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The purpose of this paper is to determine the impact on brand love of consumption experience at the dimensional level and to determine whether brand love mediates between consumption experience and customer engagement in the context of Generation M.

A sample of 265 Muslim smartphone users responded to a structured questionnaire adapted from existing literature. First, confirmatory factor analysis was carried out, and then data were analyzed through structural equation modeling using MPlus.

The findings indicate that hedonic pleasure and escapism directly, while flow, challenge and learning indirectly affect brand love and that brand love mediates the relationship between consumption experience and customer engagement.

This paper explicates Generation M’s consumption experience, ascertains ways to supplement their love for brand and engage them in gainful relationships and provides suggestions for further investigation. From a managerial perspective, the paper has implications for the management of consumer experience, identifies the most valuable dimensions of consumption experience and proposes that managers can develop customer-engagement strategies via brand love.

The paper validates the mediating role of brand love in the relationship between consumption experience and customer engagement; is the first to investigate the relationship between all dimensions of consumption experience and brand love; is one of few studies to investigate consumption experience, brand love and customer engagement in developing countries; and is one of first investigations to use a sample of Generation M.

Many opportunities for a service-learning experience are available to education pre-service teachers at the University of Notre Dame Australia, and the Whale of a Tale Reader Mentor Program is one of these. The Whale of a Tale developed as a service-learning experience as a result of a partnership between the University of Notre Dame Australia School of Education (UNDA) and the Western Australian Department for Child Protection and Family Support (DCPFS). The programme aimed to address some of the needs of children in out-of-home care (referred to as ‘children in care’) who have experienced trauma. This chapter initially describes how the Whale of a Tale Reader Mentor Program came into being. This description is followed by the rationale for basing the structure of the reading programme on a service-learning pedagogy. The results of a subsequent research study that evaluated the reading programme are then presented. Finally, the chapter discusses the concept of inclusion and how the Whale of a Tale Reader Mentor Program has facilitated a designated outreach approach to children on the margins. In particular, the programme focused on how these children could engage with reading stories that would hopefully inspire a lifelong love of reading and learning.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.

The purpose of this study is to examine factors influencing the engagement of public school teachers in informal learning activities.

This study used a survey research design.

Analysis of the data found that teachers rely to a greater degree on interactive than on independent informal learning activities. Three environmental factors inhibit teachers from engaging in informal learning activities: lack of time, lack of proximity to colleagues' work areas, and insufficient funds. In addition, seven personal characteristics enhance teachers' motivation to engage in informal learning: initiative, self‐efficacy, love of learning, interest in the profession, commitment to professional development, a nurturing personality, and an outgoing personality.

A limitation of this study was the survey's response rate of 27.7 percent.

The findings from this study give rise to three implications for facilitating informal workplace learning. First, work areas need to be strategically designed so that employees are located near colleagues in the same technical or professional area. Second, a greater amount of unencumbered time must be built into a professional's work day. Third, access to computer technology and the internet should be provided so that professionals can communicate with others and gather information when the need to do so arises.

An important contribution of the present study to new knowledge of workplace learning is the construction of a survey instrument for assessing informal workplace learning. A second contribution is greater understanding of the personal and environmental factors that influence informal workplace learning.

The goal of this study is to identify behaviors linked to hotel managers who report a high degree of work‐related learning. To achieve this the researchers seeks to determine whether the extent to which managers were intrinsically motivated to learn, their perceived risk‐taking abilities, their attitudes towards learning and their attitudes towards the hospitality industry could determine their level of individual work‐related learning.

The study was conducted on the island of Jamaica. The survey was completed by 154 hotel managers and multiple regression analyses were used to analyze the data.

Of the four behaviors examined, two predicted the hotel managers' individual work‐related learning levels, i.e. their perceived risk‐taking abilities, and their attitudes towards learning. Managers who reported high work‐related learning levels also reported high risk‐taking abilities and more positive attitudes towards learning. The extent to which they were intrinsically motivated to learn and their attitudes towards the hospitality industry were not significant determinants of their work‐related learning levels.

The exercise had a number of limitations and these should be taken into consideration when reviewing the findings.

The study therefore pointed to two behaviors linked to intense individual learning amongst managers in hotels. Hotel managers wishing to display high levels of work‐related learning should therefore determine the extent to which they possess the behaviors connected and make the adjustments necessary.

The study was one of a small number which examined objectively individual learning in hospitality business.

The purpose of this paper is to explore and evoke an old educational concept called “study”. This is learning which leads to love and love which leads to learning. It is a dynamic experience which engenders transformation whose telos is simultaneously endlessly knowable and unknowable. The paper argues that it unites humans with the world, the material world with the transcendent, speed with slowness and alignment with resistance, in a series of antinomic relationships which come together in the heart. Study, it is argued, should form the basis of true education and a truly sustainable relationship with the world.

The paper’s approach is informed by the Eastern Orthodox Christian theology of ecology, particularly its complex and holistic concept of the heart and perceiving with the heart. It revels in the antinomies fostered by this tradition.

The paper’s findings are inevitably provisional. They stress the need for beauty in educational practice and indicate that the form of study described may foster an individual sense of vocation, which can transform self and the world.

The paper hopes to contribute to a re-orientation in education, sustainability and ecology.

The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration.

School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration.

Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments.

Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership.

The model of educational restoration provides a conceptual foundation for future research and leadership practice.

W. Edwards Deming was revered as a technical genius in the areas of mathematics, statistics, and statistical variation. Though largely known for his professional achievements, the core of Deming was his quality of character. He was raised by his parents under austere conditions in the heartland of the USA. The values ingrained in him by his parents included spiritual beliefs, a love of learning, devotion to family, commit‐ment to friends, and a strong work ethic. With an intense loyalty and love for his wife and children, he balanced his life so that family remained a priority. An accomplished writer of music, a grammarian, and a person with spiritual interests, Deming was much more than a public figure recognized as an icon of the “quality” movement.

Recent scholarship has focused on the schooling experiences of Black boys in early childhood; however research on the experiences and outcomes of Black girls in early childhood remains virtually nonexistent. More research is needed to ensure that every Black girl excels in early childhood education. Through three reflections from Black early educators, written iteratively through a process of reflection, discussion, writing, and revision, this chapter highlights aspects of Black girls' schooling that can promote Black girls' rapidly developing social, emotional, regulatory, and moral capacities. Within each reflection, the educator's advance our understanding of culturally relevant pedagogy by showing how educators can “teach to and through” Black girls’ funds of knowledge. Additionally, the reflections highlight the powerful role schools play in the lives of Black girls, underscoring the need to more deeply investigate teacher's perceptions of Black girls in addition to the positive and the negative policies and practices enacted in classrooms. The chapter concludes with critical and timely recommendations for research, practice, and policy.

The paper sets out to provide a selected bibliography of books influential to the librarian's teaching and learning philosophy.

The paper introduces and annotates books identified by LOEX‐of‐the‐West 2006 attendees as influential to their instruction activities, teaching philosophy, or meaning of education.

The paper provides information about each source, including an introductory discussion on the classification of the titles into six major genres of instruction inspiration and four major (generic) philosophies of education and learning.

The information presented in the paper may be used by librarians and interested parties to solidify and broaden their own thoughts and values on who they are as an instructor.