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This study assessed the intergenerational influence of family socialization, specifically, nurturant fathering – the affective quality fathers provide children through warmth and acceptance – to explore how individuals initially connect with a sports team to become team-loyal.

Data were collected via an online survey from respondents self-described as college football fans who selected their “Favorite NCAA Division I football team.” The 623 respondents subsequently selected their biological father's favorite team. An intergenerational “match” between father and child served as the dependent variable. Step-wise logistic regression assessed the relationship that team loyalty, nurturant fathering, and their interaction had on the intergenerational matching of a father's favorite team.

Team loyalty had a significant, positive relationship with an intergenerational match. A positive but weak direct relationship was found between nurturant fathering and a favorite-team match. However, nurturant fathering significantly moderated the relationship between team loyalty and intergenerational match. This suggests that the quality of a father-child relationship during the child's formative years can facilitate team loyalty to a team favored by the father.

The strength and quality of the relationship between a father and his children through nurturant fathering during their formative years can facilitate mutual team loyalty toward a college football team if not directly, then indirectly, through an interaction effect with a parent-socialized, team-loyal child.

College athletic teams, and sports properties in general, should address the bond between fathers and their children to take advantage of the intergenerational transference process identified in this study through targeted, family-focused sports marketing. More specifically, university athletic departments should engage in marketing efforts that encourage and solidify the mutual loyalty fathers and children may have to their father's favorite football team. The outcome would be a competitive advantage that leads to the cultivation of long-lasting fans from generation to generation.

College football teams and sports properties in general should engage in father-child marketing promotions to encourage and enhance the intergenerational influence of fathers on their children with respect to the father's favorite team. However, while building future team loyalty among the children, these marketing promotions and the resultant father-child game attendance concurrently reinforce the father-child relationship. This ideally leads to a virtuous cycle of parental bonding and team loyalty.

This study extends research in intergenerational influence in a sports setting by introducing the construct of Nurturant Fathering and its scale to the sports marketing literature. The results found that a nurturing father can facilitate the formation of a mutual team loyalty between a father and his child with regard to the father's favorite football team. Extant research has focused on the behavioral elements of loyalty (e.g. attendance and revenues). This study's focus was on the attitudinal aspects of team loyalty. It empirically identified, at least in part, how individuals initially connect with a sports team to become team-loyal.

This chapter will provide an overview of how Problem Based Learning (PBL) is used to support first year chemistry students at the University of Leicester, United Kingdom. The chapter will go on to provide an overview of the learning journey that we have undertaken over the last seven years by discussing the challenges we have encountered and by including details of how we have adapted our approach based on student and staff feedback and other considerations. The chapter is a follow up to a previously published article with a focus on the changes made since this initial publication (Williams, Woodward, Symons & Davies, 2010).

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within STEM programs. This chapter provides a synthesis and analysis of the chapters in the volume, which present a range of case studies and empirical research on how IBL is being used across a range of courses across a range of institutions within STEM programs. Based on these findings, this chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: affectively, behaviorally, and cognitively. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning in higher education.

This chapter draws on 17 months of ethnographic observations in the Parade department at an American theme park that I call Wonderland. The Parade department is a homonormative workplace, numerically and culturally dominated by gay men. I examine how this work culture challenges the dominance of heteronormative masculinity often embedded at work through an exploration of backstage interactions among performers. I also explore the gendered and racialized meanings of the camp aesthetic that performers embody. I argue that while Parade culture undermines workplace heteronormative masculinity, it also reproduces the epistemology of the closet through its reliance on the gay/straight binary.

A Web3 lifeworld consists of an imaginary and a shared commons. A Web3 imaginary is shown to include most, if not all, of the following: (i) the stated goal or purpose of the community, (ii) the behavioral norms, (iii) the lore or history, and (iv) what is opposed. A typical Web3 commons is shown to involve three elements: hash (technical), bash (social) and cash (finance). When changes come in Web3, the response is enacted using an available lever from the hash, bash, cash model of decentralized organization, but the response must not be in friction with the community’s imaginary, or it will most likely grind to a halt. Effective response to change becomes part of the Web3 lifeworld’s toolkit.

Earlier this year, the University of Glamorgan Business School launched a conceptually new postgraduate programme, the Diploma in Entrepreneurial practice (DEP). This is a nine‐month long, full‐time course with selected business graduates undertaking a programme of study based around simulated and real projects to enhance their entrepreneurial skills, knowledge and attitudes. Aims to evaluate the inclusion of “taught” learning within what is fundamentally an action‐learning programme, and to discuss the issues around effective marketing of the DEP to industry and educationalists in Wales. Fundamental to the philosophy underpinning the DEP programme is that elements of entrepreneurship can be learned, and this paper explores the modes of learning entrepreneurship applied in the DEP programme and makes some initial assessment as to the different modes’ applicability on a course of this kind.