Search results

Concerns the nature of strategic capabilities from a network (rather than single‐firm) context. Augments what may be termed the predominantly structural and inward‐looking bias of much of the existing literature by integrating issues of network theory and organizational learning into the authors’ conceptual frames. Contends that this is necessary in order to understand more clearly the processes through which strategic development takes place, and especially to appreciate the sources of transformational change.

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard’s philosophy – particularly his emphasis on emotions such as passion, anxiety and despair – and Denise Batchelor’s derived concept of vulnerable voices.

The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming.

Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one’s research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one.

Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher’s becoming.

This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner.

The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation.

This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach.

The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive.

The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

This study aims to examine vicarious consumption (VC) via the video-game streaming platform Twitch. The authors posit that watching someone play can offer the same enjoyment (measured through emotional experience, mood and joy) as playing.

A mixed-methods approach was used. A qualitative phase involving semistructured qualitative interviews, naturalistic inquiry and netnography generated testable hypotheses, which were tested using a two-condition, between-subjects field experiment.

This research advances the understanding of vicarious and experiential consumption by finding evidence that VC can produce the same levels of emotional experience, mood, attitude toward the product, joy, brand community loyalty and positive word of mouth. It also demonstrates the moderating effect of familiarity on mood change.

This research demonstrates evidence that VC can offer outcomes similar to active consumption (AC). The authors advance research on VC in a new context (video-game livestreaming vs esports and other contexts) and from a new perspective (viewing motivations vs consumer-oriented outcomes). This research thus presents opportunities to explore these and other affective, behavior and cognitive outcomes in other contexts.

To reach Twitch users, marketers must understand how and why media consumers watch. This research provides insight into the community necessary to create effective advertising.

Building upon Sjöblom and Hamari, focusing on motivations for VC of esports and other related works, the authors expand the context to video-game livestreaming as a whole and examine affective, behavioral and cognitive outcomes compared with AC. Though VC has been researched and conceptualized theoretically, empirical testing is rare. This research offers empirical evidence that VC can offer the same levels of enjoyment as AC.

The first statutory meeting of the Pure Food and Health Society of Great Britain was held on October 16 at the registered offices of the Society, 20, Hanover Square, W. LORD CAMOYS, Chairman of the Executive Committee, presided. In opening the meeting LORD CAMOYS said:—

While literature offers substantial evidence regarding both strengths and shortcomings of experiential learning for learners, far less is known about how educators reflect on, make sense of, and learn from experiential teaching, let alone address emotions that invariably affect the process (Pekrun & Linnenbrink-Garcia, 2012; Wright, Lund Dean, & Forray, 2021). The purpose of this chapter is to explore the dynamic nature of emotions in the context of experiential teaching, that is, the facilitation of experiential learning activities, by examining critical incidents from the educators’ perspective. The chapter begins by introducing literature on experiential teaching and emotion. The authors then present the empirical findings from a critical incidents study, noting how participants succeeded or failed to catch the waves of emotion that emerged while facilitating experiential learning activities. The authors connect the findings with the existing literature, taking into consideration both sensemaking and reflective practices during and after experiential teaching. The authors close by identifying ways educators can learn to surf the inevitable waves of emotion that can emerge within themselves and in learners, offering specific tools to maintain balance and develop further competence in the midst of experiential learning.

This chapter uses the pandemic crisis to explore the social processes that structure happiness and shape fantasies of living a happy life. Considered herein are issues of human potential, gendered and classed possibility and people's differing chances in cultivating a sense of satisfaction in ‘being happy’, despite living through COVID-19. Interviews with 40 Australian women living during lockdown restrictions with varying levels of social, cultural and economic capital are utilised to make sense of women's happiness. Vastly different avenues for achieving a happiness fantasy outside of drinking alcohol were possible for more privileged women than for those in middle and working classes. The classed differences in women's gendered roles in managing emotions (their own and other people's) and their chances to be happy are exemplified in how the changes to the structure of the day that resulted from COVID-19 restrictions did not devastate or cause stress (as we heard from working-class women) or need to be filtered or blocked out using alcohol in order to retain balanced emotions (as we heard from middle-class women) but rather provided an opportunity to celebrate the achievement of their happiness fantasy. We deduce that for those with less agency available to control their chances of living a happy life, prevailing COVID-19 discourse that places happiness within individual responsibility and focuses on personal resilience rather than tending to the conditions for flourishing, is problematic.

The purpose of this conceptual paper is to review and synthesise key concepts in luxury with key concepts in well-being to provide a framework to better understand how luxury well-being propositions can be designed and delivered for the growing superyacht marketplace.

The paper is based on a literature review of key terms: object-related, symbolic and experiential luxury, co-creation of value and well-being.

This paper aims to observe the size, growth and opportunity of the superyacht market. Moreover, the paper observes that the locus of luxury value is shifting towards experiences and that to achieve the hedonic and eudaimonic outcomes of well-being happiness, crew have an important role to play in the co-creation of value through their interaction with guests and their use of the physical environment.

This paper aims to highlight the importance of combining the mechanics and humanics of the luxury superyacht experiencescape to co-create luxury value across both the dimensions of experience (education, entertainment, escapism and aesthetics) and the dimensions of well-being (body, mind, spirit and environment).

The paper presents a framework for the co-creation of luxury value in the context of luxury well-being on superyachts.