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Work-integrated learning (WIL) poses legal, reputation, operational, strategic and financial risks for higher education providers (HEPs). The purpose of this paper is to explore how HEPs can manage five significant WIL risks involving intellectual property, student disability and medical conditions, the host organisation and the legal literacy of WIL practitioners.

This paper is a cross-institutional collaboration of WIL practitioners who explored risk management in WIL programmes. The case study is presented as a cross-case analysis to assist WIL stakeholders with evaluating their risk management frameworks. A description about the significance of the risk (in terms of causes and consequences), as well as practices to manage the risk, is presented under each of the five WIL risks.

WIL practitioners described a series of risk management practices in response to five significant risks in WIL programmes. Four themes underpinning these risk management practices – balance, collaboration, relationship management and resources – are conceptualised as characteristics that can serve as guiding principles for WIL stakeholders in risk management.

The findings can be applied by WIL stakeholders to evaluate and improve existing risk management frameworks, and to improve their legal literacy in relation to WIL. The study also demonstrates the capacity for collaborative research to address practice issues in WIL.

This is the first known study which employs a cross-institutional collaboration of WIL practitioners to contribute towards the body of knowledge examining risk management in WIL programmes.

The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection.

A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool.

The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspective), student self-reflection and fairness in assessment practices.

The study identifies the benefits of and likely issues facing educators when considering the deployment of blended learning technologies to teach and assess oral communication skills. The paper contributes to pedagogy by describing the innovative use of video cameras in assessing elevator pitches and extends the literature on video presentations in higher education, in particular, its positive influence on student self-reflection.

The purpose of this paper is to examine and test the relationship and interaction between “intrinsic” religiosity, entrepreneurial activity, and economic growth.

The paper selects 23 countries that are predominately Christian and examine the connection between country‐wide religious orientation, entrepreneurial activity, and economic growth. It specifically examines “intrinsic” religiosity, and defines entrepreneurial activity as either total start‐up entrepreneurial activity or opportunity‐based entrepreneurial activity. It is hypothesized that there is a direct relationship between religious attitudes and both economic growth and entrepreneurial activity, with entrepreneurial activity also acting as an intervening variable. The empirical relationship between “intrinsic” religiosity, entrepreneurial activity, and economic growth is then examined.

The findings suggest that while “intrinsic” religiosity is positively related to economic growth, the key relationship may be between “intrinsic” religiosity and entrepreneurial activity, with entrepreneurial activity then resulting in economic growth.

By examining the diverse literatures of economic development, entrepreneurship, theology, and the psychology of religion, this paper offers a unique analysis of religious attitudes and their impact on entrepreneurial activity and economic growth. Both the conceptual discussion and the empirical results extend previous studies examining cultural approaches to understanding economic growth.

The purpose of this paper is to test the proposition that religious orientation has a measurable affect on individuals' definitions of market justice and attitudes toward self‐employment.

The paper distinguishes between religious orientation and spirituality and defines religious orientation to be either intrinsic or extrinsic. It then examines the modern concept of market justice and hypothesizes that individuals with intrinsic religiosity will have negative opinions of the justice of market exchange while those with extrinsic religiosity will have positive opinions. It is expected that individuals that own their own business or have positive views of self‐employment will have positive opinions of the justice of market exchange. Finally, the paper hypothesizes that intrinsic religiosity will lead to higher levels of entrepreneurial behavior once opinion about market justice has been controlled for. The survey instrument was administered to 141 undergraduate business students.

Cluster analysis revealed two clusters; cluster membership was used as a binary dependent variable indicating positive or negative opinions of market justice. The intrinsic religiosity hypothesis is statistically supported. The self‐employment hypothesis is only partly supported. The entrepreneurial behavior hypothesis is also statistically supported.

This paper examines the concepts of religious orientation and attitudes toward market justice and entrepreneurship. It offers an empirical analysis of value‐based attitudes and their impact on entrepreneurial activity, and the importance of religious attitudes on market behaviors.

The purpose of this paper is to offer the economic theory of clubs as a potential unifying paradigm for the study of ethnic economies and social capital.

The paper examines the basic concepts of club theory, and reviews the empirical literature. It then applies club theory to the notion of social capital within the context of ethnic communities. It is argued that although various sociological frameworks of social capital and social networks have provided powerful descriptive models of ethnic and immigrant population behaviors, social capital needs to be examined from an economic perspective to increase prescriptive capabilities.

Using club theory the paper conceptualizes the benefits derived from an ethnic grouping – among which social capital can be considered the most important – as a “club” good, supplied at the co‐ethnic level and demanded by the various key stakeholders within an ethnic community. While these benefits are at least partially non‐rivalrous, they have clear characteristics of excludability and therefore form a “pseudo‐public” good. Four propositions are then offered regarding the behavior of ethnic entrepreneurs who draw from these important ethnic resources.

This paper offers a new way to examine social capital within ethnic communities. It also provides an economic foundation to begin analyzing optimal economic and social structures within these communities.

The purpose of this paper is to describe the implementation of a storytelling teaching method in a company law course for accounting students and to evaluate its influence on engagement and effective learning.

The learning activity, known as “corporate villains”, is based on theories of storytelling and engagement. Selected qualitative and quantitative data from university course and teaching evaluation surveys were used to assess the achievement of objectives and identify learning outcomes.

The corporate villains learning activity engaged students at the beginning of the lecture and influenced student learning by demonstrating the relevance, or “real life” application, of company law to accounting students. Corporate villains also stimulated curiosity in learning more about the law which is characteristic of students pursuing a deep approach to learning.

The study extends the research on storytelling in accounting and legal education and supports empirical evidence as to the positive impact of storytelling on student engagement in learning. In particular, the study reveals the potential for corporate villains to address various academic and student concerns about company law by humanising the law and enabling students to connect the legal concepts to the story and to the curriculum.

The purpose of this study is to describe and evaluate the implementation of an online self and peer assessment model (SPARKPLUS) to assess team work skills of accounting students.

This study describes the background and implementation of SPARKPLUS and employs a survey questionnaire administered to students enrolled in an undergraduate company accounting subject before and after the implementation of the model. The survey results and selected qualitative data are used to evaluate students' attitudes to group work and the impact of SPARKPLUS.

The study suggests that students understand the benefits of group work activities in developing their technical knowledge in company accounting. However, students do not appreciate the value of group work activities in developing generic skills or how SPARKPLUS supports group work activities.

Professional and accreditation bodies require evidence of teaching and learning activities and assessment of team work skills during the students' undergraduate accounting degree. This study demonstrates that students require significant teaching and learning activities in relation to team work skills and the assessment model for successful implementation.

This study makes an original contribution to the accounting education literature pertaining to assessment of team work skills in two respects. First, the study outlines the design, implementation and preliminary evaluation of an online self and peer assessment model in an undergraduate company accounting course. Second, preliminary evidence concerning the impact of this model on group work activities and team work skills is provided.