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This research examines how universities enhance the virality of their social media messages among students. Specifically, we explore whether and how positive affective content in universities’ social media posts can influence sharing behavior. We also investigate the mediating roles of perceived effort and positive emotional reaction, as well as the moderating effect of visual content (i.e. photos).

Drawing upon the emotions as social information model, we conducted (1) an online experiment (N = 222) and (2) text analysis of 1,269,798 Twitter posts extracted from the accounts of 94 UK universities over 11 years (2010–2020) to test our hypotheses.

The findings show that social media posts containing positive affective content encourage sharing behavior and the relationship is mediated by both perceived effort and positive emotional reaction. An additional finding suggests that the use of visual content (photos) strengthens the relationship between positive affective content and sharing behaviors through an interaction effect.

This study contributes to the scant research focusing on positive affective content in the higher education context. The findings shed light on how universities could create social media communications that engage current and prospective students.

This paper aims to examine counterfactual thinking as a key mediator of the effects of failed recovery (vs. failed delivery) on negative electronic word-of-mouth (eWOM). The authors further investigate the effectiveness of using recovery co-creation in minimizing customers’ counterfactual thinking.

This research includes textual analysis of online reviews (Study 1) and three scenario-based experiments (Studies 2, 3a and 3b). In addition to using item-response scales, the authors analyze negative online reviews and participants’ open-ended responses to capture their counterfactual thinking.

Failed recovery (vs failed delivery) increases counterfactual thinking, which, in turn, increases negative eWOM. These mediating effects of counterfactual thinking are consistent across textual analyses and experimental studies, as well as across different measures of counterfactual thinking. Counterfactual thinking also impacts customer anger in experiments; however, anger alone does not explain the effects of failed recovery on negative eWOM. Counterfactual thinking can be minimized by co-created recovery, especially when it is used proactively.

The findings demonstrate the detrimental effects of counterfactual thinking and offer managerial insights into co-creation as a strategy to minimize customers’ counterfactual thinking. The authors also highlight the importance and ways of tracking counterfactual thinking in digital outlets.

The authors contribute to counterfactual thinking and service recovery research by demonstrating the effects of failed recovery on counterfactual thinking that, in turn, impacts negative eWOM and offering a novel way to measure its expression in online narratives. The authors provide guidance on how to use co-creation in the service recovery process to minimize counterfactual thinking.

Building on my earlier work (Dang, 2007, 2008), this chapter provides an updated review of the private tutoring phenomenon in Vietnam including the reasons, scale, intensity, form, cost, and legality of these classes. In particular, this chapter offers a comparative analysis of the trends in private tutoring between 1998 and 2006 using all available data.

This chapter analyzes data from different sources, including (i) the 2006 Vietnam Household Living Standards Measurement Survey (VHLSS), (ii) the 1997–1998 Vietnam Living Standards Measurement Survey (VLSS), (iii) the 2008 Vietnam Household Testing Survey (VHTS), and (iv) local press in Vietnam. Quantitative methods are used.

Several (micro-)correlates are examined that are found to be strongly correlated with student attendance at tutoring, including household income, household heads’ education and residence areas, student current grade level, ethnicity, and household sizes. In particular, I focus on the last three variables that received little attention in the previous literature on the determinants of tutoring.

This chapter provides an updated and systematic review of the private tutoring phenomenon in Vietnam. Findings are highly relevant to the ongoing debates on private tutoring among all stakeholders in Vietnam, as well as policymakers/researchers in other countries. Suggestions are proposed on current gaps in the literature for future research.

This paper aims to examine the factors associated with a household business entrepreneur’s decisions to formalise the firm at a multidimensions level.

The data set is a panel of 2,336 SMEs and household businesses from Vietnamese SME surveys during the 2005–2015 period.

This study elucidates how firm-level resources, entrepreneur characteristics and costs of doing business influence an entrepreneur’s decision to enter, the speed and the degree of formality.

This study provides insight into the origins of an entrepreneur’s decisions to the multidimensions of business formality through the lenses of the resource-based view, entrepreneurship and institution theories.