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This study aims to understand how retailscape of pop-up stores could influence young Chinese tourists’ emotional response and their subsequent shopping intention in the context of luxury retailing.

A quantitative approach was chosen. Building on the theoretical framework of the stimulus–organism–response (S–O–R) theory, a pop-up store retailscape behavior model was developed to explore the effect of retailscape on young Chinese tourists’ emotional response and patronage intention in a luxury retail setting. In total, 226 structured questionnaires were collected onsite.

The multiple regression analysis reveals that a luxury pop-up store’s retailscape has a positive influence on young Chinese tourists’ emotional response, but it only has a partial influence on their patronage intention. In addition, the result suggests that young Chinese tourists’ emotional response positively influences their patronage intention in luxury pop-up stores.

The study reveals how retailscape influences behavior among the younger generation, and the results provide important references for the luxury retailers in future design and management of pop-up stores so as to attract and retain the interest of the younger generation.

This study puts retailscape effect under scrutiny in the context of luxury pop-up stores which attract young Chinese tourists, who are regarded as one of the major patrons supporting exclusive retail brands in the world. The stimuli element in the S–O–R model is, thus, reexamined in the context of luxury pop-up stores.

This paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century.

The paper presents a case study of the establishment of Rosbercon Girls’ Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible.

Rosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature.

This paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls’ Grammar School, an institution that previous authors have identified as Australia’s oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.