Mobile shopping applications have become a popular channel to reach the omnipresent consumer of today. However, the market space has become highly competitive and as a consequence, cultivating repurchase behavior has become pivotal to retain market share and boost sustainability. While the literature regarding initial purchase via a mobile shopping application is well developed, knowledge of how to foster repurchase behavior in this context is still scarce. In order to address the gap in extant literature, this research drew on the perceived value theory as well as technology acceptance and continued usage literature to conceptualize how repurchase intentions can be elicited. An online survey was administered to a total of 245 consumers who had previously shopped via a mobile shopping application, using a non-probability convenience sampling approach. Partial least squares structural equation modelling was used to test cause-effect relationships in the model. The results verify the importance of primarily designing an entertaining and easy-to-use mobile shopping experience, followed by integrating atmospherics of trust and informative content. The amalgamation of these atmospherics lead to a value-infused end-user experience, enhancing user satisfaction. Lastly, the findings confirm that the satisfaction derived from the use of Catherine Barfknecht ABOUT THE AUTHORS Naquita Achadinha Fernandes is a lecturer in the Department of Business Management at the University of the Free State in Bloemfontein, South Africa. With eight years of marketing and e-commerce teaching experience at undergraduate and post-graduate levels, she has developed a passion for business and businessrelated education. She is currently busy with her PhD in the field of consumer behaviour and digital marketing. Her work has appeared in the Behaviour & Information Technology Journal as well as in various papers presented at conferences such as ANZMAC, SAIMS and ICED.Catherine Barfknecht was awarded with the Department of Business Management's prize of "Best Post-Graduate Research Study" in 2018, under the supervision of Naquita Achadinha Fernandes. Since then, she has been working on research articles in the field of mobile shopping applications, while managing her teaching career in China.

There is an increasing demand for skilled graduates who can integrate and apply theoretical knowledge in a real-world context. As a means of enhancing students' employability skills in an exit-level strategic marketing module, two lecturers embarked on a PALAR (participatory action learning action research) journey over a period of three years to design a skills-centred curriculum with corresponding assessments centred upon partnerships between educators, students, and businesses. In order to attain the desired level of practical learning, the partners formed part of the entire assessment process. This included the businesses' (local, national, and international) involvement in the process of identifying real-life problems that served as the foundation of the assessments. Furthermore, the business partners also formed part of the feedback system, empowering the students with practical, industry-specific feedback while, in turn, enhancing the businesses' idea generation process with insight obtained from the students' thinking. During this process, the lecturers redesigned assessments until strategic alignment was attained between the partners' needs and the module's exit-level outcomes. The results reveal that the partnerships between educators, students, and businesses added value to the students' learning experience and enhanced their perceived employability skills. This article thereby contributes to extant literature by explaining how the PALAR approach can be practically applied in the field of business management and marketing. The practical details provided can easily be utilised by educators in the same and other similar fields. Furthermore, an established set of reflective questions and a summary framework have been included, which can aid a lecturer in evolving a PALAR journey. This personal PALAR journey, and the reflection thereon, proved not to be rigid in nature but, instead, fluid and highly adaptable. Each recursive PALAR cycle (plan-act-evaluate/observe-reflect) is needed and cannot be completed without the others. In conclusion, the way one addresses each cycle will be unique to one's teaching style and discipline-specific needs. This article provides educators in similar positions with insight into how they can use a PALAR process when designing their modules and assessments to foster employable graduates.