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This chapter on anti-racism struggles applies an anti-racist activist framing, both critically examining and recognising the milestones achieved through centuries of pro-justice and anti-racism struggles. It delves into the arduous journey that the global fight for racial equity has undergone and highlights the significant progress as well as setbacks experienced during this lengthy struggle. The earliest history of the fight against racial oppression and domination goes back to anti-slavery and anti-colonial movements. Scholars have analysed the emergence, development and state of global anti-racism struggles in a variety of ways. I approach this subject from a sociological perspective, highlighting the role of social structures, groups and institutions that have contributed to shaping the outcomes of anti-racist initiatives. While recognising the role of individuals and leading political activists, this chapter emphasises anti-racism as a collective social justice struggle. To do this, I explore various local and global anti-racism endeavours and examine how they may influence discussions on race, racism and racial equity and their evolving trajectories across different societies.

Political Science in the United States has focused too much on variable-oriented, quantitative methods and thus lost its ability to ask “big questions.” Stein Rokkan (d. 1979) was an eminent comparativist who asked big questions and provided such qualitative tools as conceptual maps, grids, and clustered comparisons. Ibn Khaldun (d. 1406), arguably the first social scientist, also asked big questions and provided a universal explanation about the dialectical relationship between nomads and sedentary people. This article analyzes to what extent Ibn Khaldun's concepts of asabiyya and sedentary culture help understand the rise and fall of the Muslim civilization. It also explores my alternative, class-based perspective in Islam, Authoritarianism, and Underdevelopment. Moreover, the article explores how Rokkan's analysis of cultural, geographical, economic, and religio-political variations within Western European states can provide insights to the examination of such variations in the Muslim world.

This study aims to develop and test an integrative model that examines the effects of customization and perceived employee authenticity on customer delight, which in turn influences customers’ willingness to recommend (WTR) and willingness to pay a premium (WTPP) as outcomes in a hotel context. The moderating role of online review valence in this process is also examined.

This study adopts a 2 (customization: low vs high) × 2 (perceived employee authenticity: low vs high) × 2 (online review valence: negative vs positive) experimental design. A total of 409 US consumers were recruited and randomly assigned to a hotel check-in scenario. Partial least squares structural equation modeling was used to test the hypothesized relationships.

Findings confirmed the role of customer delight in mediating customization and employee authenticity on WTR and WTPP. In addition, perceived employee authenticity was a stronger driver of customer delight for consumers exposed to negative online reviews than for those exposed to positive reviews.

The findings provide useful guidance in designing efficient service strategies for generating a delightful customer experience. Hotel practitioners should provide customized services and manage employees in a way that helps them deliver authentic services that achieve customer delight. Understanding that customer expectations formed through online reviews play a significant role in service evaluations, hotel managers make an extra effort to monitor online reviews and manage customer expectations.

Although existing research suggests that customer delight plays an important role in positive consumer outcomes, there is still potential space to explore the theoretical mediational mechanisms underlying this effect and the moderating effect on this relationship between customer delight and consumer responses. This study contributes by testing the moderating impact of online review valence and the mediating impact of customer delight.

The use of augmented reality (AR) and experiential learning go hand in hand. Although AR learning opportunities have been well discussed, there is limited empirical research on the use of AR within higher education settings. Drawing from the uses and gratifications theory (U&GT), this study aims to explore the use of AR for learning satisfaction and student engagement, while also examining differences in learning styles.

This study used experiments with higher education students in the UK to explore the use of AR as part of the learning experience. Data from 173 students who experienced AR as part of their learning experience were analysed using partial least square analysis.

The authors found that hedonic, utilitarian, sensual and modality gratifications influence AR learning satisfaction and student engagement. Furthermore, the authors found differences between active and passive learners with regards to utilitarian (information seeking, personalisation) and sensual gratifications (immersion, presence) and effects on learning satisfaction.

This study developed and validated a U&GT framework incorporating different learning styles rooted in Kolb’s learning cycle. Findings provide important implications for the use of commercial AR applications as part of the learning experience within higher education settings.