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Falsified online reviews (FORs) are the published/viewable consumer-generated online content regarding a firm (or its representatives) or its services and goods that is, to some degree, untruthful or falsified. The purpose of this study is first to explore the nature of FORs, focusing on reviewers' interpretations and refections on falsity, intent, anonymity and the target of their FOR. Secondly, the authors examine the valence and veracity dimensions of FORs and introduce a typology to differentiate their variations.

using an exploratory research design, 48 interviews were conducted with participants who post online reviews on social media about their experiences with food and beverage serving outlets.

The results show four common forms of FORs on social media. These are reviews focused on equity equalizing, friendly flattery, opinionated opportunism and malicious profiteering.

The authors provide exploratory and in-depth information via interviews, but do not analyse the content of FORs.

Firms should be aware of varieties of FORs and that these may not be limited to malicious content. This is important in terms of showing that in dealing with FORs, a one-size-fits-all approach will not work. FORs are not always entirely fabricated, and instead various levels of falseness are observed, ranging from slight alterations to complete fabrications.

Previous research explored how to identify and differentiate FORs from truthful ones, focusing on the reviews or how they are perceived by readers. However, comparatively little is known of the reviewers of FORs. Hence, this study focuses on reviewers and offers new insights into the nature of FORs by identifying and examining the main forms of FORs on social media.

This article aims to explore the impact of interpersonal relationship stimuli and click-like on purchase intention across different generations of bank customers, with a focus on the moderating effect of online trust.

The sample consists of 435 online bank customers from the Facebook community and the data collection was conducted using an online survey method. The model estimation utilized the partial least squares technique, along with multigroup analysis and importance-performance map analysis.

The empirical evidence supports the hypothesized relationships between interpersonal relationship stimuli, click-like and purchase intention, but varies across different generations and is contingent upon online trust. The analysis reveals commonalities in how Generation Z, Millennials and Generation X respond to interpersonal relationship stimuli while exhibiting distinct responses to click-like.

The empirical evidence confirms the hypothesized relationships between interpersonal relationship stimuli, click-like and purchase intention. However, these relationships exhibit variations across different generations and are contingent upon the level of online trust. The analysis highlights shared responses to interpersonal relationship stimuli among Generation Z, Millennials and Generation X, while also revealing distinct reactions to click-like within these generational groups.

This research investigates the collective impact of interpersonal relationship stimuli and click-like on purchase intention, taking into account the moderating role of online trust within various generational cohorts in the banking sector.

In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.

This paper aims to explore the issue of product counterfeiting in Türkiye and assess Türkiye’s role in the global supply chain of counterfeit goods. It sheds light on the supply-side dynamics of counterfeiting in the Turkish context.

Interviews were conducted with 46 key experts, including police officers, customs officers and trademark attorneys. The study also incorporated data from a documentary analysis of counterfeit products seized by the Bulgarian Customs.

The findings of this study highlight the significant role of Türkiye in international supply chains, serving as both a manufacturing hub for a wide array of counterfeit products and a crucial transit point for goods bound for European markets. This study suggests that counterfeiting serves as a source of livelihood for many individuals in Türkiye, with counterfeiters often justifying their activities by claiming they contribute to the country’s economy through job creation and the influx of foreign currency.

While qualitative research is essential for exploring nuanced aspects and gaining in-depth insights, it may not provide the statistical robustness and generalizability associated with larger quantitative studies.

This paper is an original contribution to the understanding of product counterfeiting in Türkiye, a major counterfeit-producing country, with potential implications for the future of consumer protection and market integrity.

The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.

To develop scale, a multi-stage scale development procedure was adopted. The comprehensive WIL scale was developed and validated in four phases. The first phase involved reviewing literature, content and face validity through experts. In the later stages, through survey method, the construct validity was tested with the application of the exploratory factor analysis and principal component analysis. The scale reliability further calculated through Cronbach’s alpha internal reliability coefficient. The SPSS was used to test and validate the designed scale.

A multi-dimensional, reliable 62-item scale classified into eight factors was developed. Results indicate that the designed scale achieved internal, face, content, construct validity and reliability. The refined scale has the potential to be used in similar context, however, can be modified for diverse contexts and situations.

To the best of authors’ knowledge, this is the first validated scale of WIL based on the i-skills model. Looking at the prior developed scales, this tool is unique in nature to focus on the skills of administrative staff.

The COVID-19 pandemic necessitated that higher education institutions (HEI) respond quickly and transform their teaching to a remote learning environment. Prior to the pandemic, HEI had already implemented some degree of remote teaching and e-learning. The success of these initiatives depended on the leadership’s decisions regarding their implementation before the pandemic and their rapid implementation during the initial days of the lockdown. This study aimed to assess the level of preparedness and the response of HEI leadership to the health crisis by surveying a global audience of HEI professionals in academic and administrative roles. The results obtained from their responses highlight the areas of success and the concerns if remote teaching will be required in the future. We analyze these findings in the context of the broader implementation of e-learning and remote teaching in HEI.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional standards to foster their professional growth. Standards help inform performance and development planning, and shape feedback and provide a framework for professional learning design. This chapter provides an overview of how systems such as New Zealand, Australia, and Scotland, among others, describe leadership in terms of standards. When used alongside an annual performance and development process, middle leaders can tap into the power of standards to continually sharpen their leadership practice and create a thriving career leading from the middle. Practical guidance is provided for middle leaders to engage with national teacher and leadership standards.