This study investigates the relationship between corporate social responsibility (CSR) and product evaluation and the role of brand familiarity in moderating the relationship between CSR and product evaluation. Using different levels of brand familiarity (high versus low) and CSR initiatives (high versus low), a between‐subjects experiment was carried out. The study finds that CSR has a positive impact on product evaluation and this positive impact is greater for products with high brand familiarity than products with low brand familiarity. The level of brand familiarity moderates the relationship between CSR and product evaluation. The study also reveals that the higher the CSR commitment and the brand familiarity, the more positive the product evaluation. Copyright © 2012 John Wiley & Sons, Ltd and ERP Environment

Using image‐elicited, depth interviews, this qualitative study explores green consumption practices among 20 young environmentalists, aged between 18 and 25 years, in an Australian city with a view to examine how various identity formations reside in their narratives. The study's findings strongly support the applicability of Cherrier and Murray's four‐stage processual theory of identity (sensitization, separation, socialization, striving) to understand young environmentalist's formation of a green identity. The study also develops an emergent processual theory of green identity formation, which encompasses four main stages of control, create, compromise and customize. Each stage corresponds to how the young environmentalists position and negotiate their formative green identities, including first enacting control about their identity; creating their new identity in relation to existing green identity projects; compromising their new identity as it is practiced and socialized in their lives; and finally, customizing their identity as they frame, situate and align personal, social and cultural influences about consumption and their identity. The findings inform green policy makers and institutions working towards building a green consumer society involving young consumers.

This paper argues that Layder's adaptive theory methodology can overcome two main methodological issues affecting academic marketing research-namely, (1) paradigm dilemmas caused by the mixed methods approach and (2) apparent imbalance between agency (individual subjectivity) and structure (social structure). A review of research methods used in marketing reveals that quantitative methods continue to dominate. Marketing phenomena tend to arise in the social world through a circular process whereby individual behaviours create social structures that in turn influence individual behaviours. Both the structure and agency perspectives need to be studied in a single research project to fully understand a marketing phenomenon. Adaptive theory, as a sound alternative to positivistic research approach, can achieve a balance between agency and structure perspectives that underpin marketing phenomena.

Many researchers argue that pedagogies centred on typical face-to-face content delivery methods are not compatible with the learning preferences of the Net-Gens who grow up in constant contact with digital media. Further, "virtual" learning methods (i.e., Web 2.0-based methods such as wikis, weblogs, and social networks) should be integrated into the usual content delivery methods to achieve the desired learning outcomes of Net-Gens. In this paper we build on the arguments for the versatility of the Web 2.0-based methods in fostering a collaborative learning environment. To do this, we integrated student-generated wikis into an undergraduate International Marketing course and examined subsequent learning outcomes and other pedagogical implications.A qualitative research methodology supported by the NVivo data analysis software was employed. An analysis of the student-generated wikis, the reflections of the students, as well as in-depth interviews with the teaching panel of the course informed the findings of the study. The findings are organised into six themes: (1) Collaborative learning, (2) Independent thinking and shaping it (3) "Organic" discussions (4) Laggards and leaders in wikis (5) Repetitions causing stagnations and (6) Not everyone on board. These findings are useful in guiding the future use of wikis in higher education and extending the existing theoretical frameworks of wiki pedagogies.

Climate change risk perceptions and environmentally conscious behaviour among young environmentalists in Australia.