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This study examines an issue that confronts most instructors in the first financial accounting course at the postsecondary level, that is, some students have had a high school accounting course, while others have not. Specifically, this study investigates the effect a high school accounting course has on student performance in their first postsecondary level financial accounting course (midterm examinations and course grades). The results suggest this relationship is significant and positive, yet must be interpreted carefully. For example, scholastic aptitude, time management skills, and other intrinsic values also play an important role in student achievement.

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.

Online learning is increasingly popular, and educational platforms provide a wealth of courses. Improving course sales is the key to promoting sustainable development of online course platforms. However, limited research has explored the marketing of online courses. We study how to drive online course sales by leveraging teacher information.

We performed an empirical study. We collected data through a crawler and image recognition from Tencent classroom.

Our results show that providing teacher information and profile images helps promote online course sales. However, detailed course descriptions weaken the positive impact of teachers' profile images on online course sales. Furthermore, our study shows an inverted U-shaped relationship between the intensity of smiling in teacher profile photos and online course sales, and teacher descriptions negatively moderate this relationship.

Our study contributes to the research on online course sales and extends the context of the research on smiling as well as the studies of visual and textual information.

The results have practical implications for online course sellers and platforms.

Existing scholarly efforts have explored online courses mainly from an education perspective. More research is needed to advance the understanding of online course sales. Our study advances research in the marketing of online courses.

The social sciences have extensively studied meals; nonetheless, a few have investigated the menu format, with all the data originating from European countries. Within this framework, the novelty of this research is that it analyses the relationship between social class and lunch structure among adults in a Global South city: Santiago, Chile.

The study worked with data from the Survey of Commensality in Adults (>18) of the Metropolitan Region, which used a questionnaire and a self-administered eating event diary. The analysis unit was lunches (n = 3,595). The dependent variable was the structure of the lunches (single course, starter with a main course, a main course with dessert or a full-course menu with starter, main course and dessert). The independent variable was the individual’s social class (either the working, intermediate or service class).

The data showed that lunches are mostly semi- or fully structured (only 44.5% of the lunches reported by the participants contained a single course). The odds of eating a single course were lower in the service class than the working one and the odds of eating a full-course meal were higher in the service class than the working one.

The results provide new quantitative evidence from a representative sample of a Global South city about the relevance of social class as a differentiating factor in food, specifically regarding the existence of simpler meals among the lower classes.

This study aims to explore the provision of accounting ethics education in Ethiopian accounting programs through structuration theory.

A qualitative case study methodology was used, and data were collected through semistructured interviews with faculty members, practitioners and regulatory bodies. The interview transcripts were analyzed using thematic analysis. Accounting curricula were also analyzed to triangulate and support the findings.

The study revealed a significant gap in the status of accounting ethics education, primarily attributed to a misunderstanding of its importance. While faculty initiatives and student interest have partially mitigated this gap, systemic challenges such as rigid curricula, a lack of awareness and commitment, resource constraints and limited stakeholders’ support persisted. A combined approach to accounting ethics education is required to foster ethical behavior. Hence, the structuration theory highlighted how meanings, power dynamics and norms and values constrained and enabled the provision of accounting ethics education.

The study emphasized the need for stakeholders to influence policymakers’ perceptions regarding the significance of accounting ethics education. The study also provided empirical support for structuration theory. Future research should involve cross-cultural comparisons and explore the ethical behavior of accounting professionals using diverse research designs to highlight the gaps and inform effective educational interventions.

This study contributes to the theoretical application of structuration theory in accounting ethics education. It underscores the critical role of comprehensive curricular reforms, stakeholder engagement and resource allocation.

Despite a growing awareness of the gap between professional expectations and competence, there has been no comprehensive appraisal of sustainable food systems (SFS) education within dietetics and nutrition programs to date. Dietitians and nutritionists play important roles in promoting sustainability yet many perceive themselves to be inadequately trained. The purpose of this study was to explore how, and to what degree, SFS education is incorporated into accredited nutrition and dietetics programs in the United Kingdom, Australia and Canada.

A content analysis of course descriptions from program websites was conducted between 2021 and 2022. Courses were reviewed, analyzed and evaluated using a novel sustainability metric.

SFS is integrated into the education environment of some, but not all, dietetics and nutrition programs to varying degrees (no, partial and full). Partial and full integration was present in a small percentage of courses, with a larger percentage in nutrition programs. SFS education was offered more often through a single unit than a dedicated course. Twelve best practice examples of courses dedicated to SFS were identified. In the UK, their focus was nutrition and diet, contrasting food and food systems in Australia and Canada.

These findings provide insight into SFS education for professional societies, instructors and program directors. Through intentional curricular design considerations supported by this study, program leads can take small conscious reorganizational steps to integrate SFS. This study offers a sound methodology to initiate and benchmark further assessment and a novel approach for other professions looking to equip their future workforce through SFS education.

Many colleges and universities within USA higher education claim that their graduates understand global leadership. The purpose of this study is to explore undergraduate students’ understanding of global leadership through their participation in short-term study abroad leadership courses.

Utilizing a post-intentional phenomenological (PIP) framework, this qualitative study explored how the phenomenon of undergraduate students’ understanding of global leadership may take shape through their participation in short-term study abroad leadership courses. A secondary research question explored how the context of short-term study abroad leadership courses provokes students’ understanding of global leadership. Interviews were conducted with a diverse sample of twelve participants, either current students or alumni, from three institutions.

The four key productions of the phenomenon were developing a leadership identity, influences of experiences, perceived impact of short-term study abroad courses on understanding of global leadership and application of global leadership. Select productions and associated provocations are discussed.

Based on these productions and provocations of the phenomenon, implications for leadership educators are provided.

This inquiry focuses on the phenomenon of undergraduate students’ understanding of global leadership to build on the knowledge about the experiences of students participating in short-term study abroad leadership courses. It fills a gap in the literature related to what is known about short-term study abroad leadership courses and outcomes from student participants. The methodology of this study as a PIP design further contributes to the need for qualitative research in leadership education. It is through this methodology that the diverse sample of student voices has been captured to inform our field of their experiences.

This paper outlines the active learning methods used to develop and deliver a sustainable business course to undergraduate students. Moreover, the paper aims to investigate the effect of the sustainable business course on the students’ engagement in sustainable consumption.

From a pedagogical perspective, the paper describes the active learning methods applied in a newly introduced sustainable business course via numerous distinctive assessment techniques. On the empirical front, the research investigates the impact of the sustainable business course on the students’ engagement in sustainable consumption. To test such impact, an online survey was distributed among students who completed the sustainable business course, and as a control group for comparison, students who did not take the course.

The research results indicate a positive relationship between completion of the sustainable business course and engagement in sustainable consumption. Furthermore, the data revealed that female students exhibited more engagement in sustainable consumption than male students.

The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption.

The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Pedagogically, the nonconventional course curricula and assessment methods described in this study can be used as a reference by instructors aiming to integrate active and experiential teaching methods into their sustainable business curricula. For decision makers in higher education who are working in line with the global direction to achieve sustainability, this research provides preliminary evidence that students’ engagement with sustainability is influenced by their course curricula.

By depicting innovative approaches to teaching sustainability in business, the research enriches the field of sustainable business pedagogy which remains under-researched in many countries. Furthermore, the research goes further by investigating the effect of the course on students’ sustainable consumption. This acts as evidence of the effectiveness of teaching sustainable business in changing future leaders’ perspectives and priorities to include environmental and social aspects, which has become a global goal. Accordingly, the research has the potential to encourage more business schools to make sustainable business education mandatory.

Engineering graduates are expected to have certain attributes in addition to technical expertise that includes development in personal and interpersonal skills with societal concern. Pedagogical strategies have been continuously evolving to improve the graduate attributes. An efficient framework for blended learning that improves the graduate attributes is the need of the hour now.

A blended course model based on TPACK is proposed and the same is evaluated with Kirkpatrick evaluation method to assess the attainment of the attributes. A mapping strategy is developed for the relation between course outcomes and graduate attributes. The proposed model is tested with “Microcontroller” course in undergraduate program with students of three consecutive years in three different learning environments: offline, online and blended. The performance of the students in assessments, students’ feedback and their interest towards additional learning, project skills and job recruitment are the different elements taken for analysis.

The results obtained show that the impact of the proposed blended learning framework in improving the graduate attributes is greater than the offline environments. The analysis is done based on Kirkpatrick evaluation, which demonstrates the improvement in graduate attributes in blended learning by 18% compared to offline mode.

It is seen that blended learning shall be implemented using TPACK model effectively and the proposed model results in improvement of graduate attributes. Though the findings are good enough, the case study is limited to a particular organization and so, the various underlying parameters may vary for different institutions.

The methodology proposed is viable in any institution and may be tested for any program. The effectiveness of the blended learning is known and in this case study, the analysis from the course to the level of program is done.

The research work highlights the integration of technology, pedagogy and content knowledge to enhance engineering students' skills. Hence, it explores a new required norms of education, potentially shaping future teaching learning methodologies. By employing the Kirkpatrick evaluation, it offers insights into the model's effectiveness and influences educational practices in the need of the hour.

The proposed method and results signifies an innovative endeavor that combines technological expertise, pedagogical methods and subject matter knowledge to enhance the attributes of engineering graduates. Kirkpatrick evaluation adds a distinct dimension by objectively assessing the model's impact. The results are analyzed from the original data obtained from a particular institution.