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One of the most well-known, seminal models in the tourism field is the one proposed 50 years ago by Stanley C. Plog. His venturesomeness model has been widely cited in journal articles, textbooks, and has also been used as a reference for planning and designing tourism marketing projects. However, empirical research using Plog's psychographics has yielded varied results, some of which have corroborated his model, while others have found partial or no support for some postulates. Therefore, the purpose of this chapter is to offer an exhaustive review of 47 studies in the literature which have employed Plog's venturesomeness concept to examine travelers' personality traits, attitudes, and behavior, synthetizing empirical findings and drawing conclusions from the cumulative results. A discussion of the model's contribution to the current body of knowledge, managerial implications for tourism practitioners, and directions for future research are presented.

This chapter offers information about the formation of the peer personality of generations, with a specific focus on the global peer personality of Generation Z as found in the Global Gen Z Study. An explanation of the study's data collection procedures, including existing validated scales used within the survey, and data analysis methods, including the use of regionally disaggregated groups from the World Values Survey (World Values Survey Association, 2022), is discussed.

The pursuit of happiness as a fundamental human goal is an ancient and widely discussed concept. Recent studies have noted that Gen Zers experience higher levels of stress than previous generations. At the same time, findings of the global study show that while Gen Zers are not overly optimistic, they are realistic, somewhat flexible and adaptable to situations, socially connected, and engaged and committed to making a difference in the world. While these qualities may at least partly mitigate stress levels and contribute to Gen Z's happiness, resilience should be cultivated in Gen Z.

After a period of accelerated workplace change, this chapter takes an interpretivist-constructionist approach to explore the experiences of, and perceptions around, flexible and hybrid working among a sample of women owners/directors in the UK small and medium size enterprise (SME) public relations (PR) agency community. Their views, both in terms of running teams and their own engagement with flexible and hybrid working, are discussed through both a personal and a sociocultural lens, with particular reference to the impact of the global COVID-19 pandemic and the gendered experience. Specifically, we consider whether global events have alleviated or heightened concerns around teamwork, collaboration, creativity and culture. This chapter adds to a growing body of research into flexible and hybrid working relating to the PR profession and focuses on gendered experience which has often seen women caregivers and those in unstable relationships at a disadvantage with career progression. We explore whether recent events have ‘improved’ the situation for women in PR. We consider how the life stage and personal experience of the individual owner/director impacts their learned and dynamic attitude development and assess whether flexibility for family is viewed differently to other needs. Themes include authentic leadership and responding to ‘the crucible’, reputation and ‘doing the right thing’ and discretionary effort and ‘work ‘til it hurts culture’.

For researchers and sector agencies around the world, poor academic integrity is seen as a significant risk to universities (Bretag & Harper, 2017; QAA, 2020; TEQSA, 2019). Given the existential threat that acts of academic misconduct are deemed to pose to higher education, interest in ways of developing academic integrity is correspondingly high and often invokes the concept of values (Macfarlane et al., 2014; Morris, 2018). However, to ascribe to academic integrity, the status of a self-evident, perhaps universal, value of contemporary higher education is contentious on many levels. This chapter takes in turn three of the most common ways in which students and scholars infringe on the principles of academic integrity – plagiarism, collusion, and contract cheating – and explores what the prohibiting of each of these acts reveals about the values of contemporary higher education. It argues that, far from neutral or universal, the values of academic integrity appear both normative and culturally specific, promoting a particular conception of higher education which risks excluding large sections of the global population. To counter this, the notion of threshold values – borrowing from Meyer and Land's (2005) notion of the “threshold concept” – is proposed, identifying the development of shared values as crucial to ensuring that contemporary, globalized universities are inclusive and accessible spaces.

This chapter offers a summary of the highlights from each chapter, culminating in the construction of the global peer personality profile of Generation Z. Characteristics, motivations, interpersonal connections, learning and communication preferences, values and concerns, career aspirations, and social impact are discussed.

This research investigates the effect of imposing a tax on sugar-sweetened beverages (SSBs) on the likelihood of purchasing SSBs. We design and test an experimental framework that examines this and the effects of providing an explanation about the presence of an SSB tax and information about the negative health effects of consuming SSBs. Consistent with Elbel, Taksler, Mijanovich, Abrams, and Dixon (2013) and Taylor, Kaplan, Villas-Boas, and Jung (2019), we find that imposing a tax, in addition to increasing the conspicuousness of the tax by explaining the presence of a tax (and in some cases, the negative health effects) reduces the likelihood of purchasing an SSB anywhere from 8.39% to 18.15%. We contribute to the public health and tax policy literature by testing consumer choice in a controlled experimental setting and considering the effect of individual differences on the choice to purchase SSBs. Imposing a tax on SSBs may be an effective tool for decreasing SSB consumption that is made more effective when the tax is conspicuous.

This study examines whether there are unintended consequences that emerge from status interventions in task groups in relation to cohesion and solidarity. Past theorists have argued that inconsistent status structures produce weaker levels of cohesion and solidarity in comparison to consistent status structures.

Data come from an online experiment involving mixed-sex dyads interacting in one of three conditions. Participants individually completed an ambiguous problem-solving task and then worked together over Zoom audio to form a group decision. In the three conditions, participants were either given no performance feedback before the problem-solving task or were informed the male or the female participant performed better on a pretest related to the task. The conversations were recorded and analyzed using measures related to paraverbal synchronization and accommodation.

In terms of self-reported cohesion, there appeared to be a difference, albeit a weak one, in only the inconsistent-status condition, with female participants reporting higher levels of cohesion in comparison to males. However, in terms of solidarity, there was no significant difference between the conditions.

Although inconsistent status structures were associated with weaker perceptions of cohesion, it did not appear to impact solidarity like theorists have suggested. Status structures do not appear to impact group solidarity.

The nature of group membership in conjunction with status consistency/inconsistency may produce the significant differences in solidarity that theorists have suggested.

To date, there has been little empirical examination of how status consistency affects cohesion and solidarity. Relatedly, the current study advances the research on vocal accommodation by analyzing status and solidarity simultaneously.

This contribution focuses on the transition from childhood to teenage years to gain insights into intergenerational relations in Türkiye. At this transition, relations between the age groups – maturing children and responsible adults – are partly renegotiated. Scopes of action, areas of responsibility, the right to have a say are being redefined, or at least contested. What becomes the subject of negotiation? How are the negotiations conducted? What are the successes and failures of negotiations? The answers give insights into the positions and mutual relations of adolescents and adults. Using focus group data with girls and complementing questionnaire material from teenagers in Türkiye, we illuminate some challenges related to the age transition from the adolescents' perspective. The results show that the girls – in accordance with their peers and against the resistance of their parents – try to implement their idea that growing up means to become more equal and independent. From the parents' side, responsibility and maturity – particularly regarding (increasing) household and school obligations – emerged as the most dominant expectations toward the teenagers. Our findings suggest that this strong ‘responsibilization’ demanded by the parents and the girls' (albeit somewhat grudgingly achieved) ability to meet this expectation ensured girls' subordination within the intergenerational relations – a subordination that is thus upheld beyond childhood. We conclude that the particular contradictions the teenagers are confronted with when coming of age are increased by Türkiye's status as a society between the East and the West that cannot be considered wholly collectivist anymore.