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Physical stores are increasingly dependent on impulse visits and the impulse purchases of passers-by. Interactive advertising screens in store windows could help retailers increase impulse-visit urges and impulse-buying urges. However, the effects of interactive screens in physical surroundings have not been studied before. Therefore, this study aimed to examine the effect of interactive screens on impulse urges and gain insight into the underlying mechanism that explains the possible effect.

An interactive screen was placed in a store window. Using three field experiments, we studied the effect of interactivity-level (high vs low) on the impulse-visit and impulse-buying urges of passers-by, and the mediating role of self-agency in these effects.

Highly interactive (compared to less interactive) advertising screens in store windows positively affect impulse-visit and impulse-buying urges through self-agency. Retailers can therefore use interactive advertising screens to increase the number of impulse purchases if feelings of self-agency are activated.

This is the first study to examine the extent to which interactive screens in a store window enhance the impulse-visit and impulse-buying urges of passers-by and the mediating factor of these effects. By conducting three field experiments, we achieved a high external validity and managed to share very reliable results owing to the replication of the findings.

The purpose of this paper is to develop a comprehensive model of impulse-buying that considers the impact of mobile device use on shopping behaviour as a tool for shopping preparation or as a tool for self-regulation.

Data were obtained through a single-stage mall intercept survey method using a structured questionnaire involving 406 respondents interviewed after checkout. Data analysis was conducted using a structural equation modelling approach with LISREL 8.8.

The results support most elements of the hypothesis of the proposed conceptual framework. Specifically, findings show the impact of mobile usage on shopping behaviour, which results in fewer impulse purchases.

The research demonstrates how shoppers using mobile devices in-store felt less of an urge to purchase during shopping, resulting in fewer unplanned purchases. The effects of mobile device use on in-store purchasing decisions are designed to create a new scenario for the practice of shopper marketing, and retailers and manufacturers will have to seek new ways to capture consumers’ attention in-store and to influence shoppers’ perceptions early in the shopping cycle without diminishing the role of in-store marketing levers.

Prior research found the antecedents of impulse-buying in individual characteristics, situational variables and endogenous variables. However, it did not consider mobile pre-shopping factors or mobile usage. Filling the gap in the existing literature, this work sets out to develop a comprehensive model of impulse-buying that considers the impact of mobile usage on shopping behaviour.

The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.

In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.

In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.

There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.

This final chapter of this book highlights and critically discusses some specific issues concerning talent management in the context of higher education raised in the chapters of this book. It recapitulates the transition higher education is going through. This transition started decades ago but was boosted by the movements of Open Science and Recognition and Rewards. It leads to a reorientation on the conceptualization of academic performance and subsequently also on the meaning of talent and talent management in academia. It points to a shift from an exclusive and performance orientation on talent, to an inclusive, developmental approach to talent management or a hybrid form. Yet, Thunnissen and Boselie state that there is a talent crisis in academia, and this crisis urges the need for more innovative ways of developing and implementing talent management practices. This chapter ends with some recommendations for further talent management research and practice.

Case in Point (CIP) is an interactive leadership development method pioneered by Ronald Heifetz. CIP instructors follow a fluid class structure, in which group dynamics and student concerns become catalysts for learning. CIP proponents defend the method’s potential to help students experience real life leadership challenges. To date, however, very limited research exists on the effectiveness and risks of the CIP. This case study research explored the risks and rewards of CIP as experienced by a professor and her students in two courses. The first case was a graduate course at a liberal arts college. The second case was an undergraduate course at a large public institution. Results revealed considerable variability in student experiences. Students in the graduate course were divided. While some strongly supported the instructor and the CIP method, others felt alienated and lost. Students in the undergraduate course clearly enjoyed the experience, dealing well with uncertainties and frustrations and forging strong bonds among each other and with the professor. CIP instructors, therefore, may need to manage an uneven environment. Risks include student frustration, increased conflict, and instructor exhaustion. Rewards include helping students experience leadership challenges and creating a close to real life environment. Instructors are urged to consider the ethical implications of CIP and to seek university and peer support.

Governments worldwide have been trying to direct more students towards STEM specialty areas, but the number of students majoring in STEM and seeking a STEM career path is not proportional to their efforts. Additionally, the COVID-19 pandemic has brought to the surface the unrealistic expectations and false assumptions held by the general public about STEM fields. These have mainly been shaped by the “T” in the acronym, substituting technology for science. This brief urges for a policy shift in STEM and science education to reveal the true nature of science, emphasizing that science is not about providing definite answers nor granting miraculous solutions but about creating and disseminating knowledge based on the most accurate outcome informed by empirical evidence. Such a policy change will have a dual effect. First, it will ensure students authentically appreciate the nature of science, serve as agents of scientific thinking and reasoning within their communities, and become more oriented towards STEM majors. Secondly, this policy shift will prompt more realistic expectations and valid assumptions about science for the general public, which will help reduce public confusion and uncertainty, specifically at times of pandemics or emergencies.

This paper offers a critical discussion to contribute to sociological work by emphasizing deconstruction(s) of the markers of gendered and racialized borders and epistemological injustice(s) in theory and practice of contemporary global frames of representation and women's intersectional identities and rights. Through a postcolonial, situated feminist approach, the theoretical framework aims to scope and review literature from the South and North.

The research employs a mixed-methodology of a survey paper and media critical discourse analysis of media monitoring frames of Egyptian women's rights post–Arab spring. The content, layout and imageries produced by representations are assessed to explore whether there are lingering subtle and blatant hints of continued orientalism in knowledge canons.

The underlying causes for misconceptions and reductionist sociopolitical attitudes may be styled by patriarchal and orientalist imposition and are highly found to be somewhat maintained by persistent Western-centric epistemologies claiming to define or speak for the so-called other. The above-mentioned structures are evidently channelled through languages which essentialize and control women of the South, urging for further research in knowledge canons which calls oppressive frames into question.

More feminist contributions from non-Western gazes are needed to fill gaps in canons of knowledge and deconstruct patriarchal and colonial codes which impose inequalities on women as seen through the survey paper of theoretical representation and media politics.

This study aims to contribute to the body of knowledge through focusing on the moderating effect of risk-taking propensity in the relationship between network linkage and business performance.

Exploratory factor analysis was conducted so as to verify the items. Furthermore, the direct and moderation tests were conducted through the PROCESS macro.

The findings revealed the propensity for risk-taking is a significant moderator of the relationship between network linkage and business performance.

Women entrepreneurs are urged to increase their level of involvement in the networks so as to obtain external resources. Also, women entrepreneurs are encouraged to improve their risk-taking behaviour through training.

Little is known about the moderating role of risk-taking proclivity in the relationship between network linkage and business performance, particularly for women-owned businesses.

To continue to stay relevant in the era of Industry Revolution 4.0 (IR4.0) alongside the unprecedented disruption of COVID-19, the importance of lifelong learning is indisputable though this concept has existed for decades. In this context, open and distance learning (ODL) institutions are urged to re-think and re-design their online learning support systems that inculcate self-regulated lifelong learning (SR3Ls) in their learners to be adaptable and resilient for the post-pandemic economy. The purpose of this paper is to develop a SR3Ls model, namely SR3Ls model by utilising the collective opinions of a panel of experts to determine the key domains and attributes.

A 2-round Delphi consensus study was conducted with 39 experts from five countries. The mean, standard deviation (SD), inter-quartile range (IQR) and the ratio of experts assigned score of 4 or greater were used as the basis of consensus assessment with criteria set at mean = 3.0, SD = 1.5, IQR = 1, ratio on score 4 or greater at = 75%. The questionnaire consisted of 5-point Likert-type scale rating the importance level of each attribute combined with open-ended questions.

This paper presented the findings of the first round of Delphi consensus study. For the first round, the experts were asked to evaluate 31 key attributes of SR3Ls model under five domains. The findings revealed that there were five key attributes to be eliminated from the list, while there were seven attributes identified as the key attributes with highest consensus. There were additional attributes suggested by the Delphi panel to be added in the second round of evaluation.

This international consensus-based SR3Ls model serves as an important benchmark for ODL institutions across the regions in developing meaningful and relevant online learning support systems for their learners to adopt SR3Ls attributes in order to meet the dynamic market demands.

This study aims to analyse the differences between professional interaction mediated by video conferencing and direct professional interaction. The research identifies diverging interests of office workers for the purpose of addressing work ethical and business ethical issues of professional collaboration, competition, and power in future hybrid work models.

Based on 28 qualitative interviews conducted between November 2020 and June 2021, and through the theoretical lens of phenomenology, the study develops explanatory hypotheses conceptualising four basic intentions of professional interaction and their corresponding preferences for video conferences and working on site.

The four intentions developed on the basis of the interviews are: the need for physical proximity; the challenge of collective creativity; the will to influence; and control of communication. This conceptual framework qualifies a moral ambivalence of professional interaction. The authors identify a connectivity paradox of professional interaction where the personal dimension remains unarticulated for the purpose of maintaining professionality. This tacit human connectivity is intertwined with latent power relations. This plasticity of both connectivity and power in direct interaction can be diminished by transferring the interaction to video conferencing.

The application of phenomenology to a collection of qualitative interviews has enabled the identification of underlying intention structures and the system in which they affect each other. This research identifies conflicts of interests between workers relative to their different self-perceived abilities to persevere in competitive professional interaction. It is therefore able to address consequences of future hybrid work models at an existential and societal level.