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The purpose of this paper is to investigate how the public views two corporate social responsibility (CSR) initiatives practiced by a Major League Baseball (MLB) team. This study examined the role of perceived fit between an MLB team and its two CSR initiatives in shaping consumers’ intentions to support the team’s CSR efforts.

A between-subjects experiment (n=207) was conducted using Amazon’s Mechanical Turk to examine the impact of CSR fit on consumers’ patronage intentions.

The results of this study showed that consumers’ perceived fit between sports teams and their CSR has a positive impact on consumers’ patronage intentions. The values-driven and strategic-driven attributions of the team’s CSR initiatives were positively associated with their patronage intentions.

Both the values-driven and strategic-driven attributions were positively associated with consumers’ patronage intentions, while previous studies suggested negative association between strategic-driven attributions and consumer behaviors. The findings indicate that consumers do not view professional sports teams’ strategic-driven CSR initiatives to be negative business practices. This could result from the fact that CSR initiatives have become a prevalent and expected organizational practice.

This study contributes to the literature of CSR within the context of professional sports teams as corporations. The findings of this study suggest that professional sports teams could benefit from CSR initiatives when the teams select social causes with which consumers could infer values-driven and strategic-driven attributions.

The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.”

A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”.

The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles.

While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content.

While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.

Using uses and gratifications theory as a guide, the purpose of this paper is to examine how fans are engaging with Major League Baseball (MLB) teams that are utilizing Instagram postings to demonstrate sporting, business, and social objectives.

An analysis of 1,500 photos (50 from each team) was conducted. A content analysis analyzed the content of the photo, and a textual analysis was implemented to examine the use of hashtags by the teams on their Instagram photos.

Posts that overly demonstrated the business and social objectives had some of the lowest numbers of likes and comments, indicating that fan engagement is not often achieved through these methods.

Results of this research demonstrate that while MLB teams are able to address their multiple objectives on Instagram, fans are not necessarily interested in all three of these efforts. Posts about on-field action, consumer buying opportunities, and charitable efforts were all created by the majority of teams, but the sporting objective posts had, by far, the highest average number of both likes and comments when compared to the charitable and promotional objectives of the teams. Therefore, the results provide some best practices for teams looking to use the photo and video sharing network.

Food‐borne infection remains a major public health concern and it is important that healthcare professionals in training understand the epidemiology of gastro‐intestinal infection and strategies for its prevention. This article describes a student selected component (SSC), i.e. an element which supplements the core curriculum for undergraduate medical students and its use as an educational tool.

The SSC incorporated a refrigerator safari in which students examined a number of domestic refrigerators for factors which might affect adversely the microbiological quality of the food within them as well as determining refrigerator temperatures with a sensitive thermometer.

The refrigerator safaris, although small in number (n=25) highlighted a number of frequently occurring factors such as unacceptable refrigerator temperatures and foods which had passed their use by/best before dates. Student feedback indicated that the safari was much appreciated as a practical way of learning about food safety.

The refrigerator safari is a novel method for the teaching of undergraduate students about food hygiene in the domestic setting and emphasises that consumers have important roles and responsibilities in protecting themselves from food‐borne infection.

This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning.

A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies.

A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning?

The study uses data from an online survey that elicited information about how 46 teacher educator participants were using distinctive mobile pedagogical features (Personalisation, Authenticity and Collaboration) in their mobile learning practices. It uses the iPAC theoretical framework to analyse the data collected.

Findings indicated high self-ratings of authenticity, and positive perceptions of collaborative sharing (Collaboration construct), often involving generative tasks that required use of creative, media production mobile applications. There were weaker perceptions of personalisation and online conversation (Collaboration construct). In light of these findings, we discuss implications for teacher education and recommend future directions for research and development.

This study underlines our contention that teacher educators struggle to exploit the entire range of mobile pedagogical approaches. The findings suggest that teacher educators are cautiously exploring the potential for online collaboration mediated through mobile devices, but have not yet fully grasped the opportunities to design tasks which exploit (and model) the personalised nature of m-learning. The limitations of the study include the size of the sample (46), its self-selected nature and its bias towards Australian and the UK respondents.

In response to the issues raised in this paper, the authors are developing a mobile learning toolkit (www.mobilelearningtoolkit.com) for teacher educators.

There is a scarcity of m-learning studies in teacher education exploring pedagogical insights, and the views of teacher educators themselves are often absent.

The purpose of this paper is to offer a reflexive account of the co‐production of a qualitative research project with the aim of illuminating the relationships between research participants.

The paper draws upon personal experience of designing and conducting a research project into management learning, run jointly between an academic and a senior practitioner. The methodological issues involved and the reflexive dynamics of how the work of research collaboration is accomplished are considered.

Engaging with radical reflexivity helps to produce insights about the co‐production process.

This paper contributes to the field of reflexivity and is innovative in its context of academic‐practitioner research.

This paper aims to investigate the impact of three different flow channel cross sections on the performance of the fuel cell.

A comprehensive three-dimensional polymer electrolyte membrane fuel cell model has been developed, and a set of conservation equations has been solved. The flow is assumed to be steady, fully developed, laminar and isothermal. The investigated cross sections are the commonly used square cross section, the increasingly used trapezoidal cross section and a novel hybrid configuration where the cross section is square at the inlet and trapezoidal at the outlet.

The results show that a slight gain is obtained when using the hybrid configuration and this is because of increased velocity, which improves the supply of the reactant gases to the catalyst layers (CLs) and removes heat and excess water more effectively compared to other configurations. Further, the reduction of the outlet height of the hybrid configuration leads to even better fuel cell performance and this is again because of increased velocity in the flow channel.

The data generated in this study will be highly valuable to engineers interested in studying the effect of fluid cross -sectional shape on fuel cell performance.

This study proposes a novel flow field with a variable cross section. This design can supply a higher amount of reactant gases to the CLs, dissipates heat and remove excess water more effectively.

Kevin Bales' work on contemporary slavery has brought this under‐researched field of social enquiry to the attention not only of the academic world but to a wider global audience through his prolific publishing, his film work and not least his presidency of Free the Slaves, the US anti‐slavery organisation. The purpose of this paper is to explore some of his findings and methodologies currently prevailing in this field.

This paper is based on an interview with Kevin Bales conducted in April 2009 and subsequent discussions with Claire Griffiths.

Disposable People: New Slavery in the Global Economy, the book that brought Bales global recognition over a decade ago, reinstated slavery as a key human rights issue on the research agenda for the twenty‐first century. This interview is condensed from a longer discussion between Kevin Bales and Claire Griffiths on researching contemporary slavery. In this conversation they explore the relationship between slavery, trafficking and prostitution, a theme that leads the discussion to the gendered nature of slavery through the centuries. The interview concludes with some indications of where slavery studies research is going in the twenty‐first century.

This paper provides new insights into the emerging and interdisciplinary field of modern slavery studies.