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The purpose of this study is to explore the onboard activity choice of Chinese cruise tourists on three international cruise ships departing Shanghai, China.

A qualitative research method was adopted for this study. Data was collected using participant observation, casual conversation and semi-structured in-depth interviews from 76 Chinese cruise respondents. The data was analysed using thematic analysis.

Chinese cruise tourists were offered various onboard activities, most of which were Western. Booking these activities involved tourists searching information and assessing and choosing what appealed to them. They chose these activities according to the consumption values, and their decision was influenced by both context-dependent variables—the variety and style of the activities and their capacity to appeal, and the personal variable—age. Chinese tourists were satisfied with the array of onboard activity options and viewed them as an opportunity to experience Western culture. However, when they were unfamiliar with or did not understand some activities, they preferred Chinese activities.

This study formulates propositions to underlie a conceptual framework of how cruise tourists choose an onboard activity. The findings derived from the data will be valuable to cruise lines seeking to better manage tourists’ onboard experiences.

This study aims to adopt a holistic approach to understand cruise revenue management (RM) practices that cover ticket and onboard revenues, through a cross-disciplinary literature review and practitioner interviews. An integrated cruise RM framework was developed and served as a blueprint for future cruise studies and practices.

A multi-stage approach was adopted, including a systematic literature review, two-waves of interviews with 26 cruise industry practitioners and the development of a holistic RM framework.

This study clarifies cruise RM functions across product planning, delivery stages and identifies ticket and onboard RM components. These are incorporated into the integrated framework, with weather and itinerary/ route attractiveness as additional considerations. Interviews revealed that there is no difference in the RM cycle before and during the COVID-19 pandemic, although strategies and tactics may vary in response to the market situation.

Suggestions are made regarding product and service bundling and ways for ticket and onboard revenue teams to work together to optimize total revenue. Future research directions are also provided under the categories of RM applications and concepts, ticket core activities, onboard core activities and overall issues.

To the best of the authors’ knowledge, this is the first paper to conduct a cross-disciplinary systematic literature review of cruise RM without imposing publication dates or specific databases and the first to develop an integrated cruise “total” RM framework that includes ticket and onboard revenues.

The purpose of this paper is to explore the process and activities of apprenticeship from onboarding to professional development.

Literature was reviewed to highlight the important characteristics of cognitive and collaborative apprenticeship, onboarding and professional development.

The conceptual model was developed to identify the specific activities of apprenticeship at the onboarding, developmental and proficient phases.

This study enlightens the aspects of the way in which apprentices can make adjustments to their organizations and become proficient workforces.

The study aims to examine how organizational socialization occurs for interns transitioning from onsite to telecommuting work, particularly in a context where traditional supports have been reduced due to the pandemic.

Drawing from interviews (n = 22) of undergraduates interning at advertorial and marketing firms, the study conducted a thematic analysis of workplace learning experiences of undergraduate interns─newcomers at the workplace when disruption of traditional ways of performing work activities occurred. In particular, the enforced telecommuting work-from-home arrangements due to the pandemic provided a unique setting for this study of internship learning in changing contexts. The analyses reveal differences in undergraduate interns’ experiences of organizational socialization when they were at the physical workplace as compared to when they had to work remotely.

Interns reported benefitting from structured onboarding, supportive peer systems, and regular face-to-face meetings with supervisors, which facilitated their socialization and understanding of workplace culture before the pandemic. However, as telecommuting became the norm during the pandemic, these experiences shifted. Interns adapted by engaging in digital interactions to mirror office dynamics, extending work hours due to blurred work-life boundaries, and independently seeking information in the absence of direct guidance. When adapting to digital communication and independent learning, interns faced challenges like longer working hours and reduced spontaneous interactions, indicating a preference for the traditional, in-person socialization methods of the pre-pandemic workplace.

This study provides insight into interns’ experiences during the global shift to hybrid work as a result of the pandemic, contributing fresh insights into organizational socialization processes amidst workplace disruptions. The conclusions offer valuable implications for future adaptive onboarding practices in educational and professional settings.

The purpose of this paper is to identify best practices of employee onboarding, the process by which a new employee is introduced to an organization and its vision, mission, and values.

Researchers requested that members of the Personnel Administrators and Staff Development Officers Discussion Group of the Association of College and Research Libraries (ACRL) share documents related to employee onboarding and three researchers independently reviewed the documents. The collected documents were compared to the socialization model proposed by Raymond Noe, including the detailed aspects of the organizational phase and the key components identified in the best practices literature.

In total, 17 institutions submitted documentation for review. All institutions discussed at least one or more of the key areas identified in the socialization process. Every institution in the study included a discussion of job expectations and evaluation criteria (100 percent); ten (59 percent) discuss mission, vision, and values; however, topics such as culture (five or 29 percent) and politics (one or 6 percent) were infrequently covered. Onboarding programs varied in length (one week to more than six months). Check lists were the most common tool used to manage the onboarding process. Other notable topics covered include dealing with change, understanding the team‐based environment, diversity, library awards and library fundraising.

Because of the limited number of documents examined in this study, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further.

Moving from a traditional new employee orientation model to a best‐practices onboarding model will require HR professionals to conduct an internal assessment of the current program.

Due to the high cost associated with recruiting new employees, the need for new employees to be fully functional and engaged as soon as possible, and the need to communicate performance indicators, the need to share best practices is important.

The onboarding stage of new hires represents a unique opportunity for mutual learning between the new hires and the organisation regardless of the company size. The current paper aims to address these learning opportunities.

The authors reflect on current practice, draw on recent literature and their experience with recruitment and selection processes in the industry to generate new insights and identify opportunities for practitioners and new hires alike.

Today's new hires expect onboarding experiences that allow for a much greater degree of flexibility, customisation and personalisation. Similarly, many new hires expect hiring, onboarding, and learning and development to be interconnected to generate new learning and career opportunities. However, these expectations require changes in the way in which onboarding is implemented, evaluated and connected to other human resource practices, specifically with the dramatic (and successful) increase in remote work arrangements in 2020 in response to the global impact of the pandemic.

The current paper provides readers with an overview of potential learning opportunities, outlines specific success factors and highlights a variety of pointers for practice and further professional development.