About Dutch Social Media Influencers doing inter-identity work
DOCUMENT
Review
DOCUMENT
New social actors have emerged with the social media. Among them, we highlightedthe digital influencers, people who have millions of online followers, andinduce them in favor or against products and brands to be consumed. Therefore,we aimed to analyze this endorsement process carried out by digital influencers intheir online profiles, having as research field the fitness market that encouragespeople to evaluate and work tirelessly in their bodies. We used the Semiotic ImageAnalysis to investigate the postings of three Brazilian digital fitness influencersand identified four categories that configure the post format: body exposure, bodyextension, interaction between influencer and brand/product, and interaction betweeninfluencer and followers. By means of these categories, we identified thatthese influencers act as brand avatars, creating an intense link with these products,exposing their bodies in advertisements and extending the meanings of theirgood shape to endorsed goods and services.
MULTIFILE
The article aims to analyze the forms of engagement generated from the endorsement of products by digital influencers on Instagram, considering the characteristics of their online posts. A qualitative approach was used to investigate digital influencers’ posts based on semiotic image analysis and the critical incidents technique. The results reinforced that digital platforms enable distinct forms of engagement by establishing new configurations that affect relationship marketing and promotion strategies. In particular, on Instagram, the development of engagement can involve four participants who play different social roles, expanding the process of value co-creation.
LINK
Background: Advanced media technologies have become an integral part of people's daily lives, providing them with new tools and environments for the formation and enactment of their identities. To date, the literature acknowledges that media technologies, such as social networking sites, are used to form and enact online identities, and that these platforms can simultaneously pose challenges to individuals' identity work. However, we know little about the precise online identity work strategies that individuals employ in response to the challenges they face over time. Objective: This paper examines the online identity work dynamics of Instagram micro-influencers, for whom social network sites enable and guide them in forming and enacting their online identities on a daily basis. The study was guided by the following research question: what are the challenges that Instagram micro-influencers perceive online and what are the online identity work strategies that they employ in response to these challenges over time? Methods: This study employs an extreme case approach to rigorously explore the lives of seven micro-influencers on Instagram. We combine in-depth data from narrative interviews, longitudinal data from online autobiographical narratives revealed through the participants' Instagram timelines, and follow-up interviews. Results: Our analysis revealed three main themes that highlight the challenges that Instagram micro-influencers face online: (1) amplified social expectations, (2) feelings of inauthenticity, and, as a result thereof, (3) psychological distress. We found that these challenges were viewed as catalysts for their online identity work processes. We identified three key online identity work strategies that the Instagram micro-influencers employed in response over time: (1) experimenting with their online identities, followed by either (2) segmenting between their online and offline identities, or (3) adding identities through online multiplicity. Conclusion: Our research provides new insights into how individuals may respond to the challenge of managing their online identities over time by engaging in different online identity work strategies. This study highlights the importance of designing online media technologies that enable individuals to cope with online challenges. We emphasize the need to design online spaces for (1) the expression of authentic identities, (2) community building, and (3) online multiplicity.
DOCUMENT
Duurzame kleding is belangrijk. Als je het consumenten vraagt vindt het merendeel dit. Maar om over te gaan tot een duurzame aankoop is meer nodig dan alleen goede wil. Klanten hebben hulp nodig om die keuze in de winkel te maken. Zij hebben behoefte aan informatie, die hun op een makkelijke en leuke manier wordt aangereikt. Next Fashion Retail (NFR) heeft een toolkit ontwikkeld die retailers hiervoor kunnen inzetten. In dit whitepaper lees je over de onderzoeksresultaten waar deze toolkit op gebaseerd is en de rol van medewerkers en ondernemers in de verduurzaming van retailorganisaties.
DOCUMENT
In a rapidly evolving world, the need for innovative approaches to societal challenges is more critical than ever. As partners of the Network Applied Design Research (NADR), we believe that applied design research can be a promising approach for addressing complex issues in many domains, such as health-care, digital media, and urban sustainability. But what makes applied design research such a power-ful force for societal change? And how can designers move beyond mere problem-solving to create lasting impact? To discuss this, NADR applies an annual knowledge cycle where researchers submit contributions that are mutually reflected upon. The contributions you can read in these preceedings are the result of such a knowledge-sharing process. The twenty-one contributions are divided into four themes, each addressing a different dimension of the issue at hand. Contributions in part 1 – Connecting System Levels - emphasise the relationship between small-scale interventions and large-scale change. Contributions in part 2 - Theory of Change - examine how change processes actually take place. Contributions in part 3 - Balancing Different Worldviews - address the unique perspective that each stakeholder involved contributes. And contributions in part 4 - Beyond Solutionism - discuss whether it is at all possible to develop ready-made ‘solutions’ to the complex challenges we are facing.
DOCUMENT
From the onset of the Corona crisis, a specific policy challenge was identified in the Netherlands: How to motivate young people to adhere to the behavioral measures, such as physical distancing? Young people have an important role to play in stopping the virus from spreading, but they may be more difficult to reach and less motivated and able to adhere to the guidelines than adults. Mid-March, Moniek Buijzen was invited to consult the behavioral unit of the Dutch national health institute (RIVM) on communication and behavioral change among youth. She immediately called together the Dutch Young Consumer Network, which consists of scholars with expertise in communication directed at children and adolescents. Over the months, our network has been approached by policymakers, campaign developers, and journalists and engaged in a wide variety of advice activities. Even though the crisis is not over yet, we would like to share the collaborative approach that we took to harness our expertise and, most importantly, the specific tool that we used to share it.
DOCUMENT
Hoe maak je goed gebruik van influencers? Suzanne de Bakker, wetenschapper en auteur van het boek ‘Contentmarketing’ spitte drie wetenschappelijke onderzoeken door en bespreekt de conclusies, die direct toepasbaar zijn om influencers op een effectieve manier in te zetten.
DOCUMENT
In most European countries entrepreneurship is one of the top priorities on the national agenda, to stimulate individual and organizational innovativeness and (regional) economic growth. As a consequence, embedding entrepreneurship in education to achieve this goal has gained importance and momentum especially at universities of applied sciences. Two questions need answering when trying to embed entrepreneurship in a curriculum. First of all: cán entrepreneurship be taught and second: hów should entrepreneurship be taught. In this paper we focus on an educational programme based on a learner-cantered, constructivist approach, which is offered in a multidisciplinary, inspiring and entrepreneurial setting. It is competency-based and is tailor-made to individual student demand and goes beyond the classic business school approach based on instruction. The programme caters for students from at least 40 different departments of the university. The starting point in this programme is the assumption that entrepreneurship can indeed be taught but that the pedagogical climate and approach is crucial and should contribute towards the development of entrepreneurial competencies and skills. In this paper issues such as the dynamics of learning are dealt with as well as some a discussion on learning paradigms. We elaborate on the programme developed at The Hague University of Applied Sciences, The Hague in The Netherlands. So far, over 250 students have participated in the programme and since September 2007 longitudinal research has taken place to establish the effects of the programme and the pedagogical approach on the development of entrepreneurialism. We then describe the research design and draw preliminary conclusions about the relation between pedagogical climate and entrepreneurial behaviour, competencies and entrepreneurial behaviour and finally the relation between entrepreneurial behaviour and the choice to become an independent entrepreneur. Our findings show that such competencies as self-discipline and vulnerability are positive influencers of entrepreneurial ambition. We also found negative influencers of entrepreneurial ambition in depression and inadequacy, yet interestingly also in sincerity. The role of the business partners involved in the programme is discussed and an account is given of the experiences of a population of students over a period of three years on the basis of a number of issues: what works, what doesn't work and what needs to be improved. Interesting drivers for entrepreneurial behaviour are distilled from our research, on the basis of which recommendations are given on how to best implement these drivers into an educational programme. The paper finalizes with a concluding note in which some of the drawbacks of a learner-centred approach as opposed to an instruction-based approach are discussed and suggestions for future research are made.
DOCUMENT
