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The purpose of this paper is to profile the WHATT theme issue: “The fourth industrial revolution: What are the realities for maritime- and tourism-dependent countries?”, with reference to the experiences of the theme editors and writing team.

Structured questions were used to enable the theme editors to reflect on the rationale for the theme issue question, the starting point, the selection of the writing team and material and the editorial process.

This paper identifies the ways in which both industry and education need to change and embrace emerging technologies with particular reference to tourism and maritime provision and infrastructure in the Caribbean region.

The theme issue outcomes provide indicators and action points for tourism and maritime industry stakeholders and for academics involved in planning and delivering learning support to these industries.

This paper draws on discussion and applied research with industry to identify and assess the likely impact of the fourth industrial revolution in tourism- and maritime-dependent countries. Taken together, the theme issue collection of articles provides a rich picture of the changes occurring and prospects for the future.

This chapter reflects on the understanding of the phenomenon known as Smart Industry, Industry 4.0, fourth industrial revolution, and many other labels. It does so by reflecting on the issue of terminology, as well as the existing diversity regarding the description of the phenomenon. The issue of meaning is addressed by assessing the results from Culot, Nassimbeni, Orzes, and Sartor (2020) and Habraken and Bondarouk (2019) which are, subsequently, used to develop a workable description. Findings from the two assessed studies raise the question of whether a workable construction of the phenomenon is to be understood as the key technologies or the distinctive developments? A question without a definitive answer, but I will present my view by taking inspiration from the manner in which the prior industrial revolutions are commonly understood. This leads to a, still multifaceted though, more focused understanding of the phenomenon. The insights, formulated proposition and developed model stemming from the reflection of terminology and meaning of the phenomenon helps move the current technology-related phenomenon forward. They assist with the establishment of well-documented papers. A critical aspect if we aim to understand how management will look like in the era of this phenomenon.

Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of ‘positive freedom’.

The purpose of this study is to review the empirical studies that have focused on the adoption, benefits and contingencies of strategic management accounting (SMA) practices and the effects of adoption on firm performance.

The study has highlighted empirical studies conducted on SMA practices in the context of both developed [1] and developing economies. In reviewing the literature, the study focuses on the findings of developed economy separately from that of developing economy to get more insight into the differences in the practices of the two set of economies. Based on the review, avenues for future research studies are outlined.

The review of extant literature reveals that several SMA techniques such as competitor accounting, strategic pricing, benchmarking and customer accounting have been highly or moderately adopted in several developed countries while majority of other techniques remained at the bottom line of the adoption status. However, the review demonstrates substantial differences in the SMA practices between the two set of economies in terms of the level of adoption, contingent factors and the effects of adoption.

The study attempts to focus on empirical studies that have concentrated exclusively on SMA practices. The adoption status, benefits derived, contingent factors affecting the adoption decision and the effect of adopting a package of SMA techniques on several aspects of firm performance are presented in the context of both developed and developing economies.