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There is evidence that both hypnotherapy and virtual reality (VR) can be helpful in reducing perceived stress in the general population. This is a feasibility and acceptability trial of an intervention combining hypnotherapy and VR to establish its acceptability in students. This study aims to establish whether students found the experience acceptable, described any adverse effects and whether they reported feeling calmer after the experience.

The study was testing the hypothesis that students would attend the sessions and find the experience acceptable. A secondary hypothesis was that preliminary qualitative and quantitative evaluation of measures of stress and wellbeing would signal potential improvements.

All participants completed all three sessions. No side effects were reported. Visual analogue scales recorded each day assessing the immediate effect improved. At the end of the intervention, there was an increase in wellbeing of 2.40 (95% CI: 1.33, 3.53, p = 0.006), and a decrease in depression of 0.73 (95% CI: 0.40, 1.07, p = 0.010), reflecting large effect sizes of 0.76 and 0.83, respectively. Qualitative feedback was generally very positive.

This study is small with just 15 students and was over a short period of time. The recruitment method meant there was no way to establish whether the volunteer students were representative of the general student population in terms of mental wellbeing. There was no control arm.

The preliminary results suggest that a larger controlled trial is justified.

This VR experience may have benefit to university students and to the wider population.

This described the evaluation of a novel intervention for perceived stress combining hypnotherapy and virtual reality in a group of healthcare students, with promising results suggesting further evaluation is needed.

This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.

This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.

In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.

In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.

This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

This article aims to explore the potential of feminist phenomenology as a conceptual framework for advancing women’s entrepreneurship research and the suitability of interpretative phenomenological analysis (IPA) to the proposed framework.

The article critically examines the current state of women’s entrepreneurship research regarding the institutional context and highlights the benefits of a shift towards feminist phenomenology.

The prevailing disembodied and gender-neutral portrayal of entrepreneurship has resulted in an equivocal understanding of women’s entrepreneurship and perpetuated a male-biased discourse within research and practice. By adopting a feminist phenomenological approach, this article argues for the importance of considering the ontological dimensions of lived experiences of situatedness, intersubjectivity, intentionality and temporality in analysing women entrepreneurs’ agency within gendered institutional contexts. It also demonstrates that feminist phenomenology could broaden the current scope of IPA regarding the embodied dimension of language.

The adoption of feminist phenomenology and IPA presents new avenues for research that go beyond the traditional cognitive approach in entrepreneurship, contributing to theory and practice. The proposed conceptual framework also has some limitations that provide opportunities for future research, such as a phenomenological intersectional approach and arts-based methods.

The article contributes to a new research agenda in women’s entrepreneurship research by offering a feminist phenomenological framework that focuses on the embodied dimension of entrepreneurship through the integration of IPA and conceptual metaphor theory (CMT).

The purpose of this study is to conduct a comprehensive systematic literature review using bibliometric approach to investigate the academic structure of World Trade Organization Dispute Settlement research.

The study examines the bibliographic information for 1,858 articles from Scopus and the Australian Business Deans Council-indexed journals published between 1995 and 2024 using Dimensions.ai and Google Scholar search engines. Exploratory-cum-descriptive research design with bibliometric approach is used to answer the stated literature review research questions.

The data shows a gradual decline in WTO-Dispute Settlement System (WTO-DSS) research relative to the total international business area in the three decades. Developed countries appear as key contributors to the research, with the USA and the UK standing out as the most productive and influential research countries. The study shows a significant change in the focus of this research corpus from legalized to non-legalized approaches, with a greater emphasis on transparency and environmental sustainability. The research identifies global politics and international trade law as influential subjects in the discipline.

To the best of the authors’ knowledge, the study is a first of its kind where bibliometric approach has been used to study the evolution of WTO-DSS literature. The study adds to the understanding of WTO Dispute Settlement research patterns and recommends future research options.

Anchored in the theories of brand gestalt and stakeholder perspectives, this study aims to undertake a comprehensive examination of the brand gestalt concept, emphasizing its multidimensional nature and the process of co-creation.

Focused within the context of the Wonderful Indonesia brand, the research draws upon a rich qualitative data set derived from in-depth interviews conducted with 18 international tourists, supplemented by netnography (or internet ethnography) of websites, social media and online articles related to Wonderful Indonesia. Using grounded theory methodology, the qualitative data undergo rigorous analysis to identify emergent themes and patterns.

The research elucidates the four dimensions (4S) comprising brand gestalt: storyscapes, sensescapes, servicescapes and stakeholderscapes. Each dimension is further delineated into essential categories, providing a comprehensive understanding of brand gestalt. This study highlights the collaborative nature of brand gestalt, emphasizing the involvement of multiple stakeholders in shaping the brand's identity and perception. Consumer perceptions of co-creation are identified as significant contributors to brand gestalt, enhancing the brand's value proposition.

Destination management and practitioners can use the insights from the research to refine their brand management and marketing strategies by leveraging the dimensions of brand gestalt. Recognizing the collaborative construct of brand gestalt can guide businesses in fostering meaningful relationships with stakeholders and aligning branding efforts with collective visions. Understanding the role of consumer co-creation in brand development can inform strategies aimed at enhancing brand equity and fostering consumer loyalty.

This study extends existing literature on brand gestalt by providing a comprehensive examination of its four dimensions and essential categories. By emphasizing the collaborative nature of brand gestalt, this study contributes to advancing the understanding of brand co-creation paradigms. The identification of consumer perceptions of co-creation as a significant factor in brand gestalt adds novel insights to the literature, offering valuable implications for brand management and marketing strategies.

This study aimed to address the underexplored domain of organisational vulnerability, with a specific focus on understanding how vulnerability is understood in organisations and the underlying pathways leading to vulnerability.

This study utilised a narrative literature review methodology, using Google Scholar as the primary source, to analyse the concepts of organisational vulnerability in the context of disaster risk studies. The review focused on relevant documents published between the years 2000 and 2022.

The analysis highlights the multifaceted nature of organisational vulnerability, which arises from both inherent weaknesses within the organisation and external risks that expose it to potential hazards. The inherent weaknesses are rooted in internal vulnerability pathways such as organisational culture, managerial ignorance, human resources, and communication weaknesses that compromise the organisation’s resilience. The external dimension of vulnerability is found in cascading vulnerability pathways, e.g. critical infrastructure, supply chains, and customer relationships.

As the frequency and severity of disasters continue to increase, organisations of all sizes face heightened vulnerability to unforeseen disruptions and potential destruction. Acknowledging and comprehending organisational vulnerability is a crucial initial step towards enhancing risk management effectiveness, fostering resilience, and promoting sustainable success in an interconnected global environment and an evolving disaster landscape.

Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO₂ emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.

Drawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.

The study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.

The typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.

To the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.

The purpose of this study was to investigate how and through which social-cognitive constructs, emotions influence healthy food shopping behaviors. Direct effects of those constructs, as well as indirect effects of consumer emotions are considered.

An altered version of the Social Cognitive Theory, including intention, socio-structural factors, outcome expectancies and self-efficacy with the addition of consumer emotions was analyzed using structural equation modeling. Data of 1,181 volunteers were collected in Germany in 2021 through an online survey.

Intention was the most important positive predictor of food choice, while socio-structural factors had the biggest impact on intentions. Those were mostly influenced by self-efficacy, which was strongly predicted by consumer emotions. Outcome expectancies did not influence the current model in any way. Consumer emotions did not directly influence intention, nor actual choice, however showed to be influencing those variables through indirect effects.

Marketers could benefit from these results by incorporating the current findings into existing marketing strategies through targeting a combination of social cognitive constructs, as well as consumer emotions to facilitate healthier food shopping behavior.

Affect has received increasing attention in regards to its impact on healthy eating behaviors in recent years. Less attention has been paid to the mechanisms through which emotions influence healthy nutrition behavior, specifically how consumer emotions influence healthy food shopping behavior.