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The purpose of this study is to explore the role played by digital channel integration in the town-centre shopping experience. It also explores how customers perceive the role of digital in the town-centres shopping journeys, improves shopping experiences and encourages positive future patronage behaviour. Ultimately, the aim is to identify the likely implications of a connected shopping experience on patronage intentions.

A qualitative research design using focus groups to explore customers' perceptions of connected town-centre shopping experiences was deployed. Then, data were analysed using thematic analysis to identify overarching themes.

Digital integration has the potential to serve discreetly different functions in the town-centre context: create interconnected information channels, facilitate improved connected shopping experiences, generate positive perceptions of a town, which subsequently shape future patronage intentions. The study also revealed expectations of digital integration are yet to be fully realised in the town-centre context and there are tensions between physical and digital domains to be overcome if digital integration is to positively influence patronage intentions.

The nature of exploratory research tends to pose questions and open out a problem rather than provide definitive answers. This study has sought to highlight key issues and also provide points of departure for future studies. The significance and generalisability of the results are limited by the size and nature of the sample.

This study provides theoretical contribution to the town-centre literature by expanding the understanding of consumers' perceptions of the role of digital integration in shopping journey experiences and unlocks insights into its potential impact on future patronage intentions. Practical considerations for integrating digital in the town centre to create more connected shopping experiences.

Digitalization is revolutionizing the retail sector as today's consumers prefer a seamlessly integrated, fluid and irritation-free shopping experience enhanced with artificial intelligence (AI)-powered technologies. Literature highlights gaps in the understanding of the shopping experience in an omnichannel context, involving aesthetic, cognitive and affective experience dimensions. This research highlights the direct effects and the mechanism triggered in the presence of such device.

A sample of 259 consumers was interviewed at the point of sale. Data have been collected after a shopping experience in two concept stores belonging to the same fashion brand: (1) not equipped with AI-powered technology and (2) equipped with these tools. The measurement scales were validated through ANCOVA analysis and causal relationship analysis with structural equation modeling.

The results show that the presence of an in-store AI-powered technologies in a connected store generates a higher aesthetic reaction when visiting the store, a higher absorption when shopping through the flow and a higher intent to purchase. The authors further investigate the underlying mechanism triggered by the presence of this technology, which enables the authors to outline their consequences regarding purchase intention.

The study, conducted within an actual connected store in France, explores the impact of AI technology in connected retail environments on consumer responses. It is an early research in this field, shedding light on a rarely explored area. The authors’ research addresses a significant gap, providing insights into AI-driven retail experiences.

The purpose of this paper is to explore how preservice teacher’s beliefs change over time in a literacy methods elementary licensure course that encourages critical literacy and connects learning. The authors were interested in the interplay among identity, agency and structure within this process and how this connected with other literature on teacher beliefs and technology use.

Utilizing data from a larger ethnographic study and mediated discourse analysis (Scollon and Scollon, 2004), this paper follows preservice teacher’s use of digital tools and beliefs about using digital tools in the classroom over a semester-long hybrid course.

Findings show changes in preservice teacher’s beliefs about technology use, interest-driven learning and her own agency. These changes were influenced by the framework of the course and course practices.

This research study offers practical ways to support preservice teachers’ implementation of digital tools with an emphasis on equity. Ultimately, preservice teachers’ experience shapes the opportunities students have with digital tools in schools.

Recognizing the competing discourses and pressures preservice teachers’ experience, the results of this study offer tools to support preservice teachers’ agency through the implementation of connected learning principles and critical literacy theories in preservice education courses, leading to the potential to expand equity in school settings.

While there is research around connected learning in classrooms, there is limited research on a connected learning framework in preservice education programs. Additionally, this paper brings a new perspective on how pairing an emphasis of equity to a connected learning framework supports teachers’ implementation of digital tools.

How can strategists and their companies learn to survive and thrive in this new “connected customer” competitive environment? This is the question that Nicholaj Siggelkow and Christian Terwiesch set out to address in their latest book, Connected Strategy: Building Continuous Customer Relationships for Competitive Advantage.

A guide to building better business models in a new “connected customer” competitive environment.

The key promise is that a connected strategy can allow a firm to increase the customer’s happiness – or ‘willingness to pay’ – while at the same time reducing the cost of creating this better experience. The efficiency frontier is the graphical representation of the trade-off between ‘willingness to pay’ and fulfillment cost.

Instead of selling a product, firms can sell an outcome by creating a pay-for-performance network.

The biggest potential of connected strategies is to be able to move up the hierarchy of needs of a customer. By learning more about a particular customer a firm is able to personalize the offering and create a better fit between the needs of a customer and the available product/service.

This paper hypothesizes that a system of accounting underpinned by attributions of harm has the capacity, more than conventional accounting, to elicit empathic concern among managers, by becoming the mediating link between organisational responsibility and concern for the “other”.

The literature-inspired reflections presented in this paper stem from the theoretical perspective of care-ethics supported by the notions of empathy and proximity to highlight how the propensity to empathise is mediated by attributions of harm and responsibility.

The proposed “new” accounting, coined “connected accounting” is proposed because of its potential to make visible the neglected and marginalised segments of society that presently lie hidden in conventional accounting. Accounting for the effects of organisational practice on people and society is expected to strengthen the care-ethic relationship between key actors – managers, accountants and stakeholders.

The paper is limited by the assumptions that underpin the conceptualised notion of “Connected Accounting”.

This essay introduces to the accounting ethics literature the role of emotion and empathic care in accounting, including sociological aspects of accounting reflecting the ongoing quest for understanding the processes and consequences of accounting as a social practice.

Open online courses have expanded opportunities for people to learn remotely. However, few online experiences offer participants ways to create projects and actively engage with course materials while developing meaningful personal connections with one another. The purpose of this paper is to share strategies implemented in a large online course and community, Learning Creative Learning (LCL), to foster a creative, connected community of learners, particularly important at a time when many people are isolated in their homes.

LCL is a free, open, online, six-week course and ongoing community for educators and others who are interested in exploring the ideas and practices of creative learning. This paper describes the course design and highlights effective strategies for cultivating a course community, including making activities personal; creating opportunities to connect, share and reflect; engaging participants as facilitators; and supporting a global, multilingual community of learners.

The authors discuss how these strategies have engaged participants in connecting and contributing to the growing course community, providing examples from observations and feedback of course participants.

Supporting a connected community of learners is particularly relevant in current times of isolation and remote learning. This paper illustrates and discusses strategies to design online learning experiences where participants can connect, create, collaborate and contribute to community building themselves.

This paper aims to demonstrate the rationale for connecting enterprise education with employability and career development in the design of curricula and learning experiences within UK higher education.

The paper reflects on the experiences of practitioners, including the author, in embedding enterprise education and in seeking to develop a holistic approach which connects enterprise and employability through personal and career development.

The article presents “connected” models of individual learning and of the institutional integration of enterprise, personal and career development. These are located within a critique of existing approaches to graduate employability, including examples of innovative practices.

The article builds on the early experiences of connecting graduate enterprise and employability in the UK and proposes that further research is required as the field develops in experience and complexity.

The article provides models, strategies and examples of effective practices for embedding enterprise and employability in higher education.

The article is innovative at a conceptual level in arguing for a “connected” and holistic approach to employability and enterprise development for students and graduates.

This paper considers the phenomenon of “opting out” from an intersectional lens, bringing in hitherto undertheorized dimensions of gender, race and power into the conversation related to why and how some women of color may make the “choice” to leave an organization.

Through a single case study approach, our research elucidates how identity-connected experiences unconnected to work/life balance constraints and tensions caused one immigrant woman of color to leave the workplace. We expand upon the current use of intersectionality in management and organization studies by applying it as a lens to bring into consideration power relations in organizations and structural inequality as the context for understanding why and how some women of color may leave their places of employment.

Based on our in-depth case study, we demonstrate that microaggressions, power relations, and structural inequities contribute to some women of color opting out.

This paper is of value to scholars interested in intersectionality framework applications.

The author explains how networked interaction, propelled by the internet and the forces of digitalization, ubiquitous connectivity, globalization and social media has become the new locus for creating value. And how that networked interaction is accelerating the shift of value creation towards the experiences of individuals who want to define choices in a manner that reflects their view of value and their own expressions of personalization. 10;

The article explains that every enterprise is now faced with the challenge of learning how to create valuable impacts of experienced outcomes through smarter, connected offerings and the networked interactions of individuals.

Instead of having fixed economic value, offerings are increasingly a means for the dynamic creation of experience value through ongoing and new types of networked interactions.

Rather than simply elevating the user experience of a good or service, the co-created experience itself becomes the product.

The Starbucks and Burberry examples suggest how offerings are being enhanced by interactive technologies that open up new sources and avenues of experience value creation. The article explains how any enterprise can now adopt a strategy of ‘capabilities as a service’ by innovating its own ecosystems of customer and stakeholder experiences.