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This study proposes a model that influences customer citizenship behavior during COVID-19, and empirically tests the effects of fast-food restaurant customers' perceptions of justice (price and procedural justice) on trust; trust on satisfaction and loyalty; and trust, satisfaction and loyalty on customer citizenship behavior. Furthermore, it was questioned whether there was a disparity between customer expectations based on the restaurant's image and consumption experience.

The data were gathered from customers of fast-food restaurants in the shopping centers in Turkey. The data set, which included 437 valid questionnaires, was subjected to CFA for validity and reliability, SEM analysis for hypothesis and paired sample t-Tests for the research questions.

The findings of the study indicate that perceived justice affects customer trust, which, consequently, affects customer loyalty and satisfaction during the COVID-19 period. Findings also demonstrate that, while customer loyalty and trust increase customer citizenship behavior, customer satisfaction alone is insufficient to increase customer citizenship behavior. The study also shows that during the COVID-19 period, fast-food restaurants should have raised awareness of employees’ fair behaviors toward the customers and provided additional services to differentiate themselves in the market. Also, it indicates that customer expectations related to price, cleanliness and professional appearance of staff are not met after taking service.

No research has been found in the literature focusing on the expectations, justice, trust, satisfaction, loyalty and citizenship behaviors of fast-food restaurant customers in the COVID-19 pandemic process. Therefore, the results can fill the gap in relevant literature by testing the relationships between justice, trust, satisfaction, loyalty and citizenship during the pandemic and provide inferences for fast-food business owners.

Student engagement evaluation is considered to be connected to many aspects of the management of higher education, but outside Western higher education, research and evaluation on student engagement and experiences has been limited so far. Our study focuses on the underexplored aspects of Palestinian higher education with the aim of gaining an actionable understanding from the overall student engagement situation to enhance the management and development of local teaching and learning practices.

A quantitatively oriented, sequential mixed-methods design was adopted. With the applied and validated engagement measurement we collected 946 engagement questionnaire responses from Palestinian university students. Quantitative data were analysed using structural equation modelling, K-means cluster analysis and chi-squared tests. Inductive and deductive thematic analysis was employed for the open answers.

With the three validated student engagement dimensions, the applied cluster analysis allowed three different engagement profile groups to be distinguished: strongly, moderately and loosely engaged. In the subsequent statistical and qualitative thematic analyses, these three engagement clusters differ in the degree to which they had a clear vision of a future profession or in their academic engagement with their studies. Moreover, qualitative analysis brought up many shared concerns regarding theoretically oriented studies and uncertain professional and career prospects in the Palestinian higher education context.

This study is one of the first attempts to develop tools for student engagement management in Palestinian higher education. The study findings are particularly significant for developing micro- and meso-level management practices in Palestinian higher education institutions.

By drawing on previous research on mechanism-based explanations and business-to-business engagement, the purpose of this study is to identify and define mechanisms that enhance Internet of Things (IoT) engagement.

By positioning the study within the paradigm of critical realism (CR), this paper used multiple case study research. This paper applied 12 in-depth, semi-structured interviews, an observation and firm documents as data-gathering tools.

This paper argues that the higher-level phenomenon (Institutional logic of the IoT ecosystem) leads to a higher-level outcome (IoT engagement). As lower-level situational mechanisms, this paper found IoT readiness and transparency in the ecosystem. Action-formation mechanisms were acknowledged as communication, availability of an IoT interface, and support. Commitment, trust, satisfaction and software maintenance and updates were recognized as transformational mechanisms.

The findings will help managers to understand which mechanisms to focus on when forming engagement strategies for onboarding new actors and strengthening relationships with existing actors. Furthermore, this paper suggests considering the IoT readiness of new actors more critically, as this mechanism was found to be the most crucial one for an early stage of engagement in an IoT ecosystem.

This study helps understand the causal structures behind engagement and enhances the theoretical and practical domain of IoT engagement. In addition, this study demonstrates the value of applying CR for generating knowledge about a phenomenon through causal explanations.

The education services sector faces ever-changing global market dynamics with creative disruptions. Building knowledge brands can push the higher education sector beyond its geographical boundaries into the global arena. This study aims to identify key constructs, their theoretical background and dimensions that aid in building a global knowledge brand. The authors' research focuses on adapting and validating scales for global knowledge and education services brands from well-established academic literature.

The authors have adopted a mixed methodology approach and a systematic literature review. Authors interviewed 18 subject matter experts as part of content and face validity to arrive at select constructs, dimensions and items. Quantitative methods with random sampling were adopted as the primary methodology. Initially, the survey was administered to 390 students to test preliminary results. The survey was also administered to 5,112 students at a later part of this study. Valid responses stood at 3,244 with a 63% response rate. Further, the authors conducted confirmatory factor analysis, exploratory factor analysis and structural equation modeling to test the reliability and validity of scales. This study analyzed composite reliability, convergent validity and discriminant validity to finalize items for scales. The authors also validated the hypotheses based on the discriminant validity assessment scores.

Authors' key research findings are that academic stimulus, campus infrastructure and student intent play a significant role in campus culture and events design and experience at campus. Authors were able to bring out 16 key constructs and 55 critical dimensions vital to global education services brand building. This study also adapted and validated 99 items that meet construct validity and composite reliability criteria. This study also highlights that constructs such as student intent, academic stimulus, campus infrastructure scalability, selection mechanism, pedagogical content knowledge, brand identity, events experience and campus culture play a vital role in global brand recognition.

The authors' work is fairly generalizable to education services and the higher education sector. However, this study must be extrapolated and empirically validated in other industry sectors. The research implications of this study are that it aided the authors in building theoretical background for student brand loyalty theory, student expectation theory and study loyalty theory. This study adds to the body of knowledge by contributing to theoretical concepts on students, knowledge culture, events, infrastructure and branding. Researchers can adopt the scales proposed in this study to build research models in higher education branding. This study acts as a catalyst for building theories in education services areas. Researchers can delve deep into proposed research aspects of campus infrastructure, knowledge infrastructure, campus knowledge culture, events design and events experience.

This study aids educators and brand managers to develop global education services and optimize their effort and budget. Administrators in the education services sector must focus on practical aspects of student perception, campus infrastructure, culture and events experience. Practically administrators can reorient their efforts based on this study to achieve global brand recognition.

This study highlights that students are not customers but are co-creators of value in the education sector. This study provides scales and dimensions needed to build co-creation frameworks and models.

Most research in higher education branding has not covered wider aspects of global brand building. Existing theories proposed in higher education and education services articles cover only narrower aspects of campus infrastructure, culture, events design and branding. This study presents a comprehensive list of critical factors that play a vital role in global knowledge brand building. This study highlights the constructs and scales integral to building a global education services brand.

Prior research has proposed a number of scales measuring the customer experience (CX), which tend to conceptualize and operationalize CX differently, raising potential confusion among researchers (e.g. regarding which scale to use). Addressing this issue, this article conducts a systematic review to inventorize key CX scales and assess their theoretical rigor, with a focus on the identification of potential scale-related drawbacks or risks.

Drawing on the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) approach, 104 CX scale development studies published between 1996 and 2024 are identified and analyzed in terms of their respective CX conceptualization, dimensionality, itemization, and adopted theoretical perspective to evaluate their theoretical rigor.

The findings reveal the existence of five main risks associated with the adoption of specific CX or related scales, including (1) defining experience with explicit reference to other extant constructs, (2) failure to accurately and comprehensively capture the experience, (3) experience-based tautology and theoretical indeterminacy, (4) experience-based composite constructs, and (5) lacking robustness of experience-based conceptual models. Based on these observations, recommendations are offered for scholars to improve the rigor of their adopted, refined, or proposed CX or related scales.

This article assesses the benefits and potential risks inherent in the adoption of particular CX scales, equipping researchers with a CX roadmap.

The main purpose of this study is aimed to estimate the mediating role of student engagement in the structural relationships between students' field of study choice, learning readiness and academic competence of undergraduate students in higher education.

In the study process, a correlational design was employed. Data were collected from 419 participants who were selected through a simple random sampling technique. Structural equation modeling (SEM) was used to analyze the data.

The study findings showed neither field of study choice nor learning readiness has a significant direct effect on student's academic competence. However, when student engagement, entered the relationships between “field of study choice and academic competence” as well as “learning readiness and academic competence”, the indirect effects became significant. Both conditions, therefore, suggesting student engagement had a full mediation role in the structural relationship models.

Based on the results, it can be concluded that student engagement is shown as one of the key variables used to comprehend how students develop competence in the teaching-learning process. Hence, teachers and academic administrators could use engagement as a strong instrument to optimize students' learning and academic competence to enhance their academic success.

This study aims to perform the bibliometric analysis of the customer engagement (CE) literature, highlights the major research themes and classifies the subdomains. The study also identifies antecedents and consequences, as well as dimension evolution, and suggests future research directions.

This study used a comprehensive bibliometric approach using Scopus data from 2002 to January 2024. Advanced analytical techniques, including bibliometric and cocitation analysis using R and bibexcel, were used. In addition, machine learning (ML)-based Latent Dirichlet Allocation (LDA) was used to extract latent themes.

This study reveals the domain’s past trend and present research scenario. The thematic analysis of CE is classified into three phases. Document cocitation analysis provided four broad clusters: conceptualization and operationalization, value creation through engagement, building relationships with brands and engagement-social media interface. The antecedents and consequences are categorized and presented along with the evolution of the multidimensional nature of CE.

This study adds to the literature in two key ways. First, the entire scholarly production has been compiled into one frame. Second, multiple methods were used to unravel citation, cocitation and textual data. Furthermore, ML-based LDA was used to extract latent themes from clusters and future research directions were proposed.

To investigate the impact of cognition, emotion and other factors on positive customer engagement behaviors and to identify the differential formation processes and dynamic changes in these behaviors.

We used cognitive appraisals and coping theory as well as justice theory, to analyze comment data from the Xiaomi Community with natural language processing and binary logistic regression.

Our results indicate that cognition and emotion are unnecessary for positive customer engagement. Users expressing different cognitions and emotions exhibit varied positive engagement behaviors. The behavioral dimension was the most frequently combined, followed by the affective and cognitive dimensions. Managers should adopt material or spiritual incentives to encourage users with positive emotions and cognition to become loyal. Additionally, addressing comments with distributive justice cognition can promote positive customer engagement.

This study clarifies the complex interplay between cognition, emotion and customer engagement behaviors, providing actionable insights for brand managers to foster customer loyalty and positive customer engagement.

The purpose of this paper is to investigate the potential influence of the big five personality traits − extraversion, neuroticism, agreeableness, openness and conscientiousness − on the time taken by travelers to submit online reviews after their hotel stay.

The study analyzed 83,235 TripAdvisor reviews from 415 hotels in six major US tourism cities using random forest algorithms and Poisson regression. The research investigated the influence of the big five personality traits on the time taken by travelers to submit online reviews post-hotel stay, merging personality psychology with consumer behavior research through a combination of machine learning and statistical analysis.

The findings reveal significant correlations between certain personality traits and the time taken to post online hotel reviews. Extraversion, neuroticism and agreeableness were found to be negatively correlated with response time, suggesting that individuals scoring higher in these traits tend to submit their reviews more quickly. Conversely, openness exhibited a positive correlation, indicating that those with higher levels of openness tend to delay their feedback. Conscientiousness showed no significant correlation with response time.

This study represents a novel approach to understanding the relationship between personality traits and online review behavior in the hospitality industry. By leveraging advanced machine learning techniques, such as random forest algorithms, alongside traditional statistical methods like Poisson regression, this research offers a unique perspective on the influence of personality on consumer behavior. The innovative application of these technologies to a large data set of TripAdvisor reviews provides fresh insights that can inform the development of personalized customer engagement strategies. The findings contribute to the growing body of literature on the intersection of personality psychology, consumer behavior and hospitality management in the digital age.

本研究旨在探讨五大人格特质（外向性、神经质、宜人性、开放性和尽责性）对旅行者在入住酒店后提交在线评论时间的潜在影响.

本研究分析了来自美国六大旅游城市 415 家酒店的 83,235 条TripAdvisor评论, 采用随机森林算法和泊松回归方法, 探讨了五大人格特质对旅行者在入住酒店后提交在线评论时间的影响。研究将人格心理学与消费者行为研究相结合, 运用了机器学习和统计分析的组合方法。

研究结果表明, 某些人格特质与发布在线酒店评论的时间存在显著相关性。外向性、神经质和宜人性与响应时间呈负相关, 表明具有较高这些特质的人倾向于更快速地提交评论。相反, 开放性与响应时间呈正相关, 暗示开放性较高的人往往延迟反馈。尽责性与响应时间无显著相关性。

本研究通过利用随机森林等先进的机器学习技术和泊松回归等传统统计方法, 为理解人格特质对消费者行为的影响提供了新颖视角。这种创新性技术应用于包含大量TripAdvisor评论的数据集, 提供了新的见解, 可用于开发个性化客户互动策略。本研究成果为人格心理学、消费者行为和酒店管理领域在数字时代的交叉研究增添了新的学术价值。

Student engagement is a multifaceted concept that encompasses various dimensions that significantly influence students and their learning journey. This study aims to explore the extent of engagement among management students outside the confines of the classroom, specifically focusing on their engagement with the campus and community and assessing the outcomes resulting from this engagement.

The literature review provided the basis for developing a student engagement framework, focusing on campus and community engagement and their outcomes. Established scales measured these variables through surveys administered to 386 UG and PG management students. In-depth analysis using PLS-SEM technique revealed the interplay of variables, beyond demographic and descriptive examinations.

The study found that campus and community engagement fosters a sense of responsibility. Campus engagement also cultivates long-term loyalty to the institution, while community engagement enhances social consciousness. Additionally, no significant differences in engagement levels were observed based on gender or educational level among management students.

The study faces limitations that need addressing for balanced understanding and future research guidance. Firstly, varying definitions across studies lead to inconsistent outcomes and comparability challenges. Secondly, accurate measurement is difficult due to reliance on self-reporting tools, which are prone to biases. Cultural and contextual differences also limit generalizability, and quantitative data alone may not capture the full picture. In India, identifying specific skills and competencies as engagement outcomes in outcome-based education is challenging, requiring precise variable identification.

The study would contribute to improving the efficacy of efforts beyond the classroom engagement activities as it tests, validates, and projects them as outcome-driven by showcasing learning both as generic competencies in a broad sense and higher-order competencies in particular.

The literature indicates higher education institutes' activities beyond classroom teaching enhance students' campus and community relationships. This study measures these engagements' outcomes and suggests new research dimensions in student engagement.