Arooj Rashid, Liz Barnes and Gary Warnaby
The purpose of this paper is to provide a new perspective by conceptualising country of origin (COO) from a management perspective, identifying the impact different COO constructs…
Abstract
Purpose
The purpose of this paper is to provide a new perspective by conceptualising country of origin (COO) from a management perspective, identifying the impact different COO constructs have in the context of fashion retailer and manufacturer businesses.
Design/methodology/approach
This qualitative study comprises a series of in-depth interviews with key informants from large-scale fashion retailers and manufacturers in the UK.
Findings
The major findings of this research demonstrate that COO is considered a strategic business imperative but manifests in a variety of ways depending on brand positioning, long-term strategic plans, expertise, and brand values, etc.
Research limitations/implications
This study contributes to the body of knowledge about the importance of COO. The findings of this research will have practical implications for manufacturers and retailers, informing the debate on the value of the “Made in […]” epithet. Findings are limited to the UK fashion clothing industry.
Originality/value
This research presents a new perspective on the COO construct, addressing it from a management rather than consumer perspective. It argues that COO can be considered as a strategic dimension, which is manifested in a variety of ways. COO has been extensively researched from a consumer point of view but this research takes a new approach by presenting findings from a managerial point of view, with fashion manufacturing and retail branding as the context.
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Ahmad Samarji, Enakshi Sengupta, Sarwat Nauman and Farah Sabbah
The COVID-19 crisis has forced the majority of higher education institutions (HEIs) worldwide to transition to distance education. All countries have faced several challenges…
Abstract
The COVID-19 crisis has forced the majority of higher education institutions (HEIs) worldwide to transition to distance education. All countries have faced several challenges, such as the deteriorating economy, poor ICT infrastructure, and insufficient training, in their transition to distance education, with the severity of these challenges being remarkable for developing countries. This chapter aims to investigate tertiary students’ perceptions, attitudes, experiences, and expectations of their higher education journey amid COVID-19 across four developing countries: Lebanon, Afghanistan, Pakistan, and Bangladesh through an online questionnaire that was administered in each of these countries. This study found that many of the stances, attitudes, concerns, and challenges related to online learning experiences and the emergency status of higher education were common amongst the Lebanese, Afghani, Pakistani, and Bangladeshi participants. The participants across the four countries favored the physical classroom over online learning and identified the disadvantages of distance education that included lack of ICT skills, poor infrastructure, and insufficient training. The few differences that were identified across participants from these countries were mainly attributed to differences in contexts, including socio-economic and political contexts. These findings voice the concerns of one of the key stakeholders, tertiary students, that address the transition to distance education during emergency times and call for immediate intervention from decision and policy-makers.
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Nur Syasya Karim and Meredian Alam
With the ongoing catastrophe of the COVID-19 pandemic, the world seems to have come to a standstill. Daily living routines, work, and schools predominantly launched into a state…
Abstract
With the ongoing catastrophe of the COVID-19 pandemic, the world seems to have come to a standstill. Daily living routines, work, and schools predominantly launched into a state of confusion, and people across the globe excessively find ways to cope with their experiences of this traumatic disaster. Concerning schools, the pandemic has dramatically challenged the education system with teaching and learning processes managed remotely, utilising online platforms. This paper explores university students’ perception of online learning, specifically during the outbreak of the COVID-19 pandemic, to uncover how they respond to this ‘new normal’ digital mode of teaching and learning and how they seek to regain control over the sudden shift in their lives. Through interviews with students from Universiti Darussalam (UBD) and Universiti Islam Sultan Sharif Ali UNISSA, this original article reveals students’ transformative behaviours during online learning, and institutional supports that contribute to the shaping of students' online learning experiences in Brunei.
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Urooj Zulfiqar, Alhamzah F. Abbas, Attia Aman-Ullah and Waqas Mehmood
One of the issues currently being discussed around the globe, and especially in the tourism industry, is revisit intention. This study uses a bibliometric analysis strategy based…
Abstract
Purpose
One of the issues currently being discussed around the globe, and especially in the tourism industry, is revisit intention. This study uses a bibliometric analysis strategy based on the Web of Science (WOS) database to examine the literature on revisit intention.
Design/methodology/approach
In this study, a sample of 482 articles was analyzed. The R programming language was used to process the data and graph the results.
Findings
The results found the occurrence of publications by year, publication source information and authors, journals, countries, institutions, thematic maps, current trends of topics in hospitality and tourism toward revisiting intention, and the most cited papers in revisit intention. This study highlights the importance of revisiting intention in the hospitality and tourism industry. The bibliometric analysis helps to set the research agenda on revisit intention.
Originality/value
To the best of the authors’ knowledge, this is the first study of its kind to present an empirical evaluation of revisit intention using inclusive mapping.
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Hajira Batool and Abdur Rashid
The purpose of this study is a comparative analysis of psychological distress between online and on-campus learning among university students. The study was performed to…
Abstract
Purpose
The purpose of this study is a comparative analysis of psychological distress between online and on-campus learning among university students. The study was performed to investigate the comparative analysis of psychological distress between online and on-campus learning among university students.
Design/methodology/approach
This study is a quantitative, comparative study. Data were collected through convenient sampling technique from different university students. The sample size of the study was (n = 200) and the sample was taken from universities. Three scales, students’ readiness learning scale, DASS-21 Scale and on-campus learning scale, were used for data collection and the data were analyzed statistically. The analysis was carried out by the statistical tests correlation test, t-test and linear regression.
Findings
It was revealed through this study that on-campus learning is more preferred by the students than online learning. The findings were that online learning has more psychological distress among students than on-campus learning. Additionally, it was found that as compared to males, females have more tendency toward depression, anxiety and stress. Findings also revealed that married students have a larger tendency toward depression, anxiety and stress as compared to unmarried students. No socioeconomic significance difference was found. Moreover, it was revealed that working students prefer online learning to on-campus learning.
Practical implications
Learning has a significant impact on students’ future settlement, independence and well-being. The findings of this research study can contribute to understanding the educational system and determining which learning system is better for students and for the students’ mental well-being.
Originality/value
Learning has a significant impact on students’ future settlement, independence and well-being. This paper contributes by offering practical insights for educators and policymakers.
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Abstract
Purpose
This study quantitatively investigates the impacts of digital and learning orientations on supply chain resilience (SCR) and firm performance (FP), aiming to fill the gaps in understanding their specific impacts in the context of Industry 4.0 developments and supply chain disruptions.
Design/methodology/approach
This study utilized survey techniques and structural equation modelling (SEM) to gather and analyse data through a questionnaire based on a seven-point Likert scale. Hypotheses were formulated based on an extensive literature review and tested using Amos software.
Findings
The study confirms SCR’s significant impact on FP, aligning with existing research on resilience’s role in organizational competitiveness. This study uncovers the nuanced impacts of digital and learning orientations on SCR and FP. Internal digital orientation (DOI) positively impacts SCR, while external digital orientation (DOE) does not. Specific dimensions of learning orientation – shared vision (LOS), open-mindedness (LOO) and intraorganizational knowledge sharing (LOI) – enhance SCR, while commitment to learning (LOC) does not. SCR mediates the relationship between DOI and FP but not between DOE and FP.
Research limitations/implications
This research focuses on digital and learning orientations, recommending that future studies investigate other strategic orientations and examine the specific contributions of various digital technologies to SCR across diverse contexts.
Practical implications
The empirical findings emphasize the significance of developing internal digital capabilities and specific learning orientations to enhance SCR and FP, aligning these initiatives with resilience strategies.
Originality/value
This study advances knowledge by distinguishing the impacts of internal and external digital orientations and specific learning dimensions on SCR and FP, offering nuanced insights and empirical validation.
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Razia Fakir Mohammad, Preeta Hinduja and Sohni Siddiqui
The pandemic's health and social issues have significantly altered the character and manner of teaching and learning in higher education across the country. The use of technology…
Abstract
Purpose
The pandemic's health and social issues have significantly altered the character and manner of teaching and learning in higher education across the country. The use of technology to replace or integrate face-to-face learning with online learning has become a necessary requirement for promoting and continuing learning processes. Furthermore, integrating technology is a goal of Sustainable Development Goal 4 (SDG 4) to make teaching and learning more innovative and sophisticated. This paper is based on a systematic review grounded in a synthesis of research papers and documents analyzing the current status of teachers' pedagogy through online learning modes in the context of Pakistan.
Design/methodology/approach
Through content analyses of academic studies in higher education and reflection on the online teaching experiences, this study discusses how students' learning is associated with teachers' teaching approaches in the modern era of digitalization and innovation.
Findings
The review and analysis suggest that online teaching is not viewed as an innovative phenomenon; rather, teachers simply teach their traditionally designed face-to-face courses through the use of technology. The paper suggests that transforming teachers' pedagogical insight to make online learning sustainable is an urgent need for higher education.
Originality/value
The analysis provides a basis for consideration of teacher learning and quality education (SDG #4) to fulfill the nation’s agenda for sustainable development. The analysis helps educators and administrators in higher education institutions reflect on their policies and practices that have short- and long-term effects on students' learning outcomes.