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  1. How Collaborating with NGOs Makes Green Innovations More Desirable.Yan Meng & Fiona Schweitzer - 2023 - Business and Society 62 (2):363-400.
    This research investigates how two different types of nongovernmental organization (NGO)–business collaboration for green innovation impact consumers’ purchase intentions. The authors carried out three studies, whose findings show that consumers prefer collaborations in which NGOs are integrated into the product development process (NGO co-development) over those that involve corporate giving to NGOs (sales-contingent donations). They show that green credibility works as a mediator, which explains why these two types of collaboration influence consumers’ purchase intentions differently. They also identify aspirational talk (...)
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  • When Guilt is Not Enough: Interdependent Self-Construal as Moderator of the Relationship Between Guilt and Ethical Consumption in a Confucian Context.Yanyan Chen & Dirk C. Moosmayer - 2018 - Journal of Business Ethics 161 (3):551-572.
    Guilt appeals have been found effective in stimulating ethical consumption behaviors in western cultures. However, studies performed in Confucian cultural contexts have found contradictory results. We aim to investigate the inconclusive results of research on guilt and ethical consumption and to explain the inconsistencies. We aim to better understand the influence of guilt on ethical consumption in a Chinese Confucian context and to explore the culturally relevant individual-level concept of interdependent self-construal as a moderator. We build our argument on the (...)
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  • Responsible Practices in the Wild: An Actor-Network Perspective on Mobile Apps in Learning as Translation(s).Oliver Laasch, Dirk C. Moosmayer & Frithjof Arp - 2020 - Journal of Business Ethics 161 (2):253-277.
    Competence to enact responsible practices, such as recycling waste or boycotting irresponsible companies, is core to learning for responsibility. We explore the role of apps in learning such responsible practices ‘in the wild,’ outside formal educational environments over a 3-week period. Learners maintained a daily diary in which they reflected on their learning of responsible practices with apps. Through a thematic analysis of 557 app mentions in the diaries, we identified five types of app-agency: cognitive, action, interpersonal, personal development, and (...)
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