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The purpose of this paper is to explore Meka's method – an innovative teaching and training tool to teach and train students and trainees effectively to achieve desired teaching and training takeaways.

The methodology is gleaned from the author's 31 years of practical experience in industry, teaching, training, research and consultancy. It places emphasis on the need to take feedback from students through their body language and mould their teaching style accordingly during the teaching session to create a compatibility and chemistry with the students. It explains humor quotient and elaborates Just a minute (JAM) session. It enlightens 80:20 teaching based on Pareto's Principle.

The paper unveils tools to inspire students and unfolds teaching techniques. It implores teachers to unlearn, relearn and learn to remain relevant and competent in the current context.

Qualitative/action research inevitably needs to be backed up by more formal research into the topic. This paper offers an agenda for action and further qualitative/quantitative research in teaching and training methodologies.

The tool can be applied in teaching and training sessions. It enables improvement of training and teaching pedagogy. It is transferable wholly or partially to educational institutions and organizations.

This innovative teaching and training tool is essential for teachers and trainers to bring out the behavioral changes among the audiences and impact the society as a whole.

The article offers a unique concept to add value to teaching and training so as to benefit students and participants with the help of a diagram.

Organizational innovation is a difficult process. Most innovations fail. If an innovation fails there is a high probability the organization will be fractured. It is easy to break apart an organization. It is much more difficult to build it back up. This is a case study of an innovation in a branch of a large private English language school in Japan. The head teacher decided to improve a portion of the educational system using a fidelity approach. She felt the innovation was entirely technical. Consequently, she thought she could achieve her objectives without the help of the teachers. Her approach failed and caused deep fractures in the branch’s social and work systems. This paper outlines the innovation plan. It shows why it failed, and suggests strategies the head teacher could have used to increase the likelihood of a positive outcome.

Verklar is the leading maker of roof windows based in Europe. Its Austrian subsidiary has historically dominated the Austrian market, with about 85% market share. However, at the time of the case, its market share has dropped to about 75%, and many of its dealers have either dropped the line entirely or are buying not from the company, but from the few remaining large dealers who still buy directly from Verklar. This has prompted the president of the subsidiary to devise a new way—called the Quota System—to run the distribution channel in the country to improve performance. Asks the reader to examine the sources of market share decline and whether the proposed Quota System solves the channel's problems.

In this paper a systematic and well-defined student participation assessment scheme for college courses is proposed. The scheme supports the involvement of students in a variety of areas of participation within and outside the classroom with the aim of improving their learning. The scheme addresses mostly the challenges related to the practicality of the structure and design of the assessment. It also addresses the subjectivity of grading student participations. Areas of participation are widened to allow the faculty more accurate information about the conduct of each individual student towards more objective assessment. In addition, it provides the faculty with the flexibility to select areas that best fit the learning outcomes, nature of the course, availability of time and resources, and class atmosphere. The proposed scheme is initiated and developed using feedback from the teaching staff of Nizwa College of Technology, (NCT) through a survey and open discussion. The results indicate that over two thirds of the surveyed staff show agreement with the concept of assessing participation and find the scheme design clear and systematic, while 82% of them perceive the scheme as effective in improving the motivation and learning of students.

Each year, hundreds of accounting doctoral students attend doctoral consortia (DC) sponsored by universities and academic organizations. This chapter reports results of a survey of consortium attendees and analysis of related consortium programs. The authors seek a better understanding of the benefits attendees perceive from these consortia, the content attendees found most valuable, and whether these consortia appear to achieve the goals of the sponsoring organizations.

Survey results show that participants perceive significant benefits from consortium activities related to research, networking, and career management. Respondents did not find their consortium experience helpful on teaching-related dimensions; however, their comments suggest a desire for additional teaching coverage. The authors make recommendations to planners of accounting DC and leadership of the American Accounting Association (AAA), a major consortium sponsor, intended first to address respondents’ desire for additional teaching coverage. Second, the authors highlight opportunities to link doctoral education to AAA’s strategic initiatives and its vision to provide global thought leadership in accounting.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.