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This paper aims to present the findings of a government-initiated project that sought to explore the possibility of incorporating cultural connections to land within the federal national accounting system using the United Nations Systems of Environmental-Economic Accounting (UN-SEEA) framework as a basis.

Adopting a critical dialogic approach and responding to the calls for critical accountants to engage with stakeholders, the authors worked with two Indigenous groups of Australia to develop a system of accounts that incorporates their cultural connections to “Country”. The two groups were clans from the Mungguy Country in the Kakadu region of Northern Territory and the Ewamian Aboriginal Corporation of Northern Queensland. Conducting two-day workshops on separate occasions with both groups, the authors attempted to meld the Indigenous worldviews with the worldviews embodied within national accounting systems and the UN-SEEA framework.

The models developed highlight significant differences between the ontological foundations of Indigenous and Western-worldviews and the authors reflect on the tensions created between these competing worldviews. The authors also offer pragmatic solutions that could be implemented by the Indigenous Traditional Owners and the government in terms of developing such an accounting system that incorporates connections to Country.

The paper contributes to providing a contemporary case study of engagement with Indigenous peoples in the co-development of a system of accounting for and by Indigenous peoples; it also contributes to the ongoing debate on bridging the divide between critique and praxis; and finally, the paper delves into an area that is largely unexplored within accounting research which is national accounting.

This study aims to analyze the experiences of a closed cohort of aspiring leaders and connects the university and school district partnership relationship to building the leadership capacity of the cohort. This study builds on previous literature in district-university partnerships and leadership preparation. Powerful learning experiences (PLEs) and interpersonal-intrapersonal leadership development models serve as frames to examine how aspects of successful leadership preparation programs were present.

This qualitative study was conducted with a team of researchers from the university and school district and relies on data from semi-structured interviews with students from the closed cohort.

Researchers identified three major themes of aspiring leaders' preparation experience: confidence building, reflection and mindset change.

This study contributes to the emerging literature on PLEs by illustrating how this type of partnership creates opportunities for powerful learning experiences for aspiring school leaders.

This study aims to examine the potential influence of Nonfungible Tokens (NFTs) and the Metaverse on the Halal tourism industry, with a particular emphasis on Halal brands and hotel booking platforms. This study also purpose to uncover the opportunities and challenges associated with the adoption of these technologies in the sector.

A qualitative research approach is employed, encompassing a comprehensive literature review of the halal tourism industry, NFTs and the Metaverse. Furthermore, this study utilizes case studies of brands and hotel-booking platforms that have experimented with or integrated these technologies. This study aims to provide a nuanced understanding of the implications of digital technologies in the context of the halal tourism industry.

The study uncovered several opportunities provided by NFTs and the Metaverse for the Halal tourism industry, such as enhanced authentication and traceability of halal products and immersive experiences tailored to Muslim travelers. However, it also identifies challenges including compliance with Islamic principles, data privacy, cybersecurity and equitable access to technology.

While the study has several significant implications, it acknowledges potential limitations related to the nascent nature of NFTs and the Metaverse. Future research should delve deeper into ethical, legal and socioeconomic issues surrounding the application of these technologies in the halal tourism industry.

The findings of this study have practical implications for halal brands, hotel-booking platforms and regulators. This study provides a roadmap for harnessing the transformative power of NFTs and the Metaverse while addressing potential challenges.

This research underlines the necessity for collaboration among industry stakeholders, technology providers and regulators to ensure equitable access and adherence to Islamic principles. This study preserves a more inclusive and ethically compliant use of these technologies, potentially shaping the future of the halal tourism industry.

This study focuses on the intersection of NFTs, the Metaverse and the Halal tourism industry. It provides fresh insights into the transformative potential of these technologies, aiding halal brands and hotel booking platforms in creating distinctive value propositions and experiences.

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.