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This study aims to identify the roles that privacy experiences and social media use play in influencing privacy-protection behaviors. As social media use expands in terms of the number of users and functionality; it is important to understand social media user privacy-protection behaviors and the users’ psychological underpinnings driving those behaviors. Among these, perceptions are the users’ evaluation of their privacy concerns and data sharing benefits inherent in social media use which influence the users’ behaviors to protect their privacy.

To research these issues, a theoretical model and hypotheses were developed, based on self-efficacy theory. The theoretical model was empirically tested using 193 questionnaire responses collected from students enrolled in business courses at a medium-sized university in the western USA. All the respondents reported that they routinely use social media. The empirical analysis was performed using structural equations modeling in PC SAS version 9.4, procedure Calis.

The estimation of the paths in the structural model indicates that privacy concerns positively influence social media users’ protection behaviors while the perceived benefits of data sharing negatively influence protection behaviors. Privacy experience positively influences privacy concerns. Alternatively, social media use positively influences social media self-efficacy and perceived usefulness, which, in turn, have meaningful influences on data sharing benefits.

Previous findings about the effect of self-efficacy on protection behaviors has been inconclusive. This study adds some clarity. Specifically, the findings suggest that the effect depends upon the foci of self-efficacy. While higher self-efficacy with respect to using privacy-related features of a specific technology tends to lead to greater privacy concerns, higher self-efficacy with respect to the more general technology (e.g. social media, computer) seems to affect protection behaviors through perceived benefits. Further, the results of this study offer conclusions about the roles that privacy experiences, social media use and perceived social media benefits play in affecting protection behaviors.

As publishers and academia swiftly head towards e-textbooks, it is important to understand how students feel about using e-textbooks as a primary learning tool. This paper discusses results of a small-scale study looking into how a group of language learners view and use e-textbooks as learning tools in ESL classrooms. The paper concludes by offering teaching implications that could ease integrating e-textbooks in language classrooms in a more effective and efficient manner.

This paper is the first to use the individual level, longitudinal catch-up growth of boys and girls in a historical population to measure their relative deprivation. The data is drawn from two government schools, the Marcella Street Home (MSH) in Boston, MA (1889–1898), and the Ashford School of the West London School District (1908–1917). The paper provides an extensive discussion of the two schools including the characteristics of the children, their representativeness, selection bias and the conditions in each school. It also provides a methodological introduction to measuring children’s longitudinal catch-up growth. After analysing the catch-up growth of boys and girls in the schools, it finds that there were no substantial differences between the catch-up growth by gender. Thus, these data suggest that there were not major health disparities between boys and girls in late-nineteenth-century America and early-twentieth-century Britain.

Given the rise in popularity of festivals globally, the purpose of this paper is to examine two case studies to identify whether festival spaces could be identified as third places. This paper argues that third places are not vanishing but that new and emerging third places can be identified through applying the essence of third place theory.

The primary case study for this paper is The Falls Music and Arts Festival in Marion Bay, Tasmania, Australia that was the focus of a two year study into the interrelationships between informal leisure, social capital and place characteristics. 30 semi-structured interviews, participant observation and 937 surveys were conducted. To support this paper, findings from a smaller third place case study of six semi-structured interviews and participant observation at the “Festival of Lights” held in Pukekura Park in the New Plymouth, New Zealand are reflected upon.

Third place characteristics were elucidated in the Falls study. Essential characteristics of third places such as access to conversation, the evidence of “regulars”, the chance meeting of a “friend of a friend” and a playful mood were identified. The location was an important meeting place for users to create, maintain and strengthen relationships. Repeat visits to this place was found to be integral to social networking and a feeling of “home”. Insights from the Festival of Lights study support these findings.

Identifying festival spaces as third spaces contests traditional third place theory. It offers scope for festival organisers to explore more deeply the intangible aspects of the experiences they afford. More case study research needs to be conducted to explore this potential further as this is only a start at linking festivals to the essence of third place theory.

This paper pushes third place theory forward. It responds to calls for exploration of new and emerging third places in contemporary society. This research adds a new take on this exploration by affording an Australasian perspective.

The current study aims to investigate college students' behavioral intentions to adopt e-textbooks for their studies according to well-known theoretical intention-based models.

This paper empirically assesses five theoretical models of technology acceptance, including the theory of planned behavior (TPB), the technology acceptance model (TAM), the decomposed TPB model (DTPB), the combined model of TAM and TPB (C-TAM-TPB), and the unified theory of acceptance and use of technology (UTAUT). The survey methodology and structural equation modeling (SEM) were employed to examine and compare these five models. Moreover, explanatory power, goodness-of-fit indices, and model parsimony were taken into consideration in the model comparisons.

Both TPB and TAM provided less effective but adequate predictive behavioral power. However, TPB appeared to be more parsimonious than TAM and the other models. By focusing on specific beliefs of attitude, social and control influences, DTPB shares many of the same advantages as TPB and TAM, but is less parsimonious. Similarly, C-TAM-TPB, an augmented version of TAM that incorporates social influences and behavioral control, is superior to TPB and TAM in terms of its explanatory power of behavioral intention to use e-textbooks. Overall, however, the results indicated that UTAUT appeared to be the best model in terms of the metrics of parsimonious fit and explanatory power.

Theoretical comparison of different models is important. This is believed to be the first study to present model comparisons by investigating undergraduates' intention to adopt e-textbooks as tools for their on-campus learning in Taiwan.

Contemporary organizations have realized the importance of creating work environments that energize and sustain collaborative capacity. Nowhere is the need for collaborative capacity more apparent than when business interactions and collaborative work efforts cross country boundaries. Collaborative capacity is the foundation to an organization's key resource, the collaborative capital. Creating a work environment or climate that supports, enhances, and maintains collaborative capacity is essential for achieving high levels of collaborative capital. In this chapter, we review an exploratory, cross-cultural investigation of the work environments that guide organizations (public and private universities) in the United States and in several Asian countries. One hundred and ninety-four staff from a university in the United States and a combined total of 976 individuals from eight universities throughout Asia (Malaysia, Singapore, South Korea, and Taiwan) were asked to assess their organizations’ work environments using the Performance Environmental Perception Scale (PEPS; David Ripley (1998) The development of the performance environment perception scale and its underlying theoretical model. Unpublished Doctoral Dissertation, University of Tennessee, Knoxville). We describe what work environment factors were viewed the same across Eastern and Western cultures, and what factors were viewed differently. Additionally, we present a model of work environment factors that can be used to enhance and sustain collaborative capacity across Eastern and Western cultures.

The purpose of this paper is to demonstrate heroism as an embodied system of leadership and well-being. Heroic leadership is presented as a baseline for sustainable futures and global health.

This paper presents an embodied reading of heroic leadership and its sustainable development across five stages. It outlines its core functions, its grounding in self-leadership through physical and mental trauma and its holistic benefits, resulting in the development of the Heroic Leadership Embodiment and Sustainable Development (HLESD) model. The efficacy of HLESD is demonstrated in an empirical case study of heroism promotion and education: the Hero Construction Company and the Heroic Imagination Project.

Heroic leadership is revealed as an emergent, dynamic and distributed form of sustainable development.

This paper demonstrates the critical connections between heroism, sustainability, embodied leadership and well-being and how they stand to benefit from each other, individuals and communities at large.

The implementation of HLESD in educational, counselling and broader contexts in consultation with a wide range of professionals stands to offer significant benefits to pedagogies, clinical practice, holistic therapies and twenty-first-century societies, at both the community and policy level.

The emerging field of heroism science and the use of heroic leadership as an interdisciplinary tool is a novel approach to well-being, which holds immense potential for the imagining and fostering of sustainable personal and collective futures.

Technology is changing the use of textbooks in higher education. The purpose of this paper is to examine the impact of offering multiple textbook formats in the same economics course using textbooks that provided multiple options including new and used printed books, as well as electronic books.

The study is based on a survey conducted in nine sections of introductory economics classes at a public US university. The study took place within the confines of undergraduate courses that offered textbooks with multiple available formats. A survey collected information about the format each student selected, the factors that students considered when choosing the format, and their overall attitudes about their selection at the end of the semester. Demographic information was also recorded.

The paper finds that students selected a variety of textbook options and identified the factors of cost, ease of use, and learning style as most important to their textbook format decision. Students overwhelmingly support the value of offering choice in textbook formats. In examining student selections further, the paper finds that among students that select an electronic textbook, cost is the dominant factor, while students selecting a new printed textbook mention their learning style and ease of use more often. Students that selected a used printed textbook identified cost, ease of use, and the ability to keep the textbook as factors important to them.

This study provides evidence on the impact of having multiple textbook format options within the same course. Overall, the results suggest that the student population has diverse preferences and any uniform policy on textbook format selection may not satisfy the needs of all student groups. Furthermore, students themselves recognize the diversity in learning styles and see value in having options in textbook format selection.