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The purpose of this article is to examine Chinese generation Y consumers' fashion clothing involvement effects on specific brand related consumer responses including brand status, brand attitude and willingness to pay a premium for a specific brand.

A self‐completion questionnaire survey was administered in China to university students aged between 18 and 25.

A consumer's level of involvement was found to have positive effect on brand related responses such as perception of brand status and brand attitude. Further brand status and brand attitude were found to have positive impacts on consumer's willingness to pay a premium for a specific brand.

First, based on the student sample used for study it may not be possible to generalize the effects found to non‐students. Second, the findings from this study focusing on fashion clothing brands are perhaps limited in their generalisability to other product categories.

An important finding that is beneficial to marketing practitioners in China, especially for those in the fashion industry, is the findings that maintaining the status of a brand would be more effective with highly involved consumers leading to an overall more positive attitude. Marketing initiatives with status building objectives are therefore essential for enabling brands to command higher prices.

This paper expands understanding of consumer behaviour related to Chinese generation Y consumer behaviour, fashion clothing involvement and status branding.

Prior literature lacks concrete and systematic review of the current blockchain application in smart sustainable city that covered to the full extent of various components. Thus, this study explores the integration of blockchain technology in making the city smarter, safer and sustainable.

This study conducted a systematic literature review of 49 publications published globally. Data were analysed by coding of the publications whereby the codes were generated based on frequency of appearance (n).

The results showed that smart sustainable city could leverage blockchain technology in several areas such as governance, mobility, asset, utility, healthcare and logistics. Blockchain technology could also aid smart sustainable city in achieving social, environmental and economic sustainability.

This study proposes a smart sustainable city with blockchain technology framework: guiding city planners and policymakers by deploying blockchain that supports technology within smart sustainable city framework. This facilitates the digital transformation of a city towards smart and sustainable through the use of blockchain.

Teacher noticing is a critical aspect of teaching competence that has garnered significant scholarly attention. This systematic review aims to comprehensively analyze the integration of teacher noticing into lesson study, exploring how different stages of lesson study influence the development of teacher noticing.

This article systematically reviews 15 empirical studies on teacher noticing within the context of lesson study, focusing on research design, subjects, methods, theoretical frameworks and the specific impact of different stages of lesson study on teacher noticing.

The review reveals a geographical concentration of studies in Western countries, particularly in the United States, with a relative scarcity of research in East Asian contexts. Most studies focus on pre-service teachers, employ qualitative methods and are grounded in Van Es’s (2011) Learning to Notice framework. The findings indicate that different stages of lesson study significantly influence teacher noticing, particularly in the planning, teaching and reflection stages, where shifts in focus and depth of noticing are evident.

This paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies. Certain activities within classroom research may restrict attention development, particularly when these activities fail to encourage in-depth cognitive analysis across all stages sufficiently. Future research should explore how to avoid these limitations in the classroom research process and design more effective strategies to support deep observation and analysis by teachers at each stage. In the reflection stage of classroom research, certain factors may restrict the focus on student thinking.

By synthesizing the existing research into a comprehensive narrative, we provide an essential foundation for future studies on teacher noticing within lesson study contexts. This work not only charts the historical development of the field but also encourages more profound and actionable research engagement with the nuanced processes of teacher observation and reflection during lesson studies.

This paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies and a combination of quantitative and qualitative methods to fully understand the effects of lesson studies on teacher noticing.

Indian higher education system is supposed to be the source of equal opportunities to all students irrespective of their life circumstances. Does it succeed in realizing this ideal? In fact, the system of higher education inadvertently plays a critical role in constructing and recreating the inequalities between groups. The prime victims of inequality are first-generation students, whose disadvantages are unseen, their voices ignored. In India, first-generation students are typically confronted with the dynamics of caste-based inequality in addition to their deficiency in cultural and social capital. In this context, the purpose of this study was to examine the difference between who goes and who stops for higher education across generational status. Field survey data of 930 senior secondary students was employed as the basis for analysis. Findings of this study highlight that the gap between realization and planning is more in first-generation students as compared to their counterparts. Results of logistic regression indicate location, category, family income, academic achievement, stream of education, and social and cultural capital are pertinent factors that influence educational attainment of first-generation students.

The purpose of this paper is to identify the mechanisms adopted by the distribution channel of a leading Brazilian truck manufacturing company, which generates various conflicts that have a negative impact on the performance of the channel operations, with a focus on the conflict causes. The study aims to expand the domain of distribution channel conflict management as a benchmark activity by exploring the potential sources of conflict occurring in a major Brazilian distribution channel.

The research method is exploratory, using a case study from a major company of the automotive sector of Serra Gaúcha, Brazil. The distribution processes are analyzed in a real and specific context, implemented by means of individual, in‐depth interviews, with the application of a basic script of questions.

The findings indicate the existence of seven potential sources of conflict and 23 conflicting issues, considered relevant and of negative impact on the distribution channel performance of the manufacturing company.

The sample cannot be considered as representative but it is, to a certain point, reliable because it refers to one entity only.

The results of this research can serve as indicators for managers of a company to invest time and the necessary resources for the maintenance and consolidation of the relationships with its dealerships.

The present work shows its originality through the study of consumers' preference for determined products and services as a conflict management basis for Brazilian national distribution channels' stakeholders. In this context, a distribution channel conflict case study may constitute an important empirical source of data for a benchmark strategy.

This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same first-year university chemistry course. This case study provides insights about how there may need to be fundamental shifts in lecturers’ perceptions about learning and the development of critical thinking skills so that they can enhance knowledge and understanding of chemistry as well as advance the students’ critical thinking. Recommendations are made for professional learning for lecturers and for changing the “chemistry” of the design of learning experiences through valuing critical thinking in assessments and making critical thinking more explicit throughout the course. The authors argue that critical thinking must be treated as a developmental phenomenon.

As students increasingly incur debt to finance their undergraduate education, there is heightened concern about the long-term implications of loans on borrowers, especially borrowers from low socioeconomic backgrounds. Drawing upon the concepts of cultural capital and habitus (Bourdieu & Passeron, 1977), this research explores how student debt and social class intersect and affect individuals’ trajectory into adulthood. Based on 50 interviews with young adults who incurred $30,000–180,000 in undergraduate debt and who were from varying social classes, the findings are presented in terms of a categorization schema (income level by level of cultural capital) and a conceptual model of borrowing. The results illustrate the inequitable payoff that college and debt can have for borrowers with varying levels of cultural resources, with borrowers from low-income, low cultural capital backgrounds more likely to struggle throughout and after college with their loans.

This study/paper aims to study the knowledge audit methodologies needed in structured business processes (SBP) and unstructured business processes (UBP) respectively. The knowledge audit methodology used for SBP aims to identify and capture procedural knowledge, while the one for UBP aims to facilitate the sharing of experiential knowledge. The designs of audit methodologies, including elements of knowledge elicitation (KE), knowledge representation (KR), and role of researcher (RR) for SBP and UBP, are proposed in this paper.

Two knowledge audit cases studies were conducted. The first case was conducted in an SBP, and the second one in an UBP. The first case provides a view of a typical knowledge audit in SBP, the limitations are identified. The second case pinpoints the development of a new knowledge audit methodology applicable for UBP.

A significant differentiation between knowledge audits in SBP and UBP is that the knowledge to be captured in the former is procedural knowledge, whereas that to be elicited in the latter is experiential knowledge. The deliverables in the former include lists of knowledge workers, knowledge assets and knowledge inventories, and in the latter include the interplay of interaction between activities, stakeholders and knowledge displayed in the form of a knowledge activity network.

This research clarifies and strengthens the position of the knowledge audit by illustrating two knowledge audit methodologies for respective use in SBP and UBP. It points out that the fundamental difference of knowledge audit approaches is attributed to the different knowledge requirements. To cater to the different knowledge requirements, the authors asserted that three basic components of the knowledge audit, namely, KE, KR and the role of the researcher, should be customized.

In the field of global leadership, much of the research has focused on uncovering competencies and methods for assessing competencies. The process of developing global leaders has been researched less frequently; however, it is widely accepted that this process involves learning on the part of the leader. Mezirow’s (1978, 1991) transformative learning is a special type of learning in the domain of adult education and a useful lens to better understand the disorienting triggers that are thought to induce global leadership development (GLD). In simple terms, a disorienting experience occurs when we discover that something we thought was certain is now uncertain. Conducting business in another country or merely navigating to a grocery store or restaurant there can be a disorienting experience. In these situations, people are exposed to new information that does not fit their current meaning structures or thought paradigms, and at this juncture, people have a choice: to transform their perspective or remain unchanged. When individuals transform their perspective, they are experiencing transformative learning. The first section of this chapter reviews the concept of disorienting experiences across disciplines and within the domain of learning and education. The second section explains three GLD process models with a special focus on the role played by disorienting trigger events in each one. The final section explains the Disorientation Index (Ensign, 2019), which articulates dimensions of trigger events. The chapter concludes with future research directions and practical implications.

Mental health inequalities based on race and ethnicity in the USA and globally persist despite efforts to address them. The COVID-19 epidemic accentuated these inequalities and demonstrated the extent to which they are linked to social determinants. However, the organizations that are best placed to ameliorate mental health inequalities are often underfunded and under-resourced. Investment strategies that restrict funding for programmatic costs rather than general operating costs often disproportionately impact small organizations that serve communities of color. This study aims to argue that effectively addressing mental health inequalities requires investing in these organizations by applying the lessons learned from implementation science.

This study demonstrates how organizational factors such as leadership, supervision and organizational culture and climate are key to programmatic success and how implementation strategies can target these factors. As promoting health equity is increasingly recognized as a priority outcome for implementation science research, these organizational approaches can inform funders on how to support small organizations that serve marginalized communities, giving them the capacity and flexibility to address mental health inequalities.

This paper applies the findings from implementation science to consider how best to support mental health organizations, particularly those well suited to serving the mental health needs of diverse communities.