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This study aims to explore the relationship between the content characteristics of destination online reviews and travel intention under three individual circumstances: temporal distance, social distance and experiential distance.

Based on construal-level theory (CLT), this study divides online travel reviews into concrete and abstract reviews. Three experiments were conducted to test the moderating effects of temporal distance, social distance and experiential distance on the influence of review content characteristics on tourists' travel intentions.

The results show that abstract reviews would lead to higher travel intentions than concrete reviews. Furthermore, tourists' travel intentions differed depending on social distance and were significantly affected by reviews posted by reviewers similar to review recipients. In addition, the study contributes by discovering that the moderating effects of temporal distance, social distance and experiential distance were not significant, which differs from most of the previous research conclusions.

This study focused on review content characteristics, which provided a novel perspective for constructing online travel reviews. Furthermore, this research defined the concept of experiential distance in the context of online travel and expanded the research on psychological distance.

This paper aims to study the possibility of delivering experiential training techniques through distance learning, targeted to lone parents and to present the early implementation findings. It also aims to present the potential benefits of participative techniques when combined with new technologies used in distance training programs targeting single families.

Techniques such as direct discourse combined with questions and answers may be implemented in a virtual environment of consultative support. Trainees, from their job or home, log on to a site of consultative virtual structure, using their personal computer and the internet. Technology allows them to chat with one or more participants, through text, sound and even video.

Research findings showed that trainees responded positively to the proposed training tool. They creatively exploit participative techniques during their distance training.

Lone parents are often limited in their availability to participate in face‐to‐face training programs and have fewer chances of lifelong learning in a classroom form. They are often confronted with transport difficulties and time restraints. Thus, distance learning with the use of new technologies may provide development solutions for this group of citizens.

The paper provides useful information on participative techniques during distance training for lone parents.

This paper aims to propose an integrated framework combining the cost-reduction rationale and the institution-leveraging rationale to explain how institutional distance, both formal and informal, influences emerging multinational enterprises (EMNEs)’ foreign direct investment (FDI) location choice. This paper also explores the moderating role of EMNEs’ FDI experience and strategic intent on value chain positioning as a reflection of firm heterogeneities, on the link between institutional distance and location choice.

This paper tests the hypotheses based on a firm-level longitudinal data set of FDI by Chinese EMNEs. The unique data are manually collected from Chinese companies listed on Shenzhen and Shanghai Stock Exchanges, composed of 250 FDI entries of 122 manufacturing firms from 2006 to 2010. The conditional logit model is used to estimate the proposed main effect and moderating effect.

Cultural distance does not deter Chinese EMNEs’ entrance in general, but firms investing in low value-added manufacturing subsidiaries are more likely to choose culturally similar countries than those investing in high value-added subsidiaries such as in upstream R&D and downstream marketing. Formal institutional distance with positive direction promotes Chinese EMNEs’ entrance, and this effect is enhanced when firms have less FDI experience and have the strategic intent to invest in high value-added subsidiaries.

This paper contributes to the current literature by identifying a holistic view of the institutional influences on FDI location choice of EMNEs and revealing how firm-level heterogeneities, particularly FDI experience and strategic intent of subsidiary value chain positioning, shape the boundary conditions of the institutional effects in different ways.

As a measure against plastic waste, Coca-Cola and Evian have begun introducing label-free plastic bottles. Food labels have long been recognized as an important marketing tool, but there is a lack of research on label-free products. To address this gap, this study examined the influence of label-free design on product attractiveness in the Japanese green tea market.

If existing products are used in an experiment, respondents would be subject to brand image bias. Hence, by mechanically combining the main design elements (cap shape, bottle style, decoration line, logo and label) with an orthogonal array, the conditions for bottles with and without labels are completely aligned. The authors conducted an online survey and applied the chi-square test to the attractiveness of 18 designs presented in random order.

Label-free designs were more attractive to consumers than labeled designs. The effect was higher among female, middle-aged and older adults; those with higher annual income and low-frequency purchasers.

Practitioners should adopt a label-free design that can satisfy both environmental considerations and customer value. It would be a formidable challenge to change the longstanding emphasis placed on label design, but this study demonstrates the value of doing so.

This is the first study in the package design literature on the advantages of label-free plastic bottles. The authors also applied an orthogonal array used for many years to optimize objective numerical values in marketing research.

In a contribution to the emerging research examining Chinese cross-border acquisitions (CBAs), the authors observe experiential learning applications for enhancing M&A completions. By emphasizing knowledge transfer, the authors reveal how target-to-target industry similarity and bidder-to-target cultural distance affect learning outcomes.

Using a binary logistic regression model, the authors examine a sample of CBA attempts announced by Chinese companies from January 2002 to December 2012 to identify the variables that affect the completion of CBAs.

The authors find that foreign acquisition experience but not domestic acquisition experience enhances subsequent acquisition attempts, especially when prior and focal target companies share the dominant industrial logic. Learning transfer is negatively affected when target countries are more culturally distant from China, but learning benefits appear to increase under strong bidder-to-target cultural distance.

By investigating learning in the precompletion stage in Chinese outward CBAs, the authors complement research that uses postacquisition performance to assess learning. The authors’ more fine-grained characterization reveals that acquisition experience increases knowledge transfer through experiential learning. Furthermore, the authors show that dominant industrial logic and cultural distance are underexplored contextual conditions, although they interact with foreign and domestic experience to affect the completion of CBAs.

This chapter reflects on a recent initiative as authors and tutors for the first module of a new online Masters in Public Administration (MPA) programme now offered by the University of Birmingham for public sector professionals around the world.

Our focus is particularly on the key lessons with regard to using the ‘online’ mode for ‘experiential learning’ – that is, facilitating our mid-career practitioner students in the acquisition of added management learning through critical analysis of, and structured reflection on, their work-based experience.

Three particular challenges for online programme designers are identified as follows: the challenge of achieving a ‘learner-centric’ online design (rather than a teacher-centric one); the challenge of facilitating effective communication (within the student group as much as between students and teachers); and the challenge of building an effective online learning community.

The chapter concludes by proposing strategies for approaching and mediating these three challenges in turn. With regard to ‘learner-centricity’ we advocate an approach that promotes in the students a spirit of inquiry and which encourages conceptualisation on the basis of their existing knowledge and experience, rather than following a traditional ‘teacher-centred’ and lecture-dominated pedagogy. In relation to communication, particularly critical is the choice of a high quality course management system (CMS) and exploitation to the full of the system’s capabilities in relation to computer-mediated communication (CMC), both within the student community and through ‘synchronous interaction’, between students and staff. Finally, on the building of a ‘learning community’ of students, we emphasise the importance of facilitating students’ cognitive and social presence throughout the modules and programme through the promotion of active engagement and critical reflection on the key issues in the curriculum.

Drawing on experiential learning theory (ELT), this study aims to examine students’ performance and perceptions after performing an experiential learning activity (ELA) by completing a mini-audit simulation (AS) on the purchase and cash disbursement processes in a distance-learning environment at a Gulf Cooperation Council (GCC) university.

Adopting a mixed-methods approach, we collected quantitative and qualitative data from 176 students using the grade centre on Blackboard and their responses to a semi-structured questionnaire.

The pre-and post-simulation tests indicate significant improvement in students’ understanding and performance after performing the mini-AS. The students’ responses also provide robust evidence of student engagement, active participation and positive recognition of the AS’s value.

This study has several implications: for the accounting education literature, how AS strengthens in-depth learning through the lens of ELT; for professional accounting bodies, informing the need to maximise the awareness and benefits of adopting simulations in accounting education and examination; and for educators, considering simulations in their ELAs to enhance student learning.

This study introduces a new authentic mini-AS instrument that can be adapted to a distance-learning setting, adds to the very limited studies in AS using ELT, uses a mixed-methods approach and explores students who learn in an Arabic-speaking country.

This paper addresses the persisting problem of stagnant productivity in the education sector and its contribution to escalating costs. An approach to improving learning productivity is proposed which emphasizes the integration of ICT, service learning, experiential learning, and cooperative learning. Thus, the fundamental theme of this paper is to link these four learning domains as a basic strategy to improve the quality and productivity of education and at the same time to reduce costs or limit cost increases. The advances in ICT and the concomitant “death of distance” greatly strengthen the potential for teachers to become facilitators to organize creative autonomous learning in diverse settings. Concrete examples are described from diverse cultural settings such as South Africa, Cambodia, Costa Rica, Chile, Japan, Laos, Vietnam, Thailand and Oregon. The paper concludes by offering a number of specific recommendations to improve learning productivity.

The purpose of this paper is to use a familiarity and psychological distance framework to investigate the effects of psychological distance (responsibility distance and temporal distance) and destination familiarity on electronic-word-of-mouth (eWOM) consumption in the tourism context. The performance of eWOM is compared with that of traditional-word-of-mouth (tWOM) and the web site of the destination marketing organisation (DMO).

An experiment approach was used to collect the relevant data. For each of the eight scenarios generated by varying psychological distance dimensions and destination familiarity levels, 200 participants rated the extent that they would use eWOM, tWOM and the DMO web site to search for attraction and local transport information. The data were analysed using 2×2×2 within-subject ANOVA and t-test.

The analysis highlighted the versatility of eWOM in different psychological distances and familiarity levels. By and large, eWOM performs better than the DMO web site but is on par with tWOM. The advantages of eWOM over tWOM are meaningful under certain circumstances. Despite sharing a common psychological basis, psychological distance dimensions affect information search differently, and the effects are shaped by the types of tourism products being searched. When psychological distance, destination familiarity, tourism products and information sources are considered in totality, a complex picture of their relationship with intensity of information search is shown.

This study bridged the research gap by increasing our understanding of the performance of eWOM under different psychological distances and familiarity levels. The study also provides some suggestions for DMOs to leverage on eWOM and to improve the standing of DMO web site as a tourism information source.