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This editorial introduces a special issue of the Journal of Services Marketing, dedicated to papers discussing the effect of the physical context on customer experience. This study aims to identify diverse areas of extant knowledge, upon which researchers might draw when investigating the effect of the physical context on customer experience, to inform future research agendas.

Drawing on available literature, the authors argue that, as prior studies in diverse scholarly fields have explored the physical context, these bodies of knowledge may offer theories and constructs that meaningfully inform explorations of the effect of the physical context on customer experience.

The authors identify five marketing subdisciplines and six nonmarketing disciplines, each offering theories, constructs and perspectives which researchers might draw upon in future studies of the effects of the physical context on customer experience.

The authors develop a novel map which depicts the field of study of the effects of the physical context on customer experience, which scholars might use to inform future research design. In addition, the authors suggest several directions for future research.

The purpose of this editorial is to outline the historical and conceptual context in which the research into workplace learning as a research field is emerging.

The paper in an essayistic knowledge sociology perspective parallels developments in the nature of work and the growing interest in human resources, and hence learning. It confronts the general stereotypes of work with the actual multiplicity of different work domains.

The actual sample of articles is characterized briefly, drawing attention to the epistemological value of concrete studies of different learning experiences in different types of work.

The perspective of the editorial is mainly to spur the reflection of researchers in the field to the interrelation between theoretical issues and practical engagement in learning enterprises.

The objective of this article is to investigate the moderating role of national cultures in the relationship between brand value and firm value.

This article examines the topic in the context of different national cultural attributes, including individualism, uncertainty avoidance, masculinity, power distance, and long-term orientation. We use brand values of the Financial Times Global 500 companies and national cultural values reported by Hofstede, GLOBE, and Schwartz.

Results exhibit that brands are more value-additive to companies in highly individualistic cultures. Furthermore, a valuable brand contributes more to firm value in countries with low uncertainty avoidance, high masculine, low power distance, and short-term oriented cultures.

The evidence suggests that while a valuable brand contributes to firm value, the level of its effect on firm value varies by national cultures.

Deaf communities including the Irish one, often identify the status of their signed languages as one of the defining indicators of their social standings. Thus, social justice measures must be intertwined with the status of signed languages. The social justice issues for Deaf communities identified here are: access to media, recognition of signed languages and education. These issues are based on several research data and are described in brief. The purpose of this paper is to locate the situational position of Deaf communities in Ireland.

To understand the way in which a more radical model of equality would work for the Irish Deaf community, the author discusses an equality framework developed by the Equality Studies Centre in University College Dublin, with the aim of advancing understanding of what equality of condition would mean for Deaf people in relation to the access to media, recognition of signed languages and education.

The evidence from research and literature shows the serious disadvantaged position held by the Deaf communities in Ireland and other countries. The data presented alone show how both discrimination and disadvantages are largely due to negative perspectives on deafness. These negative perspectives are obviously influenced by historical, medical and religious factors.

The article raises awareness of the implications of different levels of equality on the status of signed languages. These levels, by default, affect the socio‐economic statuses of Deaf communities. It is obvious from this study that equality of condition is the best option for Deaf communities to achieve. This option demands a level of recognition and respect for signed languages, equal to that afforded to national and dominant languages. This would help to minimise the belief that signed languages are mere compensatory tools, which in turn, would create more egalitarian treatment for Deaf people who wished to pursue their main identity through the use of signed languages.

The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education.

This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested.

The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance.

Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches.

The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education.

The purpose of this paper is to empirically identify two types of cultural perspective in cross‐cultural management studies: dynamic versus static perspectives, in particular their interaction in the international business of the firm.

The paper adopts an exploratory approach using qualitative data. After two phases of data collection, the management by values concept is taken to identify both the manifested and latent levels of characteristics of these two different approaches to cross‐cultural management in international business.

The study results identify the characteristics of two cultural perspectives: dynamic versus static. Tables on static cultural comparison and the acculturation process illustrate their different natures and highlight their potential implications for further business and theoretical development.

The paper empirically identifies dynamic and static cultural perspectives in international business process, highlighting the relevance of distinguishing these two perspectives in the globalizing business world. The characteristics of dynamic and static culture illustrated build a base for further research in this line for international business and cross cultural management.