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This paper aims to present the Expero4care model. Considering the growing need for a training evaluation model that does not simply fix processes, the Expero4care model represents the first attempt of a “quality model” dedicated to the learning outcomes of healthcare trainings.

Created as development of the Expero model (Cervai et al., 2013), the Expero4care model has been tailored for workplace learning in the healthcare sector and tested in six organizations across Europe. The model has been validated through the review of an international team of experts and its approval as QualiCert standard.

Expero4care allows the evaluation of the quality of learning outcomes focusing on competences, impact in the workplace, transferability, participation and credits. The evaluation process involves different categories of stakeholders (learners, trainers, colleagues, managers, internal or external bodies that can benefit the training’s results, i.e. final users of the service, such as patients and citizens), and it is based on a systematic data collection and comparison among expectations and perceptions. The implementation of the Expero4care model gives the opportunity to start a continuous improvement process of the trainings in the healthcare service.

Expero4care has been tested in both university courses and organizational trainings dedicated to professionals in the healthcare sector. The initial sample is not wide enough to cover all the countries and the types of trainings, so a larger implementation is needed to validate its appropriateness.

Expero4care is the first model created specifically for organizations providing training in the healthcare sector. The implementation of the Expero4care model – adaptable to different kind of organizations and trainings – means that it is possible to highlight the value of the training considering its impact on the workplace and on the citizens.

As the most commonly used tools to assess the quality of trainings consist of questionnaires submitted to participants at the end of the training and considering that quality models have not been utilized to analyse learning outcomes in healthcare, Expero4care represents the first quality model dedicated to training in healthcare service.

The purpose of this study is to introduce and validate the concept of training culture defined as a subset of the main organizational culture that allows examining meanings and values attributed to the training within an organization by management and employees.

This study, following the deductive scale development process, examines the theoretical foundation and psychometric properties of the training culture scale (TCS), testing the utility and appropriateness of the measure. The TCS has been designed and developed on three specific dimensions: individual, group and organizational. A confirmatory factorial analysis has been performed to assess the internal structure.

Results confirm the three dimensions initially hypothesized: individual, group and organizational, with good reliability indexes on the three factors.

The implementation of the TCS allows training experts to have a broader understanding of training in the organization and to better tailor the training activities according to the training culture profile of the organization.

Cultural analyses are usually carried out from the managerial perspective. The TCS considers the individual perception, including both management and employees in the definition of a training culture profile that enables the organization to develop more effective strategies for training and development.

This paper aims to present an innovative model to evaluate the quality of the learning outcome in vocational education and training (VET) considering a wide approach that includes, in particular, stakeholders' expectations and perceptions.

The Expero model was implemented in various kinds of vocational schools and educational institutions in different European countries.

The model was validated through review by several international experts and by translation into a quality standard certification model.

Expero needs a larger testing phase in non‐European countries to validate its appropriateness. Different vocational systems in non‐EU countries could enrich and widen the model in terms of transferability and sustainability as well as fostering cross‐educational requirements and needs that may impact the quality of the learning outcome. The Expero model is mainly dedicated to vocational education and, in its current form, is not suitable to be applied to other levels of education (i.e. primary or secondary). Meanwhile, it seems promising in terms of its application in higher education institutions, in workplace learning, and in continuous professional training.

Expero permits analysis of the quality of the learning outcome, which constitutes the prior mission of a school. Being dedicated to the vocational sector, Expero is based on stakeholder evaluation, including school personnel, trainees, industries, companies and external bodies interested in a school's results. Applying the Expero model, a school can analyse its strengths and weaknesses in a systematic way; strengthening – or even creating – a collaborative network with its stakeholders finalised in improving learning outcome.

Among the various opportunities a school has to perform a quality assessment (ISO 9000, EFQM, CAF), Expero is the first model focused on the quality of the learning outcome based on multi‐stakeholder data analysis.

Currently, in the literature, words such as “corporate image”, “projected image”, “construed image”, “reputation”, “organizational identity”, and “organizational culture” are often confused and superimposed. This creates a conceptual mismatch that leads to results that are hard to compare. Moreover, this leads to difficulty in individuating the correct tools to investigate these constructs. Part of this confusion is due to the lack of a framework shared by different literatures. The aim of this paper is firstly to propose a reasoned review of the literatures related to these constructs. Secondly, the authors propose a new framework and a standard terminology, in which reputation is the wider construct that includes and relates to the others.

The authors performed an extensive and multidisciplinary review in the 12 most used databases within corporate communication, organizational psychology, marketing, organizational studies, management, and business. A semiotic and relational approach was implemented as modus operandi.

The paper builds on the previous literature, clarifying labels and constructs and identifying a standard terminology to which future studies can refer in order to facilitate a multidisciplinary dialog along different disciplines.

To the authors' knowledge, this is the first review to take into consideration all of the seven constructs together and relate them within one framework. Moreover, it uses a novel approach in seeing “reputation” as an umbrella construct under which all the other constructs are grouped and included.

The purpose of this paper is to analyze the effect of the consumer’s emotional shopping experience on the perception of benefits and on the corporate reputation of a department store.

This study was applied to a non-probabilistic sample survey proportionally distributed among the main department stores in Chile and Mexico.

The findings show for both countries that the functional and symbolic benefit perceived by consumers significantly influences the reputation of department stores. However, the hedonic benefit perceived by the consumer had a negative effect on the reputation of the store.

The companies could redirect their marketing and commercial management strategies based on the variables and relationships of the model proposed in this study. For instance, managers should implement strategies to improve the emotional experience of their clients. In addition, future studies also could use other variables inherent to the consumer’s purchasing behavior to evaluate their effects on the corporate reputation of the department store.

This research contributes with the proposal of an explanatory model for decision making, using structural equations that suggest that the affective evaluation of the shopping experience is a key antecedent of the functional, hedonic and symbolic benefits perceived by the consumer. Moreover, the emotional experience plays a key role as an antecedent for the corporate reputation of a company.

El objetivo de esta investigación es analizar el efecto de la experiencia emocional de compra del consumidor en la percepción de los beneficios y en la reputación corporativa de una tienda por departamentos.

Este estudio se aplicó a una muestra no probabilística a través de una encuesta distribuida proporcionalmente entre las principales tiendas por departamentos de Chile y México.

Los resultados muestran para ambos países que el beneficio funcional y simbólico percibidos por los consumidores influye significativamente en la reputación de las tiendas por departamentos. Sin embargo, el beneficio hedónico percibido por el consumidor tuvo un efecto negativo en la reputación de la tienda.

Las empresas podrían redirigir sus estrategias de marketing y gestión comercial en función de las variables y relaciones del modelo propuesto en este estudio. Por ejemplo, los gerentes deben implementar estrategias para mejorar la experiencia emocional de sus clientes. Además, los estudios futuros también podrían usar otras variables inherentes al comportamiento de compra del consumidor para evaluar sus efectos en la reputación corporativa de las tiendas por departamentos.

Esta investigación contribuye con la propuesta de un modelo explicativo para la toma de decisiones, utilizando ecuaciones estructurales que sugieren que la evaluación afectiva de la experiencia de compra es un antecedente clave de los beneficios funcionales, hedónicos y simbólicos percibidos por el consumidor. Además, la experiencia emocional juega un papel clave como antecedente de la reputación corporativa de una empresa.

The purpose of the research was to develop a simple self‐evaluation model and tool that would be based on the preferences of improvement areas of all the stakeholder groups and that also would be possible to use in all European countries.

The methodology starts with a survey to three school levels (primary, secondary, and vocationa) in seven EU countries, in which the opinions of important factors and their related importance are surveyed of the relevant stakeholder groups (school workers, pupil associations, parents, municipal education authorities, next higher school level, or employers). Total N of responses of stakeholder groups was 126. The relative importances are then built into a DEXi model with weightings generated from the responses, and finally a self‐assessment tool that uses the DEXi structure developed for the use of the schools in their quality improvement.

The final tool works and the school headmasters who tested it found it easy enough for use.

Naturally, the preferences change over time. A new survey of similar type should be conducted maybe every five years to keep the model up to date. There is also an ongoing development work of the self‐assessment tool in a new EXPERO2EU project.

The model attempts to make self‐evaluation so simple that all schools could find the motivation and time to make it a part of their annual planning. The tool itself is not the aim; the aim is to get schools to systematically discuss the issues that are important for their quality and to start improvement actions.

Both the stakeholder survey, the model and the tool are new constructs.

Using the elaboration likelihood model as a framework, the purpose of this paper is to investigate the effects of cause involvement, ability to process, and motivation to process on consumer judgments of organizational image following exposure to a corporate social responsibility (CSR) message.

This study relies upon an experimental manipulation of message complexity and uses quantitative survey data. The data were analyzed via tests of means differences, hierarchical multiple OLS regression, and mediation analysis.

The authors found that CSR’s influence on image is unaffected by message complexity – at least directly. However, CSR’s influence on image is intensified by greater cause involvement and information processing ability, which indicates that central route processing is more likely to move the needle on such assessments. Additionally, involvement serves as an important mediator on the effects that ability and motivation to process have on ratings of organizational image.

The findings suggest the necessity for communicators of CSR to foster cause involvement in consumers if social responsibility efforts are to resonate and garner positive results. Additionally, should organizations wish to create deeper elaboration about CSR messages among consumers, simple, straightforward messaging appears most effective. Complex messages can, however, serve as valuable peripheral cues among certain audiences.

The purpose of this paper was to explore if and to what extent workplace identity can mediate the relationship between learning climate dimensions and job satisfaction in a group of apprentices.

Data were gathered thanks to a non-profit organization devoted to vocational training. Participants (N = 87) were apprentices working in different job contexts in central Italy.

Results showed that the relationship between learning climate and job satisfaction was mediated by workplace identity.

To the author’s knowledge, this is the first attempt to evaluate the effect of learning climate and workplace identity on job satisfaction during apprenticeship.

Stakeholder satisfaction relates closely to service quality and performance of educational organizations. Often, this relationship is addressed in literature through the lens of excellence models, such as the European Foundation for Quality Management (EFQM) model. Nevertheless, limited studies focus on the effect of the EFQM model enablers on stakeholder satisfaction and hardly any in vocational education. To fill this void, the aim of this paper is to investigate the relationship between EFQM enablers (leadership, human resources, processes) and stakeholder satisfaction under the different perspectives of teachers and students in Greek public vocational education.

To address the research purpose, the authors used the case study methodology. The authors used mixed research methods, the focus group method and survey. Specifically, the focus group method used to distill the EFQM enablers related to the Greek context and to develop a questionnaire administered to teachers and students of a vocational education school. From September 2021 to June 2022, 90 teachers and 216 students participated in the survey.

The partial least squares structural equation modeling (PLS-SEM) method was used for data analysis, indicating that leadership and human resources have a positive and significant relationship with the satisfaction of both students and teachers. However, results did not corroborate the relationship between processes and stakeholder satisfaction either from the student’s or the teacher’s perspective.

This paper fills a gap in existing literature by exploring the impact of EFQM enablers on stakeholder satisfaction in vocational education and training (VET), from the perspectives of both teachers and students. The findings assist VET institutions in prioritizing areas for improvement and help companies to develop strategies that consider key stakeholders' needs.