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This commentary argues that social marketing and the application of behavioural sciences to policy constitute two converging paths towards better policies. It highlights points of convergence and divergence between both disciplines and the potential benefits of further embedding social marketing principles and methods within the recent trend of applying behavioural sciences to policy.

The commentary relies on a review of the behavioural sciences and social marketing literatures and on an analysis of institutional reports reviewing cases of behaviourally informed policies.

Behavioural sciences are increasingly informing policies to promote societal well-being. Social marketing has seldom been explicitly considered as being part of this phenomenon, although it is de facto. Both disciplines share similar end-goals, inform similar policy applications and are rooted in behavioural analysis. They diverge in their theoretical frameworks, their relative emphasis on behaviour change and the span of interventions they generate. Several benefits of embedding social marketing principles and methods within the current way of applying behavioural sciences to policy are identified.

Scholars applying behavioural sciences to policy are encouraged, when appropriate, to use the insights and methods from social marketing. Social marketing can engage in a dialogue with behavioural sciences to explore how to pilot the convergence of both approaches in practice.

The novelty of this contribution lies in providing the first comparison of the application of behavioural sciences to policy with social marketing, and in using the policy-making cycle framework to map the contributions and complementarities of both disciplines.

Sports marketing and sponsorship research is located at the intersection of behavioral and design research, which means that it analyzes the current world and shapes a future world. This dual focus poses challenges for formulating and testing theories of sports marketing.

This article develops criteria for categorizing theoretical concepts as either behavioral or formed as different ways of expressing ideas of sports marketing research. It emphasizes the need for clear concept categorization for proper operationalization and applies these criteria to selected theoretical concepts of sports marketing and sponsorship research.

The study defines three criteria to categorize theoretical concepts, namely (1) the guiding idea of research, (2) the role of observed variables, and (3) the relationship among observed variables. Applying these criteria to concepts of sports marketing research manifests the relevance of categorizing theoretical concepts as either behavioral or formed to operationalize concepts correctly.

This study is the first in sports marketing to clearly categorize theoretical concepts as either behavioral or formed, and to formulate guidelines on how to differentiate behavioral concepts from formed concepts.

Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread failures, there is considerable reason for hope that effective, meaningful DEI efforts can be developed. One approach in particular, the bias habit-breaking training, has 15 years of experimental evidence demonstrating its widespread effectiveness and efficacy.

This article discusses bias, diversity, equity, and inclusion (DEI) efforts from the author’s perspective as a scientist–practitioner – the author draws primarily on the scientific literature, but also integrates insights from practical experiences working in DEI. The author provides a roadmap for adapting effective, evidence-based approaches from other disciplines (e.g. cognitive-behavioral therapy) into the DEI context and review evidence related to the bias habit-breaking training, as one prominent demonstration of a scientifically-validated approach that effects lasting, meaningful improvements on DEI issues within both individuals and institutions.

DEI trainings fail due to widespread adoption of the information deficit model, which is well-known as a highly ineffective approach. Empowerment-based approaches, in contrast, are highly promising for making meaningful, lasting changes in the DEI realm. Evidence indicates that the bias habit-breaking training is effective at empowering individuals as agents of change to reduce bias, create inclusion, and promote equity, both within themselves and the social contexts they inhabit.

In contrast to the considerable despair and pessimism around DEI efforts, the present analysis provides hope and optimism, and an empirically-validated path forward, to develop and test DEI approaches that empower individuals as agents of change.

As technology in tourism and hospitality (TTH) develops technical artifacts according to visitors’ demands, it must deal with both behavioral and design constructs in the context of structural equation modeling (SEM). While behavioral constructs are typically modeled as common factors, the study at hand introduces the composite into TTH to model artifacts. To deal with both kinds of constructs, this paper aims to exploit partial least squares path modeling (PLS-PM) as a confirmatory approach to estimate models containing common factors and composites.

The study at hand presents PLS-PM in its current form, i.e. as a full-fledged approach for confirmatory purposes. By introducing the composite to model artifacts, TTH scholars can use PLS-PM to answer research questions of the type “Is artifact xyz useful?”, contributing to a further understanding of TTH. To demonstrate the composite model, an empirical example is used.

PLS-PM is a promising approach when the model contains both common factors and composites. By applying the test for overall model fit, empirical evidence can be obtained for latent variables and artifacts. In doing so, researchers can statistically test whether a developed artifact is useful.

To the best of the authors’ knowledge, this is the first study to discuss the practical application of composite and common factor models in TTH research. Besides introducing the composite to model artifacts, the study at hand also guides scholars in the assessment of PLS-PM results.

因为旅游酒店科技（TTH）根据游客需求而定制科技产品, TTH必须在结构方程模型（SEM）下结合游客行为和设计等变量。一般行为变量在模型中是常见因子, 本研究将这些变量编入TTH结构成为模块。本研究采用PLS-PM方法来预估含有隐性变量和模块的模型。.

本研究设计PLS-PM模式, 即确定性全变量方法。TTH学者们通过引进结构形成模型模块, 使用PLS-PM研究方法, 以回答研究问题“模块xyz有用吗？”, 因此对TTH进一步理解。为了展示复合模型, 本论文采用实际验证。.

PLS-PM在面对模块内存在常见因子和复合模块的结构时是有力方法。实际验证结果通过整体最佳模型参数, 得到隐性变量和模块。为此, 研究者们能够在统计方法上测量是否开发的模型模块是否有用。.

据作者所知, 本论文是首个研究在TTH领域上应用模块和常见因子模型。本研究引进显性变量在模型模块中, 以指导学者评估PLS-PM结果报告。.

The purpose of this paper is to assess the appropriateness of equal weights estimation (sumscores) and the application of the composite equivalence index (CEI) vis-à-vis differentiated indicator weights produced by partial least squares structural equation modeling (PLS-SEM).

The authors rely on prior literature as well as empirical illustrations and a simulation study to assess the efficacy of equal weights estimation and the CEI.

The results show that the CEI lacks discriminatory power, and its use can lead to major differences in structural model estimates, conceals measurement model issues and almost always leads to inferior out-of-sample predictive accuracy compared to differentiated weights produced by PLS-SEM.

In light of its manifold conceptual and empirical limitations, the authors advise against the use of the CEI. Its adoption and the routine use of equal weights estimation could adversely affect the validity of measurement and structural model results and understate structural model predictive accuracy. Although this study shows that the CEI is an unsuitable metric to decide between equal weights and differentiated weights, it does not propose another means for such a comparison.

The results suggest that researchers and practitioners should prefer differentiated indicator weights such as those produced by PLS-SEM over equal weights.

To the best of the authors’ knowledge, this study is the first to provide a comprehensive assessment of the CEI’s usefulness. The results provide guidance for researchers considering using equal indicator weights instead of PLS-SEM-based weighted indicators.

Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities.

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.