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This study investigates the following research question: What pedagogical strategies are necessary for the success of HyFlex course design? The findings to this question are based in new media literacies and help to further pedagogy in an emerging HyFlex model while also grounding in needed theorization.

This study uses design-based research (DBR) across two iterations and four doctoral, higher education courses, using mixed methods of data collection and analysis.

Six pedagogical strategies influential for HyFlex research are presented, each grounded in a new media literacy skill.

These six pedagogical strategies help practitioners grappling with the HyFlex or blended learning model merge traditional pedagogy with how this might be tailored for students entrenched in a participatory culture.

The purpose of this paper is to explore how a mentor training intervention affected research scientists’ perceptions of diversity and their subsequent behaviors.

Data were originally collected as part of a randomized controlled trial measuring the effectiveness of a research mentor training intervention that covered six mentoring competencies, including addressing diversity. Here, the results of a secondary qualitative analysis of interviews with trained mentors, 135 faculty from 16 institutions from across the USA and Puerto Rico, are reported.

Analyses provide insights into how the diversity content of a mentoring intervention is interpreted, internalized, and acted upon. Mentors reported increased awareness, an expanded understanding of diversity and the implications of human differences, as well as a greater recognition of personal biases. While some were able to act on that increased awareness and make changes to their mentoring practice, most did not report doing so.

Well-designed mentor training incorporating culturally aware practices could better prepare mentors to work successfully with mentees from diverse backgrounds. Cultivating a more culturally diverse scientific community is of benefit to science as well as society.

Little is known about how faculty perceive diversity or internalize training content on the topic, either within the context of mentoring or more broadly. This exploratory study provides unique insights into these phenomena and invites further research. Implications for mentoring relationships, mentor training initiatives, and efforts to address diversity are discussed.

As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and implementation of tools to support embedded assessment of maker competencies within school-based maker programs and describes alternative assessment approaches to rubrics and portfolios.

This study used a design-based research (DBR) method, with researchers collaborating with US middle school teachers to iteratively design a set of tools that support implementation of embedded assessment. Based on teacher and student interviews, classroom observations, journal notes and post-implementation interviews, the authors report on the final phase of DBR, highlighting how teachers can implement embedded assessment in maker classrooms as well as the challenges that teachers face with assessment.

This study showed that embedded assessment can be implemented in a variety of ways, and that flexible and adaptable assessment tools can play a crucial role in supporting teachers in this process. Additionally, though teachers expressed a strong desire for student involvement in the assessment process, we observed minimal student agency during implementation. Further study is needed to investigate how establishing classroom culture and norms around assessment may enable students to fully participate in assessment processes.

Due to the dynamic and collaborative nature of maker-centered learning, teachers may find it difficult to provide on-the-fly feedback. By employing an embedded assessment approach, this study explored a new form of assessment that is flexible and adaptable, allowing teachers to formally plan ahead while also adjusting in the moment.

The main purpose of this study is to investigate what affects a customer's decision to use the hotel smartphone applications when he/she makes a room reservation.

A total of 266 usable data was collected through an online survey. The research model was tested using confirmatory factor analyses and structural equation modeling.

This study revealed that perceived usefulness, perceived credibility, perceived equipment risk, and perceived change risk affected customers' intention to book a hotel room using hotel smartphone apps. Perceived ease of use did not have a significant effect on behavioral intention.

This study extended TAM and the existing literature of mobile technology in the lodging industry. This article explored both existing variables and new variables in studying customers' intention to use hotel smartphone apps when booking a hotel room.

Scholarly identity refers to endeavors by scholars to promote their reputation, work and networks using online platforms such as ResearchGate, Academia.edu and Twitter. This exploratory research investigates benefits and drawbacks of scholarly identity efforts and avenues for potential library support.

Data from 30 semi-structured phone interviews with faculty, doctoral students and academic librarians were qualitatively analyzed using the constant comparisons method (Charmaz, 2014) and Goffman’s (1959, 1967) theoretical concept of impression management.

Results reveal that use of online platforms enables academics to connect with others and disseminate their research. scholarly identity platforms have benefits, opportunities and offer possibilities for developing academic library support. They are also fraught with drawbacks/concerns, especially related to confusion, for-profit models and reputational risk.

This exploratory study involves analysis of a small number of interviews (30) with self-selected social scientists from one discipline (communication) and librarians. It lacks gender, race/ethnicity and geographical diversity and focuses exclusively on individuals who use social networking sites for their scholarly identity practices.

Results highlight benefits and risks of scholarly identity work and the potential for adopting practices that consider ethical dilemmas inherent in maintaining an online social media presence. They suggest continuing to develop library support that provides strategic guidance and information on legal responsibilities regarding copyright.

This research aims to understand the benefits and drawbacks of Scholarly Identity platforms and explore what support academic libraries might offer. It is among the first to investigate these topics comparing perspectives of faculty, doctoral students and librarians.

This case is based on primary and secondary data collection. ABCo’s Founder, Jocelyn Sheppard, sat down with the author for a 75-min recorded interview in July 2022, and she provided follow-up information via email. Interview data was supplemented with secondary data from publicly available sources to fill in portions on the founder, the company’s history and its location; and triangulate the collected interview data (Creswell and Poth, 2018). There are no conflicts of interest that the author needs to disclose related to the founder or company.

The case was piloted at one institution in the Fall 2022, Spring 2023 and Fall 2023 semesters, with 59 undergraduates in an in-person social entrepreneurship course and 165 undergraduates and 33 graduate students in an online asynchronous social entrepreneurship course. All students worked through the case in groups, and as a requirement of their corresponding assignment submission, they provided feedback that was de-identified. In total, 60 groups reported their feedback, which was considered during the subsequent drafts of the case and instructors’ manual IM.

According to the anonymized feedback, the protagonist, product line, desired social impact and experienced challenges of ABCo were all said to be interesting, approachable and relatable for students, and the case piqued the interest of students coming from different majors (e.g. business, environmental issues, human services and criminal justice). Students from rural areas, or those who have family in rural areas, felt the case was particularly interesting; a handful of the students in the asynchronous online class who were unfamiliar with such settings suggested providing students with some additional contextualization of rural environments, either through class discussion with other students who had experience in those environments or additional media or text-based supports. Further adjustments also included removing a reading and a corresponding question and revising elements within the Teaching Approaches section of the IM to support the additions they suggested within the feedback (i.e. spending time to define and walk through the provided model and highlight the differences of rural entrepreneurship and entrepreneurship in the rural as a class before engaging in the related write-ups for that question).

Jocelyn Sheppard, Founder of Appalachian Botanical Company (“ABCo”), had built her company not just on a vision of revitalizing reclaimed coal mine land through planting and producing products with lavender, but also to have a social impact on the rural town of Ashford and its greater region of Boone County in West Virginia, USA. While she understood that hiring workers in need of a second chance would present its challenges, she was shocked by the depth of social need her new employees presented, which contributed to many employees’ disruptive behaviors and turnover. To approach the problem at hand, Sheppard needed to reflect on the resources around her, namely, other entities and organizations who might be able to support her efforts to improve how ABCo delivers on its social mission and, thus, helps to improve the local community and its economy. The case draws upon literature and models within rural entrepreneurship and community development to have students advise Sheppard on what she should do next to improve the social outcomes for ABCo and its employees.

This case is geared for both upper-level undergraduate and graduate courses in entrepreneurship, including in social, environmental and rural entrepreneurship courses and course modules. The case introduces students to a social enterprise struggling to get its footing in a rural context. The case would be suitable for both introductory and advanced courses, especially when placemaking/place-based entrepreneurship or ecosystem building are discussed.

The purpose of this study was to explore what luxury represents to contemporary consumers in their own life contexts.

A mixed-methods qualitative approach was adopted that comprised individual, personal interviews and focused interviews with small groups.

The study contributes to the field of luxury research by highlighting consumers’ interpretations of luxury as highly subjective, relative and contextual; showing that according to consumers, luxury relates to both consumption and non-consumption contexts; illustrating the value of luxury as a multidimensional construct in both contexts; and demonstrating how luxury may relate to a consumer’s desire to be meaningful and genuine, thereby generating prudential value. In these cases, luxury is closely linked to consumers’ perceptions of meaningfulness and well-being.

For marketing managers, the findings suggest that the wave of new luxury – seeking meaningfulness – may serve as a novel means of branding.

This study demonstrates that the significance of the concept of luxury transcends commercial settings and offerings, i.e. the brand, product or service. The findings show that luxury may also be generated in non-commercial contexts and specific activities (e.g. running, gardening). Based on these findings, it is proposed that luxury in non-commercial settings is characteristic of the new wave of luxury, and that in such settings, luxury may contribute to personal well-being, thereby generating prudential value.