Social media and luxury: A systematic literature review

Luxury, historically an exclusive, rare and elitist phenomenon, is changing. This is predominantly driven by technological developments, particularly social media, and the rising level of consumer empowerment in the marketplace. A maturing stream of research has emerged assessing the effects of social media platforms on luxury brands, offerings and consumers. However, there has been no comprehensive analysis of this extant literature synthesizing the current state of knowledge and postulating future research directions. This paper addresses this gap by utilizing a systematic literature review approach. A total of 115 articles were collected and analysed and five core themes were identified, examining (1) luxury brand strategy, (2) luxury brand social media communications, (3) luxury consumer attitudes and perceptions, (4) engagement and (5) social media's influence on brand performance-related outcomes. These themes are comprehensively explored to understand the myriad impacts of social media on luxury businesses before conceptualizing the themes as a holistic framework explaining social media's role within luxury. The framework developed highlights the fragmented yet progressive nature of research on the confluence of social media and luxury, and signals fruitful avenues for further inquiry. It is proposed that scholarly attention is directed towards multiple lines of inquiry, including social media's role in luxury brand construction online, social media's role in facilitating ‘moments of luxury’, younger consumers’ luxury consumption, as well as the integration of both future innovative technological developments and novel social media platforms within luxury branding.     

Hochschule als Marke

This paper gives an overview of new developments in conceptualizing universities as brands. Brand development in this sense is not an externally-oriented marketing instrument, but an internal strategy. In this internal brand development process, a university sorts out its developmental resources and challenges and structures an identity. Ten steps in this process of brand development are outlined and a concept of brand positioning specific to universities is introduced.     

Evaluation of the Service Review Model With Performance Scorecards

The current study combined a management technique termed “Service Review” with performance scorecards to enhance staff and consumer behavior in a human service setting consisting of 11 supervisors and 56 front-line staff working with 9 adult consumers with challenging behaviors. Results of our intervention showed that service review and scorecards produced significant staff behavior changes that were maintained over time. Positive consumer outcomes were also correlated with staff performance changes. The behavioral package of training, clinical consultation, service review, biweekly manager meetings, scorecards, and public posting has the potential to reduce the need for monetary staff incentives.     

HOW DO ELECTORAL SYSTEMS AFFECT FISCAL POLICY? EVIDENCE FROM CANTONAL PARLIAMENTS, 1890–2000

Using a new data set on Swiss cantons since 1890, we analyze how the adoption of proportional representation affects fiscal policy. In line with economic theory, we show that proportional systems shift spending toward broad goods (like education and welfare benefits) but decrease spending on geographically targetable goods (like roads). We find little evidence that proportional representation increases the overall size of government. An analysis of the underlying theoretical mechanisms reveals that proportional representation increases electoral turnout, left‐wing representation, and political fragmentation. These changes in political representation explain a substantial share of the rise in education spending, but a small share of the rise in welfare spending or the decline in road expenditures.     

Conflict Resolution Network Schools Development Australia

This paper outlines how a school climate and culture can be changed through the implementation of a Whole School Approach to Conflict Resolution and Peer Mediation Skilling. The role of external consultancy (Conflict Resolution Network Schools Development), consisting of specialist consultants with an education background, is part of a general “grassroots” movement, led by the Conflict Resolution Network and affecting institutions, business and groups in our society. The paper firstly emphasises conflict resolution skill training (12 Skills Toolkit) to educators by the consultant. Secondly, a 10 step implementation process is presented to educators who generally hold administrative positions. Two case studies are included to provide examples of different approaches based on the initial conflict resolution skilling of teachers. Don White from James Busby High School gives a brief history of the stages of implementation of conflict resolution skills in his school. Dilcie Singh outlines the linking of a Peer Mediation program to part of the school visison “Valuing People”.     

When Does Time Matter? Maternal Employment,Children’s Time With Parents,and Child Development

This study tests the two assumptions underlying popularly held notions that maternal employment negatively affects children because it reduces time spent with parents: (1) that maternal employment reduces children’s time with parents, and (2) that time with parents affects child outcomes. We analyze children’s time-diary data from the Child Development Supplement of the Panel Study of Income Dynamics and use child fixed-effects and IV estimations to account for unobserved heterogeneity. We find that working mothers trade quantity of time for better “quality” of time. On average, maternal work has no effect on time in activities that positively influence children’s development, but it reduces time in types of activities that may be detrimental to children’s development. Stratification by mothers’ education reveals that although all children, regardless of mother’s education, benefit from spending educational and structured time with their mothers, mothers who are high school graduates have the greatest difficulty balancing work and childcare. We find some evidence that fathers compensate for maternal employment by increasing types of activities that can foster child development as well as types of activities that may be detrimental. Overall, we find that the effects of maternal employment are ambiguous because (1) employment does not necessarily reduce children’s time with parents, and (2) not all types of parental time benefit child development.     

Gender differences in the effect of social resources and social status on the retirement satisfaction and health of retirees

This study explores the effect of positive and negative social support, social reciprocity, and subjective social status on the retirement satisfaction and health of retirees and gender differences therein. Using cross-sectional data from the 2010 and 2012 waves of the Health and Retirement Study (HRS), we found that social support seems to matter more for the retirement satisfaction and health of women, while social reciprocity matters more for the health of men and subjective social status for the retirement satisfaction of men. Implications for the development of social programs and policies over the life course are discussed.     

Standing Up for the Victim,Siding with the Bully or Standing by? Bystander Responses in Bullying Situations

In this study we examined children's self‐efficacy, outcome expectations, and outcome values in relation to bystander responses in bullying situations. We proposed that beyond the effect of self‐efficacy, the decision to defend the victim of bullying vs. remain passive vs. reinforce the bully depends on outcomes children expect from defending, and on the value they place on these outcomes. Our sample consisted of 6397 Finnish children (3232 girls and 3165 boys) from third, fourth, and fifth grades (mean ages 9–11 years). Results showed that the motivational underpinnings of defending the victim, remaining passive, and reinforcing the bully varied. Defending was associated with the expectation that the victim feels better as a result of defending as well as valuing such an outcome. Reinforcement of bullying was associated with negative expectations and not caring about the positive outcomes. Conflicting expectations and values were linked to remaining passive. Results are discussed in terms of their implications for anti‐bullying interventions.