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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 aim of this systematic review is to identify, describe and synthesise the published literature on the types and effects of feedback received by emergency ambulance staff. The secondary aim will be to describe the mechanisms and moderators of the effects of prehospital feedback in an organisational context.

The application and effects of feedback for healthcare professionals, to support improved practice, is well researched within the wider healthcare domain. Within a prehospital context, research into feedback has been developing in specific areas such as automated feedback from defibrillators and debrief after simulation. However, to date there has been no systematic review published on the types and effects of feedback available to emergency ambulance staff.

This study will be a systematic mixed studies review including empirical primary research of qualitative, quantitative and mixed methods methodology published in peer-reviewed journals in English. Studies will be included if they explore the concept of feedback as defined in this review, i.e. the systematised provision of information to emergency ambulance staff regarding their performance within prehospital practice and/or patient outcomes. The search strategy will consist of three facets: ambulance staff synonyms, feedback synonyms and feedback content. The databases to be searched from inception are MEDLINE, Embase, AMED, PsycINFO, HMIC, CINAHL and Web of Science. Study quality will be appraised using the mixed methods appraisal tool (MMAT) developed by Hong et al. (2018). Data analysis will consist of narrative synthesis guided by Popay et al. (2006) following a parallel-results convergent synthesis design.

Registration: PROSPERO (CRD42020162600)

The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions.

This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students, and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions.

The outcome allowed librarians to incorporate new ideas into their own instruction sessions; re-evaluate teaching methods based on student feedback; and, to realize that self-assessment was beneficial. More importantly, it led to the development of Learning Goals for First Year Students.

This is a significant contribution to the field of librarianship due to the lack of publications on the observations of peers. Articles about peer-to-peer feedback for librarians whose employment duties entail library instruction were difficult to find. Much of the literature focuses on faculty (who are not librarians) who go through peer-to-peer observations for their tenure files. This article focuses not only on peer-to-peer feedback but student assessment of librarians and self-reflections.

This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media.

This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos.

Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended.

This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

Collaboration with student leaders is fundamental to the role of higher education in advancing the Sustainable Development Goals (SDG). In 2018, Millennium Campus Network (MCN) and the United Nations Academic Impact (UNAI) partnered to present the Millennium Fellowship. This semester-long leadership development program provides training, connections, and credentials to undergraduates advancing the SDGs. The Fellowship has rapidly expanded to draw over 25,000 applicants annually, with engagement on 136 campuses in 30 nations. This chapter unpacks how this program has grown through unique partnerships – with the United Nation (UN) and with universities. It also emphasizes best practices for how universities can support student leaders committed to the goals. Five best practices for collaboration will be shared:

Break down silos – Invite students to break out of their comfort zones, beyond campus, with discernment.

Prioritize mentorship (1:1 and peer to peer) – powerful faculty/staff–student relationships help students grow – and peer-to-peer mentorship builds robust communities of practice.

Align incentives for collaboration – from academic credit to seed funding, incentives can create an ideal environment for peer-to-peer collaboration.

Build virtual community – leverage technology to build cross-campus opportunities.

Centre-student voice – ensure students can co-create programs and opportunities.

To illuminate these points, we feature examples of Millennium Fellows’ experiences in the program. The prevailing theme that emerges: building processes that centre-students’ commitments and feedback builds trust and creates the foundation for dynamic partnerships to form.

The purpose of this paper is to propose the use of priority‐based incentives for collaborative hiding of confidential information in dynamic environments, such as self‐organized networks, peer‐to‐peer systems, pervasive and grid computing applications.

The paper documents the necessity of ISSON (Incentives for Secret‐sharing in Self‐Organised Networks); it provides functional and technical details on the proposed architecture; and, it assesses its feasibility in mobile ad‐hoc networks through real experiments. The paper elaborates on the availability of the hidden information through an analytical framework.

Through the real experiments, ISSON was found to be efficient in terms of communication and processing costs. Additionally, it avoids collusions for unauthorized revealing of the hidden information, and ensures the unlinkability and availability of the secret when it is divided and stored to peers.

The proposed, incentive‐based, privacy enforcement architecture is novel and applies to distributed, dynamic, and self‐configured computing environments.

This paper aims to present findings from an EU-funded international student-led energy saving competition (SAVES) on a scale previously unseen. There are multiple accounts of short-term projects and energy saving competitions encouraging pro-environmental behaviour change amongst students in university dormitories, but the purpose of this research is to provide evidence of consistent and sustained energy savings from student-led energy savings competitions, underpinned by practical action.

A mixed-methods approach (pre- and post-intervention surveys, focus groups and analysis of energy meter data) was used to determine the level of energy savings and quantifiable behaviour change delivered by students across participating university dormitories.

This research has provided further insight into the potential for savings and behaviour change in university dormitories through relatively simple actions. Whilst other interventions have shown greater savings, this project provided consistent savings over two years of 7 per cent across a large number of university dormitories in five countries through simple behaviour changes.

An energy dashboard displaying near a real-time leaderboard was added to the engagement in the second year of the project. Whilst students were optimistic about the role that energy dashboards could play, the evidence is not here to quantify the impact of dashboards. Further research is required to understand the potential of dashboards to contribute to behavioural change savings and in constructing competitions between people and dormitories that are known to each other.

SAVES provided engagement with students, enabling, empowering and motivating them to save energy – focusing specifically on the last stage of the “Awareness, Interest, Desire, Action” framework. Automated meter reading data was used in the majority of participating dormitories to run near real-time energy challenges through an energy dashboard that informed students how much energy they saved compared to a target, and encouraged peer-to-peer learning and international cooperation through a virtual twinning scheme.

Findings from energy saving competitions in universities are typically from small-scale and short-term interventions. SAVES was an energy-saving competition in university dormitories facilitated by the UK National Union of Students in five countries reaching over 50,000 students over two academic years (incorporating dormitories at 17 universities). As such it provides clear and important evidence of the real-world long-term potential efficiency savings of such interventions.

The purpose of this paper is to re-orientate assessment tasks in tertiary art and design, arguing the important role ecologies of practice and work-place learning play in professional identity formation. Linking coursework design with dilemmas and self-regulatory tasks which move beyond compliance and static content in isolated courses.

Two purposive case studies were selected from one academic year across two programs. Student feedback data demonstrated how the first blog journal case provided a metacognitive structure for postgraduates’ while working in the arts industry. The second eportfolio case illustrates ecologies supporting undergraduate “practice architectures” during pre-service practicum.

Ecologies of practice reveal complexity and inform professional judgment by allowing unsettling issues and concerns to be addressed. Changing commitment through future orientation counteracts institutional requirements for self-portrayal by fostering greater participation by learners.

Survey data limitations are addressed through peer-review, emergent trends and longevity of the learning design. Guidelines on how to provide critical and constructive feedback within collaborative cohorts, prioritizes intrinsic motivation, indeterminacy and authentic principles in career related pathways.

Assessment, course and program re-design engaged with ecologies of practice produced student qualitative commentary giving “voice” and evidence of teleo (purpose) and affective (commitment) in ways not typically known in academic programs.

Students self-regulate learning and utilize technology within a “safe” learning space. Social connectedness through articulated encounters powerfully impacts personal awareness, confidence and resilience.

This research has provided critical guidelines for how to scaffold feedback in professional learning. The case studies show how reflective environments engaged with unresolved critical incidents build professional knowledge and identity across time.

Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to acquaint the readers to group-based learning in an online environment as an innovative practice for engaged learning. Diverse facets of group-based learning are discussed such as role of instructors, role of learners, challenges of group-based learning and finally role of social media in designing such group-based learning projects. A comprehensive prototype application of a group-based learning project walks the readers through applying group-based learning in their respective courses at the undergraduate and/or graduate level. Finally some instructor designed rubrics for assessing group-based learning are shared for effective assessment of a group-based learning project.

Lewisham Council is at the forefront of current local government reform that requires significant cultural shifts in management and service delivery. To achieve the required changes, the council recognised that it should implement management competencies that embedded its vision and values in the management of the authority. Management competencies were developed through extensive consultation before being piloted using innovative “third‐generation” development centres which involved working on real business issues and ongoing feedback (including peer to peer). The pilot showed the competencies to be a valuable management tool for 95 per cent of participating managers. Of the participants, 72 per cent also gained valuable personal development outcomes. Lewisham has been delighted with the business outcomes, observing significant shifts in the way participants work within the new culture. The centres delivered clear development outcomes and led to few follow‐on development interventions, thus providing substantial value for money.