RFM customer analysis for product-oriented services and service business development: an interventionist case study of two machinery manufacturers

Journal of Management and Governance - This study examines how original equipment manufacturers (OEMs) can segment their product-oriented services customers with the help of a recency, frequency,...     

How to ask sensitive multiple-choice questions

Motivated by recent failures of polling to estimate populist party support, we propose and analyze two methods for asking sensitive multiple-choice questions where the respondent retains some privacy and therefore might answer more truthfully. The first method consists of asking for the true choice along with a choice picked at random. The other method presents a list of choices and asks whether the preferred one is on the list or not. Different respondents are shown different lists. The methods are easy to explain, which makes it likely that the respondent understands how her privacy is protected and may thus entice her to participate in the survey and answer truthfully. The methods are also easy to implement and scale up.     

Collective identities,women's power resources,and the making of welfare states

Theory and Society -     

Ethnic Preferences in Internet Dating: A Field Experiment

In an Internet field experiment in Sweden, we assessed the importance of ethnicity for successful online dating proposals for men. Randomizing names and occupation and holding physical appearance constant, our findings show that Swedishness is valued in the dating market and Arabs suffer an ethnic penalty, compared with both Swedes and Greeks. This implies that Arabs have a harder time finding dates, also in a frictionless setting as an Internet dating site.     

“Apparently I've Got Low Self‐Esteem”: Schoolgirls' Perspectives On a School‐Based Public Health Intervention

This article focuses on a psycho‐educational programme, DISA, currently practised in the Swedish schools to prevent girls from developing depressive symptoms. We draw on group interviews with schoolgirls to explore how they describe DISA and how an understanding of the programme is constructed through their arguments. We demonstrate how the girls' version of DISA highlights a contradiction in the intervention that is traceable to the theoretical underpinnings of the programme and the mix of traditions — treatment and prevention — that constitute the intervention. We discuss problematic aspects of DISA and outline implications for policy practice.