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Extant research suggests that salespeople can significantly impact consumers’ outcome perceptions. Examines the importance of initial contact with salespeople on consumers’ perceptions of value and the impact of salesperson service failure on perceptions of value among non‐purchasers. An exit survey of shoppers was conducted to realistically study these issues. Results show that outcome perceptions were significantly lower when either there was no contact with salespeople, or the consumer had to initiate the contact. The retailer that had the highest percentage of salesperson initiated contact, earned the highest perception ratings and also had the highest ratio of buyers to browsers. Furthermore, non‐purchasers that experienced service failures (slow service or offended by a salesperson) discounted not just the perception of that retail visit, but also overall value compared to other retailers. These results suggest that retailers must encourage their sales staff to initiate consumer contact.

Examines the importance of delivering an all‐inclusive price bundle to consumers. A longitudinal study is conducted to test the role of expectations of both price and other costs (e.g. hassle, time spent) associated with a price bundle on perceptions of value across first‐time and repeat guests at an upscale resort/spa. The findings confirm that consumers consider more than just benefits (quality) and price when assessing value. Specifically, finds that providing an all‐inclusive price package, even if actual monetary outlay is higher, will significantly increase perceptions of value for first‐time consumers.

This paper aims to examine, specifically, how competition, networks (alliances) and both formal and informal institutional forces affect service innovativeness within the not‐for‐profit dominated industry.

Utilizing data from 1,428 acute healthcare hospitals in the USA OLS regression was used to examine the antecedents to service innovativeness.

The results reveal that organizations in large networks (alliances) limit providers' service innovation. Whereas competition increased service innovativeness, regulatory forces (formal institutional pressure) and informal regulatory forces stifled it.

Is regulation good for service innovativeness? The results suggest otherwise. It was found that regulation (formal institutional pressures) limited service innovativeness. Another important practical implication is the finding that large network (alliances) also limited service innovation. Any condition that limits service innovativeness is going to hurt the very people that were meant to be served. While the questions were answered within the context of the acute care hospital industry, the results may be relevant to both for‐profit and not‐for‐profits service providers operating within a competitive environment. Varying informal and formal institutional pressures affect a wide range of both for‐profit and not‐for‐profit service providers.

The research goes further than previous literature's study of antecedents of service innovativeness to examine how external factors influence service providers' innovativeness strategies. It also adds to the literature which examines how marketing strategies can aid not‐for‐profit marketers.

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

LOUGHBOROUGH was the first of the post‐war schools to be established in 1946. This resulted from negotiations of representatives of the Library Association Council with technical and other colleges which followed their failure to secure facilities within the universities on the terms of the L.A. remaining the sole certificating body. The late Dr. Herbert Schofield accepted their terms and added a library school to already varied fields of training within his college.