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Temporal consumption experiences have been conceptualised as universal, subjective or practice-based experiences. Little research, though, addresses such experiences in conjunction with the repeated and situational consumption events that bring them about. The purpose of this paper is to extend current knowledge by examining how the temporal and situational intertwine during consumption events. For this purpose, the concept of a consumption timecycle based on the research data is constructed.

The paper takes a longitudinal and researcher-led approach to study temporal consumption experiences. The data was collected through participant observations, video recordings and personal subjective introspections during three consecutive annual Nordic motorcycle consumer trade shows (2014–2016). The data was analysed using an interpretive approach.

The results demonstrate five temporalities that characterise a consumption timecycle as follows: emerging, core, intensifying, fading and idle-time temporalities. The features of these temporal experiences are presented in the conclusions section of the paper.

Recalled temporal experiences are mediated experiences and they differ from lived experiences. The transferability or generalisability of the results might be limited, as the case is situated in the Nordic context.

The paper presents the novel concept of a consumption timecycle that extends current debates about consumer time. The consumption timecycle is contrasted with established temporal concepts in consumer and marketing research.

The purpose of this paper is to introduce narrative distance as a phenomenon that can help create transformative learning experiences (TLEs). Narrative distance is defined as the cognitive or emotional space afforded by indirect communication that invites listeners to make sense of content. In ways similar to a book, movie or play, narrative distance invites participants to draw conclusions for themselves (Craddock, 2002).

After examining how other fields have discussed concepts related to narrative distance and its affordances, this paper illustrates how this phenomenon can satisfy many of Wilson and Parrish’s (2011) key indicators for TLEs.

Six principles are offered for incorporating narrative distance into instructional design.

Instructional design has not explored indirect communication that is similar to narrative in any significant way.

This article analyzes the concepts of experience economy and promotion of authenticity at The Venetian Hotel and Casino in Las Vegas by exploring the resort's tangible and intangible heritage use in design and marketing strategies.

This qualitative study conducts a content analysis of marketing material, historical documents, and site observations.

Visitors' active involvement, combined with The Venetian's use of tangible and intangible heritage, is used in creating an authentic themed experience. In addition, our study suggests that authenticity constitutes a key concept for today's hospitality industry.

This study centers on a single case study, and requires adjustments in order to be replicated. However, The Venetian represents one of the most prominent models followed by the hospitality industry worldwide.

This analysis provides a baseline for comparison among resorts that have theming but do not integrate it in the same way, or in general, to other professionals and academics considering themed experiences.

The manuscript centers on several aspects that are being debated in numerous fields, from business to sociology, such as customers' desire for authentic experiences through the creation of themed attractions.

This research fills a gap in hospitality marketing research into authenticity and themed experience by investigating how The Venetian Hotel and Casino uses the heritage of another, tourism-focused city (Venice) to promote itself. The investigation uncovers how themed attractions in hospitality create an experience-based involvement that centers on the authenticity of the theme (in our case cultural heritage) they replicate.

The purpose of this study is to shed light on the determinants of TikTok cyberaddiction during the COVID-19 pandemic, as well as the resulting attitudinal and intentional reactions of users.

An online survey of 305 young TikTok users was conducted to test the research hypotheses. Data was analyzed through a partial least sqaures approach.

The results highlight the mediating role of cyberaddiction to TikTok in the relationship between psychological disorders (anxiety and loneliness) and attitude toward TikTok. Indeed, it was found that anxiety and loneliness contribute to TikTok cyberaddiction. The latter would have a positive effect on attitude toward TikTok, which decreases in the presence of fear of missing out (FOMO). It was also proven that attitude toward TikTok has a positive impact on attitude toward the brands promoted on this platform, resulting in an increase in purchasing intentions.

This study was conducted during the COVID-19 pandemic. It is therefore interesting to replicate it to see if the research model can be still validated in the absence of an emergency situation. Testing the model on a larger target, including older TikTok users, could also lead to interesting findings.

Knowledge of the psychological factors behind cyberaddiction should not be seen as an opportunity to take advantage from addicted shoppers’ vulnerability. Managers should rather limit communication campaigns on TikTok during crisis periods, undertake retargeting actions by sparing vulnerable TikTok users and avoid stimulating anxiety and loneliness which can lead to cyberaddiction and compulsive purchases.

This study sheds light on the central role of cyberaddiction to TikTok in the relationship between psychological disorders and users’ reactions, during a pandemic. It focused on the moderating role of FOMO on the relationship between determinants of cyberaddiction and attitude toward TikTok. Escape theory and attachment theory were used and adapted to the context of social media.

El propósito de este estudio es arrojar luz sobre los determinantes de la ciberadicción a TikTok durante la pandemia de Covid-19, así como las reacciones actitudinales e intencionales resultantes de los usuarios.

Se realizó una encuesta en línea a 305 jóvenes usuarios de TikTok para probar las hipótesis de investigación. Los datos fueron analizados a través de un enfoque PLS.

Los resultados destacan el papel mediador de la ciberadicción a TikTok en la relación entre trastornos psicológicos (ansiedad y soledad) y la actitud hacia TikTok. De hecho, se encontró que la ansiedad y la soledad contribuyen a la ciberadicción a TikTok. Esta última tendría un efecto positivo en la actitud hacia TikTok, que disminuye en presencia del miedo a perderse algo (FOMO, por sus siglas en inglés). También se demostró que la actitud hacia TikTok tiene un impacto positivo en la actitud hacia las marcas promocionadas en esta plataforma, lo que resulta en un aumento en las intenciones de compra.

Este estudio arroja luz sobre el papel central de la ciberadicción a TikTok en la relación entre trastornos psicológicos y reacciones de los usuarios, durante una pandemia. Se centró en el papel moderador del FOMO en la relación entre determinantes de la ciberadicción y la actitud hacia TikTok. Se utilizaron y adaptaron la Teoría del Escape y la Teoría del Apego al contexto de las redes sociales.

Este estudio se llevó a cabo durante la pandemia de Covid-19. Por lo tanto, sería interesante replicarlo para ver si el modelo de investigación aún puede ser validado en ausencia de una situación de emergencia. Probar el modelo en un público objetivo más amplio, que incluya a usuarios mayores de TikTok, también podría conducir a hallazgos interesantes.

El conocimiento de los factores psicológicos detrás de la ciberadicción no debe verse como una oportunidad para aprovechar la vulnerabilidad de los compradores adictos. Los gerentes deberían más bien limitar las campañas de comunicación en TikTok durante los períodos de crisis, emprender acciones de retargeting evitando a los usuarios vulnerables de TikTok y evitar estimular la ansiedad y la soledad que pueden llevar a la ciberadicción y a compras compulsivas.

本研究旨在探索COVID-19大流行期间TikTok网络成瘾的决定因素, 以及用户的态度和意图反馈。

为了验证研究假设, 本研究对305位年轻的TikTok用户进行了在线调查, 并使用PLS方法对数据进行了分析。

研究结果凸显了在COVID-19大流行期间, TikTok网络成瘾与心理障碍（焦虑和孤独）之间的中介作用。实际上, 研究发现焦虑和孤独可能会促成TikTok网络成瘾的发展。而TikTok网络成瘾则可能在一定程度上改善对TikTok的态度, 减轻错失恐惧。研究还表明, 对TikTok的态度对该平台推广的品牌态度产生积极影响, 进而增加了购买意图。

这项研究详细探讨了COVID-19大流行期间TikTok网络成瘾的核心作用, 特别关注了心理障碍与用户反应之间的关系。重点分析了逃避理论和依恋理论在社交媒体环境下的应用, 并对错失恐惧在网络成瘾和对TikTok态度之间的调节作用进行了调查和分析。

这项研究是在COVID-19大流行期间进行的, 因此复制它以验证研究模型在紧急情况缺失的情况下是否仍然有效是很有趣的。将这个模型应用于更广泛的对象, 包括年长的TikTok用户, 可能会带来一些有趣的发现。

了解网络成瘾背后的心理因素是非常重要的, 但不应被视为利用沉迷购物者的脆弱性的机会。在危机期间, 管理者应该限制在TikTok上的传播活动, 以避免刺激焦虑和孤独, 保护那些脆弱的TikTok用户, 防止他们沉迷于平台并进行强迫性购物。

This paper conceptualises how managers psychologically experience and respond to crises via metaphor analysis.

This paper uses a discourse dynamics approach to metaphor analysis. Conceptual metaphors were analysed and developed into concept maps through 37 semi-structured interviews with senior managers from different portfolios within 16 public universities in South Africa after #FeesMustFall protests.

Five domains emerged, including (1) looming crisis, (2) crisis onset, (3) crisis triage and containment, (4) (not) taking action and (5) post-crisis reflection. These domains shape a framework for the crisis adaptation cycle.

This study suggests that organisations should pay more attention to understanding emotions in crises and can use the adaptation model to develop their managers. It shows how metaphors can help explain affective and cognitive experiences and how emotions shift and evolve during a crisis. Managers should be aware of early signs of the crisis and its potential impact on their business operation in the looming and recognition stages, analyse the situation and work collectively on possible actions to minimise losses and maximise gains.

This is a rare investigation into the emotions of senior managers in the public sector in a social movement and national crisis via unconventional research methods to advance cognitive appraisal theory in crisis management.

The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.

This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.

It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).

The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.

The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.

The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.

In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

The purpose of this paper is to analyze if the sport trajectory could be an impact factor in leadership development.

A qualitative research method has been adopted by conducting 17 in-depth, semi-structured interviews. The data were analyzed with the program Open Code (4.03).

The findings of this study revealed that the interviewed managers perceived that their sport trajectory has had an important influence in the development of their leadership. This influence is determined by four factors: (1) sport profile, (2) sport referents, (3) competences, values and abilities and (4) experiences from different sport roles played during their lifespan.

The research is based on interviews with a small sample of managers. In order to develop the research further, a more extensive sample is required.

The paper is unique as it examines the impact of the sport trajectory as an impact factor in leadership development.

The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis.

This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.

When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected.

Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning.

The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning.

The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.