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In light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ).

Drawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL.

This paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences.

While the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed.

The paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences.

By focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes.

The purpose of this paper is to explore an interactive teaching approach using an autoethnographic lens to enhance key competencies in sustainability. These competencies are integrated sets of knowledge, skills, and attitudes that facilitate effective task performance and problem-solving related to real-world sustainabiloity issues (Wiek, Withycombe, and Redman, 2011). Focusing on interpersonal competencies in higher education for sustainable development (HESD), this paper emphasiizes the possibilities of student-led discussions and self-reflection to inspire, support, and guide collaborative and participatory learning and problem-solving (Brundiers et al., 2020). Shifting from traditional lectures to student-led discussions transforms instructors into facilitators, showcasing the potential of this method.

Using an autoethnographic lens, this paper explores the student-led discussion approach to support the development of interpersonal competencies in the realm of the key competencies in HESD. Drawing from a blend of relevant literature and the author’s personal experiences spanning multiple years with this approach, this paper offers insights into its benefits and effective implementation. The student-led discussion approach involves the following:

• Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

• Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

• In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

• Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

• Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

• Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

In this article, ChatGPT-4 was used as a copyediting tool to improve readability and the clarity of the paper.

Through the autoethnographic lens used in this research, it becomes evident that student-led discussions not only foster a deeper engagement with assigned content but also pave the way for transformative learning experiences. These discussions serve as a forum, challenging students to grapple with cognitive dissonance and gives them the space to witness and participate in diverse communication strategies. Moreover, in allowing students to shape the narratives they perceive as most pertinent, instructors catalyze the development of profound problem-solving capabilities and a sense of agency over their learning trajectories. Key insights gleaned include the following:

• Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

• Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

• Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

From an autoethnographic perspective, this research stands distinctively within the literature on higher education for sustainable development. While the pedagogical strategy of student-led discussions is not entirely novel, the unique application and deep introspection of this method within the realm of HESD indeed carve out new terrain. By interweaving lived experiences and educational theory, this paper offers fresh insights into how student-led discussions can be an effective way to cultivate key sustainability competencies in higher education. As such, it provides educators, scholars and practitioners a valuable reference point for fostering interpersonal skills and nuanced understandings crucial for sustainable development.

Approaching mentoring from the theoretical tradition of continental pedagogy and contrasting it to the neoliberal organization of the academy, this paper aims to analyze how the Croatian higher education document framework constructs mentoring graduate and postgraduate students' research projects.

The analysis of 50 national- and university-level documents, which were coded using an adapted strategy described by Saldaña (2014), was guided by the following research questions. 1. Which elements of the mentor’s activity in guiding the research projects of graduate and postgraduate students are addressed by the relevant Croatian higher education documents? 2. Which elements of the graduate and postgraduate students’ activity in conducting research projects are addressed? 3. Which structural dimensions of mentoring these research projects are addressed?

The results point to the construction of mentoring as a pedagogical relationship based on guidance, support and dialog and also signal the processes of quantification of education and responsibilization of individuals.

The results can be used in the critical revision of the documents as well as in supporting mentors in their professional roles.

This is the first analysis of the Croatian higher education document framework focused on mentoring students’ research projects.

This chapter examines how entrepreneurs are addressing some of society's greatest challenges by taking over some of the functions of government and charities. It's driving change, but is it the kind of change we want to see? The chapter examines the growing body of literature on entrepreneurship which looks at this question and focuses on some key areas. These areas, including entrepreneur values and motivation, prosocial behaviour, entrepreneurial education and more form the concepts that underpin both the research and the online training intervention I've developed. The chapter highlights one of the most important findings from a review of the existing literature; that the world needs people with prosocial values and motivations, and entrepreneurs as a group could make a significant contribution to society. In the chapter, there's also a discussion about what needs to happen to enable them to make that contribution and an examination of what the existing research says.

This research explores wine customer interaction with connected packaging in retail, offering insights for wine producers to enhance customer behavioural engagement strategies. The study aims to understand patterns of customer visual attention and information preferences in the context of connected packaging.

The research adopts an empirics-first (EF) approach, including a two-study mixed-method research design. EF is particularly suited to exploring emerging customer behaviours in innovative technological contexts. Study One uses Google Analytics and Tag Manager to measure connected packaging users’ visual attention and behavioural engagement. Study Two uses maximum difference scaling to assess user preferences for wine attributes in retail.

Study One reveals distinct patterns of user behavioural engagement. Highly engaged users exhibit deeper interaction with product, brand and sustainability information, often revisiting content. First-time users focus on top-of-page content before disengaging. Study Two results corroborate the importance of product information (grape variety, wine style and region of origin), with highly involved wine consumers showing greater interest in connected packaging.

This research advances the understanding of connected packaging user interaction and information preferences, an area previously underexplored. It demonstrates the potential of connected packaging for enhancing ongoing customer behavioural engagement and providing additional product information. The study’s innovative EF approach, combining real-world behavioural data with preference analysis, supports and extends existing research on wine attribute preferences while demonstrating the potential of connected packaging as an ongoing value co-creation tool.

This study aims to identify potential relational antecedents, the initial stage of the three-stage model of OPRs, in the public diplomacy context by focusing on a government organization and foreign public relationships.

This study conducted in-depth interviews with Fulbright scholars and students from various countries to gain insights into the motivations underlying the initiation of relationships with the Bureau of Educational and Cultural Affairs (ECA) within the Fulbright program.

This study identified common expectations among foreign publics regarding their relationships with ECA within the Fulbright program. Moreover, this study reveals that the foreign publics are primarily motivated by their educational needs, laying the foundation for their emotional and financial requirements. These needs propel foreign publics to build relationships with government organizations. The fulfillment of these antecedents contributes to stronger government organizations and foreign public relationships, underscoring the importance of relational antecedents in theorizing about OPRs.

This study is one of the first empirical investigations to investigate the relational antecedents in the public diplomacy context.

To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.

The conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.

The article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).

The proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.

Over energy consumption is one of the causes of global warming and climate change. To deal with this issue, using energy-efficient appliances is strongly encouraged and cultivating consumer loyalty toward energy-efficient appliances is crucial for long-term sustainability. This study investigates the effects of multiple dimensions of perceived value on consumer satisfaction and three outcomes of consumer loyalty (i.e. willingness to pay a premium, repurchase intention and word-of-mouth intention), considering the moderating role of the product category.

Quota sampling based on age and gender and snowball sampling methods were applied to recruit 423 participants for this study. A combination of partial least squares structural equation modeling (PLS-SEM), importance-performance map analysis (IPMA) and necessary condition analysis (NCA) was employed to examine the proposed model.

Functional, price, emotional and environmental values positively impact consumer satisfaction, enhancing the three dimensions of consumer loyalty. The product category moderates the effects of perceived value dimensions on consumer satisfaction. Moreover, the IPMA results highlight that functional value and environmental value are the most essential but underperforming value attributes. The NCA results indicate that social value is a necessary condition for consumer satisfaction.

This study is one of the pioneers in integrating PLS-SEM, IPMA and NCA approaches to comprehensively unpack the relationships between perceived value dimensions, consumer satisfaction and consumer loyalty in the context of energy-efficient appliances. The findings offer theoretical and practical importance for academics, retailers, producers and policymakers to encourage consumer loyalty toward energy-efficient appliances.

This study addresses a gap in the literature by examining the marketing strategies adopted by wineries in the context of wine tourism. This study aims to identify marketing strategic orientations and highlight their significance in the context of wine tourism.

The research uses a comparative case study approach, focusing on two wine regions, Roussillon (France) and Empordà (Spain). It involves the analysis of 99 active winery websites to identify marketing orientations. Descriptive statistics, cluster analysis and ANOVA tests were used to achieve this.

The study reveals four distinct wine tourism strategic orientations adopted by wineries in these regions. It emphasizes the importance of external ties, varying levels of competitiveness, website performance and geographical differences as key findings. The results show that wineries with a clear diversification strategy benefit from a higher level of competitiveness.

This research contributes to the academic literature by identifying different marketing strategies within wine tourism, highlighting their importance and providing a comprehensive analysis of key areas, thus adding original insights to the existing body of literature.

This article proposes diffractive vignettes as a new analytical approach that can sensitize organizational communication research to extra/linguistic forces in the communicative constitution of major societal challenges such as the climate crisis. The critical feminist concept of diffraction examines how diverse forces interact, interfere and produce new patterns of meaning and difference through entangled, performative relations.

Diffraction as an analytical tool is illustrated based on fieldwork on organizing the climate crisis in the tourist destinations in the Tyrolean Alps and Venice. We analytically attune to how extra/linguistic forces move and resonate with us, how we read them through each other in a diffractive experiment and how they allow us to attend to materialization differently through crafting diffractive vignettes.

We account for how the analytical work required us to experiment with juxtaposing, weaving, dividing and melting data and theories together through non-representational, post-qualitative ways of analyzing. Through a diffractive vignette, we then unfold how the extra/linguistic forces became agentic for the constitution of the climate crisis.

Through diffractive vignettes, we extend a fast-developing body of work on materialization within organizational communication to analytically exploit communication’s performativity, including its extra/linguistic forces in a post-qualitative, non-representational sense. With diffraction, we expand the analytical potential of organizational communication scholarship with a sensitivity to difference in materialization.