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Our study explored and mapped cisgender female consumers' motivation and shopping experience for cross-sexual fashion, i.e. people shopping for clothes that are not designed or marketed for their biological sex.

Using a qualitative method, this study explored and mapped consumers' motivation and shopping experience for cross-sexual fashion. Thirteen cisgender female millennials were interviewed about their memories and perceptions of their pre-purchase, purchase and post-purchase experiences.

The findings defined the model of cross-sexual shopping behaviour in cisgender women with the following: (1) two pre-purchase schemes, i.e. fashioned gender schema and nonconformity motivation; (2) one pivotal and main purchase factor, i.e. time invested in the experience itself; and (3) two post-purchase schemes, i.e. use for comfort and use for protection. Practical marketing approaches in advertising and in-store experiences were identified in order to better target cross-sexual consumers.

Unisex fashion (or degendered fashion) has pioneered a fashion trend considered a growing trend in younger generations. To our knowledge, this study is the first research exploring regendered fashion (i.e. going beyond the cisgender and same-sex purchase approach of fashion consumerism) through the lens of cross-sexual consumer behaviour.

In the last five years, there has been an increased interest across the globe, and in the United Kingdom in particular, to define, conceptualise and measure learning gains. The concept of learning gains, briefly summarised as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure ‘excellence’ in teaching. This chapter will review some of the common definitions and the methods employed in research on learning gains. Secondly, we will provide a critical evaluation of the computational aspects of learning gains (e.g., raw gain, normalised gain). Finally, we will critically reflect upon the lessons learnt and what is not yet known in terms of learning gains.