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As the consumer-centric approach is evolving in the 21st century, especially in the post-COVID-19 era, people seek unique experiences. Adopting co-creation in promoting a destination implies involving tourists, stakeholders and organisers in creating value for a product or service. The innovative strategy of co-creating experiences encourages tourists' engagement, leading to destination promotion. Some notable examples of co-creation in tourism are gastronomic tours, virtual tours and travel guides. This chapter aims at the significance of co-creating experiences at events that lead to destination promotion. Co-creation of experiences at events brings the spotlight from the stage to the audience and is considered the future of the experience economy. The study presents a case study of Jal Mahotsav in Madhya Pradesh, India. The study highlights the multi-stakeholder approach adopted by the authorities to co-create the event experience.

Racial stigma and racial criminalization have been centralizing pillars of the construction of Blackness in the United States. Taking such systemic injustice and racism as a given, then question then becomes how these macro-level arrangements are reflected in micro-level processes. This work uses radical interactionism and stigma theory to explore the potential implications for racialized identity construction and the development of “criminalized subjectivity” among Black undergraduate students at a predominately white university in the Midwest. I use semistructured interviews to explore the implications of racial stigma and criminalization on micro-level identity construction and how understandings of these issues can change across space and over the course of one's life. Findings demonstrate that Black university students are keenly aware of this particular stigma and its consequences in increasingly complex ways from the time they are school-aged children. They were aware of this stigma as a social fact but did not internalize it as a true reflection of themselves; said internalization was thwarted through strong self-concept and racial socialization. This increasingly complex awareness is also informed by an intersectional lens for some interviewees. I argue not only that the concept of stigma must be explicitly placed within these larger systems but also that understanding and identity-building are both rooted in ever-evolving processes of interaction and meaning-making. This research contributes to scholarship that applies a critical lens to Goffmanian stigma rooted in Black sociology and criminology and from the perspectives of the stigmatized themselves.

This paper aims to investigate how producers of biodynamic and sustainable wine portray their brand identity online.

The study uses an inductive approach to qualitative content analysis of wine producers’ websites. The authors use a theoretical starting point based on the categorizations literature related to institutional scripts and identity projection.

Producers adopt identity templates similar to the provenance and glory templates established in extant research. They demonstrate templates of community, quality, spirituality and sustainability, but there is a break in the templates, and they adopt a pseudo-rationalist template, avoiding detailed descriptions of practices and underpinning philosophy, leaving any references to them opaque and ambiguous. This may be due to concerns over scientific skepticism or spiritual suspicion, or anticipation of a lack of consumer knowledge.

The geographical location of the sample poses limitations to the results of the study. However, the study provides an examination of the nuances of self-categorization as it relates to identity projection, prompting further investigation into its positive and negative potential.

Research on the connection between quality perceptions and experience and credence attributes suggests producers should do more to emphasize the philosophy underpinning biodynamics.

The study contributes to research on marketing for inherently sustainable producers who may suffer potential negative reactions in general and biodynamic wine producers in particular. This study provides nuance to the understanding of negative reactions to novel and innovative wine production practices.

Negative brand engagement represents a pervasive and persistent feature of interactivity in online contexts. Although existing research suggests that consumer negativity is potentially more impactful or detrimental to brands than its positive counterpart, few studies have examined negative brand-related cognitions, feelings and behaviours. Building on the concept of brand engagement, this study aims to operationalise negative online brand engagement.

This paper presents the results of nine studies that contributed to the development and validation of the proposed scale. Building on the concept of engagement, Studies 1–3 enhanced the construct conceptualisation and generated items. Study 4 involved validation with an academic expert panel. The process of measure operationalisation and validation with quantitative data was completed in Studies 5–8. Finally, the scale's nomological validity was assessed in Study 9.

The results confirm the multidimensional nature of negative online brand engagement. The validated instrument encompasses four dimensions (cognition, affection, online constructive behaviour and online destructive behaviour), captured by 17 items.

Progress in understanding and dealing with negative online brand engagement has been hampered by disagreements over conceptualisation and the absence of measures that capture the phenomenon. This work enhances managerial understanding of negativity fostering strategies that protect brand engagement and improve firm performance.

This study focuses on (re-)introducing computer simulation as a part of the research paradigm. Simulation is a widely applied research method in supply chain and operations management. However, leading journals, such as the International Journal of Operations and Production Management, have often been reluctant to accept simulation studies. This study provides guidelines on how to conduct simulation research that advances theory, is relevant, and matters.

This study pooled the viewpoints of the editorial team of the International Journal of Operations and Production Management and authors of simulation studies. The authors debated their views and outlined why simulation is important and what a compelling simulation should look like.

There is an increasing importance of considering uncertainty, an increasing interest in dynamic phenomena, such as the transient response(s) to disruptions, and an increasing need to consider complementary outcomes, such as sustainability, which many researchers believe can be tackled by big data and modern analytical tools. But building, elaborating, and testing theory by purposeful experimentation is the strength of computer simulation. The authors therefore argue that simulation should play an important role in supply chain and operations management research, but for this, it also has to evolve away from simply generating and analyzing data. Four types of simulation research with much promise are outlined: empirical grounded simulation, simulation that establishes causality, simulation that supplements machine learning, artificial intelligence and analytics and simulation for sensitive environments.

This study identifies reasons why simulation is important for understanding and responding to today's business and societal challenges, it provides some guidance on how to design good simulation studies in this context and it links simulation to empirical research and theory going beyond multimethod studies.

Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250 million students are not learning the basics, most of whom have spent at least four years in school, and this failure is coined the global learning crisis. This study aimed to examine educational quality management practices perceived by secondary school teachers.

Methods: The study employed a multilevel mixed-method design. Employing a simple random sampling technique, the researcher selected 251 teachers from 10 secondary schools in the research regions. He collected data through a researcher-designed questionnaire, school standards, and student achievement records from November 2018 to March 2019. He analyzed data from a questionnaire using frequency, percentage, mean, Pearson correlation, and exploratory factor analysis. The document review concerning quality management was analyzed using content analysis to triangulate the quantitative findings.

Results: At the school level, the study revealed the impracticality of laboratories. Besides, incompetent and unmotivated teachers and students ran the education business from the input side. At the same level, principals' management practices on staff development and encouraging parents to support their schools were low. The principals' management practices in the teaching-learning process were also undesirable at the classroom level. Overall, the study revealed incredibly insufficient input, process, and output management in the study context.

Conclusion: Hence, the study concluded that it is difficult to achieve the very objectives of producing creative, critical, and problem-solving individuals through this type of educational provision and its management. Due to this, it is not easy to achieve quality education for all goals.

The study’s aim was to design and test a leadership development approach using blended learning, to equip leaders for strengthening their own resilience and that of their teams.

A contextualised leadership development intervention was produced and evaluated following the principles of design-based research. Participants were from three organisations that work internationally to address the impact of economic disadvantage. Initial research used the behavioural event interview technique. Online assessment incorporated measures of situational judgement, emotion recognition and attributional style. Validity measures were multi-rater feedback (criterion), and NEO-PI 3 (construct). Individual feedback and a simulation-based peer workshop were followed by a four-to-six month period of experience-driven development and a final peer workshop for consolidating and evaluating learning outcomes.

The online assessment was a valid measure of leaders’ personal resilience resources and their resilience-building capability. Overall, the intervention improved participants’ understanding of, and engagement with, the processes of strengthening individual and collective (team) resilience.

The target sample size for the study was relatively small, to ensure it would be practical to replicate the approach when designing similar interventions for a senior leadership population in other contexts. Significant results provided robust evidence for the validity of the assessment approach. Findings for the workshops and experience-driven development phase were more tentative, but the value of the design iterations was clearly demonstrated.

The leadership development approach is suitable for application in other organisations, if similar principles are followed to produce and evaluate materials relevant to each broad sector context. Roll-out is cost-effective, with relatively few hours of blended or virtual delivery supporting experience-driven learning.

The impact leaders have on the wellbeing of those who report to them is well established, but less has been done to develop and formally evaluate practical, cost-effective interventions to improve this impact. The approach validated in this study can be applied more widely to benefit employee wellbeing as well as performance.

The study developed and evaluated a new approach to preparing leaders for the challenge of building team resilience, an aspect of leadership capability that has been given relatively little attention to date.

This paper aims to make sense of the social enterprise in a frame of social procurement and conceptualise it as a provider of public welfare based on bibliometric material. Comprehensively, it contributes to developments in social procurement, which has received limited attention.

Scoping literature from Web of Science and using bibliometric methods, the paper identifies and qualitatively explores the literary intersections between social enterprise and social procurement.

Of the 183 articles, four literary clusters are revealed illustrating scholarly intersections and a detailed exploration of social enterprise as a public provider. The alignment and themes of the clusters further indicate the application of, and role played by, social enterprise in social procurement. Collectively, they reveal the dominance of social enterprise in this dyadic relationship and a minor undertaking of research in social procurement.

This “sense-making” groundwork forms a foundational step in developing our understanding of procurements through social enterprises. Furthermore, a positioning and conceptualisation of social enterprise accredits their utility and applicability in delivering public benefits. In this way, the paper informs and supports scholarly and practice-based interest into social enterprises for the delivery of public services.

The paper presents the first bibliometric conceptualisation of social enterprise in relation to social procurement and offers detailed insights through the bibliometric clusters. Furthermore, the paper contributes to the underdeveloped social dimension of procurement and bridges the gap between two distinct fields of scholarship: public management and administration and social entrepreneurship.

International collaboration in higher education and research is considered crucial for economic growth and development. The policy pursued for international research collaboration depends on conditions in other geographical regions and countries, such as trade interests, conflicts, security, and pandemics, hence the term geopolitics. These conditions can be expected to have a major impact on how relationships and cooperation patterns develop. The handling of these issues is discussed in this chapter in the framework of the European policy context as well as through empirical examples regarding the dependence of international recruitment of researchers in two Scandinavian countries, Denmark and Norway. The chapter points to the possible barriers current geopolitical challenges may have for the realization of European as well as national policies for internationalization in higher education. Inequalities depending on gender, career stage, country of birth and other factors have intensified during the pandemic and academic autonomy and freedom of individual researchers and scientific communities are at stake due to a geopolitical situation, which entails increased control with knowledge transfer and research collaboration across national borders. These developments require more complex, targeted safeguarding and policies to protect collaboration in higher education and research.