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Customization allows brands to provide goods that match customers’ preferences, but its impact on consumer–brand relationships is unclear. This study aims to examine the impact of two key moderators on the effectiveness of customization to enhance brand’s perceived partner quality, which mediates the relationship between customization and brand attitude.

Study 1 (n = 219) tests the moderated–mediation relationship, the effect of customization (IV) on perceived partner quality (mediator), and its indirect effect on brand attitude (DV), which is moderated by consumers’ self-construal orientation (Moderator 1). Study 2 (n = 416) extends the model tested in Study 1 by including an additional moderator, shopping task context (Moderator 2).

Results empirically demonstrate the impact of self-construal and shopping task context on the effectiveness of customization in improved customer–brand partner quality and eventual brand attitude.

Customization may not appeal to every customer for the same reason. Marketers must target customers’ individual traits (independents vs interdependents) and understand the context of the shopping task context (self-purchase vs gift-giving).

The work reveals how brands can enhance consumers’ perceptions of the brand by allowing them to customize the product. It is novel in demonstrating that customization is not just a fine-grained segmentation strategy but a brand building tool. It highlights contextual factors affecting the outcome of customization by demonstrating the conditions under which it is most effective.

Traditional teaching strategies are making way for a more collaborative learning style, where students play active roles in their learning process. This work focuses on the discussant role activity in the market research subject in a business administration bachelor's degree as a way of empowering students' role. The discussant activity fosters critical thinking and debate between classmates while also encouraging communication and relational skills.

Drawing on expectation-disconfirmation theory, this study analysed students' expectations and perceptions before and after the discussant activity. Data were collected through two surveys carried out in class at the beginning and at the end of the course.

The empirical findings show that interactions in the classroom during the activity contribute to students' final evaluation of the activity and positively affect cross-curricular and subjective learning performance.

Activities that recreate real-life experiences help students in the acquisition of certain key competencies related to their future inclusion in the labour market.

To meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader abilities to support deeper learning for students.

This research focused on a 17-year collaborative partnership between one rural school district and a university research and outreach organization to develop deeper learning experiences for students through shared and supportive leadership and learning of teachers and leaders. The researchers utilized documents, field notes and interviews with administrators to validate the data.

The study’s findings suggest that participation in authentic, researched-based professional development through the partnership improved the skills of leaders and teachers to support deeper learning for students. This partnership heightened teacher and leader capacity to promote and support continued change and sustainability.

This case study explored how one university center collaboratively engaged with a district by sharing research and strategies to support the development of leaders and teachers to create deeper learning for students. Through these experiences, the district evolved its deeper learning system and improved its organizational effectiveness, leadership development and learning for all.

A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.

The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.

The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.

For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.

The role of higher education institutions is paramount in creating social and cultural conditions for sustainability. Several studies show universities play an important role in promoting public understanding and awareness about sustainability. The purpose of this study is to analyze the application of university social responsibility (USR) on green and nongreen campuses and how it affects the corporate social responsibility (CSR) of students' self-consciousness (SSC), especially in accounting undergraduate programs by looking at how the undergraduate programs shape their curriculum and can build student awareness related to CSR.

A total of 704 accounting undergraduate programs students from eight different universities in Indonesia were surveyed to test the CSR SSC. Eight participating universities were included in the green campus based on Universitas Indonesia Green Metric (UI GreenMetric) and nongreen campus. Each university was analyzed regarding the application of USR.

The results of this study show that universities included in the green campus at the UI GreenMetric do not necessarily have a higher USR than the nongreen campus. Overall, there is evidence that graduates from universities with high USR implementation have better CSR SSC than graduates from universities with low USR implementation. Furthermore, the findings of this study show that there is a high value of ethic and CSR knowledge coming from university students with high USR implementation but not so with character. The findings show the same results from students between the two university groups.

To the best of the authors’ knowledge, this study is the first attempt to examine the effect of USR implementation on CSR SSC in Indonesia, by putting students’ CSR knowledge as a part of CSR SSC.

Serious case reviews remind us that there is much to learn about inter-agency activity. Professional identity is a key phenomenon influencing work behaviour, especially during inter-agency activity. Yet, this link is complex and not well understood within the context of UK children’s services. With an agenda of improving outcomes for children and their families, The purpose of this research paper is to conduct a systematic literature review on this topic to develop a conceptual model aimed at informing how practitioners mobilise their professional identity during inter-agency activity.

This paper used meta-ethnography to synthesise the available research. This method is suitable for researchers who are interested in conceptual or theoretical understandings of a particular phenomenon as opposed to describing individual accounts or experiences.

The findings support postmodern accounts of identity and show the construct as fluid, contingent and constituted within interaction. Professional identities are mobilised through the sharing of professional knowledge, which is underpinned by the performative nature of language. Mobilisations can lead to both positive and negative consequences, which can act as a barrier to and facilitator of inter-agency activity.

Inter-agency working is integral to the function of children’s services but remains an undertheorised concept, and this had led to a dearth of guiding theory on inter-agency practice. By drawing on relevant psychological theory, the proposed model provides a unique psycho-social perspective that articulates the important role of identity during inter-agency activity, which would be of interest to professionals working in children’s services.

Encouraging employees to display innovative behavior at the workplace is the need of all enterprises in this competitive era of the modern business environment. The study aims to explore the mediating role of knowledge sharing in the relationship between organizational justice and innovative behavior among employees working in the information technology (IT) industry in Vietnam.

The research model was tested on the data collected from 387 employees working in IT enterprises with AMOS 22 software.

Confirmatory factor analysis implied a good model fit. The results show that knowledge sharing mediates the effects of organizational justice with three main forms distributive, procedural and interactional justice on innovative behavior.

The findings of this study provide valuable evidence and implications for the executive of IT enterprise in boosting knowledge sharing, and innovative behaviors among the employees, in improving their perception of justice in the workplace. This is particularly important due to the significant role of knowledge sharing in organizational development.

This study pioneered the identification of the underlying mechanism of organization justice – innovative behavior nexus by highlighting knowledge sharing as a mediator. Moreover, this study takes a step beyond by suggesting a more complicated model that explored mediating two dimensions of knowledge sharing.

This paper examines the role of senior personnel within Active Partnerships as the personnel seek to strategically manage UK policy developments. This paper explores how Active Partnerships engage with the policy process within an environment characterized by systemic structural changes, mounting fiscal challenges, political uncertainty and a succession of public health concerns.

Using the Multiple-Streams Framework (MSF), a case study approach was adopted, focusing on the perspectives of senior personnel. Semi-structured interviews with individuals involved in the management and operation of five Active Partnerships across the South of England and one national stakeholder that works closely with Active Partnerships were conducted. Data were collected during the period following Andy Reed's review of the operation of Active Partnerships. The interviews were complemented by documentary analysis.

Findings illustrate that while senior practitioners within Active Partnerships often behave in line with Lipsky's notion of street-level bureaucrats, by maximizing collective leverage, advocating priorities and providing a voice for local partners, the senior practitioners adopt behaviors more akin to policy entrepreneurs. In this sense, they seek to influence the policy process at critical junctures in order to promote preferred outcomes and protect sectoral interests.

This study has explored the relationship between strategic management and the policy process in the context of the rapidly changing policy domain that frames the work of regional sports organizations known as Active Partnerships. The conceptual frame of the investigation is the concept of “policy entrepreneurship”, which seeks to articulate how individuals and collectives engage in the policy process, in order to secure outcomes conducive to their objectives. This, in turn, provides a sense of context for the contemporary challenges associated with the management of sport and physical activity (PA).

The research is based on the analysis of recent experiences of participative processes in the reuse and maintenance of contexts considered as “urban waste,” focusing on their role in smart sustainable development processes. The recognition of discarded urban spaces/buildings as regeneration opportunities opens up new perspectives on the communities’ commitments and responsibilities, in new governance models. These experiences, better known as “commons,” highlight the active role of communities in establishing new unconventional forms of value creation and production based on circular processes and interdependences between city and communities. Circularization and synergies are the fundamental precondition for smart sustainable development. Assuming the Historic Urban Landscape (HUL) approach as general framework, the phenomenon of commons represents an opportunity to make it operational through an integrated methodology based on the recovery of the environment built according to an inclusive and hybrid approach, configured by culture and shared with local communities. In this perspective, this contribution proposes an evaluation framework not only to monitor the results and impacts produced by these experiences, but also to stimulate and improve awareness, self-learning and self-evaluation processes of the actors involved in regeneration processes toward a smart sustainable development.