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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.

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.