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While the ubiquity of social media as a mode of communication, collaboration, connection and creativity has been widely adopted in journalism, entertainment, healthcare and others, the field of education has been more reticent to integrate social media for teaching and learning purposes. This paper aims to summarize research on how social media may support educational aims with specific reference to large classrooms. In addition, the authors provide practical tips on using Twitter from the experience teaching in a typical higher education setting: a large, undergraduate course in a public university. Finally, the authors offer conclusions about how instructors can use social media to support increased engagement, professional development and digital literacy skills.

This paper presents a real-life “case study” of using Twitter in an educational context common to many in higher education: a large, undergraduate lecture class over the course of one semester. This course focused on the foundations of educational technology and was a requirement of receiving a teaching credential at a large public institution in the Midwest. As a required course, students from a number of different majors were enrolled in the course, including biology, chemistry, mathematics, English, history, world languages, physical education and many more. While these majors were grouped by content-area groups (Science, Technology, Engineering, and Math; the humanities; and physical education), for this paper the authors will focus on the part of the course where students were all together in lecture format. Guided by the research above, and pedagogical practices discussed elsewhere (Greenhow and Gleason, 2012), it was decided to use Twitter for a number of different pedagogical purposes, including in-class discussion, increase student engagement with course material, expand student interaction and develop student presence.

The use of Twitter was found to increase student participation, help facilitate conceptual understanding, to foster students’ “social presence,” and to increase interactions with “real world experts.” Twitter provided a way, for example, for students in a large lecture course to participate, and roughly 90 per cent of students did so with Twitter. Likewise, instructors used Twitter as a way to bridge learning across different experiences (i.e. lab activities, lecture and online lesson), while also providing a way to support social presence (letting students share humorous pictures). Finally, Twitter facilitated interaction with content experts including historians, during a lesson on global collaboration.

Overall, integrating Twitter into a large, lecture course seemed to suggest a number of positive learning outcomes, including presenting opportunities for student voice and expression, visible participation, the development of social presence and tools to connect different course activities (e.g. lecture, in-class activities and lab activities). For example, much research in this field has begun to explore the educational outcomes associated with social media use, and this study contributes to this emerging field. Here, the authors advocate for using social media to support interactive, collaborative and social learning.

This paper aims to provide a re-envisioning of traditional conceptualizations of scholarship informed by knowledge assets theory, trends shaping the modern university and technological advancements. We introduce social scholarship, a set of scholarly practices being envisioned within the conventional four domains of scholarship (i.e. discovery, integration, teaching and application). This paper provides concrete examples of the benefits and challenges of enacting social scholarly practices in light of Boisot’s theory of information flows, proprietary knowledge and the social learning cycle.

This article is a cross-disciplinary conceptual exploration.

In the model of social scholarship, access to knowledge is spreading faster than ever before; information flows are bi-directional in each domain (discovery, teaching, integration and application) where previously knowledge resided with the institution, flowing out to the public. Relationships between scholars and their university as well as between government, university, researchers and the public are being re-negotiated.

Certain limitations may exist, such as the conceptual alignment of a business model of knowledge generation to the university, which has particular cultures, service-orientations and power structures that are unique to academia.

The alternative model for scholarship outlined in this paper has implications for those in higher education concerned with faculty recruitment, retention, professional development and performance review. The insights in this paper are also relevant for those concerned with the induction and training of doctoral students and preparation of future faculty programs.

The conceptualization of scholarship outlined in this paper has implications for a broad, non-specialist audience who seeks to access, critique and provide input on basic, interdisciplinary or applied research as well as teaching in higher education.

Using a business model of knowledge generation, this paper introduces how current social media affordances and societal values can and are transforming conceptions of “the scholar,” “scholarship” and the university as knowledge-purveyor.

This paper aims to investigate auditors’ pricing of excess cash holdings and the variation in their pricing decisions in light of the precautionary motives of cash holdings and certain firm-specific conditions and during periods of crisis.

The authors conduct the two-stage-least-squares multivariate analysis using a sample of publicly listed non-financial US firms for the period 2003 to 2021 (42,413 firm-year observations).

The findings show a significant positive relationship between excess cash and audit fee. Next, the authors find that audit pricing of excess cash is significantly higher for firms with lower financial constraints. However, the authors do not find evidence to suggest that auditors price excess cash significantly higher for firms with lower hedging needs. In additional analysis, the authors find evidence to suggest that auditors charge significantly less for excess cash in firms that report financial loss and firms operating in industries with high litigation risk. The additional analysis also reveals excess cash is not positively and significantly priced by auditors as a result of the global financial crisis and Covid-19 pandemic.

Most researchers have analyzed excess cash holding from the perspective of managers, i.e. agency conflict or managerial prudence, while somewhat neglecting auditors’ perception of the embedded risk of excess cash holdings. The authors provide new insights on auditors’ perspective of excess cash holding and identify certain factors/situation/conditions that cause variation in the audit fee premium. The findings offer useful insights for managers and shareholders who are interested in assessing the effects of excess cash holdings policies on the audit fee premium.

Using data from securities analysts, who are awarded status by the third-party organization Institutional Investor magazine, we examine the emergence of competition and articulate a model of competitive response among actors aware of the importance of status and some of the dimensions on which it may be gained. We predict analysts’ initiating or ceasing coverage of stocks in response to other analysts initiating coverage on stocks they cover. We find that competition can emerge because of status seeking rather than as a response to own capabilities or market needs, with compelling, and potentially negative, market implications for overt status seeking.

This chapter introduces the Technology Pedagogy and Content Knowledge (TPACK) model as it relates to technology-enhanced learning design. The key features of the framework are unpacked, along with a brief examination of what TPACK looks like in practice. Approaches to developing TPACK capacity are considered, with learning-by-design emerging as the most promising technique. Issues relating to TPACK are also critically discussed, including those relating to measurement and the capacity of the framework to support educational design practice.

Ever since passage of the 1964 Civil Rights Act, employers have complained that nondiscrimination laws constitute an additional regulatory burden on business, while civil rights advocates have argued that compliance requires nothing more than the sorts of sound personnel practices that successful businesses have long found to be effective management tools. While most Americans clearly agree that people ought not be subjected to invidious employment discrimination based on race, religion, or other criteria unrelated to job performance, current laws do not necessarily represent the best approach to that problem. We argue that the “group identity” approach to workplace equity embedded in traditional civil rights statutes has retarded, rather than promoted, the adoption of sound and valid personnel assessment tools, and that attempts by U.S. business to reconcile the mandates of current civil rights law with fair and effective corporate human resource practices represent a heroic but fundamentally flawed effort. In this paper, we outline an alternative model based upon worker productivity which we believe to be legally defensible and practically superior to current regulatory approaches to evaluating and attaining fairness in the workplace.

To explain how cumulative efforts contribute to learning and literacy development.

A representation of how efforts lead to lasting growth is discussed through a variety of historical and current perspectives across content disciplines. This chapter includes depictions of how positive experiences can promote further success and recognizing one’s cumulative efforts and the effects from those are fundamental to educational attainment.

The value one places on tasks such as reading or writing is often aligned to the frequency with which those events occur. Students view their time and effort as capital; they are students’ most valued possessions, and how they allocate these commodities is a choice.

For students to become avid readers and writers, we must utilize a host of strategies to impress the notion that these activities are worth their attention, time, and investment.

The objective of this systematic literature review (SLR) is to outline the existing research in the field of infrastructure project finance (IPF). This paper aims to summarise the academic and practitioner research to highlight the benefits of adopting IPF structures in uncertain environments. By highlighting all conceptual and applied implications of IPF, the study identifies future research directions to develop a holistic understanding of IPF.

The SLR is based on 125 articles published in peer-reviewed journals during 1975–2019. After providing a brief overview of IPF, research methodology and citation, publication and author analysis, the SLR presents the various domains around which existing research in IPF is focussed and provides future research propositions in each domain.

The study found that despite the increased usage of IPF, academic and practitioner research in the field is lagging. Also, with increased usage of IPF in emerging and under-developed economies, IPF structure presents a perfect setting to understand how investment and financing are interlinked and how to overcome the institutional voids, socio-economic risks and inter-partner differences by IPF structures.

This literature review paper is based on the research in IPF between 1975 and 2019. To the best of the authors’ understanding, the SLR is the first focussed study detailing a methodical and thorough compendium of existing studies in the IPF domain. By focussing on various domains of IPF research, this paper presents future research avenues in the field.

In accordance with Latour, this paper aims to respond to the call for a “down-to-earth” post-learning organization approach to sustainability, which is critical of Senge’s conception of learning organization (LO).

“Gaia storytelling” is used to define a LO that is “down-to-earth”.

Gaia is understood through the notion of a critical zone, which foregrounds the local and differentiated terrestrial conditions in which life on Earth is embedded.

Gaia storytelling implies perceiving LO as a network of storytelling practices enacted and told by unique creative citizens. Such an organization sustains and grows through several entangled storytelling cycles that allow Gaia to shape learning.

The article distinguishes five different storytelling cycles as a way to explore how the Gaia theater cycle connects to other cycles. The four other cycles are: Gaia thinking, explorative, creative and Gaia truth-telling.

A Gaian LO is a new beginning for LO.

Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings.

The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time.

The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance.

The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.