Ambiguity tolerance is an increasingly popular subject for study in a wide variety of fields. The definition of ambiguity tolerance has changed since its inception, and accompanying that change are changes in measurement and the research questions that interest researchers. There is a wealth of opportunity for research related to ambiguity tolerance and recent advances in neuroscience, measurement, trait research, perception, problem solving, and other fields highlight areas of interest and point to issues that need further attention. The future of ambiguity tolerance research is promising and it is expected that future studies will yield new insights into individual differences in reactions to the complex, unfamiliar, confusing, indeterminate, and incomplete stimuli that fall within the conceptual domain of ambiguity.

The aim of this chapter is to (1) present a review of some innovative communication technologies in higher education and how these are implemented for organizational, marketing, and learning processes, (2) illustrate how information and communication technologies (ICTs) may drive the introduction and use of inventive activities in education. Financial cutbacks and limited government support for institutions of higher education led to (1) either a withering effect for them that made them shrink or merge in order to survive, or (2) they had to find innovative ways to survive and attract new students and audiences as potential users while making connections with the community and firms. Current trends in higher education institutions (HEIs) are associated with supplying the student with those learning methods that can lead to skills and contribute to his/her creative and individual thought. At the same time, teaching instructors need to be aware of the know-how in the communication and information technology sectors that can be further employed.

This study explores Turkish sensory destination branding using the perceptions of US citizens that have or have not visited Turkey. Study participants had sensory brand associations of Turkey through smell, taste, sound, and sight. The most frequently mentioned associations were scent and taste of food (47%), the sounds of busy urban areas (31%), the call to prayers (26%), and architectural sights (29%). Visitors associated Turkey with the scent of flowers, the taste of sweets and food, and the feel of cotton and silk to a significantly greater extent than nonvisitors. Compared to nonvisitors, visitors also associated Turkey to a significantly greater extent with the architectural images, beaches, and mosques, as well as the sounds of busy urban areas, call to prayers, music, and people talking. In aggregate, these findings have implications for the destination branding process.

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From the standpoint of a brand expert, Efstathios Kefallonitis gives a broadbrush sketch of approaches to teaching around the globe. Then, building on this evaluation, he goes on to identify education challenges and suggests a model involving advice and support, instruction, and knowledge as pathways for reconciling the differences between design management theory and practice.