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The millennial students are disengaged in the current classrooms. Hence, there is a definite need to evaluate and compare the current learning tools. The purpose of this paper is to assess the effects of three learning tools – listening, structured doodling and note-taking – on recall ability of students in the classroom. The authors have specifically compared the effect of Andrade’s (2010) and Boggs et al.’s (2017) structured doodling condition (i.e. shading in shapes) vis-à-vis note-taking and listening.

An experimental research design was used for the study where three groups of around 40 participants each were created. The participants were Indian students (72 males and 48 females) who were undergraduates at NMIMS University, Navi Mumbai. Each group experienced all the three learning methods that are listening, note-taking and structured doodling. It was a 3×3 mixed model design. Listening, note-taking and structured doodling were compared on recall ability. This was assessed using a questionnaire extracted from Boggs et al.’s (2017) study and a self-designed evaluation sheet.

Across all three groups, structured doodling and note-taking had a higher impact on recall ability than the traditional method. However, the difference in the impact of note-taking and doodling on recall ability was not practically very large. The current finding assumes higher significance in the Indian education set up as Indian students are accustomed to note-taking as a learning tool yet structured doodling had a statistically analogous effect on recall ability compared to a systematically documented note-taking. Hence, a future direction could be to assess the impact of a blended learning tool that utilizes both note-taking and doodling or note-taking through doodling.

First, the authors did not capture doodling habits of the students. Second, the study limits itself to a small sample size of 120 management graduates. The study can be extended to other disciplines like science and technology and also on how the higher engagement learning tools can be utilized in the normal environs of a course in a classroom. A future direction of the study can be to engage students in an activity as long as a regular lecture of about 60 min. A fusion of learning tools that effectively combines note-taking and doodling can be suggested to enhance recall ability and classroom engagement.

Higher order learning tools characteristically require technologically advanced infrastructure setups. In developing economies like India, most educational institutes may not have access to technologically advanced classrooms; hence, the implementation of higher engagement learning tools becomes a huge challenge. The endeavor in this study has been to study the impact and effectiveness of learning tools like doodling and note-taking which do not inherently call for access to advanced technology.

In today’s age of globalization, emerging economies like India are seen to be taking center stage. Thus, ensuring that Indian education system is geared up to train students to compete globally and in the same vein, these students have access to higher engagement learning tools – the absolute need of the hour. Hence, the current research aims to bridge the gap between global education innovations and Indian classroom teaching method implementation.

The research has assessed the effectiveness of three different learning tools, namely – listening, note-taking and structured doodling – in Indian higher education setup. The current research is in harmony with the current literature and would function as an adaptation and augmentation of Andrade’s (2010) and Boggs et al. (2017) studies. A very scanty research body on understanding the impact of learning tools on recall ability exists in the Indian education setup. Current research will act as a bridge between global path breaking education research and implementation of in-class teaching methods in Indian higher education.

The purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).

The current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.

The findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.

Limited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.

The study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

Owning to the influence small retailers have on the customer’s final choice, the purpose of this paper is to investigate the factors that dominate small retailer’s assortment planning decisions. Drivers of product adoption by small retailers are the focus of study. Earlier research works have primarily focused on the profit oriented factors of retailing. It is a multidimensional approach of understanding the decision making of small retailers.

The study is an exploratory in nature, using a mixed method approach that involves both qualitative and quantitative methodology. In the first stage of the study, grounded theory has been adopted that helps in building a conceptual model, which is further validated using SEM. Rural areas of Jammu and Punjab have been targeted to collect data.

The study provides a conceptual model of product assortment planning for small retailers. The results indicate retail margin, which is the most important criterion toward product selection. Small retailers understand the customer profile and their catchment before selecting a product for their store. Store design is an important variable which impacts the number of categories kept in the store as the shelf space is limited. While determining the assortment planning for the store the retailers need to think in advance about buyer, supplier, environmental and the surplus oriented factors while determining the assortment planning for the store.

In developing economies like India, major population (customers) lie in the rural areas of the country and prefer small retailers to shop their daily necessities. The study proposed that the manufacturers need to maintain good and healthy relationship with the associates of the channel and the retailers that are in connected with the end consumer. Marketing managers of firms with target audience as small retailers can draw many inferences from the present study. They may devise rural strategies keeping attributes like localization of supplier, doorstep delivery, supply frequency, etc., on the basis of product demand and attribute.

This paper fulfills an identified need to explore the assortment planning criteria of BOP retailers in India. Also the mixed methodology is attractive and new in the retail domain.

The purpose of this paper is to examine the relationship between customer loyalty and customer dependence in the context of modern format and traditional format stores. In the process, the role of switching cost and trust in this relationship has been explored.

Building on the literature, the authors have postulated a conceptual model and formulated relevant hypotheses. Quantitative methodology is applied with previously established. The data were collected through convenient sampling. Methods like Factor analysis, cross-tab and regression analysis have been used.

The findings indicate a significant relationship between customer loyalty and customer dependence. Switching cost and trust have been found to have a moderating effect over the relationship in both modern and traditional environments.

The limitation is the restriction to the Jammu context. The studies have brought about the difference in attitudinal and behavioural loyalty. Future research can be carried out on the role of dependence in explaining and strengthening this relationship.

The present study provides an insight into for the customer loyalty and customer dependence in the context of modern and traditional retail formats.

The behavioural changes embraced by the current generation has prompted researchers to revisit the paradigm of human relationships, especially romantic liaisons. The present study revisits the construct of romantic relationships steered by social media platforms, through the dimensions of self-disclosure, social intimacy and trust. The role of trust as a mediator to determine the success of online dating is also explored in this study.

The study uses the data collected from 225 respondents (86 females and 139 males) in the age group of 18 to 30 years. The respondents were asked to fill a questionnaire (provided they fulfilled the necessary conditions and expressed their consent to be a participant in this study).

The study validates that the extent of self-disclosure propels the degree of social intimacy. The results also confirm a significant partial mediation effect of trust on the relationship between social intimacy and the success of online dating. Thus, practitioners need to keep in mind that the probability of online dating success is higher when individuals disclose more and engage in an intimate relationship driven by trust.

The study sample is restricted to young adults ranging from 18 to 30 years, based on the author’s convenience. The study was restricted to three most popular social media platforms in India where disclosure is limited to private timelines or messages. Another limitation of this study is that a multi-variate model of analysis could not be used due to the lack of parallel variables. Further studies can also compare online versus offline dating behaviour and determinants that influence the romantic relationship between two partners.

The new perspective could be to ascertain specific built-in mechanisms providers should develop to ensure that the new generation benefits from new technology rather than falling victim to its toxins.

The study re-establishes the importance of the role of trust in any romantic relationship – may it be online or the more traditional, offline or face-to-face mode.

The study delves into the domain of existing romantic relationships established through the modernistic viewpoint of online social media platforms. The findings bring a fresh perspective on the dynamics of online romantic relationships through the mélange of self-disclosure, social intimacy and trust. Previous literature suggests that trust is dependent on self-disclosure, which is in contrast with the results of the current study. The present study corroborates that trust leads to the success of online dating.

School-based nutrition education programmes have the potential to reinforce healthy dietary behaviours in adolescents. The purpose of this paper is to understand the views of secondary school students in Kolkata, India, regarding the food and nutrition curriculum, food skill acquisition at school and home and barriers to learning food skills.

The sample of 1,026 year nine students was drawn from nine private, English-speaking secondary schools in Kolkata, India to participate in a cross-sectional, self-reported paper-based survey. Data analyses including descriptive statistics and χ² analyses were performed.

The majority of the respondents (65.3 per cent) were female. Biology, Home Science and Life skills classes were the main places in which students acquired food and nutrition knowledge. Almost two-thirds of the respondents acknowledged the importance of acquiring food-related knowledge and skills. Approximately half (48.3 per cent) reported that the food and nutrition curriculum involved excessive memorisation while around the same proportion described the curriculum as interesting (47 per cent) and easy to comprehend (50.3 per cent). However, relatively few students said they enjoyed attending food and nutrition classes (38.7 per cent). Only a minority reported receiving food skills training, i.e. cooking skills (23 per cent), meal planning skills and food purchasing skills (12.3 per cent) at school. Despite some parental support received at home, time constraints (50.5 per cent) and lack of interest (26.3 per cent) were cited as prominent barriers to learning food skills.

These data underscore the need for a skills-focussed food and nutrition curriculum to improve Indian adolescents’ food-related skills, nutritional knowledge and dietary behaviours.

This is the first cross-sectional survey to investigate the delivery of nutrition education and food skills in the Indian school context.

The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills.

Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically.

All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum.

The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents.

Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.