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This study investigates a blended learning model which incorporates online learning for a competency-focused, work-based learning (WBL) programme within allied healthcare. The case-study is centred on hearing aid audiology.

The study evaluated the feedback received through a tripartite group of stakeholders (learners, academic staff and employers).

Results showed that although there was universal support for blended learning, incorporating online learning, each stakeholder contributed different perspectives. The authors identified that in terms of curriculum design, a comprehensive analysis of the holistic perspective across all stakeholders is essential to ascertain the suitability of this learning mode for WBL. The study may provide the basis of a preparatory framework for the development of a generic, competency-focused model that can be applied across allied healthcare WBL programmes.

Although previous studies of WBL have been reported, to the knowledge of the authors, there is no current reference in the literature to studies that examine thematic areas relevant to all three stakeholders across a programme of this nature in hearing aid audiology.

The underrepresentation of men of color (MOC) in US higher education and the growing disparities in their educational attainment has prompted much concern among policy makers and educators. The objective of this chapter is to address the comparative perspectives on equity and inclusion aim of the book by exploring why MOC are less like to earn a degree. We begin with a review of the contemporary literature on MOC and their academic transition to college in the United States. Next, findings from a longitudinal study that explored the early transitional challenges experienced by this population are presented. Results show the stark differences between high school and college in terms of faculty expectations, autonomous responsibility for academic coursework, and academic demands permeated early academic experiences of a group of MOC. Implications for practitioners are discussed.

The purpose of this paper is to illustrate the extent to which a case study developed by a financial institution and completed within a collaborative learning environment can be used to develop soft skills.

A questionnaire research instrument comprising open and closed response questions was used to collect the data.

The case study developed by the external stakeholder was found to be useful in developing soft skills. The primary skills identified by respondents were decision-making, problem-solving, critical thinking, communication and research ability. However, the respondents believed that the collaborative learning element had the greatest impact on the development of skills, particularly ethical behaviour, professionalism and personal attributes.

The results are not generalisable beyond the scope of the particular higher education institution in which the study was conducted and the country in which the study was situated. Additionally, this paper measured soft skills development through perceptions of participating students. An objective measurement of students’ immediate soft skills improvement is not considered. Nonetheless, the findings provide guidance to educators on how a case study developed by a financial institution and completed within a collaborative learning environment can be used to develop soft skills.

The paper makes three contributions. The first is to detail how a real-world case study with a substantial technical component can be used to develop soft skills. Second, the paper contributes to the real-world case study and collaborative learning elements literature and ascertains the effectiveness of both methods in developing various soft skills. Finally, the paper contributes to the limited literature on how external stakeholders can become involved in the development of accounting curriculum content.

This study aims to reveal consumers' internal and external motivations to prefer online food shopping. The paper proposes an integrated model including aspirations, capabilities, subjective norms (divided into online resources and offline resources), perceived value and traditionalism to examine their effects on consumers' intention to do online food shopping.

A cross–sectional design was used to understand which factors affect consumers' intention to do online food shopping. The data were collected from a total of 400 people via an online survey. The conceptual model was tested using structural equational modeling to understand the relationships between the factors.

The results suggest that the conceptual framework can be used to have a better understanding of consumers' internal and external motivations to do online food shopping. The study proves that aspirations have a considerable direct effect on and a mediating role between capabilities, subjective norms from online resources, traditionalism and the effect of COVID-19 pandemics and the intention. Also, traditionalism was found to be an antecedent for consumers to prefer online food shopping.

This study reveals better insights for the sellers, marketers and system providers dealing with supplying food products through online channels. The findings suggest that the stakeholders take into consideration aspirations, capabilities, subjective norms, perceived value and traditionalism to organize their activities in food marketing in the online area.

In this study, aspirations–capabilities framework was adopted and confirmed within consumers' online food shopping domain. Also, it was proved that traditionalism was a driver of individuals' intention to do online shopping for food products.