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The purpose of this paper is to investigate Generation Z's physical expectations of being pregnant and their outlook for maternity wear shopping.

Females in this cohort (n = 207) participated in an online survey that included questions about perceptions of pregnancy, physical self-concept and forecasted shopping behaviors.

Results indicated that this group is concerned with physical changes of pregnancy and expect to treat each area of the body in a different way. Women's expected physical concerns of pregnancy predict how much they anticipate accentuating their pregnant body. Gen Z anticipates wearing loose maternity garments and they envision a thoughtful, in-store shopping experience for styles that are equally fashionable and comfortable, such as dresses.

This study should be extended to future generational cohorts like Generation Alpha, along with Gen Z outside of the United States and women in the United States who are non-white. Further studies should take a longitudinal approach to gauge changes in this cohort's expectations as they progress through pregnancy.

This paper provides maternity wear retail brands and designers a foundation for product development and marketing geared toward this large cohort.

The study is the first to inquire about Gen Z's outlook on pregnancy, specifically their envisioned changes to each body area and the role of maternity garments to fulfill needs and concerns.

The purpose of this paper is to investigate how apparel employees’ analytic, creative and emotional intelligence (EI) influence their job (JS) and career satisfaction (CS) from the theory of EI perspective.

An online survey was administered to apparel employees with a response of 135 participants. Regression-based conditional process analysis using bootstrapped confidence intervals was employed to analyze the study’s hypotheses.

Findings indicated that, using EI, overall participants had higher JS and, therefore, CS. However, the degree of such relationships was different for the analytic and creative groups. Specifically, when the analytic group has high EI, the direct effect of EI on JS and CS was higher than the creative group had on high EI. That is, EI seems to help the analytic group to achieve their JS and CS more directly and, respectively, while the creative group gets more indirect benefit of JS between EI and CS.

This study is one of the first to empirically investigate the apparel work environment by assessing employees’ analytic, creative and EIs and their relationships with JS and CS. Implications for the apparel industry and academia show that apparel companies and educators may need to enhance EI for their current and future employees to help create a more positive and long-lasting career in the apparel industry.

The purpose of this paper is to determine the influence of mobile design features on consumers' mobile app stickiness intentions, as mediated by users' emotional response (pleasure, arousal and dominance).

Using the stimulus–organism–response model, this study employed conditional process modelling to investigate the influence of three categories of mobile design features on users' stickiness intentions. The emotional responses of pleasure–arousal–dominance were investigated for their mediating effect. The participants included women aged 18–36.

Design features provided consumer-led interactions’ influence on emotional responses of pleasure, arousal and dominance. Mobile design features were not a significant predictor of stickiness intentions. Arousal was a significant mediator of mobile design features on stickiness intentions, whereas dominance had no mediating effects.

This paper extends the growing research on mobile applications by investigating design features using Magrath and McCormick's (2013) mobile marketing design framework. This paper also adds to the body of knowledge on stickiness within a mobile context.

The purpose of this paper is to examine and critique current approaches of higher education (HE) community concerning stakeholder engagement in the development of information and communications technology (ICT) related accessibility practice.

The approach taken to this examination is to draw on presentations, panel discussions and World Café reflections from an international symposium held in Montreal where researchers and practitioners debated two key questions as follows: have all the relevant stakeholders really been identified? Are there some stakeholders that the HE community has ignored? And what factors influence successfully distributed ownership of the accessibility mission within HE institutions?

A number of “new” internal and external stakeholders are identified and it is argued that if they are to be successfully engaged, effort needs to be invested in addressing power imbalances and developing opportunities for successful strategic silo-crossing.

The value of this paper is in critiquing the argument that all stakeholders in the development of accessible ICT in HE need to be involved, identifying a gap in the argument with respect to whether all relevant stakeholders have actually been engaged and offering insights into this omission might be rectified.

Research into the autonomous use of MP3 audio recorders by students in UK higher education demonstrated that students were innovative in their autonomous use of the devices. They used them to capture learning conversations from formal and informal situations to personalise and enhance their learning. However, today smartphones and other smart devices have replaced the necessity for students to carry multiple mobile devices including MP3 recorders. This chapter builds upon the earlier work and presents a small qualitative study into how students are autonomously using their smart devices to support their learning. The research explores the hypothesis that students are being innovative in the ways in which they are using their smart devices to support their formal and informal learning. The study involved five students who own smart devices who were invited to discuss their ownership of smartphone and tablet technologies and the ways they used them in their studies. The students first completed a short questionnaire and were then interviewed in small groups. The results agree with previous research into student use of smart devices and describe autonomous engagement facilitated by personally owned smart technologies. The study identifies continuous patterns of pervasive engagement by students and concludes that more thought should be given to disruptive innovation, digital literacy and employability.

This review aims to examine how aggression is portrayed in the media and how it can influence behavior and attitudes regarding aggression.

The authors reviewed the relevant literature and examined both physical and relational forms of aggression in multiple media forms (television, film, video games, music, books).

Across media types, evidence is found that both physical and relational aggression are portrayed frequently and in ways that may contribute to subsequent aggression. Furthermore, though there are studies finding no effect of exposure to media aggression, evidence is found that watching physical and relational aggression in the media can contribute to aggressive behavior. Prominent media aggression theories are reviewed and some of these theories are applied to relational aggression media effects.

Researchers should no longer ignore relational aggression in terms of the media, in terms of content and associations with aggressive behavior. Researchers should also focus on understudied media forms, such as music and books.

Policy makers should take careful note of the research on media and aggression when deciding on public policy and clinicians should inquire about media habits when clients show problematic aggressive behavior (physical or relational).

This paper is a valuable source of information regarding current research on media and aggression. Unlike other reviews, it focuses on multiple types of aggression (physical and relational) and multiple media types (TV, movies, video games, music, and books).

The cost of course materials to the individual student has increased over the past decade, contributing to educational inequity. Open educational resources (OERs) may be a solution and research validates their positive impact on student success outcomes (Colvard et al., 2018; Feldstein et al., 2012). Few studies, however, examine the role that library collections play in addressing course materials cost and student success. This paper aims to investigate whether materials costs are a significant factor in course pass rate and whether the library has a positive impact on pass rates.

Using required texts listed in syllabi for select undergraduate courses at California State University, Northridge (CSUN), the authors compare course materials costs for each course to the pass rate. The authors then measure the impact of course materials cost on the achievement gap between Pell Grant eligible and non-eligible students.

This study confirms previous research indicating that reduced course materials costs have a measurable impact on student success, in that the total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course. However, course reserves slightly increase the disparity between high-income and low-income students, suggesting that course reserves are a less effective way of supporting the latter compared to OERs.

This study is unique in examining the effect of the cost of course materials on students, regardless of the source of cost reductions. Most literature focuses on the qualitative efficacy of OERs instead of measured impact or the relationship between the cost of course materials and student success. The authors investigate the connection between OERs, library engagement and student success.

The purpose of this paper is to identify how pregnant women position themselves in the relationship with their immediate leader as a result of their pregnancy. Secondly, this study explores what kind of discourses pregnant followers' produce and use when they represent the reasons why the relationship with their leader developed the way it did during their pregnancy.

In total, 40 interviews were carried out among 20 working women, adopting a discursive approach in data analysis while focusing on their representations about their periods of pregnancy both during and after the experience.

Women positioned themselves as “accepted” or “dismissed” in the relationship with their leader due to their pregnancy. The study identifies three different discourses relating to the positioning, namely “similarity”, “expectations”, and “rooting deeper”.

There is a lack of research exploring the explanations behind the nature of leader‐follower relationships in the context of the followers' pregnancies. Furthermore, the discursive approach adopted in this study is less used within studies concerning relationships between leaders and followers, and studies concerning pregnant working women.