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This study investigated how behavioral and emotional forms of engagement are associated with faculty support and student-faculty interactions among engineering students.

Quantitative research methods were used to analyze survey data from 781 undergraduates in seven large undergraduate engineering courses. Linear hierarchical regression models were used to evaluate the relationships between demographics (gender, race/ethnicity, family education, US status and transfer status) and student engagement and between faculty behaviors and engagement.

Faculty support was consistently, significantly and positively linked to all forms of student engagement, while student-faculty interactions were significantly and positively linked to effort and positive emotional engagement and negatively linked to attention and (an absence of) negative emotional engagement. Gender, race/ethnicity, international student status and transfer status significantly predicted at least one form of engagement.

Although this was a single institution study and cross-sectional, the findings suggest that faculty support and student-faculty interactions, while important for engagement, have different effects on different types of students. Faculty and teacher professional development efforts should raise awareness of these differences in order to enhance diversity and inclusion in engineering courses and curricula at all levels.

The analysis of behavioral and emotional forms of engagement represents more of a motivational lens on engagement in contrast to the traditional focus on time-on-task or time spent in fruitful educational practices, as is the norm with much of the engagement literature in higher education.

The factual background to this House of Lords decision lies in the 1991 collapse of the Bank of Credit and Commerce International (BCCI) Banking Group. The Appellants (who were the Appellants in the House of Lords) were depositors who had lost monies in the collapse of BCCI. BCCI itself was named as a Plaintiff since it was an assignee of the claims of Plaintiff depositors. The Plaintiffs (who were the Appellants in this appeal and are hereafter referred to as such) made a very large number of allegations against the Bank of England (the Bank) with regard to its exercise of its powers and discretions under the statutory scheme of Banking Supervision contained in the Banking Acts of 1979 and 1987. These allegations related to (inter alia) the Bank's decision to grant a full licence to BCCI in 1980, its failure subsequently to revoke that licence and various other acts and omissions in its supervisory role up to BCCI's collapse in 1991.

This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.

This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.

The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.

This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.

This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

The experience of a multi‐site higher education library consortium in purchasing electronic journals and databases is described. The criteria and guidelines developed to assist in the decision‐making process for the purchase of multidisciplinary electronic products and services can be of value to other libraries whether in a single or consortial environment. Factors such as database features, coverage, search features, and delivery options were considered.

The primary aim of this research is to identify the wine consumption behaviour of Generation Y in New Zealand to explore whether differences exist in the wine behaviour of Gen Y in comparison to Generation X and to seek possible explanations for these differences, in terms of cohort, age and period.

A quantitative survey was conducted with a random sample of residents of Christchurch, New Zealand in 1998 and again in 2008. Three forms of analysis were undertaken: time lag (comparing Gen Y, aged 18‐29 in 2008 with Gen X, aged 20‐29 in 1998), cross‐sectional (comparing Gen Y in 2008 with Gen X, aged 30‐39 in 2008) and longitudinal (comparing Gen X in 1998 and 2008).

In relation of wine consumption, there is no difference in the proportion of Gen X and Gen Y in New Zealand consuming wine as young adults, which is remarkably similar to the proportion of wine drinkers in the population as a whole. In terms of the evidence reported elsewhere that Generation Y are consuming more wine, and at a younger age, than their Gen X counterparts, this research supports this contention; New Zealand Gen Y are drinking wine more frequently, and in more everyday contexts than their older counterparts were at a similar age, although they are less likely to consume wine on special occasions.

The research focuses on a relatively small sample within a specific urban New Zealand setting and further application to the country as a whole may be useful. Qualitative research, perhaps using a recall methodology to explore previous consumption behaviour, would help to provide more explanation for the findings.

This is the first research project to explore the wine behaviour of Gen Y in a New Zealand context. This research has used a random and representative sample and has been able to analyse cross‐sectional, longitudinal and time‐lag data for Gen Y and Gen X; an approach that has not previously been used in generational research on wine consumption behaviour and which provides insights not available using one method alone.

The purpose of this paper is to look at a recent Financial Services Authority (FSA) challenge in the Court of Appeal to finding of Financial Services and Markets Tribunal on question of whether solicitors' firm had contravened financial promotion regime (FSA v. Fox Hayes: Court of Appeal (civil division): Lord Justice Longmore, Lord Justice Wilson, Lord Justice Lawrence Collins).

Examines the FSA's various grounds for appeal and what was an appropriate level of penalty.

Provides the court of appeal's decisions on point of law in relation to three issues.

This paper will be of interest to regulated firms who fear the consequences of regulatory liability for breaches of FSA rules.

This paper aims to explore accountants’ views on mandatory corporate social responsibility (CSR) reporting. It focuses on three main factors underpinning their understanding and attitude towards non-financial disclosures: general understanding of the concept, gender and work experience.

The study uses social identity theory as the theoretical framework. The findings are based on a survey conducted among 73 accountants in 2018. The questionnaire consisted of 86 questions divided into 9 main areas. The Mann–Whitney U test was used to determine if there are any significant differences between the accountants’ attitudes towards non-financial disclosures.

Study results suggest that the general knowledge of CSR reporting among accounting specialists is insufficient. The attitude towards mandatory CSR disclosures significantly differs between accountants who participated in training related to non-financial reporting and those who did not. Contrary to expectations, there were no significant differences in responses either between female and male accountants or between accountants at the beginning of their career path (with experience shorter than five years) and the more experienced ones. The paper contributes to social theory studies as it refers to the problem of the influence of professional associations, governments and big accounting firms on the transformation of accountants’ social identity. It also discusses the relations between the characteristics influencing personal identity and social identity of accountants in shaping their attitude towards mandatory non-financial disclosures.

The findings could be of interest to the higher education and professional certification institutions which should consider bringing accounting curricula more closely to the realities of the current business environment.

The study contributes to the body of literature mainly because it investigates a diversified sample of accountants in a relatively unexplored institutional setting. It may also serve as a starting point for research that more broadly explores accountants’ engagement in non-financial disclosures on CSR.

The purpose of this paper is to present a framework based on lessons learnt from a recently completed project aimed at developing intercultural online communication competencies in business students.

The project entailed collaboration between students and staff in business communication courses from an Australian and European university. The project was designed as a response to calls within the literature to equip business graduates with intercultural expertise for global online collaboration.

Based on theoretical perspectives, staff experience and data based on student evaluations of the project, a framework has been constructed based on the issues that emerged. The issues include: institutional support, project and course goal alignment, interpersonal and intercultural relationship management and technological capabilities.

The paper is limited to the experiences and responses from the Australian university. Future research should aim to collect data from both organizations involved in the collaboration.

The framework has been constructed to assist business educators in creating collaborative international projects in the future.

Research in international education suggests the need to create collaborative projects that provide students with real life opportunities in intercultural collaboration. However, little guidance exists for academics in terms of creating and coordinating such activities. The current paper provides a framework towards the development of such pedagogic activities.

The current research presents a case study on how COVID-19 has influenced event attendees' attitudes toward safety procedures, venue capacity, purchasing tickets in advance, type of events (e.g. theatre, music and art) and the mode of the event (i.e. live vs online).

In two timeframes (i.e. during and after COVID-19 lockdowns), data were collected via a self-completed online survey from a regional Western Australia (WA) town, Geraldton. In total, 94 event attendees were recruited in Wave 1 (during lockdowns), and 126 respondents were recruited in Wave 2 (after lockdowns). The naturalistic data collection examines how COVID-19 has influenced attendees' attitudes.

The findings suggest that attendees have adapted to the new normal of COVID-19. If safety procedures are followed, most respondents are comfortable attending an entertainment event during and after the lockdown (Wave 1 and Wave 2). Furthermore, respondents exhibited comfort following COVID-19 safety precautions at events even after COVID-19 lockdowns, except for mandatory mask-wearing. However, the COVID-19 pandemic has prompted event attendees to prefer lower seating capacity at events, while the gradual easing of restrictions reduces their discomfort toward higher seat capacity.

Although some research has examined the financial and economic impact of COVID-19 on the event industry, there is limited research on consumers' or attendees' perceptions and attitudes toward events, particularly entertainment events and festivals, as the world emerges from the pandemic. Thus, the current case study is the first to examine event attendees' attitudes toward entertainment event management and operation during and after COVID-19 lockdowns. The finding provides significant theoretical and managerial implications surrounding the reaction of event attendees toward entertainment events (i.e. festivals) during health crises such as COVID-19.

This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional growth in the teacher-educator classroom.

For this study, JLS took place in two different methods courses and followed the lesson study (LS) framework using the small group rotations of JLS. In each course, the JLS small group teams taught another team before receiving feedback and revising their lessons. Then they would teach another group. After each iteration, teams debriefed and reviewed the feedback to revise their lessons and prepare for reteaching. Following the JLS process, TCs reflected on the impact of feedback in a post-survey that was analyzed, coded and aligned with their lesson iterations and revisions.

Both integrated language arts (ILA) and math TCs reported that receiving peer feedback improved their lessons, instructional materials, revisions and student engagement. Through collaboration, TCs valued peer dialog, multiple perspectives and TCs learned to provide and receive constructive feedback professionally. Overall, feedback and collaboration helped strengthen their lesson planning as they considered multiple perspectives. Feedback helped TCs consider differentiation and the diversity of learners as well as student engagement while building their professional knowledge.

Although a previous study has shown an impact of JLS in ILA teacher-education courses with a broader scope in mathematics courses, this study focused on the JLS process in two teacher-education courses. Furthermore, current research tends to focus on the LS process, but this study focused specifically on TCs’ perceptions of the impact of feedback of their professional and instructional growth.