title: Product effects on endorser image: the potential for reverse image transfer

authors: Charbonneau, Jan

subjects: product image

abstract: Purpose – The purpose of this paper is to investigate reverse image transfer as it applies to both celebrities (actors/models) and celebrity athletes in a New Zealand context. It extends the work of Garland and Charbonneau which examined reverse image transfer (product image transferring to endorser) as it applied to celebrity athlete endorsers alone.
Design/methodology/approach – The data for the study are collected from 240 New Zealand university undergraduate students who are split equally into eight treatment groups. Using Ohanian’s source-credibility scale, each group rate several celebrities or celebrity athletes on their suitability for endorsing two contrasting products: orange juice (representing a positively perceived product) and cigarettes (representing a negatively perceived product). ANOVA (analysis of variance) is used to compare means between celebrities/celebrity athletes and the products they endorse. The study is a close replication of Till’s work in the USA.
Findings – The results show a pronounced polarising effect for celebrity athletes, as opposed to celebrities (actors/models), for the endorsement of both products but particularly for cigarettes, the negative product. The potential for reverse image transfer is real, demanding careful attention by celebrities, agents and marketers during evaluation of endorsement opportunities. Research limitations/implications – Though not compromising the research integrity, the sample of New Zealand students is restrictive. Further extension of the research is advisable to address limitations based on sample composition, cultural setting and time of research.
Originality/value – Aside from addressing the paucity of research on reverse image transfer, this paper signals important managerial implications for celebrity endorsers and their agents.

text: Product effects on endorser image: the potential for reverse image transfer Purpose – The purpose of this paper is to investigate reverse image transfer as it applies to both celebrities (actors/models) and celebrity athletes in a New Zealand context. It extends the work of Garland and Charbonneau which examined reverse image transfer (product image transferring to endorser) as it applied to celebrity athlete endorsers alone.
Design/methodology/approach – The data for the study are collected from 240 New Zealand university undergraduate students who are split equally into eight treatment groups. Using Ohanian’s source-credibility scale, each group rate several celebrities or celebrity athletes on their suitability for endorsing two contrasting products: orange juice (representing a positively perceived product) and cigarettes (representing a negatively perceived product). ANOVA (analysis of variance) is used to compare means between celebrities/celebrity athletes and the products they endorse. The study is a close replication of Till’s work in the USA.
Findings – The results show a pronounced polarising effect for celebrity athletes, as opposed to celebrities (actors/models), for the endorsement of both products but particularly for cigarettes, the negative product. The potential for reverse image transfer is real, demanding careful attention by celebrities, agents and marketers during evaluation of endorsement opportunities. Research limitations/implications – Though not compromising the research integrity, the sample of New Zealand students is restrictive. Further extension of the research is advisable to address limitations based on sample composition, cultural setting and time of research.
Originality/value – Aside from addressing the paucity of research on reverse image transfer, this paper signals important managerial implications for celebrity endorsers and their agents.

year: 2010

title: Uncovering precariosity using a circle conversation with counselling practitioners: The institutions are training the people but where is the work for them?

authors: Kecskemeti, Maria

subjects: precariosity

abstract: Ethics approval was obtained to audio-record an adapted form of circle conversation involving a group of counselling practitioners who attended a professional development workshop in 2015. The goal of the study was to examine what emerges when participants open themselves, through structured conversations, to affecting and being affected by others. The participants chose to focus on their working conditions, and what emerged in these discussions became the focus of this paper. The participants’ stories provide rich insight into how a group of practitioners have become caught up in precarious circumstances in their professional lives. This article includes four narrative accounts that derive from this guided conversation. Through the process, new lines of thought for consideration and new ways of analysing what action might make a difference to their current situations emerged. These are briefly summarised in two further narratives. The article ends with a call to all professionals to provide a critique of the implications of precariosity in their own work, and to begin to explore possibilities for developing new ways of being and doing within the constraints of an uncertain labour market.

text: Uncovering precariosity using a circle conversation with counselling practitioners: The institutions are training the people but where is the work for them? Ethics approval was obtained to audio-record an adapted form of circle conversation involving a group of counselling practitioners who attended a professional development workshop in 2015. The goal of the study was to examine what emerges when participants open themselves, through structured conversations, to affecting and being affected by others. The participants chose to focus on their working conditions, and what emerged in these discussions became the focus of this paper. The participants’ stories provide rich insight into how a group of practitioners have become caught up in precarious circumstances in their professional lives. This article includes four narrative accounts that derive from this guided conversation. Through the process, new lines of thought for consideration and new ways of analysing what action might make a difference to their current situations emerged. These are briefly summarised in two further narratives. The article ends with a call to all professionals to provide a critique of the implications of precariosity in their own work, and to begin to explore possibilities for developing new ways of being and doing within the constraints of an uncertain labour market.

year: 2015

title: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand

authors: Washbourn, Phil

subjects: Outdoor education

abstract: This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

text: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

year: 2018