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Experiential learning is considered to be a crucial factor in students' perceived learning outcomes. This study aims to explore the development of a mechanism in hospitality education and to analyze the learning outcomes (i.e. perceived quality, perceived value and learning satisfaction) using experiential learning (i.e. previous learning experience and personalized learning environment).

The course design consisted of two activities (instructing and learning activities) and three phases (before, during and after class) using the Moodle version 3.5 online platform as the educational and training site to sustain e-learning archives and activities. A longitudinal survey using a sample of 207 hospitality students in blended e-learning environment indicates positive relationships among the previously mentioned factors.

Results indicated that both previous learning experience and personalized learning environment have positive direct effects on perceived quality and perceived value, while both perceived quality and perceived value have positive direct effects on learning satisfaction. Furthermore, both perceived quality and perceived value mediate the relationship between previous learning experience and learning satisfaction, as well as the relationship between personalized learning environment and learning satisfaction.

These findings sustain the value of experiential learning, particularly the curriculum, student and faculty development in sustainable development education for hospitality.

This paper elucidates the role of anger in error management (EM) and organizational learning behaviors. The study explores how anger can catalyze learning, emphasizing its strategic implications.

A double-layered moderated-mediated model was developed and tested using data from 744 Chinese CEOs. The psychometric properties of the survey instrument were rigorously examined through structural equation modeling, and hypotheses were tested using Hayes's PROCESS macros.

The findings reveal that anger is a precursor for recognizing the value of significant errors, leading to a positive association with learning behavior among top management team members. Additionally, the study uncovers a triple interaction effect of anger, EM culture and supply chain disruptions on the value of learning from errors. Extensive experience and positive grieving strengthen the relationship between recognizing value from errors and learning behavior.

This study uniquely integrates affect-cognitive theory and organizational learning theory, examining anger in EM and learning. The authors provide empirical evidence that anger can drive error value recognition and learning. The authors incorporate a more fine-grained approach to leadership when including executive anger as a trigger to learning behavior. Factors like experience and positive grieving are explored, deepening the understanding of emotions in learning. The authors consider both negative and positive emotions to contribute to the complexity of organizational learning.

Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in ever-changing work environments. Embedded within Australian HEIs are sets of values that reflect and reinforce collective Australian values, which describe the shared beliefs of the leadership, academic staff, students, and the local community. These shared values then direct all members of the university community. Using a top-tier university in Melbourne, Australia, as a case study, this chapter explores how the values of accessibility, inclusion, and collaboration are embedded into the curriculum, teaching, and assessment practices. Relationship-building and positive student interaction within learning contexts are also crucial to learning contexts in higher education (HE) and are essentially driven by values in HE. Furthermore, values identified in this chapter align with broader Australian values relating to fairness, equity, cooperation, and support. Utilizing the experience and reflection of four contributing academics in HE, this chapter offers ideas and strategies on how these values can be fundamentally rooted within learning and teaching programs, thereby increasing student engagement, interaction, and success. This chapter acknowledges that the needs of contemporary education have changed, as the HE sector now accommodates students from all walks of life. Additionally, a fundamental premise of the discourse is that learner diversity can be accommodated more effectively if it is spurred by values that respect and appreciate learner diversity.

This study examined the reciprocal influence of demand learning and preference matching in the context of store brand customization. The demand-learning effect refers to the collection of market demand information through production, based on pre-order demands, enabling retailers to accurately predict and allocate product quantities, thus improving inventory management. The preference-matching effect involves engaging consumers in the production and design processes of store brands to align fully with their preferences, thereby increasing the purchase impact of store brand products and promoting consumption.

We employ game-theoretic models to analyze a two-echelon supply chain consisting of a manufacturer and a retailer. The retailer offers both national brands, manufactured by the supplier and in-house store brands. To enhance their competitive edge, the retailer can adopt a customized strategy targeting the store brand to attract a wider consumer base.

The analysis reveals that, under low commission fees, the manufacturer consistently opts for high production quantities, irrespective of the level of demand uncertainty. However, when the perceived value of a store brand is low and demand uncertainty is either low or high, the retailer should choose a minimal or zero production quantity. The decision-making process is influenced by the customization process, wherein the effects of demand learning and preference matching occasionally mutually reinforce each other. Specifically, when the perceived value of a store brand is low, or the product cost is high, along with high customization costs, the interplay between demand learning and preference matching becomes mutually inhibiting. Consequently, the significance of store brand customization diminishes.

This study enhances the current body of knowledge by providing a deeper understanding of the theoretical value of store brand customization. In addition, it offers valuable decision-making support to enterprises by assisting them in selecting appropriate inventory and customization strategies.

Apprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions.

A mixed methodological approach resulting in a total learning hours/credit value was proposed.

There is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships.

There is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors.

Whilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development.

Policy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning.

It is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE.

The purpose of the study is to investigate the impact of perceived value and academic entitlement on the online engagement of university students. The mediating effect of technostress inhibitor and teacher behavior between perceived value, entitlement and student engagement was also examined.

The study used a quantitative research methodology, with data collected through a survey of 304 undergraduate students from a public university in Bahrain.

The findings showed that perceived value and academic entitlement were significant predictors of online student engagement. At the same time, only technostress inhibitor was found to mediate those associations. An unexpected result was entitlement's positive and significant impact on student engagement.

University decision-makers are strongly advised to enhance perceived value and support mechanisms for engagement, address technology-related concerns and improve teacher capacity and students' online learning experience.

The study makes a distinct contribution by investigating how perceived value, academic entitlement, technostress inhibitors and teacher behavior influence student engagement in the online higher education context.

(Digital) servitization, referring to service-driven strategies and their increasing implementation in manufacturing, is one of the most rapidly growing areas in industrial service research. However, the cultural change involved in successful servitization is a phenomenon that is widely observed but poorly understood. This research aims to clarify the processes of social construction as manufacturers change their organizational culture to transform into industrial service providers.

This research takes a systematic approach to integrate disparate literature on servitization into a cohesive framework for cultural change, which is purposefully augmented by rationale culled from organizational learning and sensemaking literature.

The organizational learning framework for cultural change in servitization introduces a dynamic perspective on servitizing organizations by explaining social processes between organizational and member-level cultural properties. It identifies three major cultural orientations toward service, digital and learning that govern successful servitization.

This research contributes to the servitization literature by presenting a new approach to reframe and explore cultural change processes across multiple levels, thus providing a concrete starting point for further research in this area.

The purpose of this study is to examine the acceptance factors of e-learning among students in high schools. In this study, researchers used a combination of system acceptance models, namely UTAUT2 and TOE. The UTAUT2 framework is used to explore technology acceptance from the context of individual behavior, while TOE is used to understand technology acceptance from the organizational context based on the perspective of students, as it results in a better choice to anticipate the relationship between the acceptance of technological innovation in high schools.

This study used quantitative methods. The sample in this study amounted to 212 people who were high school students who had just tried using SIDEK-Edu. This study uses Partial Least Square-Structural Equation Modeling (PLS-SEM) to analyze the measurement model and structural model with WarpPLS version 6 software.

Based on the results of the tests carried out, out of a total of 16 hypotheses, 6 hypotheses were accepted and 10 hypotheses were rejected. Research findings from the individual context show that performance expectancy, social influence, and learning value have a positive and significant effect on behavioral intention to use SIDEK-Edu innovation technology. Furthermore, judging from students' perceptions in the organizational context, only relative advantage has a positive and significant effect on behavioral intention, while compatibility, ICT resources, and competitive pressure do not.

The limitations of this research are that this research uses a homogeneous sample of high school students, this research only focuses on the high school level, this research is limited to the dominant variables in measuring the acceptance of SIDEK-Edu innovation technology.

Input to the high school, both the organization, teachers, and also decision makers in the organization. This makes it easier for all parties to design and implement the system they have so that it is as expected, In addition, the existence of SIDEK-Edu also provides a new learning method experience in learning accounting which is very beneficial for high school students, especially vocational high school.

SIDEK-Edu is a new innovative technology to research and is an LMS that focuses on accounting learning (theory room and practice room in one learning media). In addition, the model used in the study is a combination of models (UTAUT2-TOE) to indentify e-learning acceptance.

This chapter explores the implications of acknowledging one's own excessive entitlement and living contradictions in contributing to Living-Educational-Theory Research. The analysis emphasises the importance of accepting one's educational responsibility for one's own continuing professional development in inquiries of the kind that address this query: ‘How do I improve my professional educational practices in education with values of human flourishing?’ This responsibility includes making public evidence and values-based explanations of educational influences in learning, in contributing to the global knowledge base of education.

The notion of excessive teacher entitlement was coined by Ratnam to characterise the putative deficit view of teachers that is projected onto them. Craig (2013) developed Schwab's concept, the teachers' ‘best-loved self’, to embrace teachers' input in promoting the learning and well-being of all in the institutions they serve (Ratnam & Craig, 2021). My experiences of being a living contradiction are grounded in a tension between my best-loved self and my experience of excessive entitlements. Living educational theories research in which individual practitioner-researchers generate their validated, evidence- and values-based explanations of educational influences in their own learning, in the learning of others and in the learning of the social formations that influence their practice with values of human flourishing, have helped me leverage the potential for growth afforded by this tension. The perspective draws insights from the disciplines of education including Habermas's Critical Theory. It also includes insights from other methodologies such as autoethnography, action research, phenomenology, self-study and narrative inquiry.

Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed and underpinned by the Principles of Responsible Management Education. This study aims to examine how embedding the “sustainability mindset principles” within a university programme can contribute to responsible management education and, by extension, leadership development.

An illustrative case study using 84 students was applied, including undergraduate, postgraduate and executive Master of Business Administration students. An exploratory, qualitative design was followed, primarily adopting focus groups.

Evidenced learning gains in connecting sustainability knowledge with personal beliefs and behaviours, provide a compelling basis for educational and business practitioners to focus on the sustainability mindset principles (SMPs). Mapping of mindset against leading global competency frameworks provides important theoretical insight. Learning is illustrated through multiple dimensions (i.e. cognitive, behavioural and affective) to inform leadership development approaches.

The mapping of sustainability competency frameworks against the SMP, alongside qualitative research insights, provides a compelling basis for further research into the learning gains from embedding the mindset principles. The situated nature of the study and the lack of longitudinal measurement of what students take forward into their lives and workplaces is a limiting factor to be considered.

This study evidences the value of “whole-person” learning for responsible management, which can helpfully inform the design of both educational and workplace leadership development programmes.

This study is original in the pedagogic examination of the learning dimensions of the SMPs in a Business and Management programme. It also offers new insights in terms of the implications for leadership development.