A Meta-Analysis Comparing the Sunk Cost Effect for IT and Non-IT Projects

Author(s):  
Jijie Wang

Escalation is a serious management problem, and sunk costs are believed to be a key factor in promoting escalation behavior. While many laboratory experiments have been conducted to examine the effect of sunk costs on escalation, there has been no effort to examine these studies as a group in order to determine the effect size associated with the so-called “sunk cost effect.” Using meta-analysis, we analyzed the results of 20 sunk cost experiments and found: (1) a large effect size associated with sunk costs, and (2) stronger effects in experiments involving information technology (IT) projects as opposed to non-IT projects. Implications of the results and future research directions are discussed.

2013 ◽  
Vol 135 (12) ◽  
Author(s):  
Vimal K. Viswanathan ◽  
Julie S. Linsey

Researchers and design practitioners advocate building physical models of ideas at early stages of the design process. Still, the cognitive effects of physical models remain largely unknown. Some studies show that physical models possess the potential to facilitate the generation of high quality ideas. Conversely, other studies demonstrate that physical models can lead to design fixation. A prior controlled study by the authors failed to detect fixation due to early stage physical models. Based upon these conflicting results, this study hypothesizes that the fixation observed in prior studies can be explained by the Sunk Cost Effect. The Sunk Cost Effect pertains to an individual's reluctance to choose a different path of action once he/she invests a significant cost (money, time, or effort). According to this theory, as designers spend more time, money or effort in building physical models, they tend to generate ideas with lower novelty and variety. The prior observational studies use complicated design problems with higher costs compared to the controlled study, possibly explaining the difference in results. This study also hypothesizes that physical models supplement designers' erroneous mental models. The authors investigate these hypotheses through a controlled, between-subject experiment with five conditions: Sketching Only, Metal Building (low time cost), Plastic Building (high time cost), Metal Constrained Sketching, and Plastic Constrained Sketching. In each condition, subjects construct their ideas using materials specified by the name of the condition. The constrained sketching conditions assist in determining if participants tend to limit their ideas to only ones that can be built with given materials even though they are instructed to write down all ideas. The results confirm that the sunk cost of building plays a vital role in the observed fixation; thus, physical models do not inherently cause fixation. Moreover, results also show that physical models supplement designers' erroneous mental models, leading to higher quality ideas. To minimize sunk costs very early in the design process, models should be built with materials requiring minimal time, cost, and effort for the designers.


Author(s):  
Jéssica Priscila Rodrigues Meireles ◽  
Yuri Gomes Paiva Azevedo ◽  
Lucas Allan Diniz Schwarz ◽  
Hellen Bomfim Gomes

Purpose: The objective of this paper was to analyze the influence of the sunk cost effect in the decision-making process of Accounting and Business Administration undergraduate students of the Federal University of Rio Grande do Norte. Methodology: The sample comprised 655 students, of which 347 were from the Accounting program and 308 from a Business Administration program. Data were collected through the application of structured questionnaires, based on the studies of Arkes and Blumer (1985), Rover, Wuerges, Tomazzia and Borba (2009) and Silva and Domingos (2010). After tabulation, the data were analyzed through descriptive statistics, as well as a Mann-Whitney U test to verify if there are differences between the answers of the Accounting and Business Administration students. Results: The main results suggest that the amount of sunk cost can influence the occurrence of the sunk cost effect, and this evidence is perceived through the mean values, considering that the reduction of the amount of sunk cost is inversely proportional to the average disposition of the respondents in continue investing in the course of action. In addition, to identify that the investigated students take the sunk costs into consideration in the decision-making process, it is verified that there is no statistically significant difference between the medians of the respondents with regard to the questions that allow identifying the susceptibility to the sunk cost effect in the context of business decision-making. Contributions of the Study: The study contributes to signal that the future professionals of Administration and Accounting are susceptible to the sunk cost effect, which can imply in a report of biased accounting information by future accountants, as well as biased decisions by future administrators. Furthermore, these results contrast previous evidence that suggests that agents from different areas of knowledge react differently to the presence of sunk costs.


2018 ◽  
Vol 29 (7) ◽  
pp. 1072-1083 ◽  
Author(s):  
Christopher Y. Olivola

The sunk-cost fallacy—pursuing an inferior alternative merely because we have previously invested significant, but nonrecoverable, resources in it—represents a striking violation of rational decision making. Whereas theoretical accounts and empirical examinations of the sunk-cost effect have generally been based on the assumption that it is a purely intrapersonal phenomenon (i.e., solely driven by one’s own past investments), the present research demonstrates that it is also an interpersonal effect (i.e., people will alter their choices in response to other people’s past investments). Across eight experiments ( N = 6,076) covering diverse scenarios, I documented sunk-cost effects when the costs are borne by someone other than the decision maker. Moreover, the interpersonal sunk-cost effect is not moderated by social closeness or whether other people observe their sunk costs being “honored.” These findings uncover a previously undocumented bias, reveal that the sunk-cost effect is a much broader phenomenon than previously thought, and pose interesting challenges for existing accounts of this fascinating human tendency.


2007 ◽  
Author(s):  
Valentina Sala ◽  
Gabriella Passerini ◽  
Laura Macchi ◽  
Maria Bagassi ◽  
Marco D'Addario

2015 ◽  
Vol 112 ◽  
pp. 22-28 ◽  
Author(s):  
K. Geoffrey White ◽  
Paula Magalhães

2021 ◽  
pp. 002224372110163
Author(s):  
Ali Goli ◽  
Pradeep K. Chintagunta ◽  
S. Sriram

Massive Open Online Courses (MOOCs) have the potential to democratize education by improving access. Although retention and completion rates for non-paying users have not been promising, these statistics are much brighter for users who pay to receive a certificate upon completing the course. We investigate whether paying for the certificate option can increase engagement with course content. In particular, we consider two such effects: (a) the certificate effect, which is the boost in motivation to stay engaged in order to receive the certificate; and (b) the sunk-cost effect, which arises solely because the user paid for the course. We use data from over 70 courses offered on the Coursera platform and study the engagement of individual participants at different milestones within each course. The panel nature of the data enables us to include controls for intrinsic differences between non-paying and paying users in terms of their desire to stay engaged. We find evidence that the certificate and sunk-cost effects increase user engagement by approximately 8%-9%, and 17%-20%, respectively. However, whereas the sunk-cost effect is transient and lasts only for a few weeks after payment, the certificate effect lasts until the participant reaches the grade required to be eligible to receive the certificate. We discuss the implications of our findings for how platforms and content creators may want to design course milestones and schedule the payment of course fees. Given that greater engagement tends to improve learning outcomes, our study serves as an important first step in understanding the role of prices and payment in enabling MOOCs to realize their full potential.


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