Investigating Concept Mapping and Stimulated Recall to Reveal Academic Teacher Beliefs and how they are enacted through learning designs for the Web

Increasingly, academic teachers are designing their own web sites to add value to or replace other forms of university teaching. These web sites are tangible and dynamic constructions that represent the teachers thinking and decisions derived from an implicit belief system about teaching and learning. The emphasis of this study is to explore the potential of the research techniques of concept-mapping and stimulated recall to locate the implicit pedagogies of academic teachers and investigate how they are enacted through the learning designs of their web sites. The rationale behind such an investigation is that once these implicit belief systems are made visible, then conversations can commence about how these beliefs are transformed into practice, providing a potent departure point for academic development.

An examination of the effect of sponsorship stimuli on consumer perceptions of concrete and abstract brand attributes

A Solomon four-group experiment, controlling for order effects, examined the effect of a sponsorship stimulus on consumers’ perceptions of concrete and abstract brand attributes. Results for this study suggested that consumers who are aware of an association between an event sponsorship and a brand demonstrate more favorable perceptions of abstract brand attributes than those who are unaware of such an association. The same favourable perceptions were not found for concrete brand attributes.