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This study aims to understand the degree of predictability and value in analyzing consumer purchase patterns in the US wine retail market. The study considers whether brands in US wine retailing follow the well-established Duplication of Purchase Law and Double Jeopardy Law.

Over 20,000 customer panel wine purchases were analyzed from a number of locations within a supermarket chain based on the West Coast of the USA. Cross-purchasing behavior for the top 20 wine brands by market penetration was analyzed to assess whether the well-established Duplication of Purchase Law and Double Jeopardy Law hold up in this wine retail setting in the USA. The degree of predictability and the existence of anomalies in expected cross-purchasing behavior were identified in the analysis.

Results confirmed a Double Jeopardy pattern and that wine cross-purchasing patterns for the most part followed the Duplication of Purchase Law. However, exceptions to these patterns were found, which indicated areas in need of managerial attention due to the potential to remedy, develop or monitor the most prominent variations between predicted and realized cross-purchasing behavior. Repeated identification of variations has been identified in other product categories, known as market partitions.

Although it is commonly believed that wine is a unique product category, the results of this study demonstrate that consumer behavior toward wine is similar to other fast-moving consumer goods. The exceptions suggest that while similar consumer purchase patterns are evident, consumers are more likely to cross purchase wine brands and grape types more than would be expected given Duplication of Purchase Law benchmarks.

This study aims to understand the market structure and explore the applicability of recognised generalisations to a European wine retail market. The study considers whether brands in European wine retailing follow the established double jeopardy and duplication of purchase laws, with the aim of investigating their limits so as to identify where market partitions are evident.

The researchers conducted a cross-purchasing analysis within the wine category over a 12-month period, using a customer panel of n = 25,000 across a chain of independent retail stores in an English-speaking European country. Analysis was conducted across purchases of the top 20 wine brands.

Consumer wine repurchase results confirmed a double jeopardy pattern. These consumers’ wine repurchasing behaviour from other top-20 wine brands could have generally been predicted in line with the duplication of purchase law. However, a small number of exceptions to these patterns were identified, suggesting the existence of market partitions.

In this study, market partitions were evident for selected brands, a wine region and a common grape variety, Sauvignon blanc. Such exceptions illustrate that consumer purchase patterns can deviate from predictions, for a small number of brands in a consumer goods category than would be expected given duplication of purchase law norms. Such anomalies to empirical generalisations help demonstrate boundary conditions and lead further research on the market conditions required for such anomalies to be evident. Implications suggest that further research should be conducted on the product features creating market partitions.

The findings suggest that regional wines can appeal to a more clearly partitioned customer group within the clientele, but that substitution is noted among brands within regions.

To the best of the authors’ knowledge, this is the first study to use a large sample consumer database to determine the generalisability of two well-established empirical generalisations: the double jeopardy and duplication of purchase laws, to the wine retail market. Knowing these are applicable to the wine retail markets allows wine producers and retailers to predict expected repurchase and cross-purchasing norms.

Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.

The chapters in this book focus on three main areas of innovation in teaching and learning in higher education today: virtual worlds, gaming, and simulation. Advancements in both digital technologies and learning theories are transforming the way we teach and learn and those advancements are refining our views of what it means to learn in the contemporary post-industrial age. Both individually and collectively, immersive technologies have become more popular as educational tools across a range of disciplines as a means for educators to engage students more deeply in the learning process. Biggs (2003) advocates deep learning – learning that entails active and devoted engagement with rigorous, high-quality learning activities that is also enjoyable and interesting for the learner.

Spawton (1991) discusses consumer expectations and risk‐reduction strategies in the purchase of wines. Spawton (1991) refers to a four‐segment model of the market. These segments include Connoisseurs, Aspirational Drinkers, Beverage Wine Consumers and New Wine Drinkers. These segments were developed from the results of an exploratory qualitative study conducted by McKinna (1987). This study aims to empirically test and confirm the segments that the wine industry has taken for granted. There are four hypotheses relating to the confirmation of Spawton's (1991) segments.

The paper seeks to conduct an exploratory study into how positive and negative brand belief levels differ before, and change after, consumers defect from a brand or take up a new brand.

Two longitudinal studies in banking and insurance were used. These included repeat interviews with the same consumers. Brand buying behaviour and positive and negative brand beliefs were measured and then compared across those who defected from a brand and those who took up a new brand.

Prior to defection, differences in both positive and negative perceptions were apparent in those who subsequently defected. There was also evidence of a readjustment after defection to match the new user status. There was evidence that this readjustment did not just occur in the behaviour change period, but continued to occur afterwards, with differences over time much greater for the longer time frame interview than evident for the shorter time frame. Negative beliefs were more discriminating when the defection was customer‐initiated rather than during a renewal process. New brand users displayed a higher propensity to give positive beliefs prior to taking up the brand compared to non‐users who did not take up the brand. These changes further continued post‐switching as new users adjusted to their new status.

This research contributes to the understanding of the brand belief‐behaviour relationship using two very different longitudinal studies. It also investigates negative brand beliefs, which are rarely researched, and compares the effects of negative beliefs with that of positive beliefs.

The purpose of this paper is to develop an understanding of academics’ approaches to managing team assessment at an Australian University with a view to informing policy development and assessment design.

The research was conducted using a single exploratory case study approach focussing on the team assessment approach of academics teaching in two colleges at an Australian University. A desktop audit of publicly available assessment policy from 38 Australian universities was conducted alongside a review of relevant college subject guides. The findings of this review framed a subsequent focus group and online survey of academic staff.

Results suggest that staff have adopted highly diverse and idiosyncratic approaches to team assessment and have mixed views about varied approaches to managing and assessing teamwork. Findings identify a need for explicit guidance and professional development on designing, managing and grading team assessments. Institutional limits and criteria should be introduced to ensure a whole-of-course approach to developing teamwork skills and ensure students are not burdened with an excessive number of team assessment tasks in a degree.

The paper reports results from an exploratory case study at a single Australian University. As such, the results are not generalizable.

The findings could inform guidelines, policies or support resources for designing team assessment tasks.

The research explores a challenging area for academics: team assessment, which the research indicates is not currently adequately managed through university policy and procedure. The findings highlight options for universities to consider when developing policies and procedures to manage team assessment. The study also provides recommendations for academics to consider when developing and managing team assessment.

Jonathan Becker is an assistant professor in the Department of Educational Leadership of the School of Education at Virginia Commonwealth University, Richmond, Virginia, USA. Jonathan's teaching and scholarly endeavors occur at the intersection of educational technology, policy, law and leadership. Currently, Jonathan is serving as the evaluator of a multi-million dollar, multi-year grant program funded by the U.S. Department of Education to develop simulations and to support leadership preparation and is a co-investigator of an NSF-funded grant targeted at research and development of science curriculum modules for students in underserved areas.

The experimental parliamentary subsidy on knights' fees and freehold incomes from lands and rents of 1431 was the only English direct lay tax of the Middle Ages which broke down. As such, this subsidy has a clear historiographical significance, yet previous scholars have tended to overlook it on the grounds that parliament's annulment act of 1432 mandated the destruction of all fiscal administrative evidence. Many county assessments from 1431–1432 do, however, survive and are examined for the first time in this article as part of a detailed assessment of the fiscal and administrative context of the knights' fees and incomes tax. This impost constituted a royal response to excess expenditures associated with Henry VI's “Coronation Expedition” of 1429–1431, the scale of which marked a decisive break from the fiscal-military strategy of the 1420s. Widespread confusion regarding whether taxpayers ought to pay the feudal or the non-feudal component of the 1431 subsidy characterized its botched administration. Industrial scale under-assessment, moreover, emerged as a serious problem. Officials' attempts to provide a measure of fiscal compensation by unlawfully double-assessing many taxpayers served to increase administrative confusion and resulted in parliament's annulment act of 1432. This had serious consequences for the crown's finances, since the regime was saddled with budgetary and debt problems which would ultimately undermine the solvency of the Lancastrian state.