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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.

The purpose of this conceptual paper is to describe how the affinity space concept has been used to frame learning via social media, and call for and discuss a refresh of the affinity space concept to accommodate changes in social media platforms and algorithms.

Guided by a sociocultural perspective, this paper reviews and discusses some ways the affinity space concept has been used to frame studies across various contexts, its benefits and disadvantages and how it has already evolved. It then calls for and describes a refresh of the affinity space concept.

Although conceptualized 20 years ago, the affinity space concept remains relevant to understanding social media use for learning. However, a refresh is needed to accommodate how platforms have changed, algorithms’ evolving role in social media participation and how these technologies influence users’ interactions and experiences. This paper offers three perspectives to expand the affinity space concept’s usefulness in an increasingly platformized and algorithmically mediated world.

This paper underscores the importance of algorithmic literacy for learners and educators, as well as regulations and guidance for social media platforms.

This conceptual paper revisits and updates a widely utilized conceptual framing with consideration for how social media platform design and algorithms impact interactions and shape user experiences.

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.