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This paper aims to explore whether, how and when influencers’ value co-creation behavior in a post – influencers investing operant resources to enhance the value gained from using the product – shapes consumers’ responses toward an influencer’s recommendation. Based on value co-creation theory and consumer inference, this paper proposes that consumers infer influencers have more expertise with and more favorable attitude toward the product from value co-creation. Consequently, such behavior can foster consumer engagement and favorable attitude toward the recommended product.

The authors collected real-world data and conducted four sets of experimental studies. In the experimental studies, the presence of an influencer’s value co-creation behavior (i.e. co-creation vs. control) was manipulated to test the causal effect and mechanisms of co-creation on engagement and product attitude.

Results show that influencers’ value co-creation behavior positively affects consumers’ engagement and attitudes toward the product. These effects are driven by perceived influencer’s expertise with and favorability toward the product (Studies 1 and 2). Co-creating utilitarian value is more effective than co-creating hedonic value (Studies 3A and 3B). In addition, influencers with a larger number of followers benefit more from co-creation behavior than those with fewer followers (Study 4).

This research adds to the literature on value co-creation by investigating how, why and when influencers’ value co-creation enhances consumer responses to the post. Our investigation concretizes value co-creation behavior in the context of influencer marketing and demonstrates its signaling effect with nuanced role of value type in shaping the effect. The findings provide a novel cue that influencers can use to enhance consumer responses to their posts.

Brands should encourage influencers to focus on value-in-use co-creation when promoting their products. While emphasizing value co-creation in influencer partnership, brands should also carefully consider the type and size of influencers they collaborate with based on the nature of their products and target audience. The research findings also provide practical implications for influencers, offering guidance on how they can optimize their content creation strategies and enhance their effectiveness in influencer marketing collaborations.

This research enriches understanding of value co-creation in the context of influencer marketing and the role of content specifics in influencers’ posts. The findings provide a novel cue that influencers can use to enhance consumer responses to their posts.

The purpose of this chapter is to propose a framework that can assist school leaders in working toward respect that is mutual, and integrated with their other school improvement efforts. I define mutual respect as the work of intervening on those power asymmetries typically found in classrooms – both between teachers and students, and among diverse groups of students – by way of according children increased equality, autonomy, and equity. Drawing on empirical examples from an ethnographic and comparative study of four elementary schools situated across two educational systems (i.e., Montessori and International Baccalaureate (IB)) and two national contexts (i.e., the United States and Canada), I highlight the need for a framework for mutual respect. The work of embedding symmetry – particularly in schools, which reflect the racism, classism, sexism, ableism, and heterosexism that is ever-present in broader society – is anything but straightforward. This is because: (1) mutual respect is multidimensional, and these dimensions can reinforce and conflict with one another in unexpected ways; and (2) mutual respect can be operationalized via a school's instructional, organizational, and social practices, again in ways that may conflict or work synergistically. By highlighting the complexity of leading for mutual respect, this framework is a first step toward supporting such efforts in leadership preparation and practice.

Applying the value-attitude-behavior (VAB) model, this study investigated how perceived utilitarian and hedonic values (i.e. novelty and emotion) affect individuals' attitudes toward medical hotels and how these attitudes, in turn, influence their intentions to stay at medical hotels. The current study also explored the moderating impact of overall health status on the relationships between perceived utilitarian, novelty and emotional values and attitudes toward medical hotels.

The data collected from 351 individuals who spent a night in a hospital to undergo medical treatment was used in conducting structural equation modeling to evaluate the research model and test the study hypotheses.

The study results revealed that perceived utilitarian, novelty and emotional values exerted a positive influence on individuals’ attitudes toward medical hotels, consequently enhancing their intention to stay. Additionally, significant moderating impacts of overall health status on the associations between perceived utilitarian, novelty and emotional values and attitudes toward medical hotels were observed.

The study findings provide useful guidance for professionals, such as operators, marketers and managers in medical hotels. These insights can improve operational and marketing strategies, benefiting both the industry and healthcare accommodation seekers.

This study is among the first to empirically assess a theoretical model that explored the influence of individuals' value perceptions within the realm of medical hotel establishments.

A recent United Nations (2021) report stated that education needs to be concerned with enhancing human relationships with the natural world if we are to work toward building a sustainable future. This paper proposes that educational practices underpinned by an ecological orientation in mid-century Aotearoa offer insights for educators looking to enhance human connection with nature. It also argues that ecological thinking has implications for how research in the history of education might be carried out.

The article responds to recent calls in history of education for researchers to attend to the intertwined ecologies of living and material worlds in research approaches by Maria Tamboukou (2020) and Karin Priem (2022). It conducts a close analysis of a 1952 nature diary, encountered in the national archive, written by a 9-year-old pupil on the West Coast of the South Island. The analysis attends to the human–nature interactions the diary records, and to the resonance of the text in the context of post-war curriculum changes.

Post-war nature study in Aotearoa New Zealand built on an aim to nurture children’s connections with nature and to place. Analysis of an entry from the 1952 nature diary highlights these connections and demonstrates the possibilities for a reframing of human–nature relationships that emerge with an ecological orientation in education. These findings speak to urgent contemporary concerns with environmental sustainability and human–nature relationships.

The paper draws on educational philosophy and theory (Fesmire, 2012; Nicol, 2014) alongside recent conversations in the history of education (Priem, 2022; Grosvenor and Priem, 2022; Tamboukou, 2020) to consider human–nature relationality at the heart of ecological thought. It outlines an approach to archival research that is ecologically oriented, generating openness and receptivity to the material world.