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The purpose of this paper is to inform the development of mixed initiative systems for distributed digital communication of manual skills. In particular, manual skills that are essential in project production paradigms such as engineer‐to‐order.

Findings from survey research, which included literature review and interviews with practitioners, are reported. Literature review investigated media, strategies, and computation relevant to distributed digital communication of manual skills. Interviews investigated attitudes among industry practitioners towards distributed digital communication of manual skills.

Communication media, instructional strategies, and computational semantics techniques are available which can be integrated to address the limitations of human communication of manual skills.

Only ten organizations were involved in interviews investigating attitudes towards distributed digital communication of manual skills.

Manual skills will continue to be important to project businesses involved in the production, refurbishment, and/or maintenance of large engineer‐to‐order products such as public buildings and process plants. The limitations of human communication can be addressed by using a variety media, such as augmented reality headsets, to enable new instructional strategies, such as just‐in‐time training. Further, combinations of media and strategies can be integrated with computational semantics in the development of mixed initiative systems which provide feedback as well as initial instruction.

The originality of the research reported in this paper is that it addresses a full range of enablers for distributed communication of manual skills. Further, an overview of computational semantics is presented which does not rely on prior specialist knowledge. The value of this paper is that it introduces a framework for enabling distributed communication of manual skills. In addition, a preliminary ontology for distributed communication of manual skills is introduced, together with recommendations for implementation.

Covid-19 pandemic has affected all sectors in the economy. Among them, education sector is one of the most influenced fields. This chapter presents a case of a faculty in a state university in Sri Lanka which underwent a transformation toward online teaching, learning, and assessment mode with the Covid-19 pandemic. The unexpected conversion to online mode impacted many parties, and among them, the lecturers and students were mostly affected within universities. The author explored the perception of students and lecturers on this unexpected compulsory transformation and identified how they perceive this new normal in teaching, learning, and assessment. In addition, the benefits and challenges faced, and the pre and post views on online experience were also studied. An online survey with students and a series of interviews with lecturers were exercised for data collection. The views that students have on online learning were different among the various study program levels, and the benefits and challenges faced by the different student groups also varied. Further, the lecturers had different perceptions on teaching the different level programs and subjects. These aspects are discussed in detail throughout the chapter, and at the end, suggestions for making the online mode more effective are presented.

The purpose is to develop a work-integrated learning (WIL) model for university-society research collaboration facilitating societal impact toward short lag yet sustainable societal impact for local innovation.

The methodology applied was engaged scholarship based on a WIL approach involving a network of collaborating partners from different sectors of society and cross-disciplinary university researchers. Mixed data collection methods were applied.

Conceptualization of university-society research collaboration for local innovation is presented as a WIL model including the elements of continuity and commitment, coordination, communication and relationships, trust, courage and creativity and co-creation opportunities. Short lag societal impact as local innovation was identified as product and process innovations.

Further validation of the model is encouraged for the model to be viable in various contexts and to generate different kinds of societal impact.

The model may act as a governing tool for project management to facilitate co-creative and short lag societal impact for local innovation to ensure that engaged and learning activities are embedded in the collaborative process.

The model has implications for inclusiveness and co-creation fostering transparency, respect and mutuality in university-society research collaboration and to equate both academic and practice knowledge.

The conclusions drawn support the understanding of a WIL approach practicing engaged scholarship in research collaborations. The main theoretical and practical contributions of the article are the conceptual model for university-society research collaboration generating short lag societal implications and local innovation.

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.