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Coronavirus (COVID-19) has caused upheaval in university teaching practices. This paper aims to document how the teaching team on a large third-year undergraduate financial accounting course in an Australian university coped with the impact of the virus. Changes in teaching practices when classes shifted from face-to-face to online instruction during the COVID-19 crisis are described and examined using the crisis management process framework of Pearson and Clair (1998). Teaching team members were asked to write brief reflections on their experiences teaching the course during the period from February to July 2020. These were then thematically analysed and included as outcomes within the Pearson and Clair (1998) framework.

Description of COVID-19 induced changes to teaching a large undergraduate financial accounting course at an Australian university.

Six outcomes emerged: learning new technology; collegiality; the course review; the online delivery experience; redesigning assessments and; time investment; conjectures are offered about the survival of some of the changes made during the year.

The research only covers one teaching team’s experience but that is the purpose of the special issue.

Lessons for the future are explored.

The implications of online teaching are explored.

The paper provides a historical record of how the teaching team on a large undergraduate financial accounting course coped with an unexpected, major event that necessitated rapid and radical changes to teaching methods.

Based on the normalized variable diagram, the weakness of the Gaskell and Lau's convective boundedness criterion (GL‐CBC) is revealed by numerical example. By careful consideration of the smoothness of the normalized variable variation pattern, more rigorous constraints on the interface value interpolation are found. A new CBC is thus proposed, whose feasibility and correctness are demonstrated by the inspection of ten existing bounded schemes and a numerical example.

Incentive‐based executive compensation is regarded as a mechanism for alleviating agency problems between executives and shareholders. Seventy‐three New Zealand (NZ) listed companies are used to examine the relationship between executive incentive compensation schemes (ICS) and firm performance. The results suggest that neither compensation level nor adoption of an ICS are significantly related to returns to shareholders or ROA. However, there is a statistically significant relationship between Tobin's q and both CEO compensation and executive share ownership. Further, the evidence suggests the recent compensation disclosure requirements in NZ are not yet stringent enough to allow adequate analysis of the link between ICSs and corporate performance.

Recent literature has highlighted the importance of human resource management, knowledge management, and technical innovation as key elements for achieving competitive advantage. Furthermore, research has shown a positive relationship between these three variables. However, empirical research on this issue is still scarce. This paper analyzes those linkages using structural equation modeling with data collected from 373 Spanish firms. The findings show that there is a relationship among the variables, although it is more complex than described in previous studies.

The contemporary human resource management (HRM) sector is faced with continual leadership development challenges. Unethical behavior in leaders is not the norm, but it is also not the exception. Human resource training and development focus significantly on better leadership but have largely failed to create more effective leaders. The result? Employee and follower wellbeing have not seen their best days. In this chapter, authentic relationships comprising authentic leaders and authentic followers are posited as a solution. The call is for more rigor in the theory underpinning leadership development programs, assurance of such programs, and embedding ethics into the core of what leadership developers do.

The purpose of this paper is to analyze the effect of organizational learning on technical innovation and the role of organizational culture as a determinant of the organizational learning processes.

After reviewing the literature on organizational learning and its relationship with both, technical innovation and organizational culture, this paper analyzes those relationships using a sample of 451 firms.

Findings reveal that organizational learning is positively associated with technical innovation and that organizational culture can foster both organizational learning and technical innovation but can also act as a barrier. Additionally, findings show that in order to enhance innovation neither a flexibility focus nor an external focus are enough. Both of them are necessary to characterize organizational culture.

The main limitations of this paper are the cross‐sectional design of the empirical research and the fact that data were collected from one source only.

Findings can guide managers' efforts in the development of an organizational culture which fosters both organizational learning and innovation since they show that adhocracy culture fosters both of them and that a hierarchy culture may act as a barrier for them.

The paper focuses on the little‐researched relations between organizational culture, organizational learning and innovation. Moreover, it focuses on the Spanish context, where there is a lack of studies on this issue. Finally, the paper provides empirical evidence that these relations exist. In particular, adhocracy enhances both learning and innovation the most, while hierarchy inhibits them most.

The literature on innovation/change predicts that entrepreneurial initiatives will be killed by the established organizational system. The general answer is to put innovations in separate units. This is not possible for corporate entrepreneurship initiatives, however. In this action research study, we focus on corporate entrepreneurship initiatives’ strategies for survival. We collected data by following 11 corporate entrepreneurship initiatives as they were pursued. We summarize their effort in three transformation mechanisms: aligning with purpose, creating trust, and creating attachment with autonomy. The data indicate that these factors not only contributed to the success of the initiatives but also to renewing the organizational system.

This study aims to present compatible computational fluid dynamics procedure for calculation of incompressible three‐dimensional time‐dependent flow with complicated free surface deformation. A computer software is developed and validated using a variety of academic test cases.

Two fluids are modeled as a single continuum with a fluid property jump at the interface by solving a scalar transport equation for volume fraction. In conjunction, the conservation equations for mass and momentum are solved using fractional step method. Here, a finite volume discretisation and colocated arrangement are used.

The developed code results in accurate simulation of interfacial flows, e.g. Rayleigh‐Taylor instability, sloshing and dambreaking problems. All results are in good concordance with experimental data especially when there are two phases with high density ratio.

Turbulence, which has great importance in a wide variety of real world phenomena, is not considered in the present formulation and left for future researches.

Here, an integrated numerical simulation for transient interfacial flows is presented. In this way, the pressure integral term in Navier‐Stokes equation is discretised based on a newly developed interpolation which results in non‐oscillative velocity field especially in free surface.

The chapter explores an overlooked theme across the literature: capturing the experience of childhood family disruption and transitional flux between foster family homes and the independent sensemaking into the present of young care-experienced parents. The chapter draws upon research that constructed 20 biographical life story accounts of a diverse sample of foster care-experienced young people. The chapter aims to reflect upon the findings garnered from six of these accounts through extracting the narratives of a selection of participants who were to become or had become parents. This chapter makes sociological connections between past family disruption, demarcating present families of choice, and reconciliation of the past through experiencing parenting into the future within constructed ‘family displays’ (Finch, 2007). The chapter illustrates this phenomenon through narrative accounts offering a family history of parents who have experienced a variance of transitions between family units and who were negotiating, or had negotiated, their post-care independence through the role of becoming a parent themselves. The chapter highlights the symbolic value of parenting to the lives of young people who have experienced care in recalibrating their past familial experiences, as demonstrated through their family displays. Through the family displays of care-experienced parents, the importance of the relational context to youth transition ultimately reveals itself, as does the development of relational agency, and ultimately the role of parenting in developing a young person’s independent ‘post-care’ identity.