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The aim of this study was to assess whether the removal of blood donation “barriers” facilitates blood donation intentions, using a sample of African migrants, and to identify the implications for social marketing. African migrants are currently under-represented as blood donors in Australia. Some members of the African community have unique donation needs that can only be served by this community.

Interviews were conducted with 425 people from the African community in Victoria and South Australia. Factor analysis was performed on the barriers and the removal of barriers. Item groupings for both constructs differed, suggesting that barriers and their removal are not necessarily opposite constructs.

The cultural society factor was negatively associated with blood donation intention (i.e. a barrier), whereas engagement and overcoming fear were positively associated with blood donation intention (i.e. facilitators). Cultural issues and lack of understanding were not seen to impede blood donation. Additionally, the removal of cultural barriers did not facilitate increases in blood donation intentions. Thus, the removal of barriers may not be sufficient on their own to encourage donation.

This only examines the issue with regards to whether the removal of barriers is a facilitator of blood donation with one group of migrants, and relationships may vary across other migrant and non-migrant groups.

Policymakers often use social marketing interventions to overcome barriers as a way of facilitating blood donation. This research suggests that removing barriers is indeed important because these barriers impede people considering becoming blood donors. However, the findings also suggest that the removal of barriers is insufficient on its own to motivate blood donations (i.e. the removal of barriers is a hygiene factor). If this is the case, social marketing campaigns need to be multifaceted, removing barriers as well as leveraging facilitators, simultaneously.

This work identified that the impact of barriers and their removal may facilitate effective social marketing campaigns in differing ways, in the context of blood donation.

How barriers and their removal impact social marketing activities (i.e. blood donation behaviour) has generally not been explored in research.

VINE is produced at least four times a year with the object of providing up‐to‐date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by Tony McSean, Information Officer for Library Automation based in Southampton University Library and supported by a grant from the British Library Research and Development Department. Copyright for VINE articles rests with the British Library Board, but opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription to VINE is £10 per year and the subscription period runs from January to December.

In this article we focus on two women, Catherine Francis (1836‐1916) and Dorothy Dolling (1897‐ 1967), whose lives traversed England, New Zealand and South Australia. At the beginning of this period the British Empire was expanding and New Zealand and South Australia had much in common. They were white settler societies, that is ‘forms of colonial society which had displaced indigenous peoples from their land’. We have organised the article chronologically so the first section commences with Catherine’s birth in England and early life in South Australia, where she mostly inhabited the world of the young ladies school, a transnational phenomenon. The next section investigates her career in New Zealand from 1878 where she led the Mount Cook Infant’s School in Wellington and became one of the colony’s first renowned women principals. We turn to Dorothy Dolling in the third section, describing her childhood and work as a university student and tutor in New Zealand and England. The final section of our article focuses on the ways in which both women have been represented in the national memories of Australia and New Zealand. In so doing, we show that understandings about nationhood are also transnational, and that writing about Francis and Dolling reflects the shifting relationships between the three countries in the twentieth century.

This research investigates employee and guest satisfaction, guests’ perceptions of value and their intention to return. Considered are hotel workers’ job satisfaction, how job satisfaction impacts guests’ satisfaction with the service experience and with the physical attributes of the hotel and how these variables affect perceived value and intention to return.

Structural equation modeling is used to analyze data from a large global hotel chain.

Guest satisfaction with service and the physical attributes of the hotel differentially impact guest outcomes of intention to return and perceptions of value. Key findings are guest satisfaction with the physical attributes of a hotel is significantly more strongly linked to guests’ intention to return than is satisfaction with service received. Staff job satisfaction is significantly linked to guests being more satisfied with the service experience and their return intentions. Of all the factors directly contributing to guests’ return intentions, guest satisfaction with the physical attributes of the hotel was largest in impact. In contrast guest satisfaction with service is linked to guests’ perceptions of value, whereas satisfaction with the physical aspects is not significant. Guests’ perceptions of value do not impact intention to return.

The research was conducted within one global hotel chain, which due to its cross-sectional nature may possibly be a limitation. However, its single organizational nature does not diminish the importance of the findings.

Hotel managers need to consider the importance of the physical attributes of properties in what has been largely a services-dominated debate. What guests value may not lead to repeat business.

Providing excellent customer service may not be the main motivation for return business. Also, holistic measures of guest satisfaction may not accurately measure what guests value. Perceived value is not a significant predictor of intention to return.

Practitioners need to understand how households will engage with connected-home technologies or risk the failure of these innovations. Current theory does not offer sufficient explanation for how households will engage; hence, this paper aims to address an important gap by examining how households set “rules of engagement” for connected-home technologies in the context of electricity use and monitoring.

A review of the extant psychology, technology and engagement literature is conducted and yields two research questions for exploration. The research questions are addressed via 43 in-depth household interviews. Analysis includes thematic analysis and computerized text analysis.

The results include a typology of technology engagement (the “PIP typology”) and discuss three main roles for technology in assisting households: intern, assistant and manager. Key contributions are as follows: consumers in household settings may experience “compromised engagement” where the perceived middle option is selected even if no-one selected that option originally; households open to using connected-home technologies are often taking advantage of their ability to “delegate” engagement to technology, and because consumers humanize technology, they also expect technology to follow social roles and boundaries.

Future research may examine the PIP typology quantitatively and/or in different contexts and would benefit from a longitudinal study to examine how household technology engagement evolves. Four research propositions are provided, which may form the basis for future research.

Recommendations for practitioners are presented regarding the benefits of keeping consumers at the heart of connected-home technology goods and services. Specific design principles are provided.

This paper fulfills the need to understand how households will engage with connected-home technologies and the roles this technology may fulfill in the complex household service system.

The aim of this paper is twofold. First, it seeks to understand how different forms of anthropomorphism, namely verbal and visual, can enhance or detract from the subjective well-being of consumers and their co-creation behaviors whilst collaborating with artificial intelligence (AI) service agents. Second, it seeks to understand if AI anxiety and trust in message, function as primary and secondary consumer appraisals of collaborating with AI service agents.

A conceptual model is developed using the theories of the uncanny valley and cognitive appraisal theory (CAT) with three hypotheses identified to guide the experimental work. The hypotheses are tested across three experimental studies which manipulate the level of anthropomorphism of AI.

Results demonstrate that verbal and visual anthropomorphism can assist consumer well-being and likelihood of co-creation. Further, this relationship is explained by the mediators of anxiety and trust.

The empirical results and theorizing suggest verbal anthropomorphism should be present (absent) and paired with low (high) visual anthropomorphism, which supports the “uncanny valley” effect. A moderated mediation relationship is established, which confirms AI anxiety and trust in a message as mediators of the AI service agent anthropomorphism-consumer subjective well-being/co-creation relationship. This supports the theorizing of the conceptual model based on the “uncanny valley” and CAT.

The purpose of this paper is to critically explore and foreground secondary religious education (RE) student teachers’ accounts of the dilemmas they experienced in their classrooms and schools in a highly racialised post referendum environment. Teacher narratives are analysed in order to suggest ways in which a transformative teaching and learning agenda drawing from a pluralistic human rights framework can be reasserted in place of government requirements to promote fundamental British values (FBV).

Qualitative data were collected in focus group interviews to gain insights into how the referendum environment was experienced phenomenologically in localised school settings.

The interview data reveals the complex ways in which the discourses circulating in the post referendum milieu play out in highly contingent, diverse secondary school settings. These schools operate in a high stakes policy context, shaped by the new civic nationalism of FBV, the Prevent security agenda and government disavowal of “multiculturalism” in defence of “our way of life” (Cameron, 2011). A key finding to emerge from the teachers’ narratives is that some of the ways in which Prevent and FBV have been imposed in their schools has reduced the transformative potentials of the critical, pluralistic RE approaches to teaching and learning that is promoted within the context of their university initial teacher education programme.

The findings suggest that existing frameworks associated with security and civic nationalism are not sufficient to ensure that young citizens receive an education that prepares them for engagement with a post truth, post Brexit racial and political environment. Transformative teaching and learning approaches (Duckworth and Smith, 2018), drawing upon pluralistic, critical RE and human rights education are presented as more effective alternatives which recognise the dignity and agency of both teachers and students.

This paper is an original investigation of the impact of the Brexit referendum environment on student teachers in a university setting. In the racialised aftermath of the referendum the need for transformative pluralistic and critical educational practice has never been more urgent. The data and analysis presented in this paper offer a compelling argument for a root and branch reformulation of current government security agendas in education.

The purpose of this article is to introduce a narrative framework for leadership education as a lens for exploring how emerging adults make sense of their leader identity development. This narrative framework, called Communicated Narrative Sense Making (CNSM), looks at identity through storytelling processes. Emerging adults in higher education have different experiences and come to a new awareness of themselves in a context in a variety of ways. Part of this development process is establishing an identity as a leader. We propose a narrative framework as an approach for exploring the experiences and sense-making processes of leader identity development in emerging adults.

This chapter describes why safe spaces are needed in education settings for full inclusion of gendered identities as they intersect with categories such as race/ethnicity, class, sexual orientation, and ability. This discussion briefly addresses varying and intersecting levels and domains of privilege or marginalization such as identity, inter-/intraaction, organization, society, and knowledge, and how safe spaces in education can support learning as it is entwined with gender, gendered biases, and power dynamics and structures.