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This paper aims to provide evidence on the role study tours play in expanding student cultural capital via increased confidence in international travel.

In this paper, survey data from individuals who participated in a study tour experience offered by a Florida-based university are analyzed for the assessment of cultural capital acquisition across select demographic types. Results are derived for paired difference tests as well as differences in population means.

Findings indicate that students participating in study tours did, in fact, gain confidence in engaging in international travel, especially so for first-time passport users and female participants.

The study was limited because of the size of the sample population. It is likely that significant relationships via other demographic cohorts will unfold as program participation increases.

Study tours represent a viable pathway for the acquisition of cultural capital.

Study tours present a unique means of providing students a first-hand global experience, and when marketed to a non-traditional student population, offer opportunities for acquisition of cultural and social capital that could not be achieved through non-experiential means.

The results of this study show that the study tour experience enriched the cultural capital of student participants through an increase in confidence associated with traveling abroad. The benefits of the study tour were widespread, as virtually, all population groups analyzed tended to gain confidence in traveling abroad, even those who had prior experience traveling internationally. This paper also suggests future pathways for research based on other demographic cohorts.

The purpose of this paper is to highlight the role blended learning plays in expanding study abroad opportunities.

The approach utilized involves providing a synopsis of research dealing with study abroad and its benefits, particularly for student populations likely to comprise a significant portion of the distance learning market. Perspectives on the benefits derived from incorporating distance learning into short‐term study abroad programs are then discussed based on the experiences of a business college with a significant enrollment of online students.

This paper highlights the flexibility afforded by online education in fulfilling academic content requirements, showcasing blended learning as a strategic complementary input in content delivery. The enhancement in study abroad options afforded offers the potential to introduce international business experiences to student populations historically underserved.

Blended learning facilitates the inclusion of online students, enhancing the financial viability of study abroad courses and programs.

Blended learning facilitates the inclusion of online students, expanding study abroad opportunities to student populations historically underserved.

Conceptualizing blended learning as a facilitating device for study abroad is a contribution to the literature; research surrounding the nexus between online learning and study abroad is embryonic. Within this nascent area, this paper also provides value in offering suggestions for future empirical research.

This study aims to present a history and critical analysis of arms and armor collecting in America from the late 19th century until the present day.

The research draws from the literature on arms and armor, from primary written, visual and material evidence, and from the author’s long experience as an antique gun and sword collector.

American arms and armor collectors have included men of great wealth, museums and their curators and many enthusiasts of more modest means. Collectors, dealers and curators have created a substantial arms literature. Collectors have organized around various types of artifacts, historical periods and company brands. Dealers, auction houses and manufacturers have provisioned the market with period pieces and reproductions.

The history of antique arms and armor collecting is regarded as a social activity where enthusiasts have pursued “serious leisure” through consumption and brand communities. This history is further analyzed as a cultural practice wherein generations of collectors have interpreted the meaning of antique arms and armor.

The purpose of this article is to help acquaint librarians with some of the major resources available regarding Fetal Alcohol Syndrome and Fetal Alcohol Effects (FAS/FAE).

This paper is an exploration of the potential impact of narrative writing and creative non-fiction on historical scholarship. Framed by the question of where a manuscript would be shelved in the library, this paper aims to survey the role of space, physical and metaphorical, in how we categorize, curate, cultivate and present narrative scholarship.

Using primary source material related to Newark stadium building and a broad-range scholarship concerning space, the author will place them in conversation with historian John Demos’ autobiographical narrative writing style.

The author hopes this paper furthers the conversation on the impact of narrative on scholarly writing and literacy.

By advancing this conversation, the author’s hope is that scholars will expand the possibilities of topics, sources, analysis, narrative styles and presentation of the information they both find and produce.

This study aimed to explore the technostress effects on the students' expectancy in their academic performance. Three main factors were used as predictors, namely techno-complexity (TC), techno-insecurity (TIS) and techno-overload (TO), to measure the students' performance expectancy via the mediating effects of student satisfaction (SS).

A total of 234 survey-based online questionnaires were filled by students from Universiti Teknologi Mara (UiTM). Based on the data, the hypothetical model was tested statistically using the Partial Least Square–Structural Equation Modelling (PLS-SEM), specifically the Smart Partial Least Square (SmartPLS) version 3.3.2.

The results indicated that SS mediated the relationship between TC, TIS and performance expectancy. Nevertheless, the two predictors (TC and TIS) negatively affected SS, whereas SS positively affected the performance expectancy. The findings further revealed that reducing TC and TIS could increase SS and their expectancy to achieve better academic performance.

This study proposed that higher learning institutions provide an innovative and user-friendly platform for the online learning environment. Consequently, this improvement could increase SS with the online learning experience and motivate them to expect better academic achievement.

This study also contributed to the existing literature by building and testing a technostress model and articulating the inter-relations between SS and performance expectancy.