Businesses are now using social media as platforms for viral marketing. However, little is known about the motivations, attitudes, and behaviors of fashion consumers who engage with this marketing instrument. This study examines the factors that influence consumers’ use of social media and their behavioral intentions to forward viral fashion messages. An attitudinal model was proposed through the integration of uses and gratification theory and the elaboration likelihood model. Individuals’ fashion trait and message orientations were specified as moderating factors. An online survey was administered to collect data, and 381 college students participated in the study. Hypotheses were tested using structural equation modeling. Findings showed that individuals’ intention to forward a message was affected by favorable functional and expressive attitudes towards the message, while motivations of using social media had only slight effects on individuals’ attitudes. Group comparisons showed significant moderating effects from identified individuals’ fashion trait and message orientation.

The purpose of this research was to develop learning activities to improve global competence for a classroom-based course in the field of clothing and textiles and explore how those activities affected the global competence of college students. To achieve this goal, the researchers proposed the following objectives: (a) develop learning activities on global competence and (b) explore the influences of newly proposed learning activities on the global competence of college students. The authors analyzed students’ reflective essays to identify themes through constant comparative analysis. The authors found participants learned about the Japanese culture through diverse aspects of global competence—affective, cognitive, and behavioral dimensions—throughout the semester via these learning activities. The authors also found informal writing could work as a starting point, where students were slowly exposed to a different culture, and reflective essays worked as a final summarizing phase where students could think further about their learning process related to global competence. This research is significant in terms of providing an empirical example of how to increase global competence in classroom-based courses. Additionally, scholars and teaching practitioners can gain insights from this study on how to improve global competence for the future workforce in a global economy.