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Student populations in higher education in the United States have become increasingly diverse as a result of demographic changes. As a result, educators need an understanding of the background and characteristics of these demographic subgroups in order to improve the quality of their education. Students’ approaches to learning affect their quality of learning and are influenced by their perceptions of the learning environment and assessment. The present study extends prior research by examining the approaches to learning, assessment preferences, and the relationship between approaches to learning and assessment preferences of intermediate accounting students enrolled in a public university in the United States with a diverse student population. Students with higher deep approaches to learning had higher preferences for assessment involving higher-order thinking tasks, integrated assessment, and nonconventional assessment. Students with higher surface approaches to learning had lower preferences for assessment involving higher-order thinking tasks. The differences in these relationships for subgroups of students defined by citizenship, age, gender, and race are presented. The implications of the results for teaching and learning in accounting education are discussed.

In this chapter, I apply theories of conflict and social control derived from the work of Donald Black to explain when suicide attacks will occur and who will carry them out.

Drawing on the published literature on suicide, suicide terrorism, and social control, I present a structural analysis of suicide attacks that specifies which configurations of social space and social time are most likely to produce them.

I propose that suicide attacks can be explained by structural patterns such as social distance, status inferiority, organization, and large movements of social time. Furthermore, sacrifice is greater among those who are socially marginal individuals whose locations are otherwise conducive to both partisanship and self-destruction.

I highlight structural similarities between suicide attacks and other forms of violence, social control, and suicide, thus contributing to the systemization of structural theories of human behavior and suggesting avenues for further study.

This chapter aims to understand whether and how impact investment, a novel approach to financing social and sustainable entrepreneurship, is aligned with, and contributing to, the sustainable development goals (SDGs). We theorise the SDGs as a ‘field-level frame’, a cultural template guiding social and environmental change. We analyse performance data of impact investors both in Australia and globally and map this impact data to the 17 SDGs. We find that impact investors are engaging with language consistent with the SDGs a possible field-level frame to guide impact strategy and measurement. To date, impact investors measure social outcomes more frequently than environmental outcomes; this may be explained, in part, by our analysis that reveals some SDGs create greater points of leverage to generate layers of impact across SDGs. This chapter explains how impact investors are engaging with the pursuit of the SDG agenda.