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This study aims to use the servicescape model of higher education environments to measure the students’ perceptions of the learning environment (classroom) and the effect this has on students’ learning ability.

The present study follows the stimulus-organism-response paradigm framework. A self-administered and well-structured survey questionnaire is used to collect data. The snowball sampling technique is used to collect samples of 403 students belonging to Maldivian higher education institutions.

Findings show that the physical appearances of these higher education institutions greatly influenced the pleasure dimension. Furthermore, pleasure is found to have a significant and positive relationship with the approach behaviour and engagement/involvement of the students.

The main contribution of the study is that it successfully tests the “Eduscape” model adopted from the servicescape model, and thus helps to extend existing knowledge on the critical elements in the Maldivian higher education learning environments and student’s behaviour within them. The findings have implications for higher education institutions to improve their learning environments and better engage with their students.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

This paper introduces an alternative use of an existing learning mechanism to aid in gaining acceptance of others' roles within a supply chain. This view places an emphasis on role‐playing as a means to improve supply chain integration.

This paper is conceptual and introduces a learning technique to enable both “hard” and “soft” systems orientated participants to be better understood between chain partners.

The findings presented in this paper are conceptual. However, the technique offered has partially proven success in other management scenarios and yet to be tested in supply chain management.

By embracing role‐playing, practitioners have opportunities to develop a deeper understanding and appreciation about other roles that participate in the same supply chain as themselves, creating an opportunity for enhanced integration between roles within their supply chain.

The value of this paper is to invite the reader to consider role‐playing as a mechanism to encourage and educate supply chain participants in the roles of others who participant in the same chain from another perspective. This learning technique will contribute towards integration internally between functions of the organization and in an inter‐organizational capacity along the supply chain.

The purpose of this paper is to introduce the concept of a staged cumulative learning mechanism as part of a role‐play model for the teaching of supply chain concepts.

This paper presents the preliminary testing of an alternative model for the facilitation of supply chain learning within organizations. Following on from this, initial feedback is discussed before future stages of development are considered.

Through the structured implementation of complex supply chain interactions, practitioners can provide effective training that leads to deeper understanding of the interactions and communication skills necessary to balance an organizations successful operation in a modern supply chain.

The value of this paper is to invite the reader to consider the use of extended role‐playing as a mechanism to facilitate the development of cumulative learning outcomes which provide employees with a toolbox of understanding to better approach interaction activities within and between supply chain partners.

This chapter presents an innovative learning opportunity for tourism students, International Tourism and Hospitality Academy at Sea, that has been in operation for the last 10 years. The program could render itself as a case study of Kolb’s experiential learning theory according to which knowledge is created by transforming experience. Its uniqueness and complexity lie in its diversity. This program has involved between 80 and 130 tourism students yearly from four to six institutions from different countries participating in new scholarly inputs by non-resident professors and instructors.

The ‘interview’ undergone by the young prince in W F Yeames' well known painting shown on our front cover this month, was more painful than most. But job interviews are more often than not rather harrowing—at least in prospect—and we have asked four authors, each representing a different part of the interviewing spectrum, to give us their views about the process, its importance, and how best to approach something which happens to most of us at least once in our professional careers.

The Corporation of the City of London are about to appoint a Public Analyst, and by advertisement have invited applications for the post. It is obviously desirable that the person appointed to this office should not only possess the usual professional qualifications, but that he should be a scientific man of high standing and of good repute, whose name would afford a guarantee of thoroughness and reliability in regard to the work entrusted to him, and whose opinion would carry weight and command respect. Far from being of a nature to attract a man of this stamp, the terms and conditions attaching to the office as set forth in the advertisement above referred to are such that no self‐respecting member of the analytical profession, and most certainly no leading member of it, could possibly accept them. It is simply pitiable that the Corporation of the City of London should offer terms, and make conditions in connection with them, which no scientific analyst could agree to without disgracing himself and degrading his profession. The offer of such terms, in fact, amounts to a gross insult to the whole body of members of that profession, and is excusable only—if excusable at all—on the score of utter ignorance as to the character of the work required to be done, and as to the nature of the qualifications and attainments of the scientific experts who are called upon to do it. In the analytical profession, as in every other profession, there are men who, under the pressure of necessity, are compelled to accept almost any remuneration that they can get, and several of these poorer, and therefore weaker, brethren will, of course, become candidates for the City appointment.

We highlight two mechanisms of limited attention for expert information intermediaries, i.e., analysts, and the effects of such limited attention on the market price discovery process. We approach analysts' limited attention from the perspective of day-to-day arrival of information and processing of tasks. We examine the attention-limiting role of competing tasks (number of earnings announcements and forecasts for portfolio firms) and distracting events (number of earnings announcements for non-portfolio firms) in analysts' forecast accuracy and the effects of such, on the subsequent price discovery process. Our results show that competing tasks worsen analysts' forecast accuracy, and competing task induced limited attention delays the market price adjustment process. On the other hand, distracting events can improve analysts' forecast accuracy and accelerate market price adjustments when such events relate to analysts' portfolio firms through industry memberships.

Drawing on the stimulus-organism-response (SOR) model, this study examines how live-streaming shopping influences purchase intentions in young consumers. The multigroup analysis is applied to understand the similarities and differences of factors that trigger purchase intentions among buyers and non-buyers in live-streaming shopping.

A snowball sampling was used to collect data from 507 Chinese consumers between June and September 2022 using Wenjuanxing, i.e., an online survey platform in China. The data was analyzed using the partial least squares method of structural equation modeling.

The findings revealed that amongst the three relational bonds, social and structural bonds were positively associated with trust, whereas financial bonds had no significant relationship with trust. This implies that while price discount might not have any significant relationship with trust, the social interactions that college students have with the live-streamers and their products build trust, which in turn translates to purchasing decisions. Comparing buyers and non-buyers, the results support that buyers have a higher level of trust in live-streaming shopping than non-buyers. This is indicative of the authentic and immersive experiences enjoyed by consumers in live streaming that generate structural bonds and foster stronger connections (relational bonds), thereby establishing trust.

This study is one of the first empirical studies targeting college students as participants in live streaming. These findings are expected to provide actionable insights to streamers especially in converting non-buyers to buyers in live-streaming broadcast.

The purpose of this paper is to establish how executive managers in a South African organisation prioritise and manage reputational risks arising from stakeholder claims. The authors establish how corporate reputation and reputational risk fits into their decision making when considering stakeholder claims.

The authors conducted in-depth interviews with the top management of a South African paint manufacture. They identified eight stakeholder claims and discussed how they assessed and addressed each one.

Respondents identified highly, moderate, and low salient claims. They reported on how they dealt with these different claims in terms of the attributes of power, legitimacy, and urgency.

This is an empirical theory-testing study of how managers deal with stakeholder claims. The authors establish how corporate reputation and reputational risk fits into their decision making when considering stakeholder claims. The authors suggest that managers must not only understand who their stakeholders are, but need to evaluate the impact of stakeholder claims in order to manage reputational risk.