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The purpose of this paper is to understand the antecedents and consequences of an international tourist phenomenon known as the culture cushion.

Using surveys, participants considered a specific international consumption experience and responded to culture cushion, situational variables, the perceived differences in the encounter relative to one in the USA, and behavioral intention items.

The amount spent was found to be an antecedent to both the excitement and the cultural knowledge dimensions of culture cushion while language was an antecedent for excitement only. Excitement had a positive relationship with satisfaction and other behavioral intention measures. Perceived differences mediated the relationship between knowledge and satisfaction with products, atmosphere and customer service such that lower perceptions of cultural knowledge caused greater perceived differences, which resulted in lower satisfaction ratings.

A study of international tourists in the USA should be conducted to determine if the culture cushion has a similar influence.

First, firms that cater to international tourists should speak their native language. Second, the more knowledge a tourist has about the cultural differences in service and retail encounters the more likely he is to appreciate the differences as being culturally driven and not a reflection of poor service.

This research provides unique insights into the international tourist experiences with clear practical implications.

The purpose of this paper is to develop and test a new measure called the “culture cushion” to account for the inherent positivity surrounding the inter‐cultural tourist experience.

The first study involved the identification of items for the culture cushion construct and included a semi‐structured questionnaire and a panel discussion. The second study assessed unidimensionality and the convergent, discriminant, and nomological validity of the culture cushion dimensions. Respondents were asked to answer questions about a specific international consumption experience and responded to scale items measuring the culture cushion construct.

A two‐dimensional measure of culture cushion was found to predict satisfaction and behavioral intentions. Judgments were more positive when the encounter was novel relative to previous experiences.

Additional studies involving travel locations other than those used in this study should be conducted to investigate alternate effects of the culture cushion.

A major motivation of recreational tourists traveling internationally includes the ability to observe and participate in activities that are culturally unique. Firms that cater to international tourist clientele should focus on operationalizing country‐specific cultural aspects of the experience to enhance overall perceptions.

The international tourist operates within a dual country framework, using his/her own cultural “lens” to notice the uniqueness of the foreign culture while striving to understand and participate in authentic encounters. The culture cushion construct offers a novel measure of the positivity that occurs in culturally unique inter‐cultural experiences.

Scholarship on alternative organizations and cooperatives has argued that networks and intermediaries foster organizational form stability and protect collectivist-democratic organizations from rationalization as well as decoupling. This study of field-level organizing among food co-ops in the United States shows that rather than buffering collectivist organizations from conventional market and rationalization pressures, meta-organizations can also serve as a conduit for rationalizing pressures, subjecting vulnerable organizations to what I call quasi-coercive isomorphism. Using interviews of field participants, ethnographic observations of conferences, and content analysis of organizational documents, I examine the formation and impact of National Co+op Grocers, a meta-cooperative created to leverage scale and pool resources among food co-ops. I find that this meta-organization enforced grocery industry-oriented norms of operation, management, and presentation among its member organizations in return for providing mutual liability and economies of scale. This focus on select operationally scalable processes and structures for support generated isomorphic pressures that exposed, rather than sheltered, co-ops, especially smaller, resource-poor ones, from industry standards. The meta-organization thus promoted a sectorized model of more marketized practices for the field’s cooperatives that pushed co-ops to adopt conventional grocery store practices and distanced them from the practices of other cooperative form fields. Moreover, the potential of cooperative form-specific elements for scaling was not realized: collective ownership and democratic governance remained local concerns. These findings suggest that whether meso-level cooperation among cooperatives can support alternative form maintenance is contingent on the structure and scope of the meta-organization and on the perceived scalability of operational and governance elements of the cooperative organizational form.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

Reflecting on the myriad instances where juridical recognition demands a story, confession, testimony on suffering, or evidence of trauma – this chapter considers the role of storytelling and narrative in constituting the legal person, their persona, and relationship they have to a community or the state. What are the forces that drive the demand to give an account of oneself? What are the reasons for, and implications of, resisting the injunction to reveal all? Going beyond the usual bounds of juridically recognised testimony and evidence – the author considers how memory moves across time and space in human and non-human material formations. These questions are posed to open discussion of a wider concern about the autonomy and heteronomy of law. Looking beyond the separation of law and morality in positivist jurisprudence – the autonomy/heteronomy distinction is a means of getting at the co-constitution of the human and non-human. The discussion thus ranges across the philosophies of history that constitute autonomy/heteronomy – examining the tension between confidential stories of those who have suffered abuse, and the state’s archival drive to preserve such material; literary and metaphorical devices for narrating the past; and a consideration of nature and destruction where the human plays an infinitesimal part in making history.

In this paper, I demonstrate an alternative explanation to the development of the American electricity industry. I propose a social embeddedness approach (Granovetter, 1985, 1992) to interpret why the American electricity industry appears the way it does today, and start by addressing the following questions: Why is the generating dynamo located in well‐connected central stations rather than in isolated stations? Why does not every manufacturing firm, hospital, school, or even household operate its own generating equipment? Why do we use incandescent lamps rather than arc lamps or gas lamps for lighting? At the end of the nineteenth century, the first era of the electricity industry, all these technical as well as organizational forms were indeed possible alternatives. The centralized systems we see today comprise integrated, urban, central station firms which produce and sell electricity to users within a monopolized territory. Yet there were visions of a more decentralized electricity industry. For instance, a geographically decentralized system might have dispersed small systems based around an isolated or neighborhood generating dynamo; or a functionally decentralized system which included firms solely generating and transmitting the power, and selling the power to locally‐owned distribution firms (McGuire, Granovetter, and Schwartz, forthcoming). Similarly, the incandescent lamp was not the only illuminating device available at that time. The arc lamp was more suitable for large‐space lighting than incandescent lamps; and the second‐generation gas lamp ‐ Welsbach mantle lamp ‐ was much cheaper than the incandescent electric light and nearly as good in quality (Passer, 1953:196–197).

Selecting the appropriate type of technology to incorporate in the classroom to promote comfort with professional uses of technology is important. In addition, the use of technology and good oral communication skills are valued by prospective employers. Students are stakeholders in their education, so it is important to obtain their perceptions. The purpose of this study was to obtain students’ perceptions about active learning exercises which were created to promote comfort with professional uses of technology and oral communication skills.

Six accounting classes were asked to complete a survey which assessed various classroom exercises that included the use of technology and oral communication skills while learning course content.

Overall, the students had a positive perception about the classroom exercises.

Few studies have evaluated the students’ perception of using the iternet to assist in the learning process. None have assessed the students’ perceptions as to whether those exercises have improved their comfort with technology. In addition, past studies are greater than 15 years old, and much has changed in technology and the internet. The literature has provided studies on the communications skills required of accounting students but does not study the students’ perceptions of exercises trying to improve their skills. In addition, the exercises included in this study are generalizable and can be applied to other subject matter.