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This paper adopts a photo-essay approach in examining the Austerity Project within the Republic of Ireland, and considers the intersection between consumer culture and the austerity visuals we experience daily.

A visual, photo-essay method is adopted. Visual images taken in urban and rural parts of Ireland – under the key themes of ghost housing estates, failed commercial property developments, failed business, and art representations are explored.

The visual representations and subsequent consumption activities of the authors illustrate how austerity has become a complex act of production and consumption, and the authors consider how these various representations play a role in creating austerity as a state of mind amongst consumers, and the subsequent impact this has on consumption practices, consumer experiences, ideals and identities.

This paper adopts an under-represented research methodology (a photo-essay) to explore the Austerity Project and its intersections with consumer culture.

The purpose of this paper is to explore the experiences of visitors using the strategic experiential modules (SEMs).

In this study, the authors analysed a total of 37 essays written by University of Malaya students who visited the attraction on 23 November 2013. The aim is to explore what constitutes the elements within the SEMs, pertaining to the students’ visit. The results are potentially useful for future Zoo Negara marketing communication initiatives, as well as for the management to remedy the shortfalls which have hindered Zoo Negara from operating as a self-sustaining attraction.

The results confirmed the applicability of all five dimensions of the modules, which include both positive and negative elements. Of the five dimensions, THINK and SENSE were the most frequently expressed.

Though this study offers no theoretical contribution, it does demonstrate the applicability of the Schmitt theory on SEMs and the usefulness of such an application from the managerial perspective.

Diagrams are ubiquitous in economics and are uncontestably among the most used, if not the most important workhorses of economists, though they come in many forms. This essay examines the different uses of graphs and diagrams in the pioneering work of two Victorian economists, Stanley Jevons and Alfred Marshall. We stress the difference between their use as representations and as visual reasoning tools, a difference that became obscured in the twentieth century with the rise of econometrics.

City has a continuous need to diversify its products and services to ensure longer tourists’ stays and a profitable tourism industry. Kuala Lumpur is one of the most popular cities in the world, and within its vicinity, Batu Caves are not only an important Hindu religious site, but also a popular tourist attraction. Guided by the four realms of experience dimensions (Pine and Gilmore, 1998), the purpose of this paper is to analyze 54 essays written by university students, to examine the experience of their visit to Batu Caves. The findings confirmed the application of all the four realm dimensions – entertainment, educational, esthetic and escapist – revealing both positive and negative aspects of the experience. Batu Caves may capitalize on the positive experiences as pointers to create an effective marketing communication, while negative experiences are opportunities to devise appropriate corrective measures, and perhaps further develop tourism products and services that would appeal to the visitors’ experience.

This study employed a qualitative research strategy to examine visitors’ experiences at Batu Caves using the four realms of experience theory as coined by Pine and Gilmore (1998). A total of 54 undergrads were asked to describe their visit to Batu Caves (Lucia-Palacios et al., 2016) providing a complete insight of their opinions, feelings and perceptions (Jüttner et al., 2013) using the essay writing method.

The authors discovered firm evidence of the theory’s application, revealing the expected four experiential dimensions in explaining experience at a cultural religious site, extending the description to include its positive and negative aspects, all of which are useful for destination management. The study points out a lot of aspects that must be managed by the site, such as the poor esthetic experience (e.g. smell, rubbish, graffiti, etc.), controlling the animal aggression (i.e. monkeys) and perhaps develop new products and services which could enhance some experiences (e.g. cultural escapism through cultural performances in which visitors could participate).

The main weakness of the research is perhaps the qualitative research work in which data were collected from essays written by the university students. Data of this nature prevent us from being able to generalize the findings and reflect on the experience to the general public.

Tourist stays in Kuala Lumpur could be enhanced by providing meaningful, deep and memorable experiences. Tourist attractions such as Batu Caves should continuously examine the experience that they provide to the visitors. Batu Caves’ management could continuously measure its tourists’ experience provisions, as tourists’ needs evolve over time. From the results they could revamp their products and services offering to ensure the sustainability of Batu Caves’ natural and cultural appeal among visitors and tourists alike.

The outcome provides a better understanding of the current tourism product and services at the destination that have an impact on a visitor’s experience. The findings will assist the Batu Caves’ management to revise and develop the products and service offerings to the visitors.

This paper aims to focus on developing critical understanding in human resource management (HRM) students in Aston Business School, UK. The paper reveals that innovative teaching methods encourage deep approaches to study, an indicator of students reaching their own understanding of material and ideas. This improves student employability and satisfies employer need.

Student response to two second year business modules, matched for high student approval rating, was collected through focus group discussion. One module was taught using EBL and the story method, whilst the other used traditional teaching methods. Transcripts were analysed and compared using the structure of the ASSIST measure.

Critical understanding and transformative learning can be developed through the innovative teaching methods of enquiry‐based learning (EBL) and the story method.

The limitation is that this is a single case study comparing and contrasting two business modules. The implication is that the study should be replicated and developed in different learning settings, so that there are multiple data sets to confirm the research finding.

Future curriculum development, especially in terms of HE, still needs to encourage students and lecturers to understand more about the nature of knowledge and how to learn. The application of EBL and the story method is described in a module case study – “Strategy for Future Leaders”.

This is a systematic and comparative study to improve understanding of how students and lecturers learn and of the context in which the learning takes place.

This study aims to examine the writing outcomes of 6th-grade students learning English as a second language.

In all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention.

Results revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions.

The present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model.

Classroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.

In a seeming attempt to legitimate or otherwise dignify social economics (Économie sociale, etc.), “named” economists (Adam Smith, Karl Marx et al.) have been dubbed social economists and/or regarded as having made significant but unrecognised contributions thereto. Conspicuously absent from that roster of celebrities are Léon Walras, économiste social par excellence, et al., who have distinguished themselves in the mainstream but also have done social economy(ics) explicitly, i.e. by that designation. Included in that illustrious et al. list are François Quesnay, J.B. Say, Friedrich von Wieser and Knut Wicksell (inter alios). Their due recognition, as per the present essay, cannot help but measurably further legitimise/dignify social economics.

In the 2010 volume of Research in Political Economy, Alan Freeman put forth the intriguing and original hypothesis that “capitalism's inner laws express themselves in … different ways during booms and during crises” (Freeman, 2010, p. 217). When the business cycle is in an upswing, Freeman argues, the tensions and contradictions that will eventually interrupt the process of capital accumulation are camouflaged by the commodity form, and so appear as natural laws of motion. With the onset of a crisis, however, these tensions erupt into overt class conflict and so become transparent. The open political struggle represents an opportunity for transformative progressive action. While Freeman's development of this hypothesis is in many respects illuminating, his analysis is marred by a gratuitous methodological argument that has little bearing on what he wants to say about crises. His remarks on method would be merely distracting if they were accurate. But they are in fact misleading and therefore stand in the way of productive discussion of the essay's many useful observations.

The methodologies and the mode of delivery for accounting courses are undergoing dynamic changes as Internet‐based teaching techniques continue to expand into higher education. Private, for‐profit organisations are developing accredited courses and degrees that can be completed at any location, at any time and that compete directly with university programmes of study. The Internet has provided these organisations with an easier entry into the educational market because the infrastuccture of a large campus, required for a resident population, is no longer necessary. It has been found that educational institutions with a tradition of providing accounting education courses and degrees to a resident student population have been slow to adopt new Internet teaching methods. This essay examines several issues facing university programmes in accounting as these environmental changes and challenges continue to accelerate in the new millennium.