Search results

The purpose of this paper is to determine the students’ perceptions of an on-campus foodservice operation at an identified historically black college and university (HBCU) and its effect on their satisfaction and dining frequency.

A survey of 685 students was conducted to collect data. Partial least squares based structural equation modeling is used to test the proposed structural model with SmartPLS 3.0.

Results confirm that quality of food, ambience, value for money, food and beverage options and service quality have a positively significant impact on students’ overall satisfaction with the on-campus foodservice operation and dining frequency. As such, all the hypotheses are supported.

These findings indicate that on-campus foodservice operators should focus on quality of food, ambience, value for money, food and beverage options and service quality to achieve student satisfaction. This in turn could positively impact the institution’s reputation, student retention and the marketability of the institution to future students.

This study would help on-campus foodservice operators to better understand the impact of the various elements of foodservice experience which will lead to students’ overall satisfaction and dining frequency, particularly in a HBCU setting.

Background: The concept of the ideas-informed society represents a desired situation in which: (1) citizens see value in staying up to date, and (2) citizens regularly keep themselves up to date by actively engaging with new ideas, developments and claims to truth, doing so both openly and critically. As a result, individuals become ever more knowledgeable, are better able to make good decisions, as well as find themselves in better position to re-align their values in response to new progressive norms and beliefs. Given these potential benefits, of primary interest are those who do not value staying up to date, nor attempt to do so.

Methods: With this systematic review we have sought to identify ways to consider how such “ideas refusers” might be switched-on to engaging with new ideas. We have done so by exploring: (1) the factors which act as barriers to and enablers of the actualisation of the ideas-informed society; (2) interventions/programmes and community-led activities developed to actualise the ideas-informed society; and (3) other non-empirically tested/verified suggestions for how the ideas-informed society might be actualised. Our findings derive from 25 research outputs (from a total of 631 originally identified) as well as examine case studies of “bottom-up” analogous activities.

Results: Our review highlights the presence of seemingly impactful approaches to enabling citizens to engage with new ideas, including science cafés and museum exhibitions. Other more bottom-up approaches include community-based events and festivals; social networks (and discussion within these networks) are also key to whether and how individuals engage with ideas, and the breadth of ideas they engage with.

Conclusions: We conclude by suggesting development and rigorous testing is now needed of interventions that seek to: (1) pique citizens’ curiosity; (2) establish connections to social networks and; (3) arm citizens with essential ideas-related dispositions.

When discussing the term “technology-facilitated violence” (TFV) it is often asked: “Is it actually violence?” While international human rights standards, such as the United Nations' Convention on the Elimination of All Forms of Discrimination against Women (United Nations General Assembly, 1979), have long recognized emotional and psychological abuse as forms of violence, including many forms of technology-facilitated abuse (United Nations, 2018), law makers and the general public continue to grapple with the question of whether certain harmful technology-facilitated behaviors are actually forms of violence. This chapter explores this question in two parts. First, it reviews three theoretical concepts of violence and examines how these concepts apply to technology-facilitated behaviors. In doing so, this chapter aims to demonstrate how some harmful technology-facilitated behaviors fit under the greater conceptual umbrella of violence. Second, it examines two recent cases, one from the British Columbia Court of Appeal (BCCA) in Canada and a Romanian case from the European Court of Human Rights (ECtHR), that received attention for their legal determinations on whether to define harmful technology-facilitated behaviors as forms of violence or not. This chapter concludes with observations on why we should conceptualize certain technology-facilitated behaviors as forms of violence.

The purpose of this paper is to explore fans’ reactions to corporate naming rights sponsorship of football club stadia and identify a range of contextual factors impacting these reactions.

A qualitative, quasi-ethnographic research design is adopted, focusing on three football clubs in North West England. Data are gathered through online message board discussions, focus groups and auto-ethnographic approaches.

Geographic, image and functional dimensions of sponsorship fit are noted as contextual factors in determining fans’ reactions to corporate stadium names. It is also proposed that some forms of fit (in particular geographic fit) are more important than others in this regard. Beyond issues of fit, three additional contextual factors are identified that potentially influence fans’ reactions to corporate stadium names: prior involvement with the club by the sponsor; fans’ perceived impact of the sponsorship investment; and whether the stadium is new or long-established.

Future research might examine the relative importance and implications of the identified contextual factors, alongside seeking other potential areas of contextual framing.

Sponsorship naming rights negotiations need to be sensitive to a variety of contextual factors. Furthermore, sponsors would do well to have a good awareness of their own brand image and its congruency with the identity of the club and fan base.

This nuanced, qualitative analysis extends existing, quantitative-based research by identifying a range of contextual factors which shape fans’ reactions to corporate stadium naming.

The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL).

This paper presents an contextualist examination of reflection in the WBL environment.

People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning.

Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with reflecting on action (Schon, 1983) and encourages an exploring of thoughts and feelings; looking for insights; and maximizing on self-awareness which all tie the process closely to identity formation (Lacan, 1977).

If used effectively and purposefully reflection facilitates ongoing personal and professional learning, and creates and develops practitioners capable of demonstrating their progression towards learning outcomes and required standards. Reflection can also provide a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered.

By actively considering the thoughts and actions one becomes aware of the power of reflective thinking as a tool for continuous improvement, and one that has implications beyond the personal.

This paper represents the first study which examines the role reflection plays in WBL.

This conceptual paper takes identity, digital technology, young people and education as a combined starting point and suggests how to research young people’s identity practices in and out of school. Today’s young people form their identities in a world that is increasingly imbued by digital technologies. What is evident too is that these technologies and the use of them are not restricted to one single context. Rather, digital technologies mediate multiple contexts simultaneously – to an extent where they collapse. This means that school and leisure time, public and private, digital and analog, virtual and material, time and place, social contexts and audiences, through digital technology, merge in various ways in young people’s identity practices and everyday life.

Little is known about what identity practices in collapsing contexts means to young people in their lives and how educators and others can support them. Most studies to date investigate digital technology use as a discrete phenomenon and few studies concern young people’s identity practices in contexts, as they occur. In an increasingly digital world, where dependency on digital technologies continues this forms an urgent knowledge gap to bridge. In particular to guide educators, and others, who support young people as they live and learn through interconnected spaces in and out of school. The conceptual approach of this paper is of importance to better understand how to bridge this gap.

This paper suggests a research approach that extends previous research at the intersection of identity, young people, digital technology by outlining extended ways for thinking about identity in a digital world that can be useful for investigating identity as an existential practice, extending beyond identity representations, in conditions mediated by contemporary digital technologies and in collapsing contexts. What is also included are methodological considerations about researching young people, identity and technology as dynamic research objects, rendering a holistic approach.

It is a conceptual paper that addresses identity, digital technology, young people and education as a combined starting point to outline further research.

The Guided Tour Technique and Social Media Research is suggested as possible methodologies for holistic and ethically sensitive, empirical research on identity, digital technology, young people and education.

This study aims to examine the effects of board dynamics produced by reaching a certain proportion of women on board tasks (monitoring, strategy and advisory).

Using a panel of 35 listed companies belonging to FTSE-MIB index, for the years 2008–2015, the hypotheses can be tested by applying random effect regressions. The introduction of gender board quota law in Italy has created a quasi-natural experiment that is applied in the study.

This research provides evidence that reaching 33% women on boards, which is the threshold mandated by the Italian gender board quota law, makes a difference for strategy tasks but not for monitoring tasks. This proportion of women on boards creates the board dynamics necessary to empower all board members, allowing the varied knowledge, skills, backgrounds and personal qualities to be leveraged and used in strategy tasks. For monitoring tasks, obtaining a proportion of 20% women on boards, as a first threshold enforced by the law, is enough to voice their opinion during board meetings and challenge management.

The results show that each set of board tasks requires different dynamics trigged by a specific proportion between a minority (women) and a dominant subgroup (men). To enhance monitoring tasks performance, it is enough to reach a proportion between men and women which makes the women less isolated and more inclined to speak up during the board meetings. In the case of strategy tasks, the improved performance is achieved when the dominant group enticed to hear women’s opinions and responsive to various perspectives. This paper expands the debates going beyond monitoring tasks, showing the importance of board dynamics for engagement in strategy and advisory tasks.

The purpose of this article is to explore how participants with different motivations (educational or leisure), familiarity with the medium (newbies and active Twitter users), and participating instructions respond to a highly structured digital social reading (DSR) activity in terms of intensity of engagement and social interaction.

A case study involving students and teachers of 211 Italian high school classes and 242 other Twitter users, who generated a total of 18,962 tweets commenting on a literary text, was conducted. The authors performed both a quantitative analysis focusing on the number of tweets/retweets generated by participants and a network analysis exploiting the study of interactions between them. The authors also classified the tweets with respect to their originality, by using both automated text reuse detection approaches and manual categorization, to identify quotations, paraphrases and other forms of reader response.

The decoupling (both in space and time) of text read (in class) and comments (on Twitter) likely led users to mainly share text excerpts rather than original personal reactions to the story. There was almost no interaction outside the classroom, neither with other students nor with generic Twitter users, characterizing this project as a shared experience of “audiencing” a media event. The intensity of social interactions is more related to the breadth of the audience reached by the user-generated content and to a strong retweeting activity. In general, better familiarity with digital (social) media is related to an increase in the level of social interaction.

The authors analyzed one of the largest educational social reading projects ever realized, contributing to the still scarce empirical research about DSR. The authors employed state-of-the-art automated text reuse detection to classify reader response.