Ce travail doctoral se situe dans le courant des approches comportementales en promotion des ventes. Les recherches antérieures ont omis de prendre en compte l’effet d’une variable importante, l’usage effectif des produits et des marques sur le comportement des consommateurs en matière de satisfaction et de fidélité. Dans cette thèse, nous analysons, dans le domaine de l’habillement, l’impact des dispositifs promotionnels et des soldes sur la satisfaction et la fidélité du consommateur, ainsi que le rôle médiateur de l’usage effectif des produits et des marques acquis par les consommateurs. En particulier, nous étudions l’effet direct du contexte d’acquisition, notamment en promotion, en soldes ou en outlet, sur la satisfaction du consommateur envers la transaction. De plus l’effet indirect de la fréquence d’usage des produits de la marque sur lien entre satisfaction et fidélité du consommateur est étudié. Afin de répondre à ces questions, un panel d’inventaire et d’usage, appartenant aux méthodes du journal personnel, a été mis en place afin de suivre les acquisitions et les usages des marques par des consommateurs. Nous mettons en évidence que si la satisfaction envers les transactions au bénéfice d’une marque influence négativement la fidélité, cet effet est compensé par la fréquence d’usage de la marque. Plus le consommateur est satisfait d’une transaction plus il utilise le produit et est enclin à être fidèle à la marque. En conclusion, certaines modalités du contexte d’acquisition dont les soldes et les ventes outlet présentent ainsi un potentiel de fidélisation du consommateur par la fréquence d’usage plus importante qui résulte de la satisfaction plus élevée dans ces contextes. / Within the behavioral research in sales promotion, the product and brand usage is almost never taken into account by researchers, in spite of its relevance as a mediating variable between sales promotion and satisfaction or loyalty. This research, applied to clothing, aims at studying the direct effect of the product acquisition context; and more specially the effect of a price discount, seasonal and outlet sales; on consumer transaction-Specific satisfaction. Moreover, the indirect effect of brand usage frequency on the link between satisfaction and customer loyalty is studied. To address these research questions we used a diary method study. This study aims to monitoring every week consumer’s purchases and clothing usage. Our results indicate that if the transaction-Specific satisfaction with a brand is negatively linked to consumer loyalty, it is compensated by increased brand usage frequency. The more a consumer is satisfied with the transaction, the more he uses the product and is likely to be loyal to the brand. Thus, as consumer transaction-Specific satisfaction is higher for purchases during seasonal sales or outlet sales than without these offers, it allows indirectly brands to build consumer loyalty.

In higher education institutions, virtual learning systems (VLSs) have been adopted, and are becoming increasingly popular among educators. However, despite this ubiquity of VLS use, there has not been widespread change in pedagogic practice to take advantage of the functionality afforded by VLSs. Knowledge of the actual usage of e-learning systems is limited in terms of what specific feature sets are deemed useful, and how this influences system usage. VLSs have a suite of tools with associated functions/features and properties, as well as non-functional system characteristics. In addition, these systems incorporate pedagogic features to cater for online teaching. Educators in higher education, who are the chief agents of e-learning, are confounded by system-related, pedagogic, organisational, user difference and demographic factors that influence VLS usage. Virtual learning system usage involves system feature usage extent and frequency, total system usage and usage clusters. The aim of this study is to develop a model representing the factors that influence usage of VLSs in higher education. The links between system usage and system-related factors, pedagogic factors, organisational factors, user-difference and demographic factors is researched. This research incorporated a literature study, a pilot study, interviews and surveys. A case study research strategy was combined with a mixed methods research design. The results of the qualitative analysis was triangulated with the findings of the quantitative analysis and compared to the findings of the literature study. The study was conducted at two residential higher education institutions (HEI), namely, University of KwaZulu-Natal and Durban University of Technology. The main contribution of this study is the Virtual Learning System Usage Model (VLSUM) representing the factors that influence VLS usage in residential higher education institutions. The proposed VLSUM is based on the empirical results of this study. VLSUM can be used by managers of educational technology departments and instructional designers to implement interventions to optimize usage. The constructs of VLSUM confirmed existing theories, replicated and synthesised theories from different fields, and extended existing models to produce a new model for understanding the factors that influence VLS usage in higher education. / Computing / D. LITT. et. Phil. (Information Systems)

In higher education institutions, virtual learning systems (VLSs) have been adopted, and are becoming increasingly popular among educators. However, despite this ubiquity of VLS use, there has not been widespread change in pedagogic practice to take advantage of the functionality afforded by VLSs. Knowledge of the actual usage of e-learning systems is limited in terms of what specific feature sets are deemed useful, and how this influences system usage. VLSs have a suite of tools with associated functions/features and properties, as well as non-functional system characteristics. In addition, these systems incorporate pedagogic features to cater for online teaching. Educators in higher education, who are the chief agents of e-learning, are confounded by system-related, pedagogic, organisational, user difference and demographic factors that influence VLS usage. Virtual learning system usage involves system feature usage extent and frequency, total system usage and usage clusters. The aim of this study is to develop a model representing the factors that influence usage of VLSs in higher education. The links between system usage and system-related factors, pedagogic factors, organisational factors, user-difference and demographic factors is researched. This research incorporated a literature study, a pilot study, interviews and surveys. A case study research strategy was combined with a mixed methods research design. The results of the qualitative analysis was triangulated with the findings of the quantitative analysis and compared to the findings of the literature study. The study was conducted at two residential higher education institutions (HEI), namely, University of KwaZulu-Natal and Durban University of Technology. The main contribution of this study is the Virtual Learning System Usage Model (VLSUM) representing the factors that influence VLS usage in residential higher education institutions. The proposed VLSUM is based on the empirical results of this study. VLSUM can be used by managers of educational technology departments and instructional designers to implement interventions to optimize usage. The constructs of VLSUM confirmed existing theories, replicated and synthesised theories from different fields, and extended existing models to produce a new model for understanding the factors that influence VLS usage in higher education. / Computing / D. LITT. et. Phil. (Information Systems)