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Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills.

In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions.

Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions.

The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.

The study aims to propose an instrument for measuring product-centeredness (i.e. the extent to which comment content is related to a product) using word embedding techniques as well as explore its determinants.

The study collected branded posts from 205 Instagram influencers and empirically examined how four factors (i.e. authenticity, vividness, coolness and influencer–product congruence) influence the content of the comments on branded posts.

Post authenticity and congruence are shown to have positive effects on product-centeredness. The interaction between coolness and authenticity is also significant. The number of comments or likes on branded posts is not correlated with product-centeredness.

In social media influencer marketing, volume-based metrics such as the numbers of likes and comments have been researched and applied extensively. However, content-based metrics are urgently needed, as fans may ignore brands and focus on influencers. The proposed instrument for assessing comment content enables marketers to construct content-based metrics. Additionally, the authors' findings enhance the understanding of social media users' engagement behaviors.

All entrepreneurs interact simultaneously with multiple entrepreneurial contexts throughout their entrepreneurial journey. This conceptual paper has two central aims: (1) it synthesises the current literature on gender and entrepreneurship, and (2) it increases our understanding of how gender norms, contextual embeddedness and (in)equality mechanisms interact within contexts. Illustrative contexts that are discussed include entrepreneurship education, business networks and finance.

This conceptual paper draws upon extant literature to develop its proposed conceptual framework. It provides suggestions for systemic policy interventions as well as pointing to promising paths for future research.

A literature-generated conceptual framework is developed to explain and address the systemic barriers faced by opportunity-driven women as they engage in entrepreneurial contexts. This conceptual framework visualises the interplay between gender norms, contextual embeddedness and inequality mechanisms to explain systemic disparities. An extra dimension is integrated in the framework to account for the power of agency within women and with others, whereby agency, either individually or collectively, may disrupt and subvert the current interplay with inequality mechanisms.

This work advances understanding of the underrepresentation of women entrepreneurs. The paper offers a conceptual framework that provides policymakers with a useful tool to understand how to intervene and increase contextual embeddedness for all entrepreneurs. Additionally, this paper suggests moving beyond “fixing” women entrepreneurs and points towards disrupting systemic disparities to accomplish this contextual embeddedness for all entrepreneurs. By doing so, this research adds to academic knowledge on the construction and reconstruction of gender in the field of entrepreneurship.

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

This paper aims to demonstrate methods that sustainability-conscious brands can use to include their primary producers in the measurement and reporting of the environment and sustainability performance of their supply chains. It explores three questions: How can farm businesses provide information required in sustainability reporting? What are the challenges and opportunities experienced in preparing and presenting the information? What future research and policy instruments might be needed to resolve these issues.

This study identifies and describes methods to provide the farm-level information needed for environmental performance and sustainability reporting frameworks. It demonstrates them by compiling natural capital accounts and environmental performance information for two wool producers in the grassy woodland biome of Eastern Australia; the contrasting history and management of these producers would be expected to result in different environmental performances.

The authors demonstrated an approach to NC accounting that is suitable for including primary producers in environmental performance reporting of supply chains and that can communicate whether individual producers are sustaining, improving or degrading their NC. Measurements suitable for informing farm management and for the estimation of supply chain performance can simultaneously produce information useful for aggregation to regional and national assessments.

The methods used should assist sustainability-conscious supply chains to more accurately assess the environmental performance of their primary producers and to use these assessments in selective sourcing strategies to improve supply chain performance. Empirical measures of environmental performance and natural capital have the potential to enable evaluation of the effectiveness of sustainability accounting frameworks in inducing businesses to reduce their environmental impacts and improve the condition of the natural capital they depend on.

Two significant social implications exist for the inclusion of primary producers in the sustainability and environmental performance reporting of supply chains. Firstly, it presently takes considerable time and expense for producers to prepare this information. Governments and members of the supply chain should acknowledge the value of this information to their organisations and consider sharing some of the cost of its preparation with primary producers. Secondly, the “additionality” requirement commonly present in existing frameworks may perversely exclude already high-performing producers from being recognised. The methods proposed in this paper provide a way to resolve this.

To the best of the authors’ knowledge, this research is the first to describe detailed methods of collecting data for natural capital accounting and environmental performance reporting for individual farms and the first to compile the information and present it in a manner coherent with the Kering EP&L and the UN SEEA EA. The authors believe that this will make a significant contribution to the development of fair and standardised ways of measuring individual farm performance and the performance of food, beverage and apparel supply chains.

This paper aims to contribute to understandings of the dynamics of marketplace exclusion and explore the benefits of a performative approach to knowledge production.

Interactive documentary theatre is used to explore the pressing issue of marketplace exclusion in a deprived UK city. The authors present a series of three vignettes taken from the performance to explore the embodied and dialogical nature of performative knowledge production.

The performative mode of knowledge production has a series of advantages over the more traditional research approaches used in marketing. It is arguably more authentic, embodied and collaborative. However, this mode of research also has its challenges particularly in the interpretation and presentation of the data.

The paper highlights the implications of performative knowledge production for critical consumer learning. It also explores how the hitherto neglected concept of marketplace exclusion might bring together insights into the mechanics and outcomes of exclusion.

While theatrical and performative metaphors have been widely used to theorise interactions in the marketplace, as yet the possibility of using theatre as a form of inquiry within marketing has been largely neglected. Documentary theatre is revealing of the ways in which marketplace cultures can perpetuate social inequality. Involving local communities in the co-production of knowledge in this way gives them a voice in the policy arena not hitherto fully addressed in the marketing field. Similarly, marketplace exclusion as a concept has been sidelined in favour of marketplace discrimination and consumer vulnerability – the authors think it has the potential to bring these fields together in exploring the range of dynamics involved.

The main purpose of the study was to identify the key elements that characterize successful grant proposals and the relative importance of issues that constitute difficulties and concerns in preparing the proposals. The study aimed, in particular, to explore grantsmanship perceptions based on the experiences of researchers in Thailand who had, or had not yet, successfully been awarded domestic and/or international research funding.

Anonymous online questionnaires were distributed to researchers in biomedical and public health fields in Thai academic institutes. The online survey asked the anonymous participants to complete a questionnaire comprising both multiple-choice and open-ended questions.

About 19% of 300 respondents had received both domestic and international research grants, and 60% of domestic research grants. The top 5 issues in grant applications were: (1) choosing a topic that matched the grant opportunity, (2) feasibility of research design and methods, (3) suitable research design and methodology, (4) model and theoretical justification, and (5) ethical considerations. Significant differences in perceptions among researchers were found for the feasibility of research design and methods and proposing a reasonable and justifiable budget.

The information derived from this analysis reflected the perceptions of the researchers and may or may not correlate with those of grant agency reviewers. The results of this study may be insightful and instructive for other researchers and form the basis for training and mentoring researchers in informed and effective grantsmanship, particularly novice researchers with limited or no experience in grant proposal writing. This study particularly reflected grantsmanship perceptions among researchers in Thailand. It may also serve to exemplify lessons learned for researchers in other low-income and middle-income countries (LMIC) exposed to similar settings and situations applying for research grants.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments, and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best practices in higher education. The paper aims to discuss this issue.

This is Part 1 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs and the experiences of the two programs during implementation of the seven steps. Part 1 includes foundational principles of the process and the first three of the seven steps.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when to implement them. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of an effective closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best-practices in higher education. The paper aims to discuss this issue.

This is Part 2 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs, and the experiences of the two programs during implementation.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of a closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

The increasing capabilities of artificial intelligence (AI) are changing the way organizations operate and interact with users both internally and externally. The insurance sector is currently using AI in several ways but its potential to disrupt insurance is not clear. This research evaluated the implementation of AI-led automation in 20 insurance companies. The findings indicate four business models (BM) emerging: In the first model the insurer takes a smaller part of the value chain allowing others with superior AI and data to take a larger part. In the second model the insurer keeps the same model and value chain but uses AI to improve effectiveness. In the third model the insurer adapts their model to fully utilize AI and seek new sources of data and customers. Lastly in the fourth model a technology focused company uses their existing AI prowess, superior data and extensive customer base, and adds insurance provision.