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In madrasahs around the world, teaching and learning methods regarding the memorisation of the Qur’an follow the same notion of repetition and the need for embodiment, going beyond rote memorisation, to include a form of active learning. The process of memorisation for automaticity and inculcation of the Qur’an is seen when an individual can accurately recite the text in an illuminating way. This approach of repeatedly reciting, reading and writing Qur’anic texts is seen as an enduring method for achieving accuracy, fluency and automaticity. The purpose of this study is to extend the existing body of knowledge in the field by proposing that memorisation in the Islamic context is evident through embodied interactions in the spiritual and physical realm. Educational research on madrasahs is scarce, and the limited research that has been conducted focuses primarily on children’s madrasahs. This study is unique, in that its focus is British madrasahs for adults.

After conducting observations and interviews at three British adult madrasahs, a narrative analysis using a “holistic-form” approach to gain complete narratives of recitation, oral repetition and embodied learning in the Islamic context was performed. It was found that memorisation and the desire for embodied learning were an integral part of madrasah life and the foundation of the pedagogical approach and of students’ relationship with the teachers. This study concludes that the pedagogical approach used in the madrasahs reflects deep learning through an action-oriented methodology. This study’s fieldwork provides insights into the distinctiveness of the madrasah approach.

The study provides insights into the characteristics of the memorisation process as represented in the embodied actions of the learner. The results indicate that, in the future, the Islamic memorisation methodology must continue to support deep learning where rote memorisation is integral to an iterative process of practice.

The Islamic memorisation methodology needs to retain an approach that supports higher learning where rote memorisation is integral to an iterative process of practice and in this study, some, in achieving embodied learning. This in turn is instrumental in sustaining an Islamic epistemological perspective of the inseparable nature of knowledge and the sacred. This study provides some insights into the “heart” of the Islamic approach towards memorisation for embodiment that represents a complex process of individual renewal based on the notion of adab through an approach to deep learning.

This paper aims to build on work that has demonstrated the value of play or game-based learning environments and to further unpack how different kinds of play activities can support learning of academic concepts. To do so, this paper explores how students learn complex science concepts through collective embodied play by comparing two forms of play labeled as Inquiry Play and Game Play.

This study builds off of previous research that uses the Science Through Technology Enhanced Play (STEP) technology platform (Authors et al., 2015). STEP is a mixed reality platform that allows learners to playfully explore science phenomena, such as the rules of particle behavior in solid, liquid and gas, through collective embodied activity. A combination of interaction analysis and qualitative coding of teacher and student interactions are used to examine patterns in the learning processes during embodied play activities.

Both forms of play led to similar learning gains. However, Inquiry Play promoted more emergent, flexible modeling of underlying mechanisms while Game Play oriented students more towards “winning”.

By contrasting play environments, this paper provides new insights into how different features of play activities, as well as how teachers orient their students according to these different features, support students’ learning in collective activity. As a result, these findings can provide insights into the design of future play-based learning environments that are intended to support the learning of academic concepts.

Despite being an authentic carrier of various cultural practices, the human body is often underutilised to access the knowledge of human body. Digital inventions today have created new avenues to open up cultural data resources, yet mainly as apparatuses for well-annotated and object-based collections. Hence, there is a pressing need for empowering the representation of intangible expressions, particularly embodied knowledge within its cultural context. To address this issue, the authors propose to inspect the potential of machine learning methods to enhance archival knowledge interaction with intangible cultural heritage (ICH) materials.

This research adopts a novel approach by combining movement computing with knowledge-specific modelling to support retrieving through embodied cues, which is applied to a multimodal archive documenting the cultural heritage (CH) of Southern Chinese martial arts.

Through experimenting with a retrieval engine implemented using the Hong Kong Martial Arts Living Archive (HKMALA) datasets, this work validated the effectiveness of the developed approach in multimodal content retrieval and highlighted the potential for the multimodal's application in facilitating archival exploration and knowledge discoverability.

This work takes a knowledge-specific approach to invent an intelligent encoding approach through a deep-learning workflow. This article underlines that the convergence of algorithmic reckoning and content-centred design holds promise for transforming the paradigm of archival interaction, thereby augmenting knowledge transmission via more accessible CH materials.

It has been accepted that enhancing the satisfaction of employees, especially customer‐contact employees is important as they can significantly and positively influence customers' satisfaction. In order to improve satisfaction of customer contact employees – caddies in Chinese golf clubs, this paper explores the internal service quality of caddy managers' encounters with caddies from a dyadic perspective (the view of caddy managers and of caddies).

A qualitative multiple‐case study methodology was adopted; using critical incident interviews to collect the data. In order to make sense of the data, narrative analysis is used to interpret favourable and unfavourable stories that are related by participants and why the storytellers told the stories in such a way.

Nine dimensions were found to construct the internal service quality of caddy mangers in internal service encounters between caddies and caddy managers. They are reliability, responsiveness, assurance, empathy, communication, consideration, fairness, recognition and flexibility.

The outcome of this research can help the management team to better manage the internal service encounters between managers and caddies in order to improve caddies' satisfaction during service encounters. It can assist Chinese golf clubs in recruiting and training caddy managers.

This research extended the service quality framework to the Chinese golf industry. There have been no previous studies conducted in this sector.

This paper aims to explore the implications of applying a Bourdieusian meta-framework to business interaction and relationship building within networks. The motive is to advocate the use of Bourdieu’s work in its entirety rather than sub-optimal use of selected concepts in isolation.

The aim of this conceptual paper is to explore how a Bourdieusian framework benefits understanding of structure/agency relations as a mutually constituted duality within business networks. The concept of duality regard relationships as emergent from synergies between structure and agency made possible by the translational capacity of “habitus”. Habitus is, therefore, the main intersection, catalyst or chiasmus between structure and agency facilitating enacted, emergent properties of business relationships.

The Bourdieusian framework suggests that structures and practices are related by multiple dualities brokered by multiple knowledge forms. The main contribution that this triadic framework brings to debates on structure-agency relationships is mostly contained in the concept of “habitus”, which is identified as a translation vehicle provides critical brokerage between actors’ resource structures and activities. It is a key concept that helps us understand how structures and agentic behaviours are equally important and mutually constituting influences upon emergent properties of business interaction. For business marketing, this means that the habitus of actors’ schemas are both embodied and cognitive. Habitus acts as the main catalyst for emergent and diverse capital resources and a plural set of skills essential for effective practical activities.

The research focus of a Bourdieusian framework is upon investigating a triadic understanding of concepts of habitus, field and practice as elements of a “pan-relational” or mutually constituted amalgam facilitated by a corresponding triadic relationship between three types of knowledge; namely, “illusio”, “phrónesis” and “poíesis”.

By adopting a Bourdieusian framework, this paper can regard the practical development of durable business relationships as involving interactions that adequately co-ordinate the different habitus, sub-fields and practices of parties as shared. The implication is that the practitioner needs to be equally competent in their use of “illusio”, “phrónesis” and “poíesis” as different knowledge forms whose sum is greater than its parts.

The approach reveals that habitus emphasizes that structures are never entirely conscious and calculated schemas as they contain unconscious, embodied habits fuelled by tacit, cultural knowledge infused with symbolism, mythologies and rituals, which are communicated mostly indirectly through analogical reasoning, narrative, heuristics and embodied gestures.

Drawing upon ideas of holistic systems in conjunction with practice and complexity theories, the purpose of this paper is to provide a reflective examination of sensemaking within business networks.

This is a conceptual paper that uses a meteorological metaphor to figuratively describe sensemaking within business-to-business relationships. To address this, the authors explore holonic sensemaking practices at a local, micro-level.

The weather metaphor emphasizes that local and general conditions, although qualitatively different, are mutually constituted. Consequently, local conditions must be taken seriously as they are the crucible of experience where sense is made in the moment and in particular spaces involving specific people. The suggestion is that any failure to account for these “emic” conditions is partial and flawed. The authors propose that an emphasis upon general conditions and nomothetic theories centered on cognitive generalizations has confined sensemaking theorizing. In particular, local sensemaking realities, which are characterized by embodied, communicative and cognitive practices, has been somewhat overlooked.

The main implication is that there should be greater attention to process constituted by an equal focus on sub-processes of embodied sensing and semiotic sub-processes of talking sense, along with the already strong emphasis upon cognitive sensemaking but with greater attention to local activities. As processes of embodied perception, discourse within atmosemiospheres and cognitive sensemaking are qualitatively different, the authors argue for methodological diversity which should enable investigation of these inter-animating sub-processes more comprehensively and with greater equanimity.

In industrial marketing and purchasing (IMP) terms, this means placing the spotlight on the activities component in the actor-resources-activities model. The implication is that there is a need to educate networkers in improvization and bricolaged use of their bodies, communication and minds for concrete, local and practical contexts and ease off on theorizing.

The authors explore the consequences of examining embodied and communicative sensemaking’ influences at micro-level mean, followed by an examination of how sensemaking within the IMP tradition has predominantly focused upon macro-level cognition in contrast to sensemaking more broadly, which has incorporated micro-level sensemaking including embodied, communicative influences alongside cognitive effects. The authors conclude with exploring the implications of a meteorological metaphor for research and practice.

This paper aims to explore the topic of embodiment as a gap in meaning-making within the literature on business relationships in IMP and business marketing academic discourse. Referring to the theories of embodiment, the authors question the dominant worldview of Cartesian dualism which marginalizes the influence of the body in meaning-making and explore relevant implications of an embodiment agenda for research and practice. The aim is to demonstrate that embodiment has a vitally important influence in the construction of meanings.

The paper provides a review of theoretical and empirical literature on embodied cognition and theories of embodiment to construct a cooking metaphor as an analogical vehicle for exploring meanings within business relationships.

The authors use a cooking metaphor to explore how meaning is created in human interaction. Body and mind blended together produce meaning through the catalyst of discourse and semiotics. Cognition is described as a mixture of rational and non-rational processes involving blended elements of embodied perceptions and psychological ideas stirred and heated in a semiotic “sauce” of discourse (language, communication, information, power/knowledge).

The contribution of the paper is in proposing that both body and mind influence the creation of meanings in business relationships blended through the mediation of language and discourse. The authors aim to advance a “practice” and “linguistic” turn in the business marketing discourse by proposing that embodied, discursive and cognitive processes are more effectively conceived as blended influences.

The consumer acculturation literature argues that reconstituting familiar embodied practices from the culture of origin leads to a comforting sense of home for consumers who move from one cultural context to another. This paper aims to extend this thesis by examining further dimensions in migrant consumers’ experiences of home culture consumption.

This paper analyses data gathered through multi-modal depth interviews with Southeast Asian skilled migrants in New Zealand through the conceptual lens of embodiment.

Building on Dion et al.’s (2011) framework of ethnic embodiment, the analysis uncovers home culture consumption as multi-layered experiences of anchoring, de-stabilisation and estrangement, characterised by convergence and divergence between the embodied dimensions of being-in-the-world, being-in-the-world with others and remembering being-in-the-world.

This paper underscores home culture consumption in migration as an ambivalent embodied experience. Further research should investigate how other types of acculturating consumers experience and negotiate the changing meanings of home.

Marketers in migrant-receiving and migrant-sending cultural contexts should be sensitised to disjunctures in migrants’ embodied experience of consuming home and their role in heightening or mitigating these disjunctures.

This paper helps contribute to consumer acculturation theory in two ways. First, the authors show how migrants experience not only comfort and connection but also displacement, in practices of home culture consumption. Second, the authors show how migrant communities do not only encourage cultural maintenance and gatekeeping but also contribute to cultural identity de-stabilisation.

This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..

Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.

The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.

This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.