Purpose The purpose of this paper is to identify the generational cohort effect on responsible consumer behavior. Based on the theory of planned behavior and the generational cohort theory, the authors test the impact of perceived consumer effectiveness (PCE), media exposure (ME), the social group influence of family and peers and self-identity on the intention of Generation X and Generation Y to purchase environmentally responsible products. Design/methodology/approach The data were collected from 1,870 respondents in France. Based on the factor scores from a confirmatory factor analysis, the authors tested for interaction effects by employing regression and path analyses. A two-group structural model evaluated the strength of each cohort’s direct effects and the significant differences between the groups. Findings The results reveal a generational (cohort) effect on the relationship between PCE and ME and the intention to purchase environmentally responsible products. Research limitations/implications The convenience sample shows bias toward younger people, especially students. In addition, some latent variables show low AVE scores, probably due to scale interpretation differences. By measuring purchase intention, the study disregards the actual behavior of consumers. Practical implications To increase consumers’ personal involvement in responsible purchasing behaviors, marketers could cater to the social desirability side of Gen Y by emphasizing products that express community values; on the other hand, marketers could appeal to the PCE of Gen X by providing more information and convincing them that their actions matter. Social implications The efficiency of awareness and promotional campaigns for environmentally responsible products will be enhanced when marketers employ segmentation based on generational cohorts. Originality/value The study contributes to a better understanding of responsible consumer behavior by identifying generational cohort differences.

This article examines the factors of e-learners' perceptions of service quality in terms of the physical appearance of the learning management system, students' assurance of personnel's level of knowledge, and the customized attention to students' needs. The authors use a survey to measure the five dimensions of the SERVQUAL scale, adapted to the e-learning context. A total of 325 responses were obtained. To validate their scale, the authors performed exploratory and confirmatory factor analyses. They found that the most important determining factors for e-learning are: ergonomics, corresponding to the attractiveness of the e-learning system; assurance, corresponding to instructors' ability to satisfy students' needs; and empathy, corresponding to the attention given to each individual student. The authors also found that in the context of e-learning, the relative importance of the dimensions of perceived quality is different from what is typically observed in more traditional services. Their findings enable educational institutions to improve their understanding of the expectations and perceptions of e-learners.

International audienceOur research explores more holistic ways of understanding and creating sustainable enterprises. Enterprises and business school scholars are two primary actors in this research endeavor. Enterprises are moving towards sustainability but with a partial and selective understanding of global sustainability. Business school scholars generally study sustainability in their respective functional areas, such as management, accounting, finance and marketing, with some notable exceptions. We suggest that transdisciplinarity offers a unique real-world problem-solving framework that crosses disciplinary boundaries and the academic–practitioner divide. We explore the nature of transdisciplinarity and its application to corporate sustainability. We argue that enterprise sustainability requires trans-functional, trans-disciplinary, trans-stakeholder, trans-aesthetic and trans-human knowledge that is possible through transdisciplinarity. We provide an example of transdisciplinary work in art and sustainable enterprise. Copyright © 2013 John Wiley & Sons, Ltd and ERP Environmen

International audienceThe sustainability discourse has largely played out in the domains of natural sciences and technology, with recent contributions from the social and political sciences. These contributions have been significant and our understanding of sustainability challenges has improved greatly over the past three decades. However, our individual, organisational and collective actions have lagged behind and the actual problems of sustainability have become worse in the same period. In this paper we argue that we can get better action and behavioural commitments to sustainability by using the arts, art-based methods, and aesthetics to develop passion and emotional connection for sustainable organising and living

We examined the moderating roles of team psychological safety and relationship conflict on the relationship between two forms of team cognitive diversity—expertise and expertness diversity—and team performance. We found that when team psychological safety was lower, rather than higher, expertise diversity was more negatively related to team performance, but conversely, expertness diversity was more positively related to team performance. When team relationship conflict was lower, rather than higher, expertness diversity was more positively related to team performance. Our findings advance a contingency view of the effects of cognitive diversity on team performance and suggest several implications for theory and practice.