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The purpose of this paper is to explore fans’ reactions to corporate naming rights sponsorship of football club stadia and identify a range of contextual factors impacting these reactions.

A qualitative, quasi-ethnographic research design is adopted, focusing on three football clubs in North West England. Data are gathered through online message board discussions, focus groups and auto-ethnographic approaches.

Geographic, image and functional dimensions of sponsorship fit are noted as contextual factors in determining fans’ reactions to corporate stadium names. It is also proposed that some forms of fit (in particular geographic fit) are more important than others in this regard. Beyond issues of fit, three additional contextual factors are identified that potentially influence fans’ reactions to corporate stadium names: prior involvement with the club by the sponsor; fans’ perceived impact of the sponsorship investment; and whether the stadium is new or long-established.

Future research might examine the relative importance and implications of the identified contextual factors, alongside seeking other potential areas of contextual framing.

Sponsorship naming rights negotiations need to be sensitive to a variety of contextual factors. Furthermore, sponsors would do well to have a good awareness of their own brand image and its congruency with the identity of the club and fan base.

This nuanced, qualitative analysis extends existing, quantitative-based research by identifying a range of contextual factors which shape fans’ reactions to corporate stadium naming.

In this study in the United Arab Emirates (UAE), we investigated college students’ perceptions of their past experience of receiving one-to-one tutoring support in mathematics when they were in secondary school. In addition, we also explored students’ reasons for taking one-to-one tutoring in mathematics, the perceived impact of one-to-one tutoring in overcoming shortcomings of school mathematics teaching and on their mathematics achievement, and whether the learning environment at school influenced decisions about having one-to-one tutoring. Eight case-study students were involved in recalling how beneficial one-to-one tutoring was through semi-structured interviews. Because of the small sample size, the research involved only qualitative data based on the recollections of college students who were attending a one-year course in the General Education department of Abu Dhabi Men’s College. The research provided valuable insights into how some students considered having a one-to-one tutor beneficial for their achievement when they were in secondary school. Educators must consider students’ learning environment as being one of the main reasons for deciding whether or not to undertake one-to-one tutoring to raise their achievement in mathematics.

ﻓﻲ ھذه اﻟد را ﺳﺔ ﻓﻲ دوﻟ ﺔ ا ﻹﻣﺎ را ت اﻟ ﻌرﺑﯾﺔ اﻟ ﻣﺗ ﺣدة، د رﺳﻧﺎ ﺗ ﺻورا ت طﻼب اﻟ ﺟﺎ ﻣﻌﺎ ت ﻋن ﺗ ﺟرﺑﺗﮭم اﻟ ﺳﺎﺑﻘﺔ ﻓﻲ ﺗﻘدﯾم د ﻋم ﺗﻌﻠﯾﻣ ﻲ ﻓ رد ي ﻓﻲ اﻟ رﯾﺎ ﺿﯾﺎ ت ﻋﻧدﻣﺎ ﻛﺎﻧ وا ﻓﻲ اﻟ ﻣد رﺳﺔ اﻟﺛﺎﻧ وﯾﺔ. ﺑﺎ ﻹ ﺿﺎﻓﺔ إ ﻟ ﻰ ذ ﻟ ك ، ا ﺳ ﺗ ﻛ ﺷ ﻔ ﻧ ﺎ أ ﯾ ﺿً ﺎ أ ﺳ ﺑ ﺎ ب ا ﻟ ط ﻼ ب ﻹ ﺟ ر ا ء د ر و س ﻓ ر د ﯾ ﺔ ﻓ ﻲ اﻟر ﯾﺎ ﺿ ﯾﺎ ت ، وا ﻟﺗﺄﺛﯾ ر اﻟ ﻣﻠ ﺣو ظ ﻟﻠ د رو س اﻟﻔ ردﯾ ﺔ ﻋﻠ ﻰ ﺗ ﺣ ﺻ ﯾﻠ ﮭم ﻓ ﻲ اﻟر ﯾﺎ ﺿ ﯾﺎ ت ، وﻣ ﺎ إذا ﻛﺎﻧ ت ﺑﯾﺋﺔ اﻟﺗ ﻌﻠم ﻓ ﻲ اﻟ ﻣد رﺳﺔ ﻗد أﺛ ر ت ﻋﻠ ﻰ اﻟﻘ را را ت اﻟ ﻣﺗ ﻌﻠﻘﺔ ﺑﺎ ﻟ ﺣ ﺻ ول ﻋ ﻠ ﻰ ﺗد ر ﯾ ب ﻓ ر د ي . د ر س وا ﺣ د. ﺷ ﺎ ر ك ﺛ ﻣﺎﻧ ﯾ ﺔ ﻣ ن ط ﻼ ب د ر ا ﺳ ﺔ اﻟﺣ ﺎﻟ ﺔ ﻓ ﻲ اﻟﺗذﻛﯾ ر ﺑ ﻣد ى ﻓﺎﺋدة اﻟﺗد رﯾ س اﻟﻔ رد ي ﻣ ن ﺧﻼل ﻣ ﻘ ﺎ ﺑ ﻼ ت ﺷ ﺑ ﮫ ﻣ ﻧ ظ ﻣ ﺔ . ﻧ ظ رً ا ﻟ ﺻ ﻐ ر ﺣ ﺟ م ا ﻟ ﻌ ﯾ ﻧ ﺔ ، ﺗ ﺿ ﻣ ن ا ﻟ ﺑ ﺣ ث ﻓ ﻘ ط ﺑ ﯾ ﺎ ﻧ ﺎ ت ﻧ و ﻋ ﯾ ﺔ ا ﺳ ﺗ ﻧ ﺎ دًا إ ﻟ ﻰ ذ ﻛ ر ﯾ ﺎ ت ط ﻼ ب ا ﻟ ﺟ ﺎ ﻣ ﻌ ﺎ ت ا ﻟ ذ ﯾ ن ﺣ ﺿ ر و ا دو رة ﻣدﺗ ﮭﺎ ﻋﺎم وا ﺣد ﻓ ﻲ ﻗ ﺳم اﻟﺗ ﻌﻠﯾم اﻟ ﻌﺎم ﻓ ﻲ ﻛﻠﯾﺔ أﺑو ظ ﺑ ﻲ ﻟ ﻠ ط ﻼ ب . ﻗ د م ا ﻟ ﺑ ﺣ ث ر ؤ ى ﻗ ﯾّﻣ ﺔ ﺣ و ل ﻛﯾ ﻔﯾ ﺔ ﻧ ظر ﺑ ﻌ ض اﻟ طﻼب ﻓ ﻲ وﺟود ﻣد ر س وا ﺣد ﻣﻔﯾد ﻟﺗ ﺣﻘﯾﻘ ﮭم ﻋﻧدﻣ ﺎ ﻛﺎﻧ وا ﻓ ﻲ اﻟ ﻣد رﺳﺔ اﻟﺛﺎﻧ وﯾ ﺔ. ﯾ ﺟ ب ﻋﻠ ﻰ اﻟ ﻣﻌﻠ ﻣﯾ ن ا ﻋﺗﺑﺎ ر ﺑﯾﺋ ﺔ ﺗ ﻌﻠم اﻟ طﻼب وا ﺣدة ﻣ ن ا ﻷﺳﺑﺎ ب اﻟ رﺋﯾ ﺳﯾ ﺔ ﻟﺗ ﻘ ر ﯾ ر ﻣﺎ إ ذا ﻛﺎ ن ﯾ ﺟ ب ﻋ ﻠﯾﮭم إ ﺟ ر ا ء د ر و س ﻓ ر دﯾ ﺔ أ م ﻻ ﻟ ر ﻓ ﻊ ﻣ ﺳ ﺗ و ى ﺗ ﺣ ﺻ ﯾﻠﮭم ﻓ ﻲ اﻟ ر ﯾﺎ ﺿ ﯾﺎ ت .

Entrepreneurial intention plays a major role in entrepreneurship academia and practice. However, little is known about the intentions of entrepreneurs in the social area of venture creation. This paper aims to formulate a well-organized model of social entrepreneurial intention.

The paper draws on intention models in entrepreneurship literature in general and social entrepreneurship in particular to identify gaps. Based on these findings, a new conceptual model is formulated.

There is no research to be found which uses the social cognitive career theory (SCCT) to explain about an individual’s intention to become a social entrepreneur, although this theory is recently suggested as an inclusive framework for entrepreneurial intention (Doan Winkel et al., 2011). It is also supportive by the empirical research of Segal et al. (2002). Therefore, a conceptual model of entrepreneurial intention in the field of social entrepreneurship is formulated based on adapting and extending the SCCT.

The paper contributes to the social entrepreneurship literature by providing new insights about social entrepreneurial intention. The result has important implications for theory and practice. In theory, it is the first model offering the SCCT as the background of formation for social entrepreneurial intention, with a distinct perspective of social entrepreneurship as a career. It raises a future direction for researchers to test this model. In practice, this framework provides a broad view of factors that could contribute to the success of the would-be a social entrepreneur.

In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.

When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.

This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.

Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.

The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.

This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

This study examines the role of technology as a driver of sustainable tourism perceptions among Generation Z.

The work considers the perspective of locals in Pakistan and uses a multi-method, multiphase embedded research design approach.

The research findings demonstrated that technology has a positive correlation with the environmental, socio-cultural and economic dimensions of sustainable tourism perception among Generation Z. Therefore, technology could be considered a dimension of sustainable tourism perception for locals, but perceptions differ significantly depending on the size of the city of the participant. The results of the experimental design phase that utilized picture stimuli demonstrated a linear relationship between technology and sustainability and enhanced their definition and implementation for developing countries.

This research diverges from most past research on these topics by focusing on Generation Z, for whom digital media and technology play a crucial role and for whom these technologies are positively correlated with sustainability and its overall perception. Implications for policies and practices for emerging country governments are provided.

The recognition of practice in online instruction is still subject to interpretation and different approaches as a result of the rapid changes in technology and its effect on society. The purpose of this paper is to address these differences through a synthesis that can be easily accessed and consulted by educators in the field of e-learning.

This paper reviews different examples of rubrics and instruments in higher education to propose a more comprehensive rubric that constitutes a synthesis of how some institutions in HE approach best practice in this field.

The proposed comprehensive rubric emanating from the synthesis of different approaches supports the development, remixing, sharing and integration of online modules and courses by providing a single reference point with as wide a range as possible of potential pedagogical tools, facilities and approaches to e-learning.

It is not within the scope of this paper to review quality assurance processes and administrative components, but to propose a rubric for course design and self-review of faculty and higher education institutions for a better alignment with what is regarded as current standard best practice.

Instructional designers in e-learning have a new comprehensive rubric that can consult at design stage.

Different approaches towards what is called “good practice” are brought together and analysed to provide a synthesis and a single source that can be consulted by practitioners in the field of e-learning.

This paper offers a definition of the core of information science, which encompasses most research in the field. The definition provides a unique identity for information science and positions it in the disciplinary universe.

After motivating the objective, a definition of the core and an explanation of its key aspects are provided. The definition is related to other definitions of information science before controversial discourse aspects are briefly addressed: discipline vs. field, science vs. humanities, library vs. information science and application vs. theory. Interdisciplinarity as an often-assumed foundation of information science is challenged.

Information science is concerned with how information is manifested across space and time. Information is manifested to facilitate and support the representation, access, documentation and preservation of ideas, activities, or practices, and to enable different types of interactions. Research and professional practice encompass the infrastructures – institutions and technology –and phenomena and practices around manifested information across space and time as its core contribution to the scholarly landscape. Information science collaborates with other disciplines to work on complex information problems that need multi- and interdisciplinary approaches to address them.

The paper argues that new information problems may change the core of the field, but throughout its existence, the discipline has remained quite stable in its central focus, yet proved to be highly adaptive to the tremendous changes in the forms, practices, institutions and technologies around and for manifested information.

A series of “learning lab” projects on disaster risk management for sustainable development (DRM-SD) have been accomplished from 2014 to 2016 in Malaysia, Vietnam, Lao PDR and Cambodia by the Centre for Global Sustainability Studies. The project is designed for professionals from the disaster risk management field to encourage integration of sustainable development (SD) concerns into the larger planning framework for DRM. As a case study for capacity building (CB) evaluation, the central purpose of this study is to explore the approaches, feedbacks and implications of the DRM-SD CB project that have been developed and carried out.

Three methods have been used which are participation observations, surveys and document analysis. The results show that the project had successfully applied seven different tools to enhance analytical skills and professional knowledge of development practitioners in specific areas of DRM-SD.

Based on the survey, the project received positive response and valuable information from participants for future project development. Regarding the perspective of outcomes, the result indicates that south–south, ASEAN regional and triangular cooperation and role of higher education in DRM-SD are significant impacts from this project which can bring several benefits and should be promoted as an approach for the DRM-CB project as a whole.

It is hoped that this study will serve as a transfer learning initiative to provide approach guidelines and innovative mechanisms for DRM practitioners who will have the know-how and potential for leadership in DRM-SD.