A two-stage procedure (consideration set formation and final choice) was used to track the emergence of gender biases in hiring and firing decisions. Participants were allowed to select their own strategy for narrowing choice options (which candidates to retain or which candidates to delete). Each of the two experiments included a condition where job candidates were considered for hiring and a condition where current employees were considered for firing. Candidate features varied across experiments but the initial set always included 18 females and 18 males with comparable credentials. In both experiments male and female respondents selected candidates of their own sex for hiring and both males and females selected mostly male candidates for firing. In each experiment the bias showed up only in the final-choice stage.

As digital-video-recorders (DVRs) become more popular, an increasing number of television commercials are being zipped (fast-forwarded). This paper examines how memory for brand names, products and attitudes toward commercials are influenced by zipping at the speeds used by the popular DVR manufacturer, TiVo (300, 1800 and 6000 percent). Experimental results show that compared to ads shown in real-time, memory for the advertised brand names improves when the commercials are zipped at 300 percent of normal speed. However, brand name recall dramatically declines as the commercials are zipped at faster speeds (1800 and 6000 percent). Speed of zipping had a significant effect on the ability to recall the advertised brand for all commercials except those at the end of a commercial pod. This suggests that all else being equal, ads placed at the end of a commercial pod are more likely to be recalled at all zipping speeds. Viewers of zipped commercials had more neutral attitudes toward the ads compared with those who saw them in real-time.

Steering towards a path of sustainability and resilience in urban environments depends greatly on effective institutions, governance and strategic planning. National governments are increasingly expanding municipal institutions’ mandates by delegating decision making on land-use planning and urban development to local and regional levels. This trend poses municipalities with a complex challenge of setting clear sustainability targets and lifting the institutional barriers inside and outside of their organisation. Based on the business motivation model (BMM), this study presents the results of a thematic analysis identifying barriers and enablers characterizing the institutional capacity base of a municipal organisation in the context of sustainability at an urban level. The results show that the most relevant barrier is the lack of standardisation in sustainability-related working practices, whereas the main institutional enablers relate to flexible working directives that promote the development of innovative projects. This points towards a strong need for a more integrated, dynamic and powerful development approach for sustainable urban areas on a local level.

This article discusses the positive outcomes of changing to a flipped classroom instructional approach and how creating a greater sense of influence and control for students in group projects can positively impact multiple measures of student performance and self-reported attitudes. Two sections completed the same readings and videos covering 13 course content modules. Rather than a traditional lecture-based course, most of the class time was used on experiential learning activities. Students worked with real-world clients to create advertising campaigns. One section completed research and pitched their ideas for a social media campaign to a franchise with over 50 restaurants. This section was seen as "low ownership" because students did not know if their ideas would be implemented. The second section created an integrated marketing campaign for an event on campus that drew over 400 attendees. This section is labelled as "high ownership" because the students felt more involved with their project as they imagined, created, and executed the advertising and organization for an event. Overall, most students in both sections preferred the flipped approach to traditional lecture. While the percent of videos watched and grades did not differ between the two sections, students in the high ownership section reported more interest in their project, were more likely to recommend keeping the flipped approach, were more likely to recommend the course to others, found the flipped classroom more interesting than lecture-only classes, and said they learned more using a flipped approach vs. a lecture-only class. These results demonstrate how flipped classrooms and experiential learning exercises with real-world results can improve marketing education.

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