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Creating a mindset for research, including the development of professional research skills and critical thinking, is of the utmost importance in preparing students for the business world. To help faculty with this mindset, we discuss novel approaches for incorporating professional research and interactions into the undergraduate classroom, although the recommendations can apply to the entire curriculum. We describe three scenarios where our recommendations might apply – research/financial, tax, and accounting information system courses. Using a professional accounting research course and a financial course as examples, we start out broadly discussing a practitioner-coauthored professional case study approach that is applicable to any course, at any level. We then present a capstone undergraduate tax research course followed by an introduction of a specific project in an accounting information systems course. We include suggested syllabi, projects, and assessment rubrics throughout the discussion.

This research sought to determine if there existed a common set of courses amongst undergraduate leadership degree programs, provide guidance for new program development and program revision, promote discussion about future leadership curriculum development and provide a starting point for developing common leadership curriculum expectations nationally.

Content analysis was performed.

Program course similarities appear to represent the organic development of unofficial common core requirements within undergraduate leadership programs. Further, there appeared to be no significant trend as to which academic department leadership programs were placed.

This study identifies commonly occurring classes in traditional leadership degrees, offering insights for the development of new programs and assessment of current leadership degrees.

This study aims to offer authors’ humble yet unique experiences about developing an undergraduate sociology programme in an increasingly divided city.

In this study, the authors reflect upon the development of a new sociology programme in Hong Kong in which a wide spectrum of expectations from different stakeholders, together with their own sense of mission towards sociology education, have set a very challenging stage.

Developing an undergraduate sociology programme has never been easy, and there is no self-complacence as far as developing a programme that is of both academic and social values.

This paper offers a first-hand account of how sociology educators have developed a new sociology programme in a unique social context.

The purpose of this paper is to determine whether charismatic leadership strategies can be successfully implemented within structures, systems and tasks for social workers to increase case management successes, particularly client well-being, given that the six key charismatic leadership traits align with presented professionally bound ethical expectations.

A short generic qualitative review was done over fifteen publications, emphasizing the effects of charismatic leadership in domestic and foreign occupational domains.

Methodological, thematic and theoretical analyses show that charismatic leadership strategies are active in relevant social work domains with positive participant impacts.

The paper is intended to primarily investigate whether charismatic leadership is present in social work domains, and does not consider other leadership modalities.

High-quality reviews from the presented methodological investigations suggest that charismatic leadership is an effective leadership modality that should be considered into client-involved structures and systems.

This case was developed using a mixture of publicly available documents created by the partner community, general information from public sources like the First Nations Finance Authority (FNFA) website and Government of Canada websites, and personal and first-hand experience of the indigenous coauthor, Storm Gould.

Wisikk is a Mi’kmaq sovereign reserve territory located in Mi’kmaq’ki in the place that settler governments call Nova Scotia. The community has existed in its location since time immemorial and has been recognized by the settler government since the early 19th century. An opportunity for community-run business has arisen for Wisikk based on the legalization of cannabis throughout Canada in 2018. This case’s protagonist is the community’s Vice-President for Business Development, Andrew Googoo, as he considers bringing a proposal for a cannabis retailing venture to the Chief and Council. Cannabis legalization in Canada left sales policies to the provinces and was silent as to the rules governing cannabis sales by indigenous communities on their sovereign territory. Considering both potential negative impacts to the community, as well as the potential financial benefits from a successful reserve-based cannabis dispensary, Andrew must soon present his initial findings to the Chief and Council for their deliberation and decision. Any venture undertaken by the reserve would require a loan from the FNFA, so Andrew must also consider the projections and reports that the FNFA would require to support their lending decision.

The case is appropriate for mid-level or capstone undergraduate and graduate business courses, especially those focused on entrepreneurship, business ownership or indigenous ownership. The case was originally developed for the accounting division of an international undergraduate case competition. In addition to accounting concepts like pro forma/budgeted income statements and decision analysis, it is intended to showcase some legal and cultural features of community-led indigenous business ventures. The idea is for students to explore concepts of sovereignty, community involvement and broader stakeholder impact, as well as more technical accounting and financial concepts.

The technical report released by the National Transportation Safety Board, along with the primary flight cockpit voice recorder data and archival interview data, were used as the basis for this case. Other available public data such as news reports were used to round out the synopsis of the case study.

United Express Flight 5925 was a scheduled commuter passenger flight operated by Great Lakes Airlines with a Beechcraft 1900 twin turboprop. It was a regularly scheduled flight from Chicago O'Hare International Airport to Quincy, Illinois, with an intermediate stop in Burlington, Iowa. Drawing from various first-hand accounts (cockpit voice recorder) and secondary evidence (news reports, archival interview data, and online sources) of the tragedy, the case provides a detailed account of the key events that took place leading up to the accident at Quincy regional airport. The case describes how the radio interactions, a jammed door and degradation of situational awareness all contributed to the accident. Through many of the quotes in the text and eyewitness accounts, readers gain an understanding of the impressions and perceptions of the pilots, including how they felt about many of the critical decisions in the last minutes of the flight and the situation at the airport.

When the authors teach this case, the students are required to read it as pre-reading before class. Various readings and materials (see supplemental readings below and Exhibit 3) are made available to students before class, and the instructor can choose to use some of these materials to further explore areas of interest. This case is best explored over a 90-min session but could be expanded to take up one 3-h session. This case can be covered in an undergraduate senior capstone organizational behaviour seminar, any general organizational behaviour class (including introductory in nature), an undergraduate communication theory class or an MBA class that focuses on applied organizational behaviour concepts. It works particularly well in the MBA class, as students with work experience can make the links between the behaviours explored in the case and their everyday workplaces.

The purpose of this study is to identify LGBTQ+ perceptions of and experiences with hazards, vulnerabilities and disasters in the San Francisco Bay Area in the USA and to co-develop applied projects to “queer” disaster knowledge production and risk reduction activities in the region.

This is a community science project in which we collaborate with community members to enhance both community and scientific knowledge with the goal of utilizing it to produce a positive change to pressing social issues and their underlying causes. We do this through a series of four focus group workshops to identify community priorities, hazards, vulnerabilities and local action. We follow this with further ethnographic research and projects to apply findings from phase one.

The authors have found that: LGBTQ+ people in the Bay Area have unique experiences with hazards, vulnerabilities and disasters; there are significant gaps in the representation of LGBTQ+ hazard exposure in local scientific models that we can address through alternative methodologies; and tabletop exercises, learning modules and podcasts help orient and train disaster response agencies and personnel on LGBTQ+ inclusive operations.

This initiative entails novel approaches to community science for disaster risk reduction and creative collaboration with community-based organizations to foster the development of LGBTQ+ inclusive disaster risk reduction and response.

There is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between practitioners and instructors using web-networking platforms. However, it is important to understand practitioners’ considerations while collaborating with instructors. Therefore, this study identified these considerations in order to infer inputs for the design of the graphical user interface (GUI) of a web-based platform for connecting instructors and practitioners.

A mixed method was adopted through a survey and focus group. A survey was used to capture practitioners’ considerations while collaborating with instructors for student development, and a focus group helped uncover an in-depth understanding of the study phenomena. The data were analyzed using descriptive and inferential statistics and thematic analysis.

The results show the willingness of practitioners to collaborate with instructors for student development, the ways by which practitioners are willing to meet instructors' course-support needs and their considerations in deciding to do so. Slight differences were observed between the results of the survey and the focus group regarding the ranking of the practitioners’ considerations. The study highlighted demographic differences in practitioners’ considerations when deciding on meeting instructors' course-support needs. The results provide a basis to deduce the GUI inputs of web-networking platforms for connecting instructors and practitioners.

This study revealed practitioners’ design needs and GUI inputs to facilitate the design of web-networking platforms for connecting instructors and practitioners. This study also contributes to user interface design principles, theories on individual differences and practitioners’ involvement in student professional development.

Entrepreneurial trait and behaviour approaches are used to identify differing entrepreneurial profiles. Specifically, this study aims to determine which entrepreneurial competencies (ECs) can predict entrepreneurial action (EA) for distinct profiles, such as male versus female, start-up versus established and for entrepreneurs within different age groups and educational levels.

The research was conducted using a survey method on a large sample of 1,150 South African entrepreneurs. Chi-squared automatic interaction detection (CHAID) algorithms were used to build decision trees to illustrate distinct entrepreneurial profiles.

Each profile has a different set of ECs that predict EA, with a growth mindset being the most significant predictor of action. Therefore, this study confirms that a “one-size-fits-all” approach cannot be applied when profiling entrepreneurs.

From a pedagogical standpoint, different combinations of these ECs for each profile provide priority information for identification of appropriate candidates (e.g. the highest potential for success) and training initiatives, effective pedagogies and programme design (e.g. which individual ECs should be trained and how should they be trained).

Previous work has mostly focused on demographic variables and included a single sample to profile entrepreneurs. This study maintains much wider applicability in terms of examining profiles in a systematic way. The large sample size supports quantitative analysis of the comparisons between different entrepreneurial profiles using unconventional analyses. Furthermore, as far as can be determined, this represents the first CHAID conducted in a developing country context, especially South Africa, focusing on individual ECs predicting EA.

This study aims to examine factors that impact participation of diverse university students in an academic sustainability certificate and Office of Sustainability internships at the University of Georgia, recognizing the need for diverse voices and perspectives in addressing sustainability challenges and the current lack of diverse representation in the field.

A convenience sample of 77 student organizations and 35 departments, schools and colleges associated with the university was identified. The questionnaire was created using the Qualtrics online survey platform and distributed via email to potential participants. A total of 234 completed responses were collected. Descriptive statistics were calculated to determine the demographic composition of the sample. One-way ANOVAs were performed to examine the relationship between respondent demographics and perceptions of sustainability and participation in campus sustainability programs. Post hoc tests were conducted using Fisher’s least significant difference procedure.

Significant relationships were observed between perceptions of sustainability and race and current gender. A significant relationship was observed between race and participation in campus sustainability programs. Overall, students from diverse backgrounds believe that sustainability efforts contribute to racial justice and equity. Additionally, students from diverse backgrounds do want to participate in campus sustainability programs; however, there may be barriers preventing their participation.

This study examines how students from diverse backgrounds perceive sustainability efforts, as well as their interest in participating in campus sustainability programs. The results of this study can be used to inform recruitment and program development strategies for sustainability programs at higher education institutions. At the time of publication, no study could be located that examines the current study outcomes.