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One would not commonly associate democracy with Singapore, instead scholars have often described Singapore as an illiberal democracy and an authoritarian state. At the same time, all Singaporean school students recite the national pledge of allegiance in school every morning, in which they pledge “to build a democratic society based on justice and equality”. What do students know about democracy? Are they able to distinguish the characteristics of democratic systems from non-democratic ones? The purpose of this paper is to report on Singapore students’ understandings of democracy.

Using a qualitative instrumental case study design, 64 students from three secondary schools were interviewed and the social studies curriculum was analysed.

Overall, students had poor knowledge of democracy. Consistent with a lack of knowledge of democracy, most students also showed a relatively uncritical acceptance of hierarchy and deference to authority, and held a superficial understanding of citizenship. Civics lessons through social studies, and the school environment did little to promote students’ engagement with democracy.

The authors argue that it is important that students be given the opportunities to develop a basic conceptual knowledge of democracy, as they are not capable of discriminating democratic characteristics from non-democratic ones without it. At the very least, students should know the relevance of what they pledge relative to their nation’s model of democracy, or in the absence of a clear model, be encouraged to struggle with the various existing models of democracies so that, as the future of Singapore, they might determine and adapt the ideals that they deem best for the nation.

This paper is an original study of Singapore students’ understandings of democracy.

A methodology was developed to measure cost of quality failures in two major road projects, largely based upon a work‐shadowing method. Shows how the initial data were collected and categorised into definable groups and how the costs were estimated for each of these categories. The findings suggest that, if the projects examined are typical, the cost of failures may be a significant percentage of total costs, and that conventional means of identifying them may not be reliable. Moreover, the costs will not be easy to eradicate without widespread changes in attitudes and norms of behaviour within the industry and improved managerial co‐ordination of activities throughout the supply chain.

In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.

Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.

In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.

The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.

Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

The authors evaluate the preferences of retail investors with regard to the investment in structured financial products. The purpose of the paper is an analysis of the relative importance of key product attributes namely the issuing bank, the product structure, the associated costs and the disclosed risk.

The authors conduct a choice-based conjoint analysis, based on an online experiment. Participants judge their preferences for products which are presented by shortened key information documents according to the requirements of EU regulation.

Investors consider the costs and the product structure to be most important, whereas the issuer and information on risk are of less interest. Their preferences depend on their (self-evaluated) expertise: while inexperienced retail investors concentrate on costs, experienced investors pay more attention to the product structure.

The study is limited to a subsegment of the market, the discount certificates. For these products, issuing banks gain insight into the attractiveness of their products. Furthermore, the study carries implications for regulators: since investors emphasize the costs in their decisions, an unbiased disclosure of costs should be enforced.

While the recent literature has studied preferences for the investment in mutual funds, this is the first paper which directly analyzes the drivers of an investment in structured retail products.

The purpose of this paper is to explore art and design students’ use of smartphones for accessing library services and learning at the Hong Kong Design Institute (HKDI).

A questionnaire survey involving 51 HKDI students was conducted to examine the students’ utilization of apps and the internet on mobile devices to find information for the purpose of academic learning, social networking, and collaborative learning.

Survey results showed that while the HKDI students were all smartphone owners and active users of such mobile communication devices, only a minority of them “frequently” use these mobile devices for formal learning purposes. They demonstrated a keen preference to use search engines, social communications, and other diverse use of smartphones. Except for research and image/audio-visual needs, the rest of their needs and usage behaviour is similar to mainstream university students.

The results suggest opportunities for the libraries to develop services and facilities that could better fulfil students’ information needs, and to improve the network coverage outside the library.

This is probably the first study of its kind to explore art and design students’ use of smartphones for learning needs. In particular, the recent capability of smartphones and mobile internet speed are comparable with desktops, it is vital to re-examine the much changed environment and user needs.

In this paper, I synthesize the prior psychology literature on ego depletion and apply this literature to an auditing setting. Ego depletion refers to a reduced desire or ability to use self-control in task performance due to using self-control on prior tasks. I focus on the likely causes and consequences of depletion in an auditing setting, as well as means of mitigating depletion and recovering self-control resources. While ego depletion theory is prevalent in the psychology literature, little is known about whether or how ego depletion affects professionals on meaningful task performance. As a result, this synthesis is aimed at stimulating future ego depletion research in accounting, and specifically auditing, by surveying existing literature and applying this literature to an auditing setting. Further, I develop 13 questions for future research to investigate. My synthesis reveals that ego depletion likely has a pervasive effect in an auditing setting, and can hinder auditors’ judgment and decision-making (JDM) quality. Therefore, this synthesis helps to provide a greater understanding of the impact of auditing tasks on individuals, and refines both auditor JDM and ego depletion theories.

Using e-mail is a time-consuming activity that can increase workload stress. The purpose of this paper is to investigate the relationship between the individual’s e-mail load, workload stress and desired e-mail load, drawing from the cybernetic theory of stress.

Based on prior theory, the authors first hypothesized relationships among e-mail load, workplace stress and desired e-mail load. The authors then tested these relationships on a sample of 504 full-time workers in the USA, using survey data and covariance-based structural equation modeling techniques.

The authors find that higher e-mail load is associated with higher workload stress; higher workload stress is associated with lower desired e-mail load; lower desired e-mail load is associated with lower e-mail load; and higher workload stress is associated with higher psychological strain, higher negative emotions and lower organizational commitment.

The study provides a novel understanding of workload stress due to e-mail load, through the lens of cybernetic theory. It contributes to the e-mail overload and technostress literatures by conceptualizing desired e-mail load as a potential outcome of workplace stress and as a regulator for e-mail load. For practitioners, the study highlights the importance of managing employees’ e-mail load to prevent the negative effects of workplace stress and associated strains.

The Internationale Bibliographie der Zeitschriftenliteratur aus alien Gebieten des Wissens (IBZ) and the Internationale Bibliographie der Rezentionen Wissenschaflicher Literatur (IBR) appear to be disappearing from the United States. Why is this happening? Is it any loss?

Current events and citizenship intersect in students’ classrooms in ways both problematic and full of potential. Teachers take a range of approaches, from the passive, weekly regurgitation of news stories to the empowered use of current events to explore broader issues and inform civic engagement. Creating an open classroom climate can help teachers unlock the civic potential of current events, which aids students in building civic knowledge, internal political efficacy, and civic self-efficacy. This article begins by introducing teachers to research on open classroom climates using data from the International Civic and Citizenship Survey (ICCS). We then provide examples of the components of an open classroom climate and a survey created from ICCS items for teachers to assess their own classroom’s climate. Elements of an open classroom climate are applied to current events pedagogy with a lesson plan for young children that explores civic responses to water scarcity and features All the Water in the World, a picture book by George Ella Lyon and Katherine Tillotson.

This paper focuses on the process mapping of two medical clinics and the events presently under‐way to design, implement, and maintain an integrated information system with two other health‐care entities.

The paper is part of a larger research project which will be a four‐year study documenting the development, implementation, and measurement of an unprecedented effort to launch a comprehensive, community‐based e‐health initiative in a small community with limited resources.

The medical professionals will find, as they continue to grow with the system and supply the database with pertinent information about each individual patient, that they will truly benefit in unthinkable ways.

This paper documents the events presently under way at two independent clinics.