Maria Raciti

This paper assembles key Indigenous concepts and culturally adapts them into resources for use by mainstream services to support all customers experiencing vulnerability. Using Bartlet et al.’s (2012) Two-Eyed Seeing approach, eight influential Indigenous concepts were chosen for their capacity to extend existing service thinking beyond Western assumptions, being: cultural wealth (Yosso, 2005), radical hope (Lear, 2006), survivance (Vizenor, 1999), thrivance (Baumann, 2023), relationality (Moreton-Robinson, 2017), storying (Phillips & Bunda, 2018), Dadirri (Ungunmerr-Baumann, 2022) and Indigenous self-determination (Rademaker & Rowse, 2020). Drawing on the author’s lived experience as an Indigenous marketing scholar, eight principles, a micro-meso-macro framework, and a reflective questioning tool were developed to assist service marketers. As Indigenous knowledges are inherently strengths-based and holistic, these resources apply across all forms of customer vulnerability and service ecologies. A positionality-informed protocol guides appropriate use across Indigenous and non-Indigenous service contexts. These Indigenous-informed resources provide the opportunity to enrich service ecologies.

Recently, there has been growing interest among the global marketing research community to create space for Indigenous knowledges and perspectives. This article introduces EveryWhen, positioning it as both an Australian Indigenous knowledge system that offers a nonlinear perception of time and a methodology with wide-ranging applications in marketing research. Time is culturally constructed, and for Aboriginal and Torres Strait Islander peoples’, EveryWhen represents time as the infinite present—unmeasured, indivisible, and elastic, where the past, present, and future co-exist. Through a case study with Australian Indigenous doctoral student consumers, this article demonstrates how the multisensory EveryWhen methodology utilises Australian Indigenous storytelling/yarning, three-dimensional earth-drawn artefact creation, and an adaptation of Bishop and Tynan’s (2025) Kin and Country five-perspective analytical lens to capture nonlinear consumer temporalities. Conducted by and with Indigenous Australians and adhering to Indigenous research design principles, the case study also models best practice in Indigenous research. The EveryWhen findings revealed layered, dynamic consumer journeys, showing how new marketing research insights emerge when temporality is foregrounded. EveryWhen is portable across a range of contexts and applicable to all consumers, representing a pathway to decolonisation and Indigenising marketing research. For marketing researchers, the value of EveryWhen lies not only in introducing nonlinear temporalities but also in extending multisensory methodologies to broaden the ways consumer journeys are accessed, captured, and represented in marketing research.

Although previous research has found social class differences in students’ academic performance at university, success in higher education is far more multi-faceted. This study surveyed 2,665 undergraduate students from six Australian universities to investigate mediators of class differences in success, where success was operationalised using diverse and comprehensive measures (e.g., academic self-efficacy, cognitive engagement). Importantly, class was operationalised as a continuous variable rather than arbitrary quartiles. Mediation analyses showed consistent relationships between class and sense of success. Economic capital was identified as the main mediator, followed by social connections, cultural expectations, and aspirations. Some criteria—particularly greater interdependent motivation to be a role model for their community and assist their families after university—were more important in success evaluations for students from backgrounds with lower measures of socioeconomic class. Interdependent motivations suppressed some of the negative effects of lower class, providing evidence of alternative capitals or personal motivational resources. We conclude that conceptions of educational success that elide non-academic forms of success and minimise student’s motivations, especially community-based motivations, offer a limited and limiting understanding of the student experience.

Doctoral education is a key site of knowledge creation that has the potential to either foreclose or open up possibilities for transformation in higher education. It is a pedagogical space rife with neoliberal imaginaries that ground strong affective investments in efficiency and strict regimes of accountability. The flexible knowledge worker, the entrepreneur and the industry-ready graduate comprise some key examples of governing significations in doctoral education that contribute to affective ecologies of anxiety, fear, shame and anger among both doctoral candidates and supervisors. These affective experiences are particularly heightened for First Nations and transcultural (migrant, refugee, culturally and linguistically diverse and international) doctoral candidates, whose ways of knowing and being in the academy are governed by imaginaries and affective investments that run up against dominant arrangements. This paper seeks to challenge dominant imaginaries by foregrounding First Nations Storying. This First Nations knowledge approach has the potential to produce ecologies of affect characterized by connectedness, reciprocity and solidarity. There are, however, a number of governing imaginaries, especially in settler-invader countries like Australia, which make embedding these localised and embodied affective ecologies very challenging. This paper explores both the opportunities and obstacles that exist in attempts to introduce alternative affective ecologies in doctoral education.

This research addresses knowledge gaps surrounding South Pacific Canarium nut consumption attitudes in two Asian markets - Japan and China. Findings suggest that the Chinese market has a greater propensity to consume Vanuatu Canarium nuts than the Japanese. Age was another indicative factor for Vanuatu Canarium nut consumption, with those above 55 reflecting a stronger disposition than younger age groups in both the Chinese and Japanese markets. However, gender did not appear to be a discriminating factor for Vanuatu Canarium nut consumption. These insights provide theoretical and managerial implications for the future of Canarium nut marketing and consumer behaviour.

While decolonising education policy has attracted much rhetoric, consistent if slow policy change in doctoral education has been evident in the Global South. In former settler/invader colonies, a commitment to social justice necessarily involves addressing the ongoing wrongs of colonisation, with a special focus on changing the conditions of doctoral education for Indigenous peoples. This paper traces policy developments for Māori doctoral students in Aotearoa New Zealand; First Nations Australian doctoral students in Australia and Black majority students in South Africa. This paper draws upon a postcolonial policy borrowing theoretical framework, which foregrounds the academic survivance and sovereignty of First Nations and culturally diverse activists in driving policy borrowing from other First Nations and culturally diverse communities around the globe as the vital catalyst for shifting mainstream national racist discourses and practices and generating sustainable policy change. Secondly, it builds upon Mignolo’s ideas of pluriversality. This article foregrounds the role of Indigenous activists and student and researcher networks and the revival of First Nations and other community languages in doctoral education across Aotearoa New Zealand, Australia and South Africa. We conclude that sustainable change in doctoral education policy will only begin when policy makers begin to enact decolonial policy transfer.

Purpose
This paper aims to better understand the relationships between consumer expectation-experience mismatches, the dissonance-induced service interaction vulnerability that arises from these mismatches, and the strategies consumers experiencing vulnerability autonomously enact to self-manage their satisfaction modes.

Design/methodology/approach
This paper qualitatively (n = 20) explores the role of gist representations, being the essence of services marketing information that is used to generate an abstract mental picture. Specifically, this research explores the influence of gist representations in creating pre-commencement expectations among consumers experiencing vulnerability. It exposes how unmet gist-informed expectations induce consumer service interaction vulnerability and trigger autonomous vulnerability responses to elicit Oliver’s (1989) various modes of satisfaction. Three research propositions are tested in a complex multi-touchpoint service ecosystem.

Findings
Data revealed that unmet expectations triggered a two-phased autonomous inaction-then-action response, with inaction resulting in either tolerance or regret satisfaction modes, followed by action, which results in either pleasure or relief satisfaction modes.

Originality/value
Growing research into service interaction vulnerability seeks to understand the role consumers experiencing vulnerability play in improving their experience within service ecosystems. These findings provide insights to strategically shape service ecosystem design to mitigate interaction vulnerability by applying a strengths-based lens that foregrounds consumers’ capacity for autonomous dissonance responses to self-manage service interaction vulnerability and self-improve their consumer satisfaction modes.

This comparative case study analysis explores higher education equity in South Africa and Australia, garnering insights from South Africa to inform the implementation of the Australian Universities Accord. This article identifies challenges and opportunities from South Africa that may assist with implementing the managed growth policy framework and needs-based funding model. Four insights were identified. First, Australia should embrace managed growth but minimise equity students’ tuition fees to reduce, not reproduce, inequality. Second, Australia could consider a nested equity approach to intersectional, compounding disadvantage to enable differential redistribution. Third, needs-based funding will provide the opportunity for a ‘fair chance for success’. Lastly, epistemic access, epistemic success, RPL as an equity tool, university and vocational education and training harmonisation and alternative equity student tuition debt arrangements could be explored. The article promotes an uncommon equity alliance between Australia and South Africa, offering a broader view of equity policy and funding options.

Indigenous business is quietly becoming big business in Australia. Indigenous-owned and operated businesses are proliferating and prospering. Rising by 72% since 2006, there are now almost 14 000 Indigenous businesses, and these businesses employ 116 795 people, pay $4.2 billion in annual wages and generate $16 billion annually towards the Australian economy.¹ The rise of the Indigenous business sector holds much promise and hope, primarily as Indigenous businesses are more likely to employ Indigenous people.² In recent years, governments at all levels have introduced long term initiatives to support the continued growth of the sector, such as the Department of Industry, Science and Resources Aboriginal and Torres Strait Islander Business Support Roadmap³ (2020) and the National Indigenous Australians Agency Remote Jobs and Economic Development Program (2024).⁴ Despite these positive signs and supports, Indigenous businesses remain plagued by persistent deficit perspectives and historical mistrust⁵ that are amplified in the media⁶ along with a notable absence of wellbeing models to support the resilience of Indigenous entrepreneurs and Indigenous employees to not only withstand these negative perspectives but sustain their Indigenous enterprises and enable them to reach their full potential.²

Population parity figures keep governments and universities accountable in ensuring that equity groups have access to higher education. However, what happens once population parity is reached? This paper explores Australian doctoral education policy on culturally and linguistically diverse (transcultural) domestic candidates. Using Foucauldian discourse analysis, we suggest that an overwhelming focus on counting avoids addressing vital epistemological questions about the diverse knowledge transcultural candidates bring to Australian research. We highlight the ways doctoral policies do not capture the significant diversities within transcultural communities. We recommend the use of Nancy Fraser’s concept of participatory parity instead of population parity in government policy as a way of incorporating three elements of social justice – redistribution, recognition and representation. Focusing on the element of recognition, we extend Fraser’s notion of cultural recognition to include valuing diverse cultural knowledge systems which might create the conditions for epistemic justice in Australian doctoral education policy.