The Economic Benefits to Retailers from Customer Participation in Proprietary Web Panels

Proprietary retailer-sponsored web panels are growing in popularity. We examine specific ways in which retailers may benefit from the creation of web panels and participation of customers in them. A quasi-experiment conducted in the field with a large online retailer using eighteen months of data and a difference-in-differences estimation approach reveals significant economic benefits to the retailer from web panels beyond generation of useful customer information. Web panel participation increased number of purchases by panel customers by 17%, cross-buying by 14%, and customer profitability by 36%. Contrary to conventional wisdom advocating moratoriums for respondents, we find that for web panelists answering each survey (up to a maximum of 27 in nine months) led to incremental positive effects with no evidence of tapering or reversal. Our results extend prior research and managerial implications regarding the question behavior effect by showing that proprietary web panels yield a substantial positive economic impact for retailers.

Employability-related activities beyond the curriculum: how participation and impact vary across diverse student cohorts

The curriculum management strategies of highly experienced and less experienced secondary school principals were compared in this study. The study was guided by a single research topic, and a null hypothesis was tested at the 0.05 level of significance. The study was conducted using a descriptive survey research approach. The participants in this study were 106 secondary school principals and vice principals from 44 public secondary schools in the Nnewi Education Zone. Because the research population was manageable, no sampling was done. As a result, the study’s population size was made up of 106 secondary school principals and vice principals. Data was collected using a questionnaire produced by a researcher called the Curriculum Management Practice Scale. Two professionals independently verified the tool. Cronbach alpha was employed to examine the instrument’s internal consistency, and reliability values of 0.75 were obtained. The researcher and five research assistants used direct administration to collect data for the study. There was a 100% return rate. The study question was answered using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test at the 0.05 level of significance. The study’s findings indicated that there is no discernible difference in the curriculum management techniques of highly experienced and less experienced secondary school principals. Most school heads do a review of all course curricula and hold meetings to establish what type of extra-curricular activities are required. The study’s implications and findings were drawn.

Curriculum Management Practices by Head of Schools: Empirical Evidence from Secondary Schools in the Nnewi Education Zone

In today's job market, soft skills are increasingly crucial, surpassing technical knowledge. Traditional lectures fall short in teaching these skills, prompting universities to explore new methods of instruction. A Turkish public university introduced a curriculum with non-disciplinary courses called Personal Development Pathway (PDP) courses for its Electrical and Electronics Engineering (EEE) department. These courses aim to enhance soft skills, motivate students, foster positive relationships, and improve employability. Employing Positive Education approach, the PDP courses include hands-on learning, one-on-one meetings, exercises, interactions with professionals, and self-reflection. This study evaluates four PDP courses that are offered for first-, second-, and third-year EEE students. It explores how these courses, designed similarly but offered in different semesters, enhanced EEE students' soft skills and their understanding of course concepts. A questionnaire was administered to sixty-one students after four semesters of teaching. Data triangulation utilized journals, interviews, and reflections. Data showed increased motivation, improved interpersonal skills, and enhanced confidence in self-expression among students. Despite the collaborative effort and time required from instructors, these courses seem to provide valuable opportunities for students to enhance their competence and success in future careers. 

Nurturing Soft Skills in Engineering Education with Interactive Activities

The development of graduate employability and skills are an increasingly important driver of UK Higher Education strategy and policy, but less is known about how students perceive and access opportunities for skill development. This study explores students’ perspectives on how curricular, co-curricular and extra-curricular activities contribute to their development of skills and preparedness for the graduate workplace. We surveyed 319 students from a range of disciplines studying at 15 higher education institutions (HEIs) about how they perceived graduate, global and digital skills, focusing on the types of activities they believed had contributed to their skill development and their readiness for the workplace. Findings indicate that: 1) graduate, digital and global skills predicted readiness for employment; 2) curricular activities associated with graduate skills predicted readiness for employment and graduate skills mediated this relationship; 3) co-curricular and extra-curricular activities in the digital domain predicted readiness for employment and digital skills mediated this relationship; 4) Global skills predicted readiness for employment but activities associated with global skills (e.g., study abroad) did not; 5) Activities such as coursework, study skills, training in and access to IT, use of social media, and committee membership were among those reported as most helpful for students’ skill development. These findings suggest that active reflection on skill development strengthens the link between participation in curricular, co- and extra-curricular activities and readiness for the workplace. The paper explores the implications of this for the formation of professional identities and discusses how institutions can support students to reflect upon their skills.

Bridging the gap: skill development in curricular, co-curricular and extra-curricular activities and the impact on readiness for employment

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Bridging the gap: skill development in curricular, co-curricular and extra-curricular activities and the impact on readiness for employment

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