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This paper illuminates our journey as accounting educators by exploring accounting as a technical, social and moral practice towards decolonising ourselves. It lays the foundations for decolonising the higher education curriculum and the consequences for addressing the Sustainable Development Goals (SDGs).

This paper focuses on the potential to foster a space for praxis by adopting dialogism-in-action to understand our transformative learning through Jindaola [pronounced Jinda-o-la], a university-based Aboriginal knowledge program. A dialogic pedagogy provided the opportunity to create a meaningful space between us as academics, the Aboriginal Knowledge holder and mentor, the other groups in Jindaola and, ultimately, our accounting students. Since Jindaola privileged ‘our way’ as the pedagogical learning process, we adopt autoethnography to share and reflect on our experiences. Making creative artefacts formed the basis for building relationships, reciprocity and respect and represents our shared journey and collective account.

We reveal our journey of “holding to account” by analysing five aspects of our lives as critical accounting academics – the overarching conceptual framework, teaching, research, governance and our physical landscape. In doing so, we found that Aboriginal perspectives provide a radical positioning to the colonial legacies of accounting practice.

Our journey through Jindaola contemplates how connecting with Country and engaging with Aboriginal ways of knowing can assist educators in meaningfully addressing the SDGs. While not providing a panacea or prescription for what to do, we use ‘our way’ as a story of our commitment to transformative change.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

Drawing on interviews with two types of essential workers – wound clinicians and care workers – the chapter examines stigma management in dirty care work through the lens of emotion management. The study combines two dimensions of dirty work: physical taint in relation to bodywork and social taint linked to working in close proximity to socially stigmatized clients. Hence, stigma management extends to dealing with the physically and socially dirty features of essential care work. In addition, the authors’ assessment of social stigma includes how essential care workers also sought to alleviate the social stigma encountered by their clients. In so doing, the authors extend the literature on dirty work to identify how emotion management skills are central to the stigma management strategies of the essential care workers in this study. The authors demonstrate how both groups deal with their stigma by emphasizing the emotion management skills in ‘doing’ dirty work and in the ‘purpose’ of this work, which includes acknowledging how the authors attempt to address the social taint encountered by their clients. Additionally, by comparing two occupations with different contexts and conditions of work, the authors show how complex emotion management skills are gendered in care work to expand the understanding of gender and stigma management. Furthermore, these emotion management skills emanate from the deep relational work with clients rather than through occupational communities. The authors argue that by focussing on emotion management, the hidden skills of dirty work in gendered care work are illuminated and contribute to contemporary debates about whether stigma can be overcome.

This chapter focuses on Responsible Research and Innovation (RRI) as a new approach for academic institutions, such as universities and Universities of Applied Sciences (UASs) as organizations based on empirical evidence. A University of Applied Sciences in Switzerland was selected as a case. An analysis of the organization's most representative documents, extensive interviews with employees having expertise in the different RRI keys (public engagement, gender equality/diversity, science education, open access, ethics) and Anticipation, Inclusiveness, Reflexivity, Responsiveness (AIRR) dimensions, as well as a focus group produced interesting insights regarding the discourse and institutionalization of the RRI approach in the organization. Furthermore, the drivers, barriers, best practices, and monitoring of each of the RRI keys and AIRR dimensions were further described. The findings suggest that RRI could be a helpful policy framework at a time that universities are going through a systemic change.

In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.

This research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.

The results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.

The findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.

The results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.

This study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.

This chapter first reviews the central banks' two key remits, monetary stability and financial stability, and examines how they will be affected either directly or indirectly by the emerging challenges relating to walled gardens, shadow banking, singleness of the money, customers' data rights, artificial intelligence (AI) ethics, cybersecurity and financial exclusion. This chapter will then review three possible areas of responses that the central banks might take to address the emerging challenges: (1) regulations, (2) promotion of open digital infrastructures and (3) central banks' capabilities upgrade. This chapter will then review possible tools that the central banks might use to implement actions in those three key areas.

In the dynamic landscape of the modern business world, the pursuit of employee well-being and satisfaction with life (SWL) has gained prominence. Yet, few studies exist on SWL among Indian working professionals. This study aims to investigate the impact of inclusive leadership (IL) on the employees’ SWL. Moreover, employing a mediation approach, the study also reveals the mediating role of workplace inclusion (WI) and career satisfaction (CS) in the relationship between IL and SWL.

The study involves a cross-sectional quantitative approach, drawing upon a sample of 279 professionals belonging to the Indian IT sector by administering standardized questionnaires. Data were analyzed using PLS through SmartPLS4.0 software.

The findings reveal a fully complementary mediating role of WI and CS in the IL–SWL relationship, supporting the hypothesized mediation model.

This finding implies that leaders, with their inclusive behavior, can significantly influence employees’ SWL when accompanied by a sense of inclusiveness and CS among employees. The study offers valuable insights for organizations and leaders seeking to enhance employee satisfaction in the IT sector, emphasizing the significance of career-focused and inclusive practices in the workplace through leadership to promote a fulfilling workplace.

This study represents a pioneering effort to integrate the relationship between IL and SWL within the Indian context, going beyond the existing literature on WI and SWL. Additionally, the research model explores the influence of WI and CS in the IL–SWL relationship, a novel approach that has not been previously investigated.

Along with the national government's expectation transformation, administrative system reform, economic transition, social demand structure's upgrading and population change, these negative effects are turning increasingly obvious and thus become huge powers that push the reform of traditional elite sports development mode forward. Against this background, in order to make this reform better adapted to China's reality and future development, the chapter suggests that Chinese traditional elite sports development mode should shift its driving forces of development from single to multiple, change its administrative system from government-oriented to society-oriented, develop its training concepts from instrumentalism to humanism, improve its construction of development from unbalanced to balanced and alter its effectiveness of development from extensive to intensive so as to achieve sustainable development.

This study aims to understand why some social and environmental reporting (SER) regulations are more successful than others in modifying collective corporate reporting behaviour and expectations. More specifically, it presents a qualitative and historically informed exploration of the construction of the enabling conditions for corporate adoption of SER regulation in a national context.

Drawing on insights from structuration theory and the sociological approach to legal studies, the authors examined the normative persuasion of the first regulation in Spain requiring firms to disclose social and environmental information in a stand-alone report: Article 39 of the Spanish Sustainable Economy Law. The case study is based primarily on 38 semi-structured interviews with relevant actors involved in this SER regulation from 2008 to 2014. Other sources such as legal and policy documents, historical documents, books, press reports and field notes from attendance at technical meetings related to the phenomenon under study help inform and complement the analysis of the interviews.

The analysis reveals that the agency of regulators, regulatees and other relevant actors involved in the SER regulation led to the law becoming a dead letter. However, only by examining the structural circumstances, shaped by history and socio-economic context, can the authors understand how the normative persuasion of law is constructed or undermined.

The study underscores the importance of the national context in developing corporate social responsibility (CSR) regulation and the crucial role of history. The results of this research also suggest that significant progress towards a more transformative CSR regulation cannot be achieved without the support of enabling structures/

Recent SER regulations (European Corporate Sustainability Reporting Directive and IFRS sustainability standards, to mention those that are gaining most traction) may not achieve sufficient compliance if those responsible for drafting them do not ensure that the conditions for the emergence of regulatory persuasion are met. Regulators must therefore have a profound understanding of how these conditions are constructed as part of a historical process inextricably linked to the social structures of the environment in which the law is to be applied.

The study reveals the changing landscape of corporate social responsibility, where scientists, academics, NGO activists and civil society organisations struggle to gain some agency in a field populated by actors, such as trade unions or employers, who were constitutive of Western industrial liberal democracies.

This study presents an in-depth and historically grounded analysis of the dynamics involved in creating the conditions that lead to successful SER legislation in a national context.

The main objective of the study is to address the lack of sustainability assessments of smart connected health systems in the academic literature by presenting an assessment model to determine the alignment of these systems with the 17 Sustainable Development Goals (SDGs) proposed in the 2030 Agenda.

An evaluation model based on decision analysis is proposed that includes three phases: alignment framework, information gathering and assessment. This model measures the alignment of the connected health system with each of the 17 SDGs, identifying the goals and criteria associated with each SDG that the system achieves to satisfy.

The analysis reveals that the system has achieved more than 24% of the targets among the 17 SDGs. In addition, it identifies four sustainability challenges that the system potentially addresses in relation to the SDGs, providing valuable guidance for researchers and practitioners interested in sustainable health technology development.

The study's results have significant implications for policymakers and stakeholders in the health and technology sectors.

The originality of this study lies in its comprehensive approach to assessing the sustainability of connected health systems in the context of the SDGs, filling an important gap in the existing literature.