Consumer reactions to different forms of CSR communication

Aim Companies around the world are making sizeable investments into CSR initiatives, but ensuring appropriate returns on these investments remains challenging. Therefore, it is of value to study the communication of corporate CSR efforts. The purpose of this study is to investigate how consumers react to rational versus emotional message strategies in CSR communication. Two categories of consumer reactions were considered: trust and purchase intention. Methods Qualitative research with four focus groups was conducted. Participants discussed three texts regarding a CSR project, utilising a rational, emotional and a hybrid rational-emotional message strategy respectively. The conversations focused on trust towards the communication and purchase intention. Results Trust - All of the respondents viewed the rational text over the emotional text as more trustworthy, but they most positively reacted to the combined strategy. Rational information was viewed as more reliable by many participants, with emotional cues adding value by better holding their attention. Purchase intention – Participants more positively reacted to the rational CSR communication strategy, compared to an emotional strategy. For approximately half of respondents, the hybrid strategy targeting both rational and emotional cues was the most successful in terms of purchase intention. Upon further analysis, it was identified that this division in respondents’ opinions may reflect a gender difference, where men portrayed the more task oriented and women the socially sensitive consumers. Conclusions The findings support previous research championing the use of rational strategies over emotional strategies in CSR communication. A number of managerial implications that can be used by companies in order to better communicate their CSR activities and increase returns on CSR-related investments are provided.

Opening discourses of citizenship education : a theorization with Foucault

We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement.