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Describes a study of consumer behaviour carried out in a chocolate store involving free samples of chocolate, which found that sampling significantly increased the immediate sales of chocolates but that this effect was restricted to small amounts and to those varieties of chocolate other than the variety sampled. Discusses the implications of the findings for marketing management and consumer behaviour theory. Concludes that while sampling produces positive effects, these effects appear to be more complex than they would first seem, therefore further consumer research is needed.

Examines the practice and marketing consequences of giving out free food samples. Reports on a study, taken over a period of three days, of customers who entered a well‐established, ten‐year‐old chocolate store in a major suburban shopping mall, who received a free sample of chocolate. Shows that sampling immediately increased the sale of chocolates. Cautions that this positive effect was restricted to small purchases and to the purchase of chocolate varieties other than the variety sampled. Discusses the implications of the findings for marketing management and for consumer behaviour theory.

The purpose of this project was to explore and identify factors that influence a consumer to purchase wine during an afternoon of product sampling (wine tasting). A panel of consumers was recruited for an afternoon of wine tasting at vineyards in Napa, California. Several potential hedonistic, utilitarian and logistical factors (i.e. winery facilities, quality of the wine and order in which the winery was visited) were measured using a journal log that was maintained by participants following the tasting experience for a period of one‐month. The conclusions drawn from this study were that group size, confidence in one's ability to purchase wine and overall assessment of a vineyard's wine portfolio were more important than the hedonistic factors in terms of inducing a sale immediately following a taste.

This paper aims to examine experiences of low customer power in service interactions and the impact of those experiences on customers’ engagement and disengagement towards a firm. It subsequently identifies how such experiences may affect customers’ wellbeing.

The authors conducted visual elicitation interviews with 30 customers of a range of services. Data were analysed thematically using abductive reasoning.

Low customer power is influenced by several factors perceived by customers as associated with the firm and/or the context of the customer–firm relationship. Results show that low power drives negative customer engagement and may result in behavioural disengagement. Low customer power, negative engagement and disengagement can have negative implications for customers’ eudaimonic (physical and financial) and hedonic wellbeing.

Future studies might explore specific service contexts and power dynamics across service ecosystems and should further analyse the implications of these relationships on firms’ strategic organisational responses.

Firms should monitor customer power and explore means of enhancing the wellbeing of their customers through strategies designed to increase customer power, thus, reducing negative customer engagement and avoiding detrimental impact on customer wellbeing.

This study reframes discussions on low customer power in relation to firms and its impact on firms and customers. It identifies low customer power as a key variable in the study of customer engagement, disengagement and wellbeing.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by Stanford University centers and grants separate from the Training Program, for example, the Stanford Center for Research and Development in Teaching (1968–1977) and the Institute for Research on Educational Finance and Governance (1979–1986). Faculty collaborators in these studies included Elizabeth Cohen and Terrence Deal in the School of Education, and John W. Meyer, my colleague in Sociology. A number of NIMH trainees participated in these studies, including Andrew Creighton, Margaret Davis, and Brian Rowan. Other doctoral students involved in this research included Sally Cole, Joanne Intili, Suzanne E. Monahan, E. Anne Stackhouse, and Marc Ventresca.

During the past few decades, South Korea has experienced a remarkable educational expansion at its secondary and tertiary levels as well as at the primary level, resulting in extraordinary variation between the educational attainment of recent and older cohorts. Using 1990 data from the Social Inequality Study in Korea, the study examines trends in the influence of social background on educational attainment across three male cohorts born between 1921 and 1970. Although in general the impacts of social origin have changed little at the secondary levels of education, there is a significant reduction in the effect of father’s occupation on the odds of completing middle school for the youngest cohort. From a multinomial model of transitions to each type of tertiary education, it is found that family background has a stronger effect in the transition from high school to four-year university than to junior college. Interestingly, there has been an increase across cohorts in the influence of father’s education on the likelihood of entering a university, while such a pattern is not observed for the transition to junior college.