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The purpose of the current research is to determine if status and non‐status seeking Australian teenagers differ in their attitudes toward buying domestic and foreign (i.e. Italy, Japan, China) luxury brand apparel.

A total of 365 teenagers participated in this study through a self‐completed questionnaire. Fishbein's Multi‐Attribute Attitude Model was used to measure and compare attitudes toward buying domestic and foreign made apparel. Repeated measure ANOVA and t‐tests were utilized to examine whether the groups differed with regards to their attitudes toward buying luxury brand apparel, using a comparison of apparels “Made in Australia” with those “Made in Italy”, “Made in Japan” and “Made in China”.

The research findings indicate that status‐seeking teenagers have overall, a more positive attitude toward foreign luxury brand apparel as compared to Australian luxury brands, with the exception of Chinese brands. On the other hand, non‐status seeking teenagers reported that they have more positive attitude towards Australian brands than foreign brands, and consider Australian luxury brands superior to all three foreign brands with regards to ease of care and comfort.

The findings is only limited to Australian teenagers and cannot be generalized to other nationalities or age cohorts.

The study suggests that the Australian apparel industry should concentrate its marketing strategy on enhancing the attributes of “fashionable” and “brand name” of Australian apparel that both status and non‐status seeking teenagers prefer in foreign apparel.

The paper fills a gap in the literature by validating the study in Australia and focusing on the attitudes of status (and non status) seeking teenagers.

Teaching and learning are being transformed by digital technology, where the present generation of students, termed millennials, are more adept with the increasingly digitalised world we live in. Following this, lecturers and institutions are adapting and adopting a blended learning model across disciplines, which now commands an entire domain of research and application. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of this study is to investigate students’ readiness for blended learning in a leading Malaysian private higher education institution.

This study used a non-experimental quantitative research design. Data were gathered from a sample of 274 pre-university and undergraduate students using the blended learning readiness engagement questionnaire. Data was analysed using WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Descriptive statistics (mean and standard deviation) scores, (logit) value of the item and (logit) value of a person was used to examine students’ readiness for a blended learning model of instruction and specifically assess their readiness based on gender, age, ethnicity and field of study.

Findings indicate that students were ready for blended learning. Further analysis indicated there were differences in students’ readiness for blended learning based on gender, age, ethnicity and field of study.

This study provides insight into students’ readiness towards blended learning in a leading Malaysian private higher education institution, discusses implications for blended learning practices and offers recommendations for future research.