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Within Australia, cultural festivals focusing on music, food and art represent important social and economic opportunities for rural communities. However, tensions may also arise within communities where stakeholder ideologies are at odds regarding the place identity being presented for consumption by tourism practices. Thus, using Mitchell’s model of creative destruction/creative enhancement as a theoretical framework and through qualitative analysis, the purpose of this paper is to critically examine three South Australian festivals from multiple perspectives, to identify what relevant stakeholders consider festivals contribute to the community and how this may impact on the success of the festival itself.

Using Mitchell’s model of creative destruction/creative enhancement as a theoretical framework and through qualitative analysis, this research critically examines three South Australian festivals from multiple perspectives, to identify what relevant stakeholders consider festivals contribute to the community and how this may impact on the success of the festival itself.

Findings suggest that those communities who present a more complex understanding of the “rural idyll” through the integration of multiple local products will experience greater success, both for internal and external audiences.

This research represents a unique contribution to the literature on festivals by combining the theoretical construct of cultural value with Mitchell’s model of creative destruction and creative enhancement, particularly within South Australia where little such work has been one, despite the fact that it presents itself as the “Festival State”.

This paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.

This qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.

The findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.

Investigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.

The cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.

As brands progressively become instruments for consumers to advocate for social change, many feel pressure to engage in social purpose branding (SPB) through addressing social issues. In a rush to remain socially relevant, brands have approached SPB differently; some genuinely intend to advance the social issue, while some intend to capitalise on social movements to mobilise the brand. This paper aims to explain these differences by theoretically outlining various approaches to SPB.

This mixed method paper draws on theory, interviews with marketing practitioners, and practical exemplars to present a typology of SPB approaches. 

Using institutional logics theory, SPB is categorised into four approaches: social purpose-driving, social purpose-driven, social purpose-aligning and social purpose-washing.

The typological framework for SPB advances this domain to outline effective and ineffective ways for brands to engage with social issues. A detailed agenda for further research is provided to guide ongoing SPB research. 

The typology presented reduces complexity and helps marketers understand the different approaches to engaging with a social issue. Given the growing intertwinement of brands and social issues, this research is essential for brands seeking to advance a social issue and remain relevant.

This paper offers a novel conceptualisation of SPB by defining it, identifying a framework of its characteristics, and detailing four SPB approaches. 

This study seeks to examine mature consumers' motives in the selection of apparel and footwear brands and reasons for patronizing department stores. Differences in brand‐choice motives are assessed among age cohort groups within the mature consumers segment as well as mature consumer segments defined by various socio‐demographic and lifestyle factors (i.e. gerontographic segmentation).

A USA nation‐wide random sample of 10,400 head of households was surveyed in regards to reasons for choosing apparel and footwear brands and department stores.

The results show that older consumers not only differ from their younger counterparts but are also heterogeneous when it comes to reasons for choosing specific brands and department stores. Specifically, price reductions and special sales drive the majority of mature consumers' brand selection, while advice or requests of spouse or other relatives and recommendations of salespeople are important factors in brand selection. Ease of returning products or getting refunds and frequency of items on sale are the main drivers of department store patronization.

Marketing managers should consider preference differences in age and gerontographic segments when creating marketing strategies to serve mature consumers.

Typically, mature consumers are aggregated into a single age segment (e.g. over 55). This study examines mature consumer reasons for selecting apparel and footwear brands and department stores based not just on age, but also on individual characteristics, specifically, gerontographic characteristics. Suggestions for marketing strategies designed to appeal to gerontographic segments are provided.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

If aeroplanes and passengers, as well as property and people on the ground are to be protected, potential perpetrators of aviation terrorism must be prevented from breaching security checkpoints and gaining access to ‘secure’ airport areas and to aircrafts. Given the interconnectedness of the air transportation system, a sufficiently high level of security must be provided throughout the entire system. In this chapter we examine terrorism issues relevant to airline and airport security internationally, a topic that has received much attention since 9/11. Understanding the key issues is crucial in evaluating the various methods of regulating and providing aviation safety and security. The purpose of this chapter is to review the key features of the Aviation and Transportation Security Act and the characteristics of the resulting security policy. Then we examine terrorism, previous terrorists' acts against aviation as well as current and future aviation threats. A summary of our major points completes the chapter.

This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective.

This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master’s of Sustainability at Arizona State University, the Master’s of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master’s, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and in vivo observations.

The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students’ self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills.

The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered.