La plupart des modèles de pricing appliqués aux services sont consacrés aux prestations de services tels que vols en avion ou chambres d'hôtel. Ces techniques peuvent être utilisées à de telles prestations étant donné leur caractère standardisé. Comparés aux biens de production, les services sont caractérisés par les 4 dimensions IHIP. Ainsi, l'intangibilité et l'hétérogénéité des services impliquent qu'il n'est pas aisé d'appliquer des systèmes de prix automatisés. Dans nos récents travaux de recherche, nous avons exploré différents modèles de pricing qui pourraient être utilisés pour déterminer un prix "juste" prenant en compte le point de vue des fournisseurs et des consommateurs de ces services. Pour répondre à cette problématique, nous avons adopté une approche multidisciplinaire essentiellement basée sur les sciences environnementales.

One of the fastest growing approaches to teaching and learning in the new digital paradigm is the use of Massive Open Online Courses (MOOCs). They are categorised either as cMOOCs following a connectivist approach, or as xMOOCs based on behaviourist principles. However, in xMOOC environments, forums may play a real connectivist role if they are functioning as a community. This paper builds on the criteria of Herring (2004) in order to determine the existence and dynamics of a community. Forum participants, in a connectivist approach, create knowledge together by requesting help, answering questions, discussing concepts and techniques, and suggesting applications and additional learning material. This research questions the existence of a clear distinction between cMOOCs and xMOOCs. It was also observed that gender roles in STEM classes are replicated online. Online teaching nowadays is no longer based on one-way processes but includes users in multi-way processes. These dynamics may be effective in ensuring a strong and well-functioning learning community.

Needs and expectations of customers in pre-and after-sales stages in the e-commerce purchase process in the luxury products sector are not well known and defined. We were interested in discovering the opinions of customers concerning the role of internet in the pre-and after-sales stages of the purchasing process in this industry. As we are just at the beginning of the e-commerce area in the luxury sector, we decided to focus on blogs' content. After-sales service in the luxury sector is considered with circumspection. Practitioners feel that consumers are still very much attached to the 'physical' experience. On the contrary, we assumed that Netsurfers belonging to net communities are also luxury goods and services consumers. According to the netnography methodology (Kozinets, 1998), we analyzed the Netsufers comments about pre-and after-sales services. We identified and selected blogs that are specific to the Web 2.0 generation; these blogs are discussing about luxury watches, cars, travels and art objects. The results permitted us to identify three categories of services needs: 1) the need for the service in broad terms, especially the service that should be linked to a product 2) the need for a specific information or a very specific service, and 3) specific complaint about service experiences. These insights were discussed to be fully integrated in the e-commerce strategy in general.

Les voyageurs font face à de nombreux risques ou incertitudes durant toute leur chaîne de service. Soit ils gèrent eux-mêmes ces risques soit ils font appel à une agence de voyages pour les minimiser ou les éviter. Nous pensons que les agences de voyages doivent davantage jouer un rôle de manager de risque que vendeur de prestations pré-préparées. Nous avons proposé un service de management de risque basé sur des approches multidisciplinaires. L'idée est d'appliquer des méthodes d'évaluation de coûts (empruntées des sciences environnementales) pour gérer les risques rencontrés tout le long de la chaîne de voyage.

-This paper deals with the ways in whichMassive Open Online Courses (MOOC) participants use course related forums and the contribution of those forums to the learning experience of their virtual students. We focused on the comparison between, on one hand, video content provided by the course organizers and on the other hand, the content provided by user discussions in the forums. Our methodology frame is based on natural sociological inquiry. Video Lectures, as well as the most active forum threads and their posts were collected during a 6 weeks long xMOOC that took place in fall 2013 on a well-known MOOC platform. Content analysis was performed and the study concludes that the forum included a very high level of interactions involving mostly course related exchange of information amongst students, placing this course at the intersection between a constructivist MOOC (cMOOC) and a classical information transmission based MOOC (xMOOC).