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The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current fashion courses and amongst the students between a British and a Chinese university (UClan and SCAU).

It is a three‐stage action‐oriented PMI2 project (Second Prime Minister's Initiative for International Education) in fashion entrepreneurship, which was funded by the British Council. This paper presents the findings of the first stage of the research project. A combination of literature reviews, participant observation, semi‐structured interviews and focus groups were employed to deliver the results at this stage.

The findings represent similarities and differences between UClan and SCAU related to enterprise entrepreneurship education: identify rationale of evaluating fashion entrepreneurship education; and clarify a shared understanding of entrepreneurship education and the purpose of evaluating the effectiveness.

Due to geographical restrictions and limited resources, smaller‐scale samples were selected to gain a deeper insight into different approaches to fashion enterprise and entrepreneurship education between UClan and SCAU.

This research will be valuable to academics who wish to develop or enhance fashion entrepreneurship education, in particular with regards to forging links between universities in the UK and China.

This paper will increase awareness of fashion entrepreneurship amongst students, graduates and academics.

This research contributes to the current knowledge and best practice of fashion entrepreneurship education.

The purpose of this study was to evaluate students' attitudes towards people of different weights by comparing and contrasting student stereotypes of thin, average, moderately obese and morbidly obese weight individuals, and identify existing prejudices toward the obese and morbidly obese with regards to fashion, style and garment selection. Respondents included 304 college students at a southern university in the USA. Eighty‐seven per cent of the students described their weight as being normal, 10 per cent identified themselves as obese or morbidly obese, and 3 per cent indicated being excessively thin. Results indicated that participants would prefer to seek fashion advice from an average‐weight, as opposed to overweight, person. Ninety‐three per cent of the sample indicated that a thin or average‐weight individual would be more likely to follow fashion as opposed to an obese or morbidly obese person. Thin or average‐weight individuals were perceived to be more flamboyant, having more fashion choices, being more confident with their apparel choices and more willing to pay a high price for their clothing, having an easier time acquiring clothing that fit well, being more able to obtain and desire high‐quality clothing, and also presenting the best overall appearance in their clothing as compared to overweight individuals. The sum or ranking means for the fashion variables of the sample were as follows: thin 24.1, normal 24.4, obese 37.7 and morbidly obese 47.6. (p <0.001).

The Fashion Design Podcast Initiative educated students about podcasting by having the students share in the teaching activities as part of learning. The faculty implemented Lernen durch Lehren (LdL) or “Learning by Teaching” pedagogy and Bloom's revised taxonomy to encourage and support creativity, independence, confidence, and soft skills (i.e., teamwork, communication, decision making, research, exploration, and presentation skills) with emerging technologies. By creating educational podcasts, students developed skills in new technologies and disseminated information to educate others about fashion design. Faculty and students discovered the benefits and drawbacks with emerging technologies as teaching strategies.

This study aims to conduct an exploratory research to find out the evolving constructs and variables of digital literacy, as seen by researchers since its inception. This research also includes an empirical study to identify and further analyze the digital literacy dimensions of university students studying fashion design program in Kolkata, India.

The exploratory study is based on a review of extant literature, whereas the empirical study is carried out through a self-assessment survey based on UNESCOs Digital Literacy Global Framework competences after validating their relevance with respect to the fashion and apparel industry. A total of 120 university students studying four years Bachelor of Design (Fashion Design) program were asked to rate their digital literacy competences on a five-point Likert scale, with a self-reported truth response against each statement. The results were analyzed using multivariate statistical tools.

Based on UNESCO competences, it came out that there are eight digital literacy dimensions. ANOVA further confirms that the dimensions requiring higher-order cognition, such as “software management competence” and “digital citizenship competence,” increase with progress in the graduate program. However, lower-order competence dimensions remained unchanged over time.

The research instrument used for this empirical study, its identified dimensions and the fact that higher-order competence dimensions are enhanced with progression in university education may be helpful for similar research in other fashion-related programs.

This study examines the relationship between fashion leadership, clothing deprivation and satisfaction of Hong Kong young consumers. A survey was carried out with 309 university students and 228 working young people in Hong Kong. Factor analysis with varimax rotation was used to group various attributes into different factors related to clothing deprivation and satisfaction. Hirschman and Adcock's (1978) measure was adopted to classify subjects into various fashion groups. ANOVA followed by Scheffe's procedure was applied to detect differences in clothing deprivation and satisfaction between different fashion groups. The implications of the findings to fashion retailers are discussed.

Fashion clothing has always been an interesting area for scholarly research on consumer behavior. This paper seeks to gain a better understanding of the youth involvement with fashion clothing in the Egyptian context. Accordingly, the paper considers the Egyptian consumers’ attitude toward fashion involvement by investigating how fashion consciousness and materialism serve as main antecedents of fashion clothing involvement, while also determining the impact of fashion clothing involvement on fashion clothing purchase involvement. This paper aims to test an extended and adapted theoretical model of fashion clothing involvement in Egypt.

Using non-probabilistic convenience sample, a survey method was used, and 270 valid questionnaires were collected.

The hypothesized antecedents were found to influence fashion clothing involvement among young Egyptian consumers, which in turn significantly affect its purchasing. Moreover, materialism was also found to partially meditate the relationship between fashion consciousness and fashion involvement. On the other hand, the hypothesized gender role as a moderator between all variables of the study was not supported.

Using a wider population is one avenue future research seeking to replicate this study can pursue. Specifically, because the sample consisted of university students, generalizing the results to non-students can be restricted. Likewise, findings are mainly related to fashion clothing; hence, extending the model to include other product categories can provide more support for the results.

As the results confirmed that there is a partial significant positive impact of fashion consciousness on fashion clothing involvement via materialism, the paper provides practical implications for fashion marketers to achieve successful communication with fashion-conscious and materialistic young Egyptian consumers. The aim is to develop strategies that are consistent with consumers’ values and communicate appeals to their aspirational lifestyle.

This paper contributes to the limited number of the published manuscripts on the fashion clothing marketing sector in Egypt. There is a void in literature related the investigation of fashion clothing involvement in the developing countries. Accordingly, this paper fills this gap by examining the fashion clothing consumption behavior of young Egyptian students in Cairo University. To the best of the author’s knowledge, it is among the first to investigate the antecedents and motives related to fashion clothing involvement and its purchases among young consumers in the Egyptian context. The paper develops a comprehensive model of fashion clothing involvement to highlight the relationships between fashion involvement and Fashion consciousness, materialism, and fashion clothing purchase-involvement. The paper also contributes to the research by exploring materialism as a mediator between fashion consciousness and fashion involvement constructs, in addition to exploring the gender role as a moderator between all constructs of the study. The study makes theoretical contribution to the body of knowledge around young Egyptian consumers’ fashion clothing involvement and purchase behavior toward luxury fashion clothes, which may be extended to other similar Arab non-Western developing countries. Moreover, it offers managerial insights for establishing effective communications with this potentially lucrative market segment.

The proliferation of social media, new generations of digital natives and the profusion of wireless campuses promise to revolutionise teaching and learning in the twenty-first century. No consensus exists on how to introduce Web 2.0 technologies into an educational context, so whilst it is intuitive that educators have a vital role in determining and evaluating the uses and implications of social media, there is a lack of research both into general pedagogic questions and into the particulars of introducing blogs to the classroom. The potential for blogging in education is explored through a review of international research, exemplars of good practice are cited and a qualitative case study of the integration of social media across a range of college level courses is presented. Vignettes from the case study illustrate both the successes enjoyed and the difficulties encountered introducing individual and group blogs. The majority of students endorse the use of blogs and report how blogs support their learning by codifying search trails, improving writing styles, help the visualisation of the process of their own and classmates’ work, how group blogs facilitate the coordination of collaborative projects and how for many blogging has become an integral part of their educational experience.

Previous research has suggested that brand knowledge could be affected by companies and consumer characteristics such as consumer personality. The purpose of this study is to analyse the impacts of gender, field of education, and having consumed the brand, on consumers' brand knowledge.

An exploratory study is designed to reveal the impacts of gender, field of education, and usage of a brand by evaluating Turkish university students' knowledge of nine international fashion brands. The survey is conducted by using convenience sampling method to reach a heterogeneous group of different departments, gender, and usage frequencies that would reveal whether these variables have an effect on brand knowledge or not. The students are also asked to describe each brand by two or three words.

Significant differences are found with respect to usage, gender, and departments. Students belonging to the departments more related to fashion and female students have more knowledge about these nine brands. Furthermore, the findings demonstrate that consumption of a brand increases both brand awareness and brand image.

Future studies could analyse brands by grouping them in accordance with their target segments and product types in order to compare them more strictly. It is also purposeful to compare the brand knowledge of the same brands in different samples and different countries.

Since brand associations are used in positioning, the results of the open‐ended questions advise firms operating marketing activities whether to strengthen or to alter these associations.

The study could be beneficial for academicians and business practitioners, since it reveals the effects of gender, field of education, and usage on brand knowledge.

The purpose of this paper is to empirically investigate the factors affecting consumer’s fast fashion brand loyalty by examining US college students’ perceptions and loyalty toward fast fashion.

Using consumer-based brand equity approach, a research model which examines the factors affecting consumer’s brand loyalty in the fast fashion context was proposed. It was hypothesized that consumer’s perceptions of fast fashion, including brand awareness, perceived quality, perceived value, brand personality, organizational associations, and brand uniqueness, affect consumer brand loyalty. Based on the valid data from 419 US college students, this study employed structural equation modeling to investigate the factors affecting US college students’ brand loyalty toward fast fashion.

Results reveal that for the US college students, brand awareness, perceived value, organizational associations, and brand uniqueness are the contributing factors to generating consumer’s loyalty toward fast fashion brands.

Due to the fact that fast fashion has become a key feature of the global fashion industry over the last decade, there is phenomenal growth in the availability of fast fashion brands in the US markets. This study provides valuable insights about young consumers’ perceptions of fast fashion brands and the factors’ contributions to their brand loyalty.

As industries are increasingly globalized, our students’ future workplaces require facility with cross-cultural collaboration, yet curricula often remain situated within the home culture. This chapter presents a qualitative case study on a collaborative project between students in London, Hong Kong, and Singapore. An overview of the process is given drawing on the experiences of the teachers and students involved, informing a discussion around the issues inherent in the internationalization of the curriculum. Tutors created a shared private Facebook group to connect London College of Fashion students with students at City University Hong Kong and LASALLE College of the Arts Singapore. Students worked on separate but aligned briefs that mirror contemporary working patterns and allowed co-creation of educational experiences beyond the geographic and time constraints of working internationally, specifically addressing issues around global and local communications. The Facebook platform was used separately and collaboratively to support students’ learning and the digitally mediated collaboration allowed for flexibility in when and how education took place, providing a third space for co-creation of learning: a global classroom.