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This chapter reports on research that explores new and emerging extended reality [XR] technologies and how they might provide opportunities to trial, investigate, and put into practice their potential to reverse processes of atomisation, polarisation, and intercultural discomfort, in our contemporary society. This transdisciplinary practice-led research was underpinned by disciplines of computer science and engineering, social sciences, history, diverse community economics, human ecology, and Indigenous psychology. The collaboration between these various disciplines with the Māori and non-Māori community members allowed researchers to understand current societal stressors, prioritise relationality, and explore our shared values in the creation of XR experiences for exhibition in the galleries, libraries, archives, and museums [GLAM] sector.

A discursive design framework motivated, inspired, provoked, persuaded, and reminded inspiring collaborators, and visitors to the exhibitions, the value of (re)connecting with people and overcoming interracial awkwardness through these curated experiences. The XR technologies provided women a platform to discuss and reimagine first encounters between people from different cultural backgrounds. The technologies included a 180° stereoscopic projection, Common Sense, in which Māori Elder Irene Hancy shared her insight about social engagement and haptic HONGI in which visitors were greeted by a Māori woman Tania Remana via augmented reality. This research has been motivated by a desire to promote and support intercultural understanding in Aotearoa New Zealand, and it extends research by other non-Māori and Māori scholars.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

This chapter identifies and analyzes three systemic obstacles to American public policy addressing natural disasters: symbolic obstacles, cognitive obstacles, and structural obstacles. The way we talk about natural disaster, the way we think about the risks of building in hazardous places, and structural aspects of American political institutions all favor development over restraint. These forces have such strength that in the wake of most disasters society automatically and thoughtlessly responds by rebuilding what was damaged or destroyed, even if reconstruction perpetuates disaster vulnerability. Only by addressing each of the obstacles identified are reform efforts likely to succeed.

The purpose of the study presented is to outline an understanding of the question of who benefits from crime in the AEC industry. The perspective chosen is conceptual in nature, and therefore focusses professional roles rather than individuals and/or cases.

The methods chosen include literary studies and in-depth analysis of previous research carried out within the research project from which this publication stems. Being conceptual, it is, nevertheless, deeply grounded in practical, coordinated research.

The findings indicate that most actors would seem to profit from crime in the AEC industry. Decision-makers (owners, contractors and to a certain extent sub-contractors) seem the most likely to profit – structurally and/or individually – on such dubious activity. According to the analysis, controlling agencies – as institutions – tend to profit by rather than to suffer under such criminal activity. Blue collar workers (in particular legally employed workmen and FM-personnel) and society as a whole in general bear the burden of the costs inflicted.

There is an urgent need for a reorientation of the activity of the controlling agencies, redirecting their focus of attention from simple working on controlling worksites to addressing in-depth organisational challenges and responsibilities.

Several papers have been identified that discuss the downsides of criminal activity in the construction industry. This paper suggests how most actors – on individual level – may profit on criminal activity.

Little seems to have been published on the subject of who is to actually gain and what there is to gain from crime in the AEC industry. This paper presents a contribution to this research gap.

This study aims to initiate an investigation into the drop-out rate from building information modelling (BIM) courses.

During 2017-2018, BIM courses (16 weeks) have been developed as active learning modules. Peer instruction was used to engage students and improve the overall student’s performance. Students’ activity data were captured and analysed based on study groups and suggested study module completion dates.

By mapping students’ activity data against suggested completion date at various assessment milestones revealed a possible degradation of motivation throughout the course which, in turn, may have been a possible cause of drop-out.

This paper presents ongoing research and a preliminary understanding about peer instruction effectiveness in BIM-related subjects as high intensity courses. It investigates whether a student’s active participation can improve their motivation to acquire a subject’s learning outcomes and reduce the drop-out.

The peer instruction methodology that is used here is quite universal and can be successfully applied to various other subjects to increase the student’s involvement in the course.

Results are drawn based on students’ involvement at the high intensity course and show the gradual increase of a learner’s motivation once they get continuous support from fellow learners and a teacher.