Consumer Engagement Through Conditional Promotions

This paper investigates consumers' response to conditional promotions (CP) offered in an offline retail store. Using qualitative research inquiry, we decipher the consumer decision-making process by finding the linkages between 'pre-cart' and the 'post-cart' add-on purchases. Thematic analysis of qualitative data (focus groups and personal interviews) resulted in four themes, i.e. 'Criticality of Product Utility,' 'Mode of Payments,' 'Loss Aversion by Consumers,' and 'Inability to Think Out-of-Box by the Consumers.' We add value to the existing marketing literature by finding the relationship between products purchased in 'pre-cart', i.e., without the knowledge of CP and 'post-cart', defined as add-on products added to the cart to avail the CP offer while purchasing in an offline retail store. Further, we find that consumers' willingness to avail CP varies with different relative distances from the target purchase cart value (high vs. low) and mode of payments (cash vs. digital). We discuss the theoretical and managerial implications of the research.

Rethinking clinical instruction through the zone of proximal development

BACKGROUND

The complexity of the learning environment and intricacy of nursing tasks make it difficult for students to learn without the assistance of an expert. Teaching in the zone of proximal development (ZPD) aims at positioning learners in the zone of what they can do and develop with assistance to reach full potential and independence. ZPD is deemed essential to understand how teaching and learning take place; however, its implications for clinical educators are limited and need further exploration.

OBJECTIVES

This research study aimed at exploring the instructional strategies that preceptors use to guide and support the development of undergraduate nursing students, from what they are capable of doing with assistance to what they can become and do independently.

DESIGN

The qualitative multiple case study research design was used to gain insights into the teaching experiences of 18 nurse preceptors situated in three recognized hospitals in Lebanon.

METHODS

Each preceptor was interviewed face-to-face using questions that were developed from a three-hour observation. Vygotsky's learning principles formed the reference point for this study. Analytic induction and constant comparison of preceptors' responses were applied throughout the study to unravel assisted strategies that target the potential learning zones of the student.

RESULTS

Three assumptions emerged from the data to underpin the preceptors' assistive strategies that help move learners from a cannot-do-level to can do independently. The assumptions are: (1) learning from clinical experience, (2) teaching beyond student ability, and (3) teaching for autonomy. In-depth analysis of both assumptions and strategies that focus instruction within each student's ZPD converged on a framework of three constructs: differentiated instruction, instructional scaffolding, and influencing a positive learning environment.

CONCLUSION

It is imperative that clinical educators be most receptive to instruction that targets the student's ZPD, as the zone represents a potential phase in student learning. This study provides a ZPD framework for intensifying learning gains from clinical practice.

Exploring Deal of the Day: an e-commerce strategy

Purpose

This paper examines differences in the discounts offered during Deal of the Day (DOD) promotion schemes by online retailers based on product category, festival season and the economic status of a country.

Design/methodology/approach

In study 1, the authors conducted three focus group studies and 20 in-depth personal interviews (PIs) to explore consumers' perspectives on DOD. To validate the hypotheses based on the findings of study 1 and collected 515 data points from Amazon.com (313 data points from the United States) and Amazon.in (202 data points from India) in study two. The authors used multinomial linear regression to analyze the data.

Findings

A significant difference in savings for buyers on the purchase of electronic product categories as compared to savings made by them on the purchase of non-electronic product categories during DOD promotional schemes. Electronic products get deeper discounts in the US during festival seasons as compared to non-festival seasons during DOD promotional schemes. In emerging economies discounts offered by e-commerce retailers during DOD offers on electronic items are lesser as compared to those offered during DOD offers made in developed economies like United States.

Practical implications

Managers should avoid offering the same products under DOD during the festive season and non-festive season at similar prices in emerging economies as during festivals customers expect more savings over and above the regular savings.

Originality/value

DOD is offered every day irrespective of the other promotions on e-commerce platforms to boost sales. This study analyses any significant difference in saving for DOD offered during special sales days in emerging and developed economies.

Case-based learning: What traditional curricula fail to teach

BACKGROUND

Case-based learning seeks to contextualize learning and to enhance the transition of nurses to practice. This instructional approach is gaining widespread interest in nursing education since the unfolding process emulates the work environment. Case-based learning holds great promise to the development of professional skills. An assumption that was worth researching to determine what those skills are.

OBJECTIVES

This study aimed at exploring perceptions of nursing students who had completed two undergraduate nursing courses using case-based learning to be able to identify professional skills that may be gained by this instructional approach.

DESIGN

The qualitative focus group research technique was used to explore the perceptions of 16 nursing students who used CBL in two adult health nursing courses in the junior year of an undergraduate nursing program in Beirut, Lebanon. The sample was divided into three groups of four to six students each.

METHOD

Thematic analysis using cross-group analysis and inductive constant comparison.

FINDINGS

The analyzed data converged on three learning practices that were developed by the case study approach: (a) recognizing the particulars of a clinical situation, (b) making sense of patient data and informing decisions, and (c) reflection. In-depth analysis of these practices helped unravel four professional attributes that form the tenets of case-based learning: (1) a salience of clinical knowledge, (2) multiple ways of thinking, (3) professional self-concept, and (4) professional caring.

CONCLUSION

Since professional skills are developmental in nature, educational programs may play an active role in the skill acquisition process. In search of those ineffable skills, four professional attributes emerged from the study findings. Findings support concerns of higher education regarding the ability of the traditional curriculum to meet the expectations of employers at the workplace.