Publications Database

Welcome to the new Schulich Peer-Reviewed Publication Database!

The database is currently in beta-testing and will be updated with more features as time goes on. In the meantime, stakeholders are free to explore our faculty’s numerous works. The left-hand panel affords the ability to search by the following:

  • Faculty Member’s Name;
  • Area of Expertise;
  • Whether the Publication is Open-Access (free for public download);
  • Journal Name; and
  • Date Range.

At present, the database covers publications from 2012 to 2020, but will extend further back in the future. In addition to listing publications, the database includes two types of impact metrics: Altmetrics and Plum. The database will be updated annually with most recent publications from our faculty.

If you have any questions or input, please don’t hesitate to get in touch.

 

Search Results

Packard, G. and Berger, J. (2021). "How Concrete Language Shapes Customer Satisfaction", Journal of Consumer Research, 47(5), 787-806.

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Abstract Consumers are often frustrated by customer service. But could a simple shift in language help improve customer satisfaction? We suggest that linguistic concreteness—the tangibility, specificity, or imaginability of words employees use when speaking to customers—can shape consumer attitudes and behaviors. Five studies, including text analysis of over 1,000 real consumer–employee interactions in two different field contexts, demonstrate that customers are more satisfied, willing to purchase, and purchase more when employees speak to them concretely. This occurs because customers infer that employees who use more concrete language are listening (i.e., attending to and understanding their needs). These findings deepen understanding of how language shapes consumer behavior, reveal a psychological mechanism by which concreteness impacts person perception, and provide a straightforward way that managers could help enhance customer satisfaction.

Packard, G. and Berger, J. (2020). "Thinking of You: How Second Person Pronouns Shape Cultural Success,", Psychological Science, 31 (4), 397-407.

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Abstract Why do some cultural items succeed and others fail? Some scholars have argued that one function of the narrative arts is to facilitate feelings of social connection. If this is true, cultural items that activate personal connections should be more successful. The present research tested this possibility in the context of second-person pronouns. We argue that rather than directly addressing the audience, communicating norms, or encouraging perspective taking, second-person pronouns can encourage audiences to think of someone in their own lives. Textual analysis of songs ranked in the Billboard charts (N = 4,200), as well as controlled experiments (total N = 2,921), support this possibility, demonstrating that cultural items that use more second-person pronouns are liked and purchased more. These findings demonstrate a novel way in which second-person pronouns make meaning, how pronouns’ situated use (object case vs. subject case) may shape this meaning, and how psychological factors shape the success of narrative arts.

Packard, G., Moore, S. and McFerran, B. (2018). "(I’m) Happy to Help (You): The Impact of Personal Pronoun Use in Customer-Firm Interactions", Journal of Marketing Research, 55(4), 541-555.

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Abstract In responding to customer questions or complaints, should marketing agents linguistically “put the customer first” by using certain personal pronouns? Customer orientation theory, managerial literature, and surveys of managers, customer service representatives, and consumers suggest that firm agents should emphasize how “we” (the firm) serve “you” (the customer), while de-emphasizing “I” (the agent) in these customer–firm interactions. The authors find evidence of this language pattern in use at over 40 firms. However, they theorize and demonstrate that these personal pronoun emphases are often suboptimal. Five studies using lab experiments and field data reveal that firm agents who refer to themselves using “I” rather than “we” pronouns increase customers’ perceptions that the agent feels and acts on their behalf. In turn, these positive perceptions of empathy and agency lead to increased customer satisfaction, purchase intentions, and purchase behavior. Furthermore, the authors find that customer-referencing “you” pronouns have little impact on these outcomes and can sometimes have negative consequences. These findings enhance understanding of how, when, and why language use affects social perception and behavior and provide valuable insights for marketers.

Packard, G. and Berger J. (2017). "How Language Shapes Word of Mouth’s Impact", Journal of Marketing Research, 54(4), 572-588.

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Brivot, M., Cho, C.H. and Kuhn, J. (2015). "Marketing or Parrhesia? A Longitudinal Study of the AICPA Leaders’ Communications in Times of Public Trust, Crisis Management and Trust Repair", Critical Perspectives on Accounting, 31(1), 23-43.

Abstract This paper examines how the U.S. accounting profession, through the American Institute of Certified Public Accountants (AICPA), sought to restore its damaged reputation and re-legitimize its claim to self-regulation after the Enron scandal. We do so by analyzing the content of AICPA leaders’ web communications to members and outsiders of the Institute between 1997 and 2010 and draw upon the concepts of logics and discourse. We argue that the marketing language surrounding the AICPA's “Vision Project” prior to Enron (1997–2001) is not durably supplanted by the language of parrhesia, celebrated during the Enron crisis management episode (2002–2004) – it reemerges after 2005, juxtaposed to parrhesia. This study contributes to increasing our understanding of the institutional complexity of the accounting professional field by suggesting that this complexity is, in part, cultivated and reproduced by AICPA leaders’ navigation between different conceptions of being an accountant. Institutional complexity can thus be viewed as a resource, rather than a constraint, which provides flexible impression management opportunities.

Graham, C. (2013). "Teaching Accounting as a Language", Critical Perspectives on Accounting, 24, 120-126.

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Abstract This paper explores how a literary turn in accounting education can provide students with the tools to comprehend financial accounting statements. It argues that a key implication of the literary turn in accounting research is that we must, in our classrooms, take seriously the idea of accounting as a language. By exploring what distinguishes accounting from other languages, not only in its grammar and structure but also in the conditions of production of accounting texts, a literary perspective on accounting can empower students to take a critical perspective on accounting, instead of being passive consumers of accounting signs.