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This study aims to investigate how the effectiveness of luxury advertising can be improved by matching the emotional (promotion pride vs prevention pride) and luxury value (authenticity vs exclusivity) appeals within advertising messages.

Three experiments were conducted. Studies 1A and 1B establish the influence of incidental emotions and regulatory focus on consumer preferences for divergent luxury value appeals (exclusivity vs authenticity) within advertisements. Study 2 shows the match-up effects of congruent emotional and luxury value appeals on advertising effectiveness.

The authors offer causal evidence that promotion pride increases the preference for exclusivity appeals, whereas prevention pride increases the preference for authenticity appeals in luxury advertising.

The study offers a novel perspective into the ways consumers evaluate different value appeals in luxury advertising and establishes the important role played by emotions within such evaluations.

Marketers of luxury products can increase the effectiveness of their advertising campaigns by considering the fit between emotional and luxury value appeals. Specifically, the authors show that the congruent matching of promotion pride with exclusivity appeals and of prevention pride with authenticity appeals within advertising messages can elicit more favorable consumer responses.

The study is the first to illustrate novel “match-up” effects: it shows when and how different luxury value appeals (exclusivity vs authenticity) and emotions (promotion pride vs prevention pride) influence the effectiveness of luxury advertising.

This study explores the impact of difficult coworkers on employees' turnover intention. Additionally, this study investigates the roles of employees' attitude toward difficult coworkers, perceived organizational support and affective commitment in the relationship between difficult coworkers and turnover intention.

Based on the stimulus-organism-response theory, a theoretical model was established that linked difficult coworkers to employees' attitude toward the, then to turnover intention directly and indirectly through perceived organizational support and affective commitment. The model was validated using responses from 343 Chinese employees in Macao's banking industry.

Results of the partial least squares-structural equation modeling (PLS-SEM) showed that difficult coworkers significantly influenced employees' attitude toward them. Employees' attitude toward difficult coworkers had a small and significant effect on turnover intention while perceived organizational support and affective commitment mediated the relationship between attitude toward difficult coworkers and turnover intention.

The study is the first empirical study to employ the stimulus-organism-response theory to characterize the impact of difficult coworkers on turnover intention. Fortunately, perceived organizational support and affective commitment were able to lessen the impact of difficult coworkers on turnover intention.

Drawing on paradox theory, this study explores how ambidextrous sustainability relates to organisational performance in hybrid organisations represented by Swedish municipal housing corporations, and how this relationship is contingent on the organisational structure of these organisations.

The study relies on the data collected from Swedish municipal housing corporations. These data sources consist of a survey sent to the management team members in Swedish municipal housing corporations, financial and non-financial archival data on these corporations, interviews with the management team and board members, and observations of meetings involving the management team and board of directors at a Swedish municipal housing corporation. Quantitative data of the study were analysed using descriptive statistics, correlation analysis and linear multiple regression analysis. Qualitative data were analysed employing deductive thematic analysis and were used to illustrate and discuss the results of the quantitative analysis.

The quantitative findings show that ambidextrous sustainability, i.e. the alignment between an explorative orientation and an exploitative orientation towards sustainability, has a weakly positive relationship with financial performance and a positive relationship with social performance in hybrid organisations represented by Swedish municipal housing corporations. The study further shows that a high level of the structural element “connectedness” weakened the relationship between the ambidextrous sustainability and financial performance of the organisation in the study. In contrast, a lower level of connectedness reinforced and strengthened this relationship. Our qualitative material illustrates how the quantitative findings could be explained by the interaction between the board of directors and the management team of these hybrid organisations.

The study shows how ambidextrous sustainability, employed for conceptualisation of the sustainability strategy in hybrid organisations, represented by Swedish municipal housing corporations, can impact on facets of performance (i.e. financial, social and environmental) differently. The study further highlights the importance of organisational structures in these relationships in a hybrid context.

This paper aims to present a review of case studies on the use of learning analytics in Science, Technology, Engineering, (Arts), and Mathematics (or STE[A]M) education. It covers the features and trends of learning analytics practices as revealed in case studies.

A total of 34 case studies published from 2013 to 2018 reporting relevant learning analytics practices were collected from Scopus and Google Scholar for analysis. The features and trends of practices were identified through a comparison of the first (2013–2015) and the second period (2016–2018).

The results showed an increasing adoption of learning analytics in STE(A)M education, particularly in the USA and European countries and at the tertiary level. More specific types of data have been collected for the learning analytics practices, and the data related to students’ learning processes has also been more frequently used. The types of STE(A)M learning practices have become more diversified, with technology enhancement features increasingly introduced. The outcomes of the case studies reflect the overall benefits of learning analytics and address the specific needs of STE(A)M education. There have also been fewer types of limitations encountered in the learning analytics practices over the years, with unknown correlation among variables, small sample size and limited data being the major types.

This study reveals the implementation of learning analytics in relation to the contexts and needs of STE(A)M education. The findings also suggest future work for examining the adoption of learning analytics to cope with the development of STE(A)M and, in particular, how the successful experience of learning analytics in other disciplines could be transferred to STE(A)M.

The purpose of this paper is to evaluate the implementation of mobile learning in a nursing course at The Open University of Hong Kong, and identify the potentials of, and constraints on, introducing mobile technologies in the instructional design of nursing education. The paper also considers the pedagogical implications of the expansion of mobile learning in the field of nursing.

The research adopts a qualitative approach to obtain the students’ and teacher’s experiences, opinions, and expectations on mobile learning. Two focus groups with 20 student participants were conducted and an in-depth interview with the course teacher was arranged. The Framework for the Rational Analysis of Mobile Education (FRAME) model was used as the research framework to support data collection and analysis.

The aspects of device usability, interaction learning, and social technology as suggested in the FRAME model were partly fulfilled in the study. Mobile technology enhanced the portability and accessibility of learning information, and networking tools facilitated interaction among students and between students and the teacher. However, the readability of text was limited due to constraints on the user interface and screen size, and concerns over the reliability of learning content were also raised, given the abundance of unfiltered online information. The difficulty in updating the content of multimedia materials and sourcing videos of an appropriate level, together with the problem of device networking, also limited the usefulness of mobile learning. Attention should also be paid to the perceptual differences between students and the teacher on the nature and functions of mobile learning.

This empirical study provides a detailed evaluation of the delivery of mobile learning in a nursing course. The findings reveal the strengths and limitations of using mobile technologies to support the nursing education.

This paper aims to present a comprehensive overview of the patterns and trends of publications on artificial intelligence (AI) in personalised learning. It addresses the need to investigate the intellectual structure and development of this area in view of the growing amount of related research and practices.

A bibliometric analysis was conducted to cover publications on AI in personalised learning published from 2000 to 2022, including a total of 1,005 publications collected from the Web of Science and Scopus. The patterns and trends in terms of sources of publications, intellectual structure and major topics were analysed.

Research on AI in personalised learning has been widely published in various sources. The intellectual bases of related work were mostly on studies on the application of AI technologies in education and personalised learning. The relevant research covered mainly AI technologies and techniques, as well as the design and development of AI systems to support personalised learning. The emerging topics have addressed areas such as big data, learning analytics and deep learning.

This study depicted the research hotspots of personalisation in learning with the support of AI and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and the need for future work on diverse means to support personalised learning with AI, the pedagogical issues, as well as teachers’ roles and teaching strategies.

This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed.

This study surveyed a total of 123 language MOOCs from the major MOOC platforms. The pedagogical features shown in these courses were identified and categorised according to the types of course materials and learning activities as well as the participation of learners and instructors.

English was the most common language taught in the courses. Over 80% of the courses took not more than six hours to complete. Most of these courses followed the typical approach of xMOOC delivery, with video watching, reading and auto-graded assessment being the most common learning activities. Less than half of the courses included discussion as part of learning, and instructors were involved in less than 30% of the discussion.

The findings show that, despite the technological advances in course delivery, current language MOOCs do not differ substantially from conventional distance language learning. Yet, the utilisation of computer-assisted language learning technology and the massive student base of MOOCs for creating a virtual social community are opportunities for developing learners' language proficiency on this learning environment.

America’s patent rate (per 100,000 population) rose steeply to 34 from 1820‐1885, hovered between 28‐36 for the next 40 years then started its plunge to the present 18. This article examines the numerous possible causes often found in the literature ‐ expenditures on R&D, poor patent protection, high fees and pendency delays, decline in education in sciences and engineering, etc. While there is some evidence to support each of these, none is as important as the decline in our immigrants from Europe. Projections of possible improvements in our creativity and innovation in sciences and technology are bound in the characteristics of our present and future immigrant streams, and these are not expected to replace the role played by our previous immigrant streams.