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The study’s purpose is to investigate the constraints and facilitators influencing skiing participation in Beijing. This research includes three segments based on the frequency of skiing participation (i.e. non-, low-frequency-, and high-frequency skiers). By doing so, the study offers an enhanced understanding of the Chinese skiing market and unveils insights assisting industry professionals to effectively address their customers' diverse needs and expectations.

An online survey was developed based on prior research and consisted of four sections: (1) skiing participation; (2) constraints; (3) facilitators; (4) demographics. Items in the constraint and facilitator scale were measured using a 7-point Likert scale. A total of 409 participants completed the survey. The participants included 137 non-skiers, 134 low-frequency skiers, and 138 high-frequency skiers.

Through an exploratory factor analysis, three constructs emerged: general constraints, facilitators and learning constraints. As expected, facilitators were a positive predictor of skiing participation. Importantly, the emergent construct of learning constraints was a negative predictor of skiing and yet, the construct of general constraints was insignificant. Furthermore, the three segments differ significantly in household status, income, and education level.

These results support previous research noting the relevance in skiing participation of the dimensions: facilitators and learning constraints. The findings point to the need for ski resorts in Beijing to offer instructional sessions for beginners so they may become familiar with skiing fundamentals and enhance their confidence, particularly among nonskiers and low-frequency skiers.

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

The main purpose of this paper is to outline the antecedents of patient satisfaction in the field of medical tourism (MT) applying extant literature and to develop a conceptual model based on the review.

This paper presents a thorough review of prior studies related to the antecedents of patient satisfaction in the MT sector. Moreover, it provides the theoretical base that helped the researcher to identify significant relationship between the patient satisfaction and its antecedents.

The researchers identified the prominent antecedents of patient satisfaction and present the potential interrelationships between different antecedents of patient satisfaction such as treatment quality, cost attractiveness, destination image and service quality with patient satisfaction based on the review.

The results have momentous practical implications as they will help researchers to better understand the antecedents of patient satisfaction and their potential inter linkages with patient satisfaction in MT sector. The conceptual model derived from the review may guide the actions of researchers as well as practitioners in the MT industry as a whole. The present study provides insights for further research in the MT sector and thereby helps to further enrich the existing theoretical base of the MT.

The study brings together the scattered knowledge from the broad and extensive range of medical or health tourism and cognate literature which indicate ideological differences among various aspects of MT as well as potential factors determining patient satisfaction in MT sector (antecedents of satisfaction). The newly developed model incorporates a new construct called “treatment quality” as different from “service quality,” which is a widely used construct to explain customer satisfaction. The antecedents of patient satisfaction and their inter-linkages with patient satisfaction provide a sound theoretical foundation for the future studies.

This paper critically evaluates potential barriers to employment opportunities for ethnic minority (EM) individuals in Scottish Local Authorities – both in terms of access to job and development opportunities. It provides a fundamental discussion of concepts around race and ethnicity, and the levels of social injustice, with an explicit focus on institutional racialisation, discrimination and segregation. The paper explores organisational approaches towards recruitment, including positive action and workforce development.

This paper adopts a subjectivist (ontology) and interpretivist (epistemology) stance, based on a small-scale, in-depth investigation. The data have been gathered through semi-structured interviews with equality diversity and inclusion (EDI) officers in four Scottish Local Authorities, utilising thematic analysis.

The finding suggests that participating local authorities have a long way to go to ensure the elimination of barriers to employment for EM people. This is largely based on concerns around limitations in the application of positive action and elimination of disadvantages in recruitment and access to career and development opportunities?

The paper aims to contribute by exploring the availability of employment opportunities for EMs through the eyes of EDI Officers in four local authorities. Their thorough understanding, over- and insight into potential equality issues from an employment perspective are invaluable, focussing on more tangible organisational issues and approaches.

A specific area of interest in the coaching literature is focused on exploring the intersection of personality and coaching; however, research has yet to explore whether coaching exerts reciprocal effects on personality traits (i.e. if personality trait change can accompany coaching). Utilizing the explanatory theoretical framing of the Demands-Affordances TrAnsactional framework (Woods et al., 2019), we propose that coaching may indirectly facilitate personality trait change by firstly enabling the coachee to reflect on their behaviors, second, implement desired behavioral changes which consequently facilitate personality trait change.

A quasi-experiment was conducted to explore coaching and personality trait change. Students participating in a demanding, work-based team simulation (N = 258), were assigned to either an intervention group (and received one-to-one coaching) or a control group (who received no intervention). Personality traits were measured before and after coaching and positioned as the dependent variable.

Results indicate that participants in the coaching group exhibited significant changes in self-reported agreeableness, conscientiousness, extraversion and core self-evaluations, which all significantly decreased after coaching; however, no change was observed for the control group.

We provide the first exploration of coaching and personality trait change, contributing to both the coaching literature, by providing evidence regarding the efficacy of coaching to facilitate personality trait change in coachees, and the personality literature, by highlighting coaching as an important tool for those interested in personality trait change. Our research also has implications for other interventions such as mentoring, as we provide support for the notion that interventions can support personality trait change.

This paper presents a case study of successful rural school leadership in Victoria, Australia. The purpose of the paper is to identify how particular leadership practices were adapted to secure rural school success.

The author used the International Successful School Principalship Project research protocols to develop a multiple-perspective, mixed-method case study that investigated the principal's leadership at the school.

The findings illustrate how the leadership practices of the principal healed the fractured school–community relationships, which allowed the school community to work together towards a common school vision. A key factor in the school's success was the principal's personal connection to the local rural community of which he was a part. This notion of native connection could have practical implications for the recruitment and retention of rural principals in the future.

Whilst it is widely acknowledged that principals need to consider their school and community contexts when making leadership decisions, there have been few studies that have focussed on understanding how this can be achieved in the context of rural schools. This case provides a rich account of a principal's leadership practices in one successful school in rural Australia.

The study aims to explore the diverse meanings and sources of frustration among Israeli principals working in special education settings. The study poses two questions: 1. What are the perceived expressions of frustration among principals working in the context of special education? 2. What are the perceived sources of frustration among principals working in special education settings?

A total of 17 semi-structured interviews were conducted with principals working in special education schools for complex disabilities to investigate perceived expressions and sources of frustration.

The study identified four themes through data analysis: helplessness regarding the children, helplessness regarding bureaucratic aspects, frustration from conflicts and disappointment and frustration from feeling alone.

Despite the extensive acknowledgment of emotions and feelings in the context of educational leadership, the experience of work frustration among special education school principals has not been explicitly investigated. This research provides empirical insights into the nuanced experiences of frustration among special education principals, offering both empirical and practical implications for understanding and addressing this critical aspect of their work.

Corporate hypocrisy occurs when a discrepancy exists between corporate talk and actions. As companies assume more extensive economic, societal and global roles, they are more likely to encounter situations in which their words and actions are inconsistent. Therefore, a company’s ability to cope with such situations is becoming increasingly important. This study aims to examine the negative effects of corporate hypocrisy on corporate reputation. First, it reveals the underlying mechanisms by presenting corporate trust and affective commitment as parallel mediators. Additionally, it explores how corporate social responsibility (CSR) perceptions mitigate the indirect effects of corporate hypocrisy.

Data were collected through an online survey conducted at two time points in the context of Korean retail banking companies. A total of 313 respondents participated in a two-wave online survey using a multistage sampling technique to ensure a representative population sample. This study used the Mplus-based Hayes’ PROCESS Macro to test the research hypotheses.

The results show that corporate hypocrisy negatively affects corporate reputation by impeding customers’ corporate trust and affective commitment. These negative indirect effects are mitigated when customers’ perceptions of CSR are high.

By establishing a parallel moderated mediation model that captures the impact of corporate hypocrisy. To the best of the authors’ knowledge, this study presents important academic and managerial implications that have not been provided in the literature.

Despite its devastating nature, the COVID-19 pandemic has also catalyzed a substantial surge in the adoption and integration of technological tools within economies, exerting a profound influence on the dissemination of information among participants in stock markets. Consequently, this present study delves into the ramifications of post-pandemic dynamics on stock market behavior. It also examines the relationship between investors' sentiments, underlying behavioral drivers and their collective impact on global stock markets.

Drawing upon data spanning from 2012 to 2023 and encompassing major world indices classified by Morgan Stanley Capital International’s (MSCI) market and regional taxonomy, this study employs a threshold regression model. This model effectively distinguishes the thresholds within these influential factors. To evaluate the statistical significance of variances across these thresholds, a Wald coefficient analysis was applied.

The empirical results highlighted the substantive role that investors' sentiments and behavioral determinants play in shaping the predictability of returns on a global scale. However, their influence on developed economies and the continents of America appears comparatively lower compared with the Asia–Pacific markets. Similarly, the regions characterized by a more pronounced influence of behavioral factors seem to reduce their reliance on these factors in the post-pandemic landscape and vice versa. Interestingly, the post COVID-19 technological advancements also appear to exert a lesser impact on developed nations.

This study pioneers the investigation of these contextual dissimilarities, thereby charting new avenues for subsequent research studies. These insights shed valuable light on the contextualized nexus between technology, societal dynamics, behavioral biases and their collective impact on stock markets. Furthermore, the study's revelations offer a unique vantage point for addressing market inefficiencies by pinpointing the pivotal factors driving such behavioral patterns.

This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.

Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.

The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.

The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.