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This two part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. The research employed four major data collection tools, these being student diaries, interview schedules, the Personal Orientation Inventory. All of these tools were designed to either allow the student to explore their subjective experience of the theory practice gap in more depth, or to make a statement regarding the individuals level of intrapersonal functioning.Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice.In phase two of the research, nine students involved themselves in a peer support group, the purpose of which was to allow the students to explore their intrapersonal choices and work through their dissonant clinical experiences. All of them reported that this forum was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article to be published in issue 3,3 will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for educationalists.

This second part of a two‐part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. Part one focused upon the result of a two phase research study. Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice. Phase two of the research supported these findings and also that a peer support group was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for work and education of nurse educationalists.

Individuals who have autism spectrum disorders (ASD) commonly experience anxiety about social interaction and social situations. Cognitive behaviour therapy (CBT) is a recommended treatment for social anxiety (SA) in the non-ASD population. Therapy typically comprises cognitive interventions, imagery-based work and for some individuals, behavioural interventions. Whether these are useful for the ASD population is unclear. Therefore, the purpose of this paper is to undertake a systematic review to summarise research about CBT for SA in ASD.

Using a priori criteria, the authors searched for English-language peer-reviewed empirical studies in five databases. The search yielded 1,364 results. Titles, abstracts, and relevant publications were independently screened by two reviewers.

Four single case studies met the review inclusion criteria; data were synthesised narratively. Participants (three adults and one child) were diagnosed with ASD and SA. There were commonalities in interventions and techniques used: participants were encouraged to identify and challenge negative thoughts, enter anxiety-provoking social situations, and develop new ways of coping. Unlike CBT for SA in non-ASD individuals, treatment also included social skills interventions. Outcomes were assessed using self- or informant-reports. Improvements in SA, depressive symptoms, social skills, and activity levels were noted. Generalisability of results is hampered, however, by the small number of studies and participants and lack of randomised controlled trial conditions employed.

Future studies should investigate how beliefs and behaviours indicative of SA can be ameliorated in individuals with ASD.

This is the first review to synthesise empirical data about CBT for SA in ASD.

The purpose of this study is to examine the cost of the introduction of independent audit inspections in New Zealand.

The research is conducted using audit fee data from New Zealand and examines the overall impact of the reforms on the cost imposed on auditees.

The findings show that there was no general increase in audit fees but a significant increase in audit fees for small listed companies compared to audit fees for unlisted companies and large listed companies.

The practical implications of this study suggest that the introduction of independent inspections led to increased costs for some clients, particularly smaller listed companies, and that audit firms were able to pass on these costs to their clients. These results have important implications for policymakers and auditors alike.

This study provides new insights into the cost of the introduction of independent audit inspections, which have been the subject of ongoing criticisms and recommendations for improvement.

With the increasing mobile activity of the Generation Z market (born after 1994), marketers’ interest in this social group is rising. This research paper aims to uncover the relatively unknown attitudes and behaviour of the youth market in an emerging market, South Africa, towards branded mobile applications (apps). Previous studies on mobile marketing have focused on Generation X and Generation Y and generally with a quantitative focus.

This study is based on the theoretical framework of the unified theory of acceptance and use of technology model 2. The study used a qualitative framework with stratified focus groups, aged between 18 and 21 years old at a private tertiary institution in South Africa.

The findings indicate that these South African Gen Z participants mainly used WhatsApp, Instagram, Facebook, Uber and Snapchat. The participants had more positive than negative attitudes towards mobile apps. The findings also showed that privacy was a major concern for the participant’s attitudes and behaviour towards mobile apps. The findings supported the UTAUT2 model, but also discovered new themes. As a recommendation, the issue of privacy and its effect on mobile app adoption is a factor to be researched in the future. The research also provides recommendations for marketers and app developers.

This study was of a qualitative nature, and thus, the sample size was smaller than that of a quantitative study. Future research could add to this study by increasing the sample size and adding a quantitative method such as surveys.

Marketers of mobile apps targeted towards the Gen Z market should aim to be convenient for their users, as well as be entertaining, functional, time-efficient while avoiding excessive in-app adverts, being honest upfront about their pricing strategy, incorporate an element of connectivity into the app and respect their privacy. This paper also provides practical recommendations for mobile app developers (targeted towards Gen Z users) including minimising notifications and updates within the app, developing a mobile app that requires less usage of data (due to the high expense of data in South Africa for the price-conscious Gen Z market) as well as less usage of memory space on the phone and incorporating universal symbols within the mobile app.

This study supported the UTAUT2 model effects of performance and effort expectancy, social influence, facilitating conditions, hedonic motivation, price value and habit on the behavioural intention of users towards a new technology, i.e. GenZ students’ attitudes and behaviour towards branded mobile apps in South Africa. However, an additional condition was discovered in this study, i.e. privacy and its impact on the attitudes and behaviour of GenZ mobile app users. Therefore, this study extends the UTAUT2 model framework. Furthermore, this study uses a qualitative design, which has not been used in previous studies, with a focus on the under-researched Gen Z market, and in particular in an emerging market, such as South Africa.

This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at tutorials. Previous research has shown that there was no significant difference in the performance of students, measured by their results, between students who attended tutorials and lectures with those who did not. Internal students who had face‐to‐face contact outscored those who did not attend lectures and tutorials. This suggests that attendance does explain performance. Consistent with previous studies, we posit that students who attended tutorials have a greater possibility of scoring a higher mean average grade than those who did not attend tutorials. We hypothesise that attendance at tutorials is useful and is conducive to better learning in accounting at the undergraduate levels. With debate about converting all accounting undergraduate courses into the flexible mode over the horizon, this study provides some empirical evidence to accounting students, accounting academics and university administrators as to the suitability of learning and teaching modes in accounting at the undergraduate level.

The authors explore neuro-enhanced reality (NeR) as a novel approach for enhancing service communication between customers, frontline employees, and service organizations that extends beyond current state-of-the-art approaches based on augmented reality (AR) and virtual reality (VR) technologies.

The authors first take stock of research on reality-enhanced service communication with AR and VR, then complement these insights with emerging neuroscientific research to conceptualize how NeR enables innovative forms of service communication. On this basis, the authors develop a research agenda to guide the future study and managerial exploitation of NeR.

AR and VR already offer unique affordances for digital-to-physical communication, but these can be extended with NeR. Specifically, NeR supports neuro-to-digital and digital-to-neuro communication based on neuroimaging (e.g. controlling digital content through thought) and neurostimulation (e.g. eliciting brain responses based on digital content). This provides a basis for outlining possible applications of NeR across service settings.

The authors advance knowledge on reality-enhanced service communication with AR and VR, whilst also demonstrating how neuroscientific research can be extended from understanding brain activity to generating novel service interactions.