Research in marketing and innovation (R+M+I)
http://hdl.handle.net/10259/4731
2024-03-29T13:21:39ZBuilding consumer–brand relationships in the channel-mix era. The role of self–brand connection and product involvement
http://hdl.handle.net/10259/8688
Building consumer–brand relationships in the channel-mix era. The role of self–brand connection and product involvement
Rodríguez Torrico, Paula; San José Cabezudo, Rebeca; San Martín Gutiérrez, Sonia
In the channel-mix era, the customer journey involves combining channels during
all the stages of the decision-making process, such that creating and maintaining relationships
with consumers poses a challenge to retailers. This work seeks to explore what role brands
play in this issue by analyzing what impact the perceived benefits of brand channel-mix have
on consumer self-brand connection (SBC) and what their effect is in enduring consumer-brand
relationships (i.e., future channel-mix use and word of mouth (WOM)). This paper also
explores the moderating role of product involvement in these relations.
2024-01-01T00:00:00ZThe determinants of teachers’ continuance commitment to e-learning in higher education
http://hdl.handle.net/10259/8686
The determinants of teachers’ continuance commitment to e-learning in higher education
San Martín Gutiérrez, Sonia; Jiménez Torres, Nadia Huitzilin; Rodríguez Torrico, Paula; Piñeiro Ibarra, Irati
Technological evolution involves a challenge for teachers and higher education institutions to achieve e-learning success. This paper addresses this issue from the teachers’
perspective to reveal what characteristics of the e-learning system affect teachers’
continuance commitment and contribute to the increase and permanence of e-learning
programmes. This study investigates possible relationships among intrinsic and extrinsic
variables (self-efficacy beliefs, system quality and organisational impact) and teachers’
continuance commitment. Based on previous information systems and e-learning research literature, this study presents an extended version of the Information System
Success Model. The PLS-SEM method was employed to analyse the data collected from
a probabilistic representative sample of 90 online teachers, 54% of them are male from
different ages and teaching disciplines, and 78.6% of them are full-time teachers. Results
show that having a well-established learning management system in the institution
reinforces the instructors’ commitment. Institutions should build a learning environment
that fits instructors’ needs, develop a creative, collaborative, secure, friendly and up-todate platform with quality interactions between learners and instructors. Apart from
offering good system quality and technical assistance, perceived organisational impact
reveals as a key to achieving teachers’ commitment to e-learning.
2020-01-01T00:00:00ZLa integración de las competencias éticas en los estudios universitarios
http://hdl.handle.net/10259/8684
La integración de las competencias éticas en los estudios universitarios
Jerónimo Sánchez-Beato, Estefanía; San Martín Gutiérrez, Sonia; Rodríguez Torrico, Paula; Jiménez Torres, Nadia Huitzilin
Este artículo apuesta por una formación integral de los estudiantes (hombres y mujeres) como
futuros profesionales a fin de que puedan actuar de forma consciente y responsable. Para ello,
resulta crucial el papel que incumbe desempeñar a la universidad, a la que la propia normativa
vigente le impone una serie de valores claves para el sistema educativo universitario. El objetivo
es describir la percepción del papel de la ética en la formación universitaria desde la opinión
del profesorado y del estudiantado.
Se ha realizado un estudio empírico que pretende obtener información primaria de la percepción
que sobre esta temática tienen el profesorado y el alumnado de dos universidades. El personal
docente coincide en la necesidad de brindar formación ética al alumnado universitario. Esto
contrasta con una mayoritaria impresión del profesorado acerca de la carencia de dicha formación en los estudios de educación superior. Respecto al estudiantado, se extrae el mismo
resultado acerca de la percepción de falta de formación ética recibida en sus estudios
universitarios, pues admite que desconoce las competencias éticas y que no las ha leído o
entendido en las guías docentes.
Se recomienda a las universidades una reflexión acerca de la conveniencia de incorporar
competencias éticas en las asignaturas de los títulos oficiales que ofrecen, visibilizarlas y
explicarlas.; This article is interested in the comprehensive training of students (men and women) and as
future professionals who act consciously and responsibly. In this sense, the role of the university
is crucial, since the current regulation imposes a series of values to the university education. The
aim of this paper is to revise the role of ethics at university education and to explore teachers'
opinion and students' perceptions on this issue.
We propose an empirical study that aims to obtain primary information about the perception that
teachers and students of two universities, one public university and another private university,
have on this subject. Teachers agree about the need for ethical training in the university. These
results contrast with the perception of the teaching staff about the lack of such training in
university studies. Regarding the students, the same result is obtained in this study. They
perceive a lack of ethical training in their university studies since they do not know the ethical
competences and have not read or have not understood them in the curriculum.
We recommend universities to think about the inclusion of ethical competencies in the subjects of
official university degrees that they offer, make them visible and explain them to the stakeholders.
2023-05-01T00:00:00ZVoces expertas, alumnado, familias y docentes perfilando la adicción al smartphone entre estudiantes
http://hdl.handle.net/10259/8683
Voces expertas, alumnado, familias y docentes perfilando la adicción al smartphone entre estudiantes
Antón Maraña, Paula; San Martín Gutiérrez, Sonia; Rodríguez Torrico, Paula
Actualmente, los teléfonos inteligentes son esenciales en el día a día debido a la gran variedad de funcionalidades que ofrecen. Sin embargo, un uso inadecuado deriva en adicción, afectando especialmente a jóvenes estudiantes (hombres y mujeres) y con consecuencias relevantes en el ámbito educativo, como depresión, baja autoestima y peor rendimiento académico. Por ello, es importante identificar el perfil del adicto al smartphone para establecer posibles señales de alerta. No obstante, hay pocos estudios recientes que consideren el perfil del usuario del móvil para este tipo de adicción y mayoritariamente lo hacen empleando técnicas cuantitativas y considerando una única perspectiva. El objetivo de este trabajo exploratorio es cubrir este gap y perfilar al estudiante percibido como adicto al móvil considerando cuatro perspectivas relacionadas con el ámbito educativo. Para ello se realiza una investigación cualitativa con entrevistas individuales en profundidad y entrevistas grupales a estudiantes, padres y madres, docentes y expertos, procedentes de cuatro países. A través de un análisis de contenido se interpretan los datos presentando cinco bloques objeto de estudio. Los resultados muestran distintos matices según la perspectiva adoptada, surgiendo discrepancias y puntos en común. Por ejemplo, la percepción de los estudiantes sobre el tiempo y la frecuencia de uso no se ajusta a la realidad descrita por los padres y las madres. La necesidad de usarlo constantemente deriva del miedo o malestar por estar desconectado del mundo virtual, como coinciden expertos y estudiantes. Pero todos los agentes perciben que, para el adicto, el móvil es indispensable y no puede vivir sin él.; Nowadays, smartphones are essential in everyday life due to the wide variety of functionalities. However, inappropriate use leads to addiction, especially affecting young students (men and women) and with relevant consequences in the educational sphere such as depression, low self-esteem and poorer academic performance. It is therefore important to identify the profile of the smartphone addict in order to establish potential warning signs. However, there are few recent studies that consider the profile of the mobile phone user for this type of addiction and they mostly do so using quantitative techniques and considering a single perspective. The aim of this exploratory paper is to fill this gap and profile the student perceived as a smartphone addict by considering four perspectives related to the educational field. For this purpose, qualitative research is carried out with individual in-depth interviews and group interviews with students and parents, and teachers and experts respectively from four countries. Through a content analysis, the data are interpreted and presented in five study blocks. The results show different nuances depending on the perspective adopted, with discrepancies or similarities emerging. For example, the students' perception of the time and frequency of use does not match the reality described by parents. The need to use it constantly derives from fear or discomfort at being disconnected from the virtual world, as experts and students agree. But all agents perceive that for the addict the mobile is indispensable and cannot live without it.
2023-09-01T00:00:00Z