Search results

This study explores central questions related to the connection between social media marketing activities (SMMAs), user engagement and the self-brand connection of restaurant Instagram pages. The study examines the mediating role of user engagement between SMMAs and self–brand connections. Also, this study explores the connection between SMMAs and user engagement through the moderating role of gender and trust.

A convenience sample method was employed to collect data from customers (18–24 years old). A structural equation modeling approach and PROCESS macro were applied based on 298 online questionnaires completed by customers who follow restaurant Instagram pages. The mediating effect for user engagement and the moderating effect for gender and trust were performed.

The findings revealed that SMMAs have a significant positive influence on self–brand connection and user engagement. Further, user engagement acts as a mediator between SMMAs and self–brand connection. The results illustrate the importance of SMMAs in enhancing user engagement in light of gender and trust.

This paper presents significant managerial implications for restaurant businesses about how SMMAs can effectively enhance user engagement behavior and self–brand connection on Instagram pages.

This research developed a theoretical model to understand how SMMAs might enhance user engagement in the restaurant industry by invoking gender and trust as moderating variables in the relationship between SMMAs and user engagement. This paper offers new theoretical and practical contributions that add value to social media marketing (SMM) literature by testing the moderated–mediation model of these constructs in the hospitality sector.

This study aims to investigate the relative impacts of the cognitive dissonance on brand switching (BS) and satisfaction level (SAT) by considering the mediation role of purchase regret (PRG) in these relationships in an online shopping context.

The data was collected from 354 participants, and structural equation modeling and mediation analysis were conducted to test the conceptual model hypotheses.

The findings revealed that the cognitive dissonance positively affects PRG. Also, the study indicated a negative and nonsignificant relationship between cognitive dissonance and SAT and a negative significant relationship between cognitive dissonance and BS. In addition, a positive and significant correlation was found between PRG and BS. Furthermore, the results revealed that PRG mediates the relationship between cognitive dissonance and SAT.

This research provides a novel contribution by examining the impact of the cognitive dissonance on BS and SAT and uncovering the underlying mechanism of how and under what conditions cognitive dissonance promotes BS and SAT in an online shopping context.

The aim of this study is first, to investigate the relative effect of user-generated content (UGC) and firm-generated content (FGC) on online brand advocacy, and second, to examine the mediation effect of customer engagement and the moderation effect of brand familiarity in the relationship between UGC and FGC and online brand advocacy. The differential impact of UGC and FGC on consumer behavior has yet to receive sufficient academic attention among hospitality scholars.

Based on social learning theory, cognitive consistency theory and schema theory, this study established an integrated research framework to explain the relationship between the constructs of the study. This study adopts a scenario-based experimental design in two separate studies within contexts to examine the proposed hypotheses.

The results revealed that UGC is a stronger predictor of online brand advocacy than FGC. A mediation analysis supported that the effect of digital content marketing types on online brand advocacy occurs because of customer engagement. Further, when the brand was familiar, participants showed a higher level of online brand advocacy than when they were exposed to FGC (vs. unfamiliar brand), whereas the effect of familiar and unfamiliar brands on online brand advocacy remains slightly close to each other when the participants were exposed to UGC. Brand familiarity positively enhanced participants’ engagement when they were exposed to UGC. Further, customer engagement is only a significant mediator when the brand is unfamiliar.

This paper presents significant managerial implications for hospitality companies about how they can effectively enhance brand advocacy in the online medium.

This research provides a novel contribution by examining the differential impact of UGC and FGC on online brand advocacy as well as uncovering the underlying mechanism of how and under what conditions user- and firm-generated content promotes online brand advocacy in the hospitality context.

This investigation endeavors to examine the routes by which environmental–social–governance (ESG) performance influences the competitive landscape for logistics enterprises, with a particular emphasis on the function of digitalization in this complex process. The research underscores the significance of the ESG context in the realm of digitalization, providing valuable insights into its impact on the overall competitiveness of logistics enterprises.

This research gathers information from a total of 90 logistics enterprises that are publicly traded on the Shanghai and Shenzhen A-share stock markets for analysis and model testing. Due to the multiple pathways of influence and the constrained size of the sample, it has been decided that the Piecewise structural–equation–modeling (SEM) approach will be employed.

The research reveals that ESG factors positively impact enterprises' competitiveness (EC). The augmentation of competitiveness is attributed to the moderating role of green technology innovation (GTI) and agency costs between ESG and EC. In the context of digitalization, the level of digitalization of logistics enterprises may create a capital squeeze effect on environmental performance, weakening competitiveness. Conversely, the level of digitalization positively regulates the promoting effect of governance performance on competitiveness.

This research provides a sound theoretical foundation for understanding how ESG contributes to boosting the competitiveness of Chinese logistics enterprises and extends the application of Piecewise SEM in the research field of logistics enterprise competitiveness. Furthermore, it offers a practical pathway for companies to implement ESG practices and foster competitiveness in digital environments.

The purpose and current research objective is to determine sustainable hotel performance through hotel environmental management initiatives (HEMI) with the mediating influence of employee’s’ eco-friendly behaviour (EEB), and to determine the moderating role of environmental strategies (ES) in the relationship between HEMI and EEB.

A total of 95 five-star hotels were contacted, with data collected from only 30 of them. The study used only 433 questionnaires for the final analysis with SPSS 25.0 and SmartPLS 3.2.8.

The results revealed that HEMI is positively associated with sustainable hotel performance and with EEB. EEB is positively associated with sustainable hotel performance. ES significantly influence EEB, and significantly strengthen the relationship between HMEI and EEB. EEB significantly mediates the relationship between HEMI and sustainable hotel performance.

The current research highlights a significant issue: how the management of the hotel industry uses HEMI, ES and EEB to improve sustainable performance. The study fills the gap in the literature and enables hotel management to concentrate on studying exogenous variables to increase sustainable performance.

The current research contributes to the body of knowledge by concentrating on factors that influence sustainable hotel performance. It examines HEMI influence on sustainable performance with moderating (ES) and mediating (EEB) effects, from the leans of natural resource-based view (RBV) theory.

The purpose of this paper is to examine the impact of corporate social responsibility (CSR) on customer relationship quality (RQ) based on three main aspects of RQ, namely, satisfaction, trust and commitment.

A quantitative meta-analysis of 80 unique effect sizes reported in 60 articles (n = 27,805) was conducted to determine effect sizes of the relationship between CSR and the aspects of RQ of the customer. Furthermore, the economic development has been examined as potential moderators between CSR and RQ.

Meta-analysis suggests that a positive relationship between CSR and the three studied aspects of RQ is well established; however, the strength of studied relationships has revealed variations in magnitude. Customer commitment was affected by CSR (r = 56) the most, closely followed by customer trust (r = 0.52), while customer satisfaction (r = 0.44) was affected the least. Moreover, the result of meta-regression shows that the economic development moderates only one relationship, CSR and trust.

Presenting a summary of the direction of primary research on the relationship between CSR and RQ, as no prior meta-analysis on the primary relationship has been conducted till date (to the best of the authors’ knowledge).

This study investigated the impact of the perceived Augmented Reality (AR) social experience of restaurant menus on two types of prosocial behaviors: brand positivity and brand information sharing.

This study adopts the expectancy-value model as a framework, drawing on the cognitive load, self-determination, and media richness theories. Using a sample of 879 participants from the United States, the research model was tested using structural equation modeling (PLS-SEM).

The findings indicate that the social experience derived from using AR menus significantly predicts brand positivity and brand information sharing. The perceived usefulness of AR mediates this relationship. Moreover, AR reality congruence acts as a significant mediator between perceived AR social experience and brand positivity but not brand information sharing. The positive relationship between AR social experience, brand positivity, and brand information sharing is sequentially mediated by AR reality congruence and AR usefulness.

This groundbreaking research pioneers a fresh perspective, delving into the impact of AR social experiences on consumers' prosocial behaviors, specifically brand positivity and information sharing. Unravels intricate mechanisms, shedding light on how and under what circumstances AR social experiences foster positive behaviors within the dynamic realm of food services and restaurant settings. This study provides valuable insights for restaurant managers and marketers to leverage AR technology to create engaging and immersive customer-dining experiences, a concept that has not been thoroughly explored in previous studies.

The impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.

Systematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.

The challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.

The study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.

This paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.

This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic.

Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (p = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes.

The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching? The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher than the average students’ score in the final exam during the COVID-19 pandemic 51.8 with standard deviation 21.48. Then, the ANOVA test reveals that there is a statistically significant difference between the three groups in the final exam marks. The researchers used the multiple comparison tests (Tukey test) to determine the difference. The Tukey test reveals that there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.015 < 0.05 as well as there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam before the COVID-19 pandemic, where p = 0.000 < 0.05 in favor of the average students’ score in the final exam after the COVID-19 pandemic. On the other hand, there is a statically significant difference between the average students’ score in the final exam before the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.016 < 0.05 in favor of the average students’ score in the final exam before the COVID-19 pandemic.

There are several limitations that may reduce the possibility of generalizing the expected results of the current study to students outside the study population: (1) The study is limited to students of a federally funded postsecondary education institution in the UAE, in which most students are studying in their non-native language. (2) The study is limited to the mathematics courses. (3) The achievement test used in the study is a standardized test developed by the college as a cross-campus summative assessment.

The hybrid education model, also known as blended learning, combines traditional face-to-face instruction with online learning components. When applied to teaching mathematics in higher education, this approach can have several implications and benefits. Here are some key points supported by references: (1) Enhanced Accessibility and Flexibility: hybrid models offer flexibility in learning, allowing students to access course materials, lectures and resources online. This flexibility can accommodate diverse learning styles and preferences. A study by Means et al. (2013) in “Evaluation of Evidence-Based Practices in Online Learning” highlights how blended learning can improve accessibility and engagement for students in higher education. (2) Personalized Learning Experience: by incorporating online resources, instructors can create a more personalized learning experience. Adaptive learning platforms and online quizzes can provide tailored feedback and adaptive content based on individual student needs (Freeman et al., 2017). This individualization can improve student performance and understanding of mathematical concepts. (3) Increased Student Engagement: the integration of online components, such as interactive simulations, videos and discussion forums, can enhance student engagement and participation (Bonk and Graham, 2012). Engaged students tend to have better learning outcomes in mathematics. (4) Improved Assessment and Feedback Mechanisms: hybrid models allow for the implementation of various assessment tools, including online quizzes, instant feedback mechanisms and data analytics, which can aid instructors in monitoring students’ progress more effectively (Means et al., 2013). This timely feedback loop can help students identify areas needing improvement and reinforce their understanding of mathematical concepts. (5) Cost-Effectiveness and Resource Optimization: integrating online materials can potentially reduce overall instructional costs by optimizing resources and enabling efficient use of classroom time (Graham, 2013). (6) Challenges and Considerations: despite the benefits, challenges such as technological barriers, designing effective online materials and ensuring equitable access for all students need to be addressed (Garrison and Vaughan, 2014). It requires thoughtful course design and continuous support for both students and instructors. When implementing a hybrid education model in teaching mathematics, instructors should consider pedagogical strategies, technological infrastructure and ongoing support mechanisms for students and faculty.

The research is the first research in the UAE to discuss the difference in teaching mathematics in higher education before, during and after the COVID-19 pandemic.

This study aims to explore the perceptions of accountancy students on the use of technology, blended learning and flipped classroom in two emerging UK higher education institutions (HEIs).

The primary data for the study were collected using a questionnaire survey and descriptively analysed.

The findings revealed that there is some use of technology in terms of the Blackboard and PowerPoint presentations but blogs and wikis have very limited use. An aspect that does not seem to be integrated fully yet is the use of blended technology and a flipped classroom.

The study findings offer a picture of how technology, blended learning and the flipped classroom technique were utilised with accountancy students prior to the coronavirus disease 2019 (COVID-19) pandemic. This information is valuable for accounting educators and by extension to other aspects of business studies disciplines in providing a comparison between the pre-COVID-19 scenario and the current one and thus enabling an evaluation of advancement in the application of these teaching strategies as a result of the pressure imposed by social distancing. Such intelligence will facilitate the identification of areas where enhancing learning outcomes has been possible and point to opportunities for improved student experience.

Where COVID-19 brought about significant structural change in teaching and learning in the HE environment, this study represents a pre-COVID-19 consideration of student perceptions on blended learning and flipped classroom. This study thus has the potential to anchor future relevant studies that consider the post-COVID-19 environment.