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The paper's aim is to compare experienced and potential US medical tourists' foreign health service‐quality expectations.

Data were collected via an online survey involving 1,588 US consumers engaging or expressing an interest in medical tourism. The sample included 219 experienced and 1,369 potential medical tourists. Respondents completed a SERVQUAL questionnaire. Mann‐Whitney U‐tests were used to determine significant differences between experienced and potential US medical tourists' service‐quality expectations.

For all five service‐quality dimensions (tangibles, reliability, responsiveness, assurance and empathy) experienced medical tourists had significantly lower expectations than potential medical tourists. Experienced medical tourists also had significantly lower service‐quality expectations than potential medical tourists for 11 individual SERVQUAL items.

Results suggest using experience level to segment medical tourists. The study also has implications for managing medical tourist service‐quality expectations at service delivery point and via external marketing communications.

Managing medical tourists' service quality expectations is important since expectations can significantly influence choice processes, their experience and post‐consumption behavior. This study is the first to compare experienced and potential US medical tourist service‐quality expectations. The study establishes a foundation for future service‐quality expectations research in the rapidly growing medical tourism industry.

This paper aims to propose and test a conceptual model of theme park experiences by investigating the relationships among brand experience, self-congruity, flow and brand-related outcomes.

Data were collected from guests who had visited a theme park in the past 12 months. Confirmatory factor analysis, consisting of second-order factor analysis and structural equation modeling with the incorporation of alternative model testing, was employed.

The findings revealed that theme park customers’ internalization of brand experience influenced their attitudinal and behavioral tendency with regard to the brand through self-congruity and flow.

This study provides strategies for theme park designers and marketers under pressure to create a desired experiential setting that motivates visitors to engage in activities through various brand stimuli. Well-designed theme parks can create an optimal state of focus and attention, immersing visitors to the extent that they lose their sense of time and place, affecting their attitude and behavior toward the theme park brand.

Theme parks provide a highly experiential, immersive and personally relevant experience with brand elements. Very few studies have attempted to investigate the consequences of theme park experience from the theoretical perspective of customers’ connection with the brand. This study proposed and validated a conceptual model to capture how theme park experience influenced visitors’ commitment to and active engagement with theme park brands through the mechanisms of self-congruity and flow.

SO much controversy has raged around the subject of newsrooms in the past two years, that librarians are, as a rule, utterly tired of it, and the appearance of still another article upon the subject is not calculated to tone down the general spirit of vexation. It requires no little courage to appear in the arena in this year of Grace, openly championing those departments of our institutions which were originally intended to convey the news of the day in the broadest manner.

The UK government’s attempt to “prevent” terrorism and extremism in the university sector is rightly seen as an intolerant threat to academic freedom. However, this development has not come from a “right wing” authoritarian impulse, but rather, replicates many of the discussions already taking place in universities about the need to protect “vulnerable” students from offensive and dangerous ideas. Historically, the threat to academic freedom came from outside the university, from pressures exerted from governments, from religious institutions who oversaw a particular institution or from the demands of business. Alternatively it has been seen as something that is a particular problem in non-Western countries that do not have democracy. While some of these problems and pressures remain, there is a more dangerous threat to academic freedom that comes from within universities, a triumvirate of a relativistic academic culture, a new body of identity-based student activists and a therapeutically oriented university management, all three of which have helped to construct universities as safe spaces for the newly conceptualized “vulnerable student.” With reference to the idea of vulnerability, this chapter attempts to chart and explain these modern developments.

This chapter suggests that the unsettling reconfiguration of ‘home’ in works of post-colonial literary adaptation has an affective impact on non-Indigenous readers, contributing, potentially, to processes of decolonisation. Ken Gelder and Jane M. Jacobs, in their book Uncanny Australia: Sacredness and Identity in a Postcolonial Nation, argue that Australian texts which seek to disturb readers by pursuing modes of post-colonial ‘unsettlement’ can activate new discourses and, thereby, inspire social change (1998). Focussing upon undergraduate student responses to two works of Aboriginal Australian literary adaptation, Melissa Lukashenko's short story ‘Country: Being and Belonging on Aboriginal Land’ (2013) and Leah Purcell's stage play, The Drover's Wife (2016), this chapter draws upon ideas pertaining to ‘affect’ to reveal how, through the subversive reimagining of tropes and structures commonly associated with Western dwelling, works of Indigenous literary adaptation elicit emotional responses in non-Indigenous readers and, in so doing, open up new spaces for listening within existing frameworks of white possession.

While several studies have examined the roles of husbands and wives in making decisions about products, few have examined the impact of children. This article reports the results of a 1985 study of the influence of children on families. The study examines children's influence in each of four stages of the purchase decision, for 25 products, and by age of the children. For child‐centered (e.g., toys, children's clothing, food) and child‐used products or services (e.g., vacations, restaurant choices, outside entertainment), the study shows that children are perceived as influential by most households. Older children are perceived as more influential than younger children for nearly all the products studied. The study concludes that “family” decision making is quite different from “husband‐wife” decision making.

The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice.

This conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems.

The authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning.

This paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.

Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through use of children’s literature. Though the two content areas are covered in tandem, the primary foci are the language arts objectives. The authors suggest teaching with themed text sets, developed using carefully selected social studies topics and inquiries, not only addresses English Language Arts standards but also allows for authentic and meaningful social studies instruction. A four-step process for developing themed text sets is presented. These are: 1) identify the big idea to be explored, 2) recognize the multiple perspectives needed for a more complete story, 3) locate qualifying texts, and 4) select texts to be included. Each step is demonstrated with three controversial topics in the elementary social studies curriculum: family (Kindergarten-1), civil rights (grades 2-3), and slavery (grades 4-5) and resources are provided for locating texts. The authors illustrate the importance of developing text sets that include multiple perspectives, particularly those lesser-known stories of historical events or themes, to serve as windows or mirrors for children in developing historical content knowledge.

The purpose of this paper is to examine issues associated with user engagement on social media with local history in the North East of Scotland and to focus on a case study of the Buckie and District Fishing Heritage Society, a small but very successful and professionally-run community-based local heritage organisation.

A qualitative approach using photo elicitation on social media was deployed in conjunction with analysis of the user interactions and the reach insights provided by Facebook to the page manager. Additionally, a focus group was used.

The research, although focussed on an individual case study, offers significant lessons which are more widely applicable in the local history and cultural heritage social media domain. Key aspects include user engagement and how digital storytelling can assist in the documentation of local communities ultimately contributing to local history research and the broader cultural memory. The significance of the image and the photo elicitation methodology is also explored.

The research demonstrates new opportunities for engaging users and displaying historical content that can be successfully exploited by community heritage organisations. These are themes which will be developed within the paper. The research also demonstrates the value of photo elicitation in both historical and wider information science fields as a means of obtaining in-depth quality engagement and interaction with users and communities.

The research explored the underutilised method of photo elicitation in a local history context with a community possessed of a strong sense of local identity. In addition to exploring the benefits of this method, it presents transferable lessons for how small, community-based history and heritage organisation can engage effectively with their audience.

Recognising the literature of a field is vital for advancement in that field. Yet, there has not been a systematic analysis of recent publications published in the Journal of Hospitality and Tourism Insights (JHTI). Therefore, this research aims to do a bibliometric analysis of articles published in JHTI during the previous five years.

This study used bibliometric techniques and indicators to analyse JHTI publications from 2018 to 2022. The data utilised in the study were obtained from Scopus and subsequently subjected to analysis through the Bibliometrix software.

The findings show good collaboration between the production components (country, institution and author) in JHTI. The co-occurrence analysis of keywords comprises five clusters; the co-citation analysis comprises six; and a group of articles connected with psychological aspects and areas such as motivation, attitude, customer engagement, place attachment and behavioural intention was the most remarkable cluster. Sharing economy, destination marketing, destination image and some, to an extent, social media and revenue management are just a few of the niche themes that have the potential to come up.

This study will be helpful as a roadmap for researchers in different fields who are interested in such studies, as well as for editorial board members and those who work in JHTI.

Scholars and practitioners may benefit the most from this research by obtaining insight into the development of JHTI's research and the areas of the hospitality and tourism industries that need more study.

The current study is both necessary and valuable because it is the first to provide insight into the effectiveness and intellectual framework of the hospitality and tourism literature selected by the JHTI.