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This study aims to address the following three questions: What are the main factors influencing co-creation behaviour among peers in a peer-to-peer (P2P) platform? What are the key consequences of such behaviour? and What are the main factors that positively influence a sense of commitment among peers in a P2P platform?

This study used a positivist paradigm to scrutinise the causal associations between the scale validation and causal configurations of influential factors by using fuzzy set qualitative comparative analysis.

Findings indicate that the significance of co-creation behaviour in enhancing the sense of commitment in a P2P platform. The implications for hospitality managers and researchers are discussed.

The findings of this research provide interesting insights for peer providers in a peer platform on how to enhance co-creation. They also offer guidelines on how to build a positive sense of commitment in the peer platform.

By investigating co-creation behaviour at the peer level, this research offers a unique theoretical contribution. Drawing on complexity theory, the research also proposes two tenets supporting the managerial contribution by identifying and clarifying how co-creation behaviour and related constructs can lead to a sense of commitment between peers in a P2P platform.

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities.

In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging.

Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success.

This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.

Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics.

In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning.

Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment.

Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.

Marketing literature has made little progress on the connection between service quality and customer citizenship advocacy, helping and feedback sub-dimensions that may promote competitiveness. It is also unclear to what extent service quality may serve as an underlying motivation for explaining the relationship between affective commitment (a primary antecedent of customer citizenship) and the selected sub-dimensions. Consequently, the aim of the current research is to develop a customer citizenship behaviour model and address these matters in a peer-to-peer service context.

Survey data were collected from 610 customers of a ride-hailing peer-to-peer service brand. Data analysis included structural equation modelling and bootstrapping.

Affective commitment influences service quality. Service quality motivates customer citizenship behaviours directed towards the ride-hailing brand (feedback) and other customers (advocacy and helping). Service quality provides an indirect path for connecting affective commitment with the customer citizenship behaviours in varying degrees.

This study is the first to verify the relevance of all three customer citizenship behaviours in a single model as influenced by service quality. The current research is further a step forward in understanding the mediating role of service quality and its potential to ensure customers' feelings of attachment towards the brand are translated in citizenship actions. The findings are noteworthy, considering the varying service levels generally experienced in a peer-to-peer service environment. Peer-to-peer service brands may fall back on their emotional connection with customers to influence service judgements and ultimately benefit from customer citizenship behaviours.

The primary purpose of this paper is to verify the importance of psychological ownership in the organisational context of a franchise by testing predicted relationships concerning feelings of ownership towards branding, legal ownership of complementary assets, organisational commitment, and a willingness on the part of franchisees to diffuse a franchise brand to peers.

Evidence is presented from an empirical study on the largest taxi franchise fleet in Taiwan. Two formal questionnaires/surveys were conducted in May 2005 and September 2005, from which data were collected from 147 franchisees. Regression analysis is employed to test seven hypotheses.

The empirical results demonstrate that analysing the psychological ownership of a franchise brand from two dimensions (i.e. the degree of psychological ownership and the self‐centred propensity towards psychological ownership) sees an increase in explained variance in organisational commitment and brand diffusion in the context of the franchise organisation. It also illustrates that both dimensions of psychological ownership are negatively affected by the ownership of the non‐brand‐specified complementary assets owned by a franchisee.

The majority of previous research has investigated the phenomenon of franchising from the perspective of the agency theory or of resource scarcity; and has focused on the franchisor's concerns. A major implication of this study indicates that these perspectives, while essential, are insufficient in explaining the growth through franchising strategies. Researchers need to consider how to integrate asset ownership (or property rights) and affect elements in order to influence a franchisee's cognition and behaviour entrepreneurially. A limitation of this study is that it is conducted within the respective boundaries of cultural, professional, and industrial factors.

This study indicates that entrepreneurs can achieve better brand diffusion effects for franchise growth if they engage in merging the structures of asset ownership and psychological ownership.

This is the first paper to examine the psychological ownership of branding within the setting of a franchise organisation and highlights the importance of a sense of ownership in entrepreneurship.

The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa.

An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis.

Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging.

This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.

Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions.

A qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM.

Analysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared.

The study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.

The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program.

Semi-structured group interviews were conducted with 25 participants, selected from a university with a WIL program. Interview data captured perceptions of peer support, sense of belonging, and how these influenced mental health, overall well-being, and confidence in making school-to-work transitions. Analysis followed the grounded theory approach of Glaser.

The analysis revealed that peer support and sense of belonging were essential protective factors for university student’s mental health and well-being, particularly during off-campus work terms or when transitioning to the labor market after graduation. Data suggested that participating in a WIL program can exacerbate students’ perceived barriers to accessing peer support resources and, in turn, lead to poor mental health.

The findings provide evidence for the importance of peer support and sense of belonging on mental health and help-seeking behaviors. Findings are important for the development of health programs, initiatives, and policies, particularly in light of the increase in mental illness amongst university students during their studies and as they prepare for the competitive labor market after graduation.

The purpose of this paper is to explore how self-employed entrepreneurs commit themselves to an entrepreneurship training programme and how such commitment relates to their perceptions of learning.

The data were collected through qualitative, inductive methods by interviewing and observing six entrepreneurs who took part in an entrepreneurship training programme.

The study reveals that entrepreneurial activities and a strong attachment to entrepreneurship may detach entrepreneurs from an entrepreneurship community. Generally, participants appreciated the social aspect of learning, peer support, and confidence-building provided by the programme and the learning community. Nevertheless, the participation was a double-edged sword: it allowed those who were not active in entrepreneurship to explore entrepreneurship, but for those who were active in entrepreneurship and in professional communities, their participation represented a potential liability and a threat to their image as a credible entrepreneur.

More research is needed on the social aspect related to training programmes particularly focusing on potential adverse outcomes, such as over-embeddedness in the community.

Training programme organizers could benefit from understanding the social aspects of learning in emphasizing the role of peer support but also of the potential dark sides of socializing.

The study offers insight into the relationship between commitment and learning in micro firms, and it contributes to a deeper understanding of the way community and social relationships facilitate or impede learning by self-employed entrepreneurs. There is a risk that the social aspect of peer support and the community replaces entrepreneurs’ need to “go out there” and expose themselves to learning from experience.

This paper aims to explore the differential role that organizational support (perceived organizational support (POS)), supervisory support (perceived supervisory support (PSS)) and colleague support (perceived colleague support (PCS)) – as perceived by newcomers – play in the transfer of the latter's training as well as the development of affective and normative commitment towards their work organization.

Using a sample of 251 new hires, a series of regression analyses was conducted to test direct and moderating effects.

Findings showed that all three forms of organizational support examined had independent and direct effects on the dependent variables. Only perceived peer support did not add incrementally to the prediction of normative commitment when the other two support sources entered the equation. Further, the results supported the role of POS as a moderator in the supervisor support‐training transfer relationship as well as its role as a moderator in the colleague support‐affective commitment relationship. Specifically, high POS was found to strengthen the PSS‐training transfer and PCS‐affective commitment relationships, while low POS weakened these relationships.

Since data are based on self‐reports, common method bias may have inflated the relationships among the variables. The paper contributes to both research and practice by providing support for the distinction between the three forms of organizational support.

The paper contributes to both research and practice by providing support for the distinction between the three forms of organizational support.

This investigation extends previous research by demonstrating the existence of the moderating effect of POS on the relationship between PSS and newcomers' training transfer, and between PCS and newcomers' development of affective commitment towards their work organization.