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This chapter provides the multifaceted ways of how the institution has been supporting teaching and learning (T&L) with the use of technology and how it is equipping the younger generation with the skills required to face a changing job market. The prevailing status of use of Fourth Industrial Revolution (4th IR) in T&L was evaluated through: (i) outcomes of a survey approved by the institution undertaken with academics and students for its external audit in 2018; (ii) the continuous support being provided by the Center for Lifelong Learning for fully online programs through the Moodle Platform; and (iii) use of Google Classroom, smartphones, and tablets in faculty-based teaching by the information and communication technologies (ICT) department. This study aimed to identify gaps with a view to enhance the quality of blended/online learning. Findings of the survey reveal that 59.2% of academics who responded were satisfied with the applications of ICT in their teaching, with 42% indicating that there is a need for improvement. Similarly, 55.1% of students who responded indicated that they were satisfied with the use of technology in the classroom. The case studies support the surveys and provide indications of ongoing advancement in the use of ICT following the external audit. The advent of the pandemic has further accelerated our plans in the digital transformation process, leaving us with no choice but to innovate with the use of ICT in the classroom.

Writing, as a critical academic skill, is receiving national attention – joining the ranks of reading, mathematics, and science. The focus on increased writing performance standards for all students has implications for students with learning disabilities (LD), as these students are most likely to struggle with basic writing skills, and with expressing their ideas and demonstrating knowledge through written expression. Fortunately, research-based practices have been established for teaching students with LD across writing dimensions. In this chapter, instructional approaches for writing instruction, and current and future trends for addressing standards, are described.

Students with learning disabilities (LD) have a wide range of academic needs. Since the passing of P.L. 94-142, significant research has been done on effective interventions for this group of students. Starting with the Learning Disabilities Research Institutes through the recent Handbook of Learning Disabilities, reviews of lines of research make several broad ideas about interventions clear. Primary among these is that students with LD can learn if provided with appropriate, effective instruction. Specifics about this idea and its implications are discussed in the following chapter.

This study investigates whether exposure to a previous client’s earnings management behavior will impact experienced auditors’ judgments of the risk that a current client’s financial statements are materially misstated. Contrast theory predicts the context of previous information can have a priming effect on a current judgment scenario, where the information for the current judgment is contrasted with the previous information. Guided by contrast theory, we exposed auditors to either positive or negative client ethical earnings management behavior. We found the existence of contrast effects, with the positive (negative) context of the previous client resulting in auditors judging a higher (lower) likelihood of material misstatement in the current client’s financial statements. The results have implications for the effectiveness and efficiency of auditors’ judgments as well as provide insight into auditor training efforts.

This chapter differentiates stress from generalized anxiety, discussing the nature and prevalence of each among college students. The chapter then delves into generalized anxiety in detail, covering instruments that measure generalized anxiety, cultural considerations associated with generalized anxiety and the causes, consequences, prevention and treatment of generalized anxiety among college students. The next section of the chapter focuses on social anxiety among college students, similarly addressing its defining characteristics, prevalence, cultural considerations, causes, consequences, prevention and treatment. The final section of the chapter follows a similar structure in discussing posttraumatic stress disorder (PTSD) among college students. Throughout the chapter, attention is devoted to neurotransmitters and brain structures that are involved in anxiety and its treatment through antianxiety medications. Case examples are used to help bring theoretical concepts and research findings to life.

At a time when governmental corruption seems rife and administrations grow ever more secretive, the whistleblower is a crucial resource in journalism’s attempts to make accountable those who wield power. Yet despite legislation that is meant to protect employees and officials who expose wrongdoing, a governmental “war on whistleblowers” has made the hazards faced by many whistleblowers increasingly grim. This chapter explores the role of the journalist/whistleblower collaboration in disclosing important, but sensitive, information involving national security. In discussing case studies of those who have braved the government’s anger, we examine not only the circumstances of these breaches, but also their political and legal repercussions.

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.

In 1930s Britain, tennis champion Fred Perry was a household name. However, the name Fred Perry is more commonly associated with striped-collar polo shirts featuring a laurel wreath logo. In the late 1960s, Fred Perry polo shirts were standard mod and Skinhead dress. When worn by working-class youth the shirt became subversive commentary on English elitism because it had originally been designed for the tennis courts. Many punks also aligned with the brand in dual demonstration of association with working-class ethics as well as an alternative to t-shirts. In the 1980s and onward, this sartorial style was appropriated by right-wing white nationalists, which stripped it of its subcultural spirit. Patriot groups, such as neo-Nazis and the alt-right have continued to co-opt the subcultural style, simultaneously turning the Fred Perry polo into a symbol of racism and bigotry. The multi-use of the Fred Perry brand creates a challenge in how to interpret visual cues when one garment has competing perceptions that at times can be completely opposing. This study examines the history of the Fred Perry brand through the lens of symbolic interactionism, specifically how the shirt evolved from a rather innocuous, yet subversive, form of merchandize repurposed from the tennis world to youth subcultures where the polo communicated group identity. As the brand has moved through fashion cycles, the association of the Fred Perry polo with deviant groups has reduced the brand to representations of hate and separation, which has impacted sales and brand image with its intended consumers.

This chapter relies on comparative case analysis to examine how and why particular social entrepreneurs in a higher Asian middle income economy broke new grounds in private higher education. The study provides arguments as to why these private higher education entrepreneurs, when viewed inclusively, are social entrepreneurs. Findings from the study suggest that social entrepreneurs distinctively used prior insights from their working experiences to harness the financial power of local capital to fund the scaling up of their social ventures while simultaneously engaging with the country’s economic and social challenges.