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The purpose of this paper is to determine the degree of interrelatedness and the role of a number of context‐specific factors in the English language proficiency development of Arab college‐bound learners. These factors include: language class risk‐taking, sociability, discomfort, motivation, and attitude toward class.

The study employed a one‐group pretest‐posttest experimental design. In total, 67 (n=67) male English as a foreign language college‐bound learners participated in the study. All participants took general English language proficiency pretests and posttests in order to determine the effect size of improvement in their language proficiency after an intensive treatment of 200 contact hours. The calculated effect sizes of improvement were correlated with learners' scores on the factors under study as measured by a modified version of the Ely classroom climate measure. In addition, Pearson product‐moment correlation coefficients were computed and a step‐wise multiple regression analysis was run in order to determine the degree of interrelatedness among the variables under study and to determine their extent of their role in the effect size of the proficiency gains of the participants.

The findings indicated that language class sociability is positively related to students' motivation to learn and to a positive class attitude. Conversely, language class risk‐taking was found to be negatively related to class discomfort which in turn was negatively related to student motivation to learn. The findings also indicated that none of the affective variables under study predicted the effect size of the proficiency gains realized by learners.

The findings of this study suggest that language acquisition is a complex process determined by interaction among a number of learner‐related and contextual factors. Furthermore, the findings suggest that motivation for learning is related to learners' affective feelings and may impact their class participation. A limitation of the study is that it employed a one‐group experimental design and, as such, there was no control or comparison group.

Using humanistic/affective methods of teaching could decrease students' feelings of class discomfort and increase their motivation and class sociability.

The study provides insights into the language acquisition process of Arab college‐bound learners based on empirical evidence.

Today we have to face the challenge of competing in a globalized world for scarce goods, such as residents in general, and in particular for those with talents, the so‐called “creative class”. This class is the driving force for economic growth, so winning the competition for these individuals is one of the main tasks for cities and regions today. However, to face this challenge using place marketing and city branding, we have to understand the needs and preferences of this target group. The purpose of this paper is to address these issues.

In a field study (n=1,258) the basic needs and preferences of the creative class were analyzed. The creative class with the non‐creative class were compared using a univariate analysis of variance (ANOVA).

Structural differences were found for the ratings of the importance of different needs for the creative class and the non‐creative class. Consequences for creative class theory are discussed.

It may not be possible to generalize the results found in this German sample to a sample with a different cultural background without further intercultural comparisons. Furthermore, the focus was on four basic factors of city evaluation, not on specific needs for single subgroups. Further research questions are identified and discussed.

The creative class as a target group is very popular in place marketing. This paper discusses the needs and preference structure of this target group and the need for a more precise definition of the creative class.

We introduce three different classes of linguistic variables. Each of these classes can assume values defined via a fuzzy subset.

To explain the impacts of the class action, as recently amended by the Italian Parliament, and help financial institutions to develop a compliance approach in order to avoid and/or mitigate the relevant risks.

This article provides an overview on the Italian class action, as recently amended by the Italian Law No. 31/2019, examines the relevant impact for financial institutions (taking into account some recent case law) and identifies possible compliance solutions to avoid/mitigate the relevant risks.

The recent amendments to the Italian class action may increase risks for financial institutions.

Financial institutions should examine their relationships with stakeholders in the light of the new Italian class action in order to implement policies and procedures to prevent the relevant risks.

Practical guidance from an experienced lawyer in the litigation and compliance fields.

The purpose of this paper is to compare the nutritional status of two socio‐economic classes, i.e. upper and middle class females, using different approaches apart from body mass index (BMI).

In total, 50 houses were randomly selected from a military officer colony, 25 in each social class on the basis of rank of the retired military officers. From each house a female in between the age range of 30‐50 years was selected and interviewed.

On overall basis, i.e. socio‐economic class, age and activity level, the respondents were having increase over reference protein and carbohydrate, while decrease over reference fat intake. The respondents were also having lower calcium and iron intakes by 31‐34 per cent and 39‐44 per cent, respectively. The vitamin A intake was also lower by 22‐43 per cent. These data suggest that there are faulty food habits and unnecessary restrictions among the females on energy and nutrients intakes in both classes.

This research will have significant effect on the readers and will not only warn about the food habit but will also provide information on the misconceptions about dietary intakes and therefore, the energy and nutrients consumptions. Generally, the privileged classes of the society hold the misconceptions about healthy food habits. Furthermore, this study was conducted on free‐living individuals and the data reported are based on confronted questionnaire. Therefore, in such data there are chances of bias because of over‐ or under‐estimation. The sample size was small, which might have affected the results.

Improved life style and healthy eating is of great concern in the learned societies, since the healthy outcome solely depends on these two factors. This paper provides baseline data on two privileged classes, which may be useful in planning of studies and recommendation for social classes.

This could be useful information and could be used in healthy lifestyle and energy and nutrients intakes when studies are to be planned on socioeconomic status.

This research takes into consideration the effect of social class on energy and nutrients intake in the two privileged socioeconomic classes in a military officer colony.

Social class is assumed to be a crucial determinant in consumer behavior. Most previous research has focused on purchase and consumption behavior across social class segments at the generic product class level. In contrast, this article reports an exploratory study on how brands from narrowly defined groups of products and services are perceived to appeal to different social classes.

Social class is assumed to be a crucial determinant in consumer behavior. Most previous research has focused on purchase and consumption behavior across social class segments at the generic product class level. In contrast, this article reports an exploratory study on how brands from narrowly defined groups of products and services are perceived to appeal to different social classes.

This article aims to examine the related effects between out-of-class activities, mediated by in-class activities, on the perception of course and teacher performance in a flipped classroom institutionalized setting.

The authors argue that institutionalized out-of-class (content) and in-class (learning) activities positively impact course and teaching quality perception. This study used a sample of 978 responses from MBA students to conduct a path model analysis to test four hypotheses developed from literature from flipped classroom proposing the positive relationship of out-of-class activities in in-class activities and its influence on the course and teaching performance.

The findings reported that out-class and in-class activities and educator performance influenced course performance perception. In-class activities mediated the out-of-class activities’ impact and directly impacted educator’s and course performance. Educator performance is positively correlated with course performance. Overall, executives have a positive perception on institutionalized flipped classroom for MBA courses as an effective provision form. The flipped classroom is able to mobilize their experiences and enrich learners’ educational experience.

Only one unit of the higher education organization was studied, and the authors do not consider indirect effects of the environment on variable’s relationships nor the indirect effects whose would be a suggested for future studies.

The present study provides new insights on flipped classroom. This study evidenced that flipped classroom planned and standardized in an institutional level positively impacts the outcome within the context of executive education.

The topic of student engagement (SE) has received considerable attention in the literature for its robust correlation with many positive educational outcomes in higher education (HE). However, among these desirable outcomes, student competencies have rarely been examined despite their importance in employability. While universities are expected to improve graduates' competencies and prepare them to adapt in an uncertain and complex workplace, the results are still limited. Therefore, this study attempts to examine the impacts of SE on student competencies in HE in Vietnam, focusing on the out-of-class environment. It also aims at developing a measurement instrument for out-of-class SE.

Based on student self-reports, this study collected two different datasets of 492 and 490 undergraduate business students in Hanoi to implement separate exploratory and confirmatory factor analyses. The measurement instrument of out-of-class engagement was adapted from the literature review and developed based on qualitative research, which combined the four subconstructs of participatory, emotional, cognitive and agentic engagement.

Findings confirms four subconstructs of SE in the out-of-class context where agentic engagement is a valid and distinct aspect. Findings further show that, among these four subconstructs, cognitive and agentic engagement have significant impacts on all four important student competencies for business students, while participatory and emotional engagement do not.

This study confirmed out-of-class SE has significant positive impacts on student competencies in HE, especially with out-of-class cognitive and agentic engagement. The findings show evidence of different impacts between participatory and agentic engagement, in which while participatory has no impacts on student competencies, agentic engagement significantly contributes to competencies of managing self, communicating and managing people and tasks. This implies different outcomes can be expected from different levels of engagement.

From a managerial point of view, the findings of this study strongly suggest that higher education institutions (HEIs) should view the out-of-class environment as an important extended learning context for students' complete development. Besides, as student out-of-class participatory engagement is not sufficient to the formation of student competencies, HEIs should strengthen out-of-class cognitive and agentic engagement among students. From the leadership perspective, building a good campus environment with various opportunities to involve students in diversified extra-curricular activities is beneficial to university students.

This paper contributes to the body of knowledge in SE by establishing a theoretical linkage between out-of-class engagement and student competencies and provides sufficient statistical significance. In addition, it validated out-of-class agentic engagement as a separate and distinct subcomponent of out-of-class SE and confirmed the positive impact of out-of-class engagement on student competencies for business students.

This study aims to investigate socioeconomic diversity in the hospitality industry by examining the relationship between social class background, family expectations and career outcomes of Generation Z employees. The relationship was further tested by investigating job titles and perceived prestige.

Two studies were developed to test the research questions – first, the social prestige of hospitality jobs compared to other industries with similar skill sets. Second, a between-subjects experimental design was used to examine the moderating effect of job title on the relationship between social class background, family expectations and career decisions.

The findings of the first study confirm the negative perceptions of the hospitality industry. Study 2 demonstrated a negative relationship between social class background and intentions to choose hospitality through family expectations among Generation Z. The negative effect was attenuated when a manager position was offered. However, college students majoring in hospitality reported positive intentions to accept a job in the hospitality industry for both frontline and managerial positions.

The findings emphasize the importance of extending organizational diversity beyond traditional demographics like race, gender and age by examining socioeconomic factors that influence career decisions among Generation Z employees. By considering social class background as a dimension of organizational diversity, the hospitality industry can cultivate a more inclusive culture and enhance recruitment and attraction efforts.

Examining the relationship between social class background and career decisions through the lens of social cognitive career theory provides insight into the social cognitive process of career development among Generation Z. The unique contribution of this study extends beyond observable dimensions of diversity to challenge the socioeconomic composition of the hospitality industry.