You are looking at 1 - 2 of 2 items

  • Author or Editor: David Luna x
Clear All Modify Search
You do not have access to this content

Colette Lelchuk, Marianne Gordon, Torsten Ringberg and David Luna

Some research suggests that identity is actively created by consumers, while other research suggests that identity constructs exist beyond consumers’ awareness and are created passively. Research has yet to investigate how the two perspectives might lead to different understandings of how consumer identity is created. This affects consumers’ interaction with brands. The authors investigate how each research position is grounded in very different assumptions related to whether consumers are active versus passive users of mental models as toolkits for generating sense of self (identity) and brands. They raise and discuss the question of whether cognitive processing ultimately is governed by a “meta-cognition” which roams free in the mind, and chooses among lower-lying mental models along with associated language tropes, metaphors, metonyms; or a meta-cognition that is determined by yet another mental model that provides the scripts of how to meta-cognize. Finally, they discuss the consequences these insights have for identity-building as well as how consumers make sense of brands.

You do not have access to this content

C. Anthony Di Benedetto, Adam Lindgreen, Torsten Ringberg, In collaboration with Audhesh Paswan, Laura Peracchio, David Luna, Peter Naudé, Rod Brodie, John Nicholson, Markus Reihlen, Matthew Robson, Ken Peattie and Hans Baumgartner

This chapter discusses the issues and challenges of Ph.D. student supervision. Several academic colleagues with much experience in Ph.D. supervision were asked to contribute their thoughts on this important task. We present the tasks of supervision, including how these may be adapted depending on student characteristics such as extent of managerial experience. Then we explore the challenges faced by Ph.D. students, and discuss how these can be addressed. Following that, we examine the role of the supervisor in helping build student capabilities in publishing and teaching. Furthermore, we address the benefits of taking on supervisory responsibility. In the conclusion, the co-authors of this chapter provide retrospectives on their own experiences as Ph.D. supervisors.