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This study aims to establish customer service factors for wellness tourism from both service providers and customer perspectives, and to determine whether gender and age factors affect older tourist opinions of customer service.

The authors interviewed 13 experts in the hot spring hotel industry and more than 469 hot spring hotel visitors who are over 50 years of age. Content validity and homogeneity reliability as proposed by Aiken were used to confirm customer service factors. This study uses the verbal-linguistic evaluation to assess customer service factors and each service item associated with these factors.

Eight crucial customer service factors, from high to low, are personnel services, environments, healthy diet, relaxation, health promotion treatments, experience of unique tourism resources, social activities, and mental learning.

This study implicated allocation and management of input resources as the service factors that are used for determining the preferences of older consumers in wellness tourism.

Numerous countries are currently facing an aging population and market opportunities for wellness tourism are popular with the tourism industry. Studies show that enhanced customer service increases competitive advantage in the tourism industry. However, customer service differs from what customers prefer. For this study, the authors compiled the viewpoints of older consumers, hotel personnel, and expert opinions in the hotel industry to identify customer-service factors in wellness tourism. The analytical results of this study suggest that hot spring hotels in Taiwan can focus on critical customer-service items, resource management, and resource allocation.

Michigan State University developed an undergraduate, academic specialization in sustainability based on the learning paradigm. The purpose of this paper is to share initial findings on assessment of systems thinking competency.

The 15‐week course served 14 mostly third and fourth‐year students. Assessment of learning arose through one short answer exam, one interactive small group dialogue exam, homework assignments, completion of an online community engagement tutorial, and completion of a final reflective project (either in a group or individual).

The range of assessments enabled the authors to provide “frequent and ongoing feedback,” “a long time horizon for learning,” and “stable communities of practice.” Students had multiple opportunities to demonstrate their learning progress in a variety of forms and contexts across multiple intelligences.

Despite attempts to actively promote the kind of frequent and authentic assessment advocated in the literature, the authors' results suggest the need for a consistent and valid assessment measure with an agreed upon rubric and stable assessment across multiple reviewers.

The authors recommend that the proper activities and rubrics exist to match a program's competencies before implementing the approach.

The examples described in the paper provide some concrete assignments and approaches linked to the pedagogy of teaching and learning amenable to many other educational institutions in support of the UN Education for Sustainable Development effort.

The authors' approach provides a unique attempt at implementing and assessing a competency‐based approach to implementing the learning paradigm to foster sustainability systems thinking.

Artificial intelligence (AI) is transforming consumers' experiences and how firms identify, create, nurture and manage interactive marketing relationships. However, most marketers do not have a clear understanding of what AI is and how it may mutually benefit consumers and firms. In this paper, the authors conduct an extensive review of the marketing literature, develop an AI framework for understanding value co-creation in interactive buyer–seller marketing relationships, identify research gaps and offer a future research agenda.

The authors first conduct an extensive literature review in 16 top marketing journals on AI. Based on this review, an AI framework for understanding value co-creation in interactive buyer–seller marketing relationships was conceptualized.

The literature review led to a number of key research findings and summary areas: (1) an historical perspective, (2) definitions and boundaries of AI, (3) AI and interactive marketing, (4) relevant theories in the domain of interactive marketing and (5) synthesizing AI research based on antecedents to AI usage, interactive AI usage contexts and AI-enabled value co-creation outcomes.

This is one of the most extensive reviews of AI literature in marketing, including an evaluation of in excess or 300 conceptual and empirical research. Based on the findings, the authors offer a future research agenda, including a visual titled “What is AI in Interactive Marketing? AI design factors, AI core elements & interactive marketing AI usage contexts.”

Assessing learning outcomes for students who are d/Deaf or hard of hearing presents ongoing challenges given the largely verbal nature of classrooms and the presentation of information. Educators should carefully consider several factors when assessing their students who are d/Deaf or hard of hearing. Those factors include, but are not limited to: the format of the assessment, the format in which the student is expected to respond, classroom acoustics, as well as how to continue monitoring learning outcomes based on classroom instruction.

This chapter reviews the study of individual differences in information behaviour; those differences which are not due to demographic factors such as age, gender, education or occupation, but rather to personality factors and to learning and thinking styles. It examines studies of patterns in information behaviour and of personality and similar factors in groups of information-focused occupations, as well as studies which have explicitly sought to relate information behaviour to such factors. The aim of the chapter is to assess how far we have come in being able to identify and measure ‘information style’, a quality different from any other categorisation of personality or of intellectual styles. If this goal were achieved, it would be a valuable concept for the academic study of information-related behaviours, as well as being of practical usefulness for the design of information systems and services, the evaluation of the effectiveness of such systems and the training of users. It could also allow a tailored provision of information, particularly for creative or innovative purposes.

This paper aims to present the findings of a study that investigated the impact of information literacy (IL) teaching approaches, which are grounded in pedagogy, on students' level and applicability of IL competencies.

A quasi‐experimental control group study was carried out with 476 students, aged from 13 to 15 years old, from four secondary (high) schools in Singapore. The students were given a pre‐intervention test in the beginning. Out of the 476 students, 279 students (from two schools) went through a mediated learning intervention programme, while the remaining 197 students went through a multiple intelligence intervention programme. Students were organised into smaller groups of five each, and were given a group project to do. Students in the experimental sub‐clusters were exposed to the respective intervention approaches, while students in the control sub‐clusters were left on their own to carry out the project. A post‐intervention test was administered to all students at the end of the intervention programmes.

The results of the group reports and project evaluation done by three independent and neutral teacher‐examiners, as well as those from the pre‐ and post‐intervention tests, found that the application of either mediated learning (or close coaching) or multiple intelligences helped students perform better in the learning and application of IL skills.

The study managed to involve 476 students from four secondary (high) schools only. A larger number of students from more schools would have been more desirable. In addition, the inclusion of students from primary (elementary) schools and tertiary institutions would be useful in strengthening the findings. However, the study has sufficiently provided evidence that appropriate pedagogy is important in enhancing the learning and application of IL competencies amongst students. This could in turn yield initiatives on various aspects of IL‐related research, such as in IL policy formulation, and IL pedagogy.

The application of appropriate pedagogical approaches in teaching IL makes the learning and application of IL competencies more effective.

Although it is widely accepted that IL competencies are useful in helping students perform better, both academically or otherwise, limited empirical evidence is available showing the relationship between IL education and IL competencies. The paper highlights the impact of appropriate pedagogy in imparting and entrenching IL competencies in students.

Intercultural contact occurs on a daily basis across all facets of life, and is reflective of Australia’s multicultural society. This trend is observed in many Western industrialised nations and has contributed to a growing body of research and literature in the field of managing cultural diversity. While much of this research is focused on the internal context of the workplace, relatively little attention has been given to the impact of culture on the service provider and customer interface. In an effort to shed some light on the service experiences of culturally diverse customers, a series of exploratory interviews were conducted. The findings suggest that on the basis of service provider behaviors (both verbal and nonverbal), culturally diverse customers perceive they are the recipients of inequitable service and consequently experience low levels of satisfaction.

The main purpose of this paper is to introduce futures researchers to simple and practical ways they can employ intuitive intelligence to enhance their research.

The author outlines five specific intuitive tools which have been developed and are used regularly. The incorporation of these tools into the research process potentially makes research more efficient, meaningful and exciting. This paper contains a strong anecdotal component, to exemplify the processes. There is also a theoretical aspect. The author expands the mundane definition of intuition, and use it in the classical sense, where it incorporates the idea of the extended mind. This is referred to as “integrated intelligence”. While this definition places it beyond generally accepted definitions of intuition found in modern psychology, it has a long tradition in the history of art, literature and science right through to the modern era. It is also consistent with recent experimental scientific evidence. Further, it fits well into recent developments in critical and post‐conventional futures studies, where “other ways of knowing” are being increasingly legitimatised.

Intuitive intelligence can be used by futurists to make research more fluid, efficient and exciting

The theory of integrated intelligence is a new theory and has not been tested. It lies beyond conventional approaches to research in the West

This is a highly original and innovative approach which enhances research.

This paper aims to consider a more visual approach to property law teaching practices. This will be achieved by exploring the existence of “visual learners” as a student body, evaluating the use of more visual teaching techniques in academic practice, recognising the historic dominance of text in legal education, and examining the potential for heightening visual teaching practices in the teaching of property law.

The paper reviews and analyses some of the available literature on visual pedagogy, and visual approaches to legal education, but also introduces an amount of academic practitioner analysis.

This paper evidences that, rather than focusing on the categorisation of “visual learner”, the modern academic practitioner should use the customary use of more visual stimuli, consequently becoming a more “visual teacher”. This paper demonstrates that these practices, if performed effectively, can impact upon the information literacy of the whole student body. It also proffers a number of suggestions as to how this could be achieved within property law teaching practices.

The paper will provide support for early-career academic practitioners, who are entering a teaching profession in a period of accelerated and continual change, by presenting an overview of pedagogic practices in the area. It will also provide a stimulus for those currently teaching on property law modules and support their transition to a more visual form of teaching practice.

This paper provides a comprehensive overview of visual pedagogy in legal education, and specifically within that of property law, which has not been conducted elsewhere.