilities.While many of the issues we raise affect university teaching in general, there is urgency in business schools and in marketing departments in particular for educators to grasp and use new technologies. First, distance and online courses offered by major business schools and commercial vendors are increasing competition for students; therefore, educators and institutions that learn to use technologies effectively to augment and extend their classrooms are the ones that will remain competitive in the long run (Tapscott 1998). Second, the mission of corporate marketing departments has changed significantly in the 1990s, with marketing professionals typically assuming responsibility for technology-driven initiatives such as B2B and B2C eCommerce as well as increasingly sophisticated database marketing and customer relationship management (Modahl 2000). Thus, marketing professors must not only teach these technology-infused topics, they must also model active learning and flexibility by effectively using technology in their own extended classrooms. More than any other discipline on campus, marketing professors should be attuned to the importance of being "customer" or student focused, which will increasingly require the use of technology not only to better communicate with students but to create a classroom that provides lifelong learning and consultancy relationships with students. Last, since the marketing profession as a whole is undergoing rapid change, marketing professors must not only understand and use technology-enabled innovations to stay c...
The purpose of this research is to explore earthquake risk perceptions in California. Specifically, we examine the risk beliefs, feelings, and experiences of lay, professional, and expert individuals to explore how risk is perceived and how risk perceptions are formed relative to earthquakes. Our results indicate that individuals tend to perceptually underestimate the degree that earthquake (EQ) events may affect them. This occurs in large part because individuals’ personal felt experience of EQ events are generally overestimated relative to experienced magnitudes. An important finding is that individuals engage in a process of “cognitive anchoring” of their felt EQ experience towards the reported earthquake magnitude size. The anchoring effect is moderated by the degree that individuals comprehend EQ magnitude measurement and EQ attenuation. Overall, the results of this research provide us with a deeper understanding of EQ risk perceptions, especially as they relate to individuals’ understanding of EQ measurement and attenuation concepts.
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