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This study aims to examine the mediating role of product judgement in the relationship between electronic word-of-mouth (eWOM) and purchase intention. Additionally, it explores the moderating effects of source credibility and consumer ethnocentrism on the relationship between eWOM and product judgement, with a specific focus on Halal products. We utilise the Elaboration Likelihood Model (ELM) to investigate how individuals navigate the processing of information, distinguishing between central and peripheral routes. This exploration aims to enhance our understanding of how the ELM framework influences product judgement and purchase intention in the context of eWOM, with a focus on Halal products.

To achieve these objectives, an online survey was conducted in the United Kingdom. The study employed a moderated-mediation model, analysed using PLS-SEM.

The findings highlight the significant role of source credibility in the central route of information processing and purchase judgements. This study confirms that Halal product judgement fully mediates the relationship between eWOM and purchase intention. Additionally, it reveals that higher source credibility amplifies the impact of eWOM on consumer judgement. However, no significant moderating effect of consumer ethnocentrism on the relationship between eWOM and product judgement was observed in this context.

This study enhances our understanding of how Halal products are adopted in non-Muslim societies, shedding light on persuasive processes. Additionally, it refines the ELM in the context of cross-cultural consumer behaviour. The findings underscore the importance of prioritising source credibility in communication to shape information evaluation and persuasion.

Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics.

In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning.

Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment.

Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.

This chapter utilizes a feminist lens to review the academic literature within the new and growing “Sport for Development and Peace” (SDP) movement. It explores the ways in which issues pertaining to gender and social change are taken up by SDP programmes and initiatives to argue that the movement seemingly understands gender in one of two ways. The literature reveals that SDP programming seeks to either allow for girls' sporting access in mixed-gender settings or aspires to “empower” females in girls-only contexts. I suggest that the SDP movement's understanding of gender reflects the current historical moment with respect to contrasting third-wave and post-feminist sensibilities. In both instances, girls are positioned to have gendered identities/experiences that need to be assisted, altered, or enhanced, and thus the SDP movement obscures an understanding of gender as a relational identity. I contend that increased research and attention to the possibilities of re-imagining gender relationships within the sporting context will enhance the SDP movement.

The purpose of this paper is to provide a retrospection on the importance, origins and development of the research programs in the author’s career.

The study uses an autobiographical approach.

Most of the articles, research monographs and books that constitute this research and publishing efforts can be categorized into seven distinct, but related, research programs: channels of distribution; marketing theory; marketing’s philosophy debates; macromarketing and ethics; relationship marketing; resource-advantage theory; and marketing management and strategy. The value system that has guided these research programs has been shaped by specific events that took place in the author’s formative years. This essay chronicles these events and the origins and development of the seven research programs.

Chronicling the importance, origins and development of the seven research programs will hopefully motivate and assist other scholars in developing their own research programs.

The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.

Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.

The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”

While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.

This study aims to identify the main knowledge processes associated with organizational knowledge culture. A diverse range of knowledge processes have been referred to in the extant literature, but little agreement exists on which knowledge processes are critical and should be supported by organizational culture.

Using a systematic literature review methodology, this study examined the primary literature – peer-reviewed and scholarly articles published in the top seven knowledge management and intellectual capital (KM/IC)-related journals.

The core knowledge processes have been identified – knowledge sharing, knowledge creation and knowledge implementation. The paper suggests that a strategy for implementing successful organizational KM initiatives requires precise understanding and effective management of the core knowledge infrastructures and processes. Although technology infrastructure is an important aspect of any KM initiative, the integration of knowledge into management decisions and practices relies on the extent to which the organizational culture supports or hinders knowledge processes.

The focus of the study was on the articles published in the top seven KM/IC journals; important contributions in relevant publications in other KM journals, conference papers, books and professional reports may have been excluded.

Practitioners will benefit from a better understanding of knowledge processes involved in KM initiatives and investments. From a managerial perspective, the study offers an overview of the state of organizational knowledge culture research and suggests that for KM initiatives to be successful, the organization requires an integrated culture that is concerned with knowledge processes as a set of inextricably inter-related processes.

For the first time, a comprehensive list of diverse terms used in describing knowledge processes has been identified. The findings remove the conceptual ambiguity resulting from the inconsistent use of different terms for the same knowledge process by identifying the three major and overarching knowledge processes. Moreover, this study points to the need to attend to the inextricably interrelated nature of these three knowledge processes. Finally, this is the first time that a study provides evidence that shows the KM studies appear to be biased towards Knowledge sharing.