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This paper aims to review the current joint master’s program between two international institutions in the USA and Costa Rica; to identify students’ perceptions and experiences with the sustainability house (SH); and to apply these experiences in an effort to improve the practical learning environment for future students.

In an effort to understand student outcomes provided by the SH, an in-depth literature review on practical learning environments and interview methods were applied. The following open-ended questions were asked in an effort to gather and consolidate student experiences with the SH. What are your experiences in/with SH? Please tell us briefly about your experiences. The language has been adjusted and interviewers answered questions and made clarifications if asked to. Master’s in international sustainable tourism (MIST) program students were selected for this study. Participants’ responses were recorded using the computer-assisted personal interviewing technique.

The most important characteristic students recognized about the SH is that it “provided us a safe place to fail”. One student described SH as “[…] a safe space where students can gain experiences of learning new processes firsthand without external pressures (e.g., on-the-job training, eventuation, and financial analysis)”. The safety attribute of the SH environment is considered as a comfortable place to learn from other classmates or visitors (mostly volunteers and interns). It is a “real” hospitality and tourism business-learning center, which is a great benefit to the students not only because of its environment but also because of the diversity among student’s educational and professional backgrounds.

The primary limitations of this study need to be addressed. The number of interviews was very limited with one year data which could affect the generalizability of this study. In addition, it was not clearly explained to the student what rubrics and standardized metrics were used during interview process; after interview, students were asked to provide a better way to improve the research outcomes. For further studies, it is strongly recommended to provide the direction to make sure it applies to the conditions that are prevalent in the existing site to be examined.

Both strategies that link the SH to this MIST program have significant merit. Students implementing best practices in the courses have clearly identified the challenges of implementation, but all agree that there is tremendous value in the experiences they have received during their studies. Furthermore, using the SH as an engagement tool has motivated students to consciously interactive and collaborative in a more proactive manner.

This unique experience and operational competency at the SH provides participants with an in-depth understanding of the context and challenges of sustainability but needs to be detailed and promoted more in the future. The SH is facilitating a learning environment among not only students but also faculty and staff. The results clearly indicated that the SH has influenced sustainable behaviors by promoting interactive engagement.

This study examined theoretical relationships between key variables of sponsorship effectiveness that include sponsor awareness, corporate image and future purchase intention. Involvement in the sport of soccer was also examined as a key consumer variable. Results suggested that favourable purchase intentions were more likely to occur when consumers held a positive image of the sponsoring companies and had a high level of sports involvement; and that consumers' sports involvement positively influenced sponsor awareness, corporate image and purchase intention.

This study aims to investigate the factors influencing the data sharing habits of psychologists with respect to academic reciprocity.

A research model was developed based on Ostrom’s (2003) theory of collective action to map psychologists’ underlying motivations for data sharing. The model was validated by data from a survey of 427 psychologists, primarily from the psychological sciences and related disciplines.

This study found that data sharing among psychologists is driven primarily by their perceptions of community benefits, academic reciprocity and the norms of data sharing. This study also found that academic reciprocity is significantly influenced by psychologists’ perceptions of community benefits, academic reputation and the norms of data sharing. Both academic reputation and academic reciprocity are affected by psychologists’ prior experiences with data reuse. Additionally, psychologists’ perceptions of community benefits and the norms of data sharing are significantly affected by the perception of their academic reputation.

This study suggests that Ostrom’s (2003) theory of collective action can provide a new theoretical lens in understanding psychologists’ data sharing behaviours.

This study suggests several practical implications for the design and promotion of data sharing in the research community of psychology.

To the best of the authors’ knowledge, this is one of the initial studies that applied the theory of collective action to the mechanisms of reputation, community benefits, norms and reciprocity in psychologists’ data sharing behaviour. This research demonstrates that perceived community benefits, academic reputation and the norms of data sharing can all encourage academic reciprocity, and psychologists’ perceptions of community benefits, academic reciprocity and data sharing norms all facilitate their data sharing intentions.

The study systematically analyses the path dependency and path-shaping of borrowed education policy, tracing it from the global through the national to individual schools. It also revisits the case schools after five years to map the school level policy paths.

Recently, path-dependency heuristics have drawn attention in predicting educational policy trajectories. However, these studies are primarily theoretical, and those empirical studies do not capture what happens at the school level. This paper fills the research gap by presenting a model that synthesises the research from diverse fields and is informed by findings from a longitudinal case study of educational outsourcing in public schools in Hong Kong and Korea.

The findings highlight path dependency interactions across educational levels diachronically and synchronically, while aptly incorporating the creative ways school leaders exercise their agency therein. The paper concludes with new insights into policy trajectory and education outsourcing.

The study substantiates and extends previously suggested theoretical models on the paths of travelling educational policies and identifies the factors that shape the paths. It also sheds light on how school leaders navigate the structures that constrain their actions or create a new path and pursue their educational goals.

The purpose of this study is to explore the effect of tourists’ needs for healing experience (NHE) on behavioral intentions for transformation (BIT) with healing involvement (HI) as a mediator. Using the two sub-constructs of BIT in the tourism industry (i.e. selection of healing tour products and transformational intention of healing tour behavior), this study evaluates BIT.

The survey was administered to visitors in healing resorts/centers in Korea; 383 completed surveys were used to investigate the hypothesized relationships of this study using regression analysis.

The study results confirmed the hypothesized relationships: the positive effects of NHE on BIT and the significant mediating role of HI in the relationships between NHE and BIT.

The relationships among NHE, HI and BIT can improve the understanding and practices of healing experience and the development of healing products in the tourism industry. This study offers a meaningful and extended perspective on customers’ experience and product development by interpreting customers’ desires and needs.

This study explores the under-researched subject of NHE and HI from a transformative economic perspective. The study is among the first to examine the structural relationships among NHE, HI and BIT. The uniqueness of the study is highlighted by the use of two sub-dimensions of the BIT industry (i.e. selection of healing tour products and transformational intention of healing tour behavior) in a tourism context.

The purpose of this article is to introduce heterodox economics as a viable alternative to market‐fundamentalist economics and to outline the articles of the special issue.

This introductory article provides an overview and summary of the contributions in the special issue.

Market‐fundamentalist economics has failed to adequately explain the economy or to provide guidance to policymakers that lead to widely‐shared prosperity and human well‐being. By contrast, heterodox economics offers social and historical narratives of both market and non‐market activities.

The article helps general readers to get acquainted with visions and approaches that are alternative to market‐fundamentalist economics. This will allow them to imagine more concretely that a better world is possible.

This paper aims to describe how to teach economics to adult learners, many of whom are women, immigrants and do not hold college degrees, but who feel the effects of mainstream economics — and the brunt of economic policies and the ensuing lack of services that are provided — in their everyday lives.

The article reviews popular education pedagogy and discusses and illustrates these in teaching lay audiences economics. Because they are lower‐educated adult learners, different pedagogy and curriculum are needed, which involve participatory methods that clearly illustrate how different economic policies affect different economic players and how these have and can affect their lives. Many examples of these principles are discussed. Discussing alternative policies is key, and these are also illustrated. Because they discuss alternative policies, this pedagogy naturally encompasses heterodox approaches, which is also illustrated. Impediments to teaching popular economics and how this differs from traditional classroom teaching are also discussed.

When taught in the manner described, adult learners, even those with low levels of education, can learn about any economic issue or concept, including the intricacies of tax policy, the international economy, the recent financial crisis, and complex financial derivatives. With their new knowledge, participants feel empowered to take action in their communities and advocate for economic change.

This paper reflects on popular education pedagogy in applying and discussing issues and problems in teaching lay learners. The paper draws on the author's 20 years of experience in teaching economics to lay learners.

This paper aims to identify the effect of social structure variables on the purchase of virtual goods. Using field data, it also tests whether their effects on a social networking service are dynamic.

To achieve the research objectives, the authors have applied the random effects panel Tobit model with actual time-series corporate data to explain a link between network structure factors and actual behavior on social networking services.

The authors have found that various network structure variables such as in-degree, in-closeness centrality, out-closeness centrality and clustering coefficients are significant predictors of virtual item sales; while the constraint is marginally significant, out-degree is not significant. Furthermore, these variables are time-varying, and the dynamic model performs better in a model fit than the static one.

The findings will help social networking service (SNS) operators realize the importance of understanding network structure variables and personal motivations or the behavior of consumers.

This study provides implications in that it uses various and dynamic network structure variables with panel data.

Without universal access to a Covid-19 vaccine, many countries seek to prevent coronavirus outbreaks by closing schools and having students learn remotely. This study aims to examine its challenges for linguistic minority (LM) students and some practical strategies – both generally for all students and specifically for LM students.

This study synthesises the research literature and practices across countries on equity and remote learning. It helps (1) understand the differential difficulties during an epidemic across primary, secondary and tertiary school students, especially LM students from low socioeconomic status (SES) families who lack economic, human, cultural or social capital in family or school contexts, based on Bourdieu's theory, and (2) identify additional resources and flexible, creative solutions for improving access and learning conditions for LM students. The authors discuss examples from 13 countries and territories (including developed and developing economies) of transformations of in-class learning to online learning in part or whole.

The limited economic, cultural and social capital of LM students, especially from low SES families, and their schools, along with communication barriers hinder their remote learning. Crisis-induced school budget shortfalls require creative ways to transition teachers, students and parents to remote learning and to provide customised support for LM students. Schools can (1) partner with non-governmental organisations, religious organisations, businesses and government services to access/share remote learning resources for LM students; (2) help teachers, students and parents develop needed skills (via online systems, peer support groups and hotlines); (3) restructure teacher lessons and duties for remote teaching; and (4) capitalise on technology (e.g. texts, chats, whiteboards) to support LM students' remote learning – some of which can exceed their traditional face-to-face learning experiences.

This article is among the first to examine how the Covid-19 crisis disproportionately affects the remote learning of LM students, to specify effective, practical remedies and to inform suitable education and social policies across countries.