Search results

The development of innovative learning environments at the new Viscontini primary school started with the research and development of a sense of belonging to the new building. Initially, it was indeed difficult to get used to the new, spacious learning spaces, reformulating a different teaching approach than the classic traditional method based on frontal classroom teaching. Teachers and students were therefore able to identify and deepen, thanks to the support of the National Institute for Documentation, Innovation and Educational Research (INDIRE) Institute and the University of Milan Bicocca, the fundamental relationship between all learning environments (indoor and outdoor) and a teaching approach closely linked to the diversified use of the building's spaces. All the learning environments (entrance hall, atriums, corridors, laboratories, garden, playground, etc.), which were initially bare and aseptic, were given attention, analysed, developed, filled and finally fitted out and decorated, fostering a sense of physical and mental appropriation of the new school.

Teacher-led inquiry in school learning environments is the critical and systematic analysis of pedagogical practice in flexible and agile learning environments that teachers undertake as researchers of their own practice. It is an iterative approach, combining theory and practice, operates over reasonably short time spans and involves substantial collaboration and participation amongst peers. Akin to action research, it works most effectively when it is combined with evidence on what works (and what works well) and what does not, specifically as it relates to student learning outcomes. In this introductory chapter, the authors synthesize scholarly research to set the context for teacher-led inquiry in school learning environments. The authors discuss the challenges and opportunities for schools and educators embarking on evidence-based teacher-led inquiry as a powerful form of professional learning for contemporary teachers.

Nearly 75% of EU buildings are not energy-efficient enough to meet the international climate goals, which triggers the need to develop sustainable construction techniques with high degree of resilience against climate change. In this context, a promising construction technique is represented by ventilated façades (VFs). This paper aims to propose three different VFs and the authors define a novel machine learning-based approach to evaluate and predict their energy performance under different boundary conditions, without the need for expensive on-site experimentations

The approach is based on the use of machine learning algorithms for the evaluation of different VF configurations and allows for the prediction of the temperatures in the cavities and of the heat fluxes. The authors trained different regression algorithms and obtained low prediction errors, in particular for temperatures. The authors used such models to simulate the thermo-physical behavior of the VFs and determined the most energy-efficient design variant.

The authors found that regression trees allow for an accurate simulation of the thermal behavior of VFs. The authors also studied feature weights to determine the most relevant thermo-physical parameters. Finally, the authors determined the best design variant and the optimal air velocity in the cavity.

This study is unique in four main aspects: the thermo-dynamic analysis is performed under different thermal masses, positions of the cavity and geometries; the VFs are mated with a controlled ventilation system, used to parameterize the thermodynamic behavior under stepwise variations of the air inflow; temperatures and heat fluxes are predicted through machine learning models; the best configuration is determined through simulations, with no onerous in situ experimentations needed.

The COVID-19 pandemic resulted in significant declines in international tourist arrivals and receipts. It has also influenced destination preference, tourist demographic, travel motivation, and behavior. Recognizing health and safety as the new considerations in pursuing tourism activities in the better normal, this necessitated a reassessment of the current tourism industry by directing the attention from the usual destination-centric perspective to a value chain perspective. This chapter proposes a new paradigm for the better normal value chain by deconstructing the concepts of travel, tourism, and travel sectors and revisiting the concept of the tourism value chain (TVC) by mapping out the chain and its functional levels and integrating travel, tourism, and hospitality sectors in one value chain. Policymaking approaches such as reorganizing the value chain, empowering stakeholder involvement through coopetition, and resilience building in the face of possible adversities in the future should be adapted to achieve this suggested paradigm's goals. This analysis provides stakeholders with a broader understanding of the needed interventions in future-proofing the industry backed by industry trends in the better normal while fostering collaboration and offering flexibility to cope better in other possible shocks in the future.

The utilization of mobile fitness applications (apps) is on the rise, making user retention and engagement critical factors in the commercial success of these apps. However, research in this area is limited and fragmented. The objective of this study is to conduct a thorough review of the available literature on the effects of digital innovations, gamification, artificial intelligence (AI) and machine learning (ML) on user engagement with fitness mobile apps. The findings reveal the relationships between gamification, the use of AI/ML and technology adoption on user engagement, interaction and intent to use. Additionally, the study highlights the importance of understanding how user experience, customer experience and brand experience impact customer retention and contribute to the overall success of mobile fitness apps. Furthermore, the study also identifies the gaps in the current research and recommends further studies to be conducted in these areas. Future research is encouraged to incorporate elements from the experience domains to provide consumers with engaging interactions and improve retention and commercial success for mobile fitness apps.

Specific teaching and learning objectives include to identify factors influencing market expansion decisions and recommend appropriate entry modes, understand factors in the international business environment that contribute to success or failure of international businesses in developing countries, evaluate strategies enabling international businesses to sustain market presence in developing countries and overcome local competition, analyze the concept of local responsiveness in international business operations and suggest strategies for internationalizing domestic companies from developing countries.

The McDonald’s case examines the challenges associated with market expansion by global brands. The case occurs during the early-globalization era in the 1990s. Barbados, a developing country, is the site for potential expansion. Prospective investors, the Winters, are desirous of establishing a McDonald’s in Barbados. They need to thoroughly analyze the previous experience of McDonald’s against the host country’s current international business environment, e.g. political, economic, cultural and competitive environment. This case analysis provides a framework for understanding the multifaceted reasons behind McDonald’s exit from Barbados, considering the complex interplay of political, economic, sociocultural, technological and legal factors in the international business environment. The case equips the instructor and students to explore the risks of international expansion, particularly in developing country markets. The case study on McDonald’s failure in Barbados highlights the need to thoroughly examine one’s market entry strategy and available information on the host market and be more locally responsive regarding tastes and preferences. The case study also presents essential lessons for firms and planners from developing countries. Local firms innovated and enhanced their operations in response to the threat from the entry of the global fast-food giant. Yet, they did not seek to internationalize once McDonald’s exited the Barbadian market. The case study, therefore, considers strategies firms from developing countries could utilize to penetrate markets from developed countries.

At the undergraduate level, the McDonald’s Barbados case can be used in international business classes to highlight risks in the international business environment and the need for a carefully planned and executed market entry strategy.

Teaching notes are available for educators only.

CSS5: International Business.

Although the needs and desires of customers are different, obtaining positive and negative experiences is an inevitable consequence of consuming products and services purchased by the consumer. The nature of these experiences is very important for the retail industry and in particular sports stores, as the intangible experience includes the main essence of the products and services provided by businesses; in other words, sports products are mostly experience-oriented and can be classified as an overall experience. Despite the importance of the consumer experience as a dominant and effective paradigm in consumer behaviour, the design of sports customer experience has received less attention from researchers. Therefore, the present study seeks to answer the question of what aspects of creating and developing the customer experience in sports and recreational complexes are. To answer this question, this chapter attempts to identify the areas of creating customer experiences in sports and recreational environments by examining the case of the Enghelab sports and recreational club (in Tehran, Iran) using qualitative research methods and interviewing experts in this field and using the content analysis technique. The findings indicate that cognitive, functional, comprehensive, human, physical, functional, aesthetic, sensory, social, emotional and communal components are the most important components of creating and enhancing customer experience in sports and entertainment complexes.

Therefore, the owners, managers and marketing unit of these collections should invest in the creation and development of these components in the design of their strategic marketing plans in order to provide a memorable experience for the customer during their journey and finally be able to benefit from the subsequent positive consequences such as customer satisfaction, word-of-mouth advertising, loyalty and return intention.

Service-learning (SL) shows potential to respond to the global policy agenda of education for sustainable development (ESD) by increasing pro-sustainability competences through direct involvement of students in projects that satisfy identified community needs. Nevertheless, there is a scarcity of studies that attempt to measure the impact of SL on students’ sustainability competences, especially the action competence. This study aims to address this gap by examining the experiences of higher education students.

A pre-post survey design based on the Self-Perceived Action Competence for Sustainability Questionnaire was conducted on an interdisciplinary group of 219 students of two courses (Sustainable Development and Ecology) in Medellin, Colombia, half of which (109) participated in SL projects.

Sufficient empirical evidence was found to suggest that SL boosts the impact of academic courses regarding action competences in students (specially their willingness to act).

The statistical analysis shows some contradictions that should be addressed in further research.

These results can encourage more educators and universities to implement strategies such as SL to move forward with ESD and thus help overcome the current socioecological crisis.

This paper not only discusses the theoretical potential of SL but also contrasts theory with empirical observations of 13 SL projects assessed in terms of self-perceived action competence for sustainability.

Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers’ formal and informal learning and uncover the relationship between the two.

The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model.

The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers’ basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process.

First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers’ learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers’ daily reflective practice. Third, there is an urgent need to design training programs to improve teachers’ abilities to purposefully expand their job boundaries, which could not only benefit teachers’ performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers’ basic needs.

This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers’ reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.