Abstract
In today's fast-paced global marketplace, businesses grapple with the relentless demand for innovation in marketing strategies. The landscape is ever-evolving, driven by digital advancements and shifting consumer behaviors, leaving companies scrambling to stay relevant. Academic scholars, educators, and managers face a formidable challenge: deciphering the complex web of trends and technologies shaping modern marketing while equipping themselves with actionable strategies to thrive in this dynamic environment. Marketing Innovation Strategies and Consumer Behavior is a comprehensive resource that serves as a beacon of clarity amidst the chaos, offering a structured roadmap for understanding and harnessing the power of innovation in marketing. Through meticulous analysis of current trends and in-depth exploration of cutting-edge strategies, this book provides a holistic understanding of the challenges and opportunities facing businesses today. By delving into topics ranging from digital marketing and sustainability initiatives to data analytics and emerging technologies, Marketing Innovation Strategies and Consumer Behavior equips readers with the tools they need to survive and thrive in the modern marketplace. Its emphasis on real-world case studies ensures practical relevance, while its theoretical underpinnings offer a solid foundation for academic inquiry. This book is an indispensable resource for scholars seeking to deepen their understanding of marketing innovation, providing actionable insights and strategic frameworks to navigate the complexities of the digital age with confidence and agility. © 2024 by IGI Global. All rights reserved.

Abstract
This chapter is based on consumer behavior theories and analyses consumers' perspectives about camping as a tourism alternative. It explores motivations and several relevant factors that influence the attitudes and behaviors of tourists regarding camping activities. The methodology was qualitative and used focus groups as a data collection tool. A content and thematic analysis was adopted as data mining technique. Results provide empirical support to the influence of subjective norms, relevant others' preference for camping, and sustainable consumer profile on attitudes toward camping which influence camping intention. Moreover, camping intention, motivations, relevant others' preference for camping, perceived control, and past experience affect camping behavior. Overall, this chapter shows that consumer behavior theories and models provide very interesting cues on campers' decision process, offering alternative and complementing views to the extant literature, namely to the studies using the popular push-pull approach.

Abstract

Abstract
At the celebration of its 30th anniversary, Erasmus is recognised as the most successful exchange program ever implemented. The prospects of attaining a common European consciousness challenged the program's ability to blend together knowledge, attitudes and skills in a winning combination. It is no longer sufficient to communicate and integrate: mobility should actively foster skills to support students's professional career at national and international levels. Although literature on mobility is vast and interesting, studies on the impact of the mobility experience in the students' future employability profile rarely provide first-hand data on their expectations in this regard. This exploratory research comprises a qualitative focus group approach with Erasmus students during their exchange period in a Portuguese university and collected some insightful data on how students consider their mobility in terms of new learning outcomes, the professional value of the experience and the development of new skills. Results indicate that students seem to be quite aware of the positive implications of mobility in their professional careers and of the set of skills developed during that period. Overall, this article contributes to demonstrating the importance of assessing skills development during Erasmus mobility experiences. Managerial implications and suggestions for future research are provided.

Abstract
This study aims to contribute to the growing literature on teachers' mobility by exploring perceptions and motivations to join these activities, in particular through the collection of evidence on the impact a first and only exchange experience has had on the participants. The research adopts a qualitative methodology in the form of phenomenological interviews with 6 teachers that engaged on only one mobility initiative. The interviewees shared their personal impressions on mobility, including reasons, facilitators, and outcomes of the experience. Bureaucratic, financial and residual professional impact, are among the most cited inhibitors for repeating the initiative. However, most of the participants expect to be become involved again on mobility assignments someday, especially teachers that identified greater impact from this first experience. The analysis provides interesting clues for international offices, Erasmus coordinators and university top managers, who devote considerable effort to the promotion and support of mobility practices.

Abstract
Internationalization is a broad concept encompassing multiple facets. Higher Education Institutions (HEI) collaborators are key actors of the internationalization process and outcomes, being essential for education managers to promote internationalization initiatives, namely among their teachers. Nevertheless, the literature indicates that the number of teachers involved in those initiatives is still modest. It is therefore of utmost importance to understand how teachers initiate and maintain mobility assignments, so that HEI can implement effective strategies to promote this facet of internationalization. In this paper, we explore the teacher mobility topic through the lens of the Theory of Reasoned Action and the Theory of Planned Behavior. These two theories have been widely used to explain how people initiate and maintain behaviors, and are particularly relevant to understand teacher mobility. The paper includes results from phenomenological interviews with teachers that had one or more mobility experience under the Erasmus programme. The narratives of the participants in the study evidence the importance of prior intentions, attitudes and subjective norms in the resolution to undertake international assignments. Self-efficacy was also shown as determinant in the decision process of first and subsequent mobility initiatives. This paper also provides cues on how HEI can facilitate and encourage mobility experiences amongst their teaching staff.