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The aim of this case study was to investigate the extent of word‐of‐mouth influence amongst international students at a New Zealand tertiary institution and to review the literature for a valid and reliable conceptualisation and measurement of word‐of‐mouth.

Literature suggests that opinion‐leading and seeking scales form a valid and reliable conceptualisation and measurement of word‐of‐mouth. Using these scales, a comparison was made between international students and two groups employing the t‐test, domestic students and decision‐makers for online learning management systems. Analysis of variance was employed to investigate differences in word‐of‐mouth between students of different nationalities.

Indian students were more likely to give advice, but less likely to seek it, than Chinese students. Also, contrary to expectations, word‐of‐mouth influence was not higher for international than domestic students.

Future research should investigate the relationship between word‐of‐mouth and actual consumption decisions made by students. In addition, a random sample should be conducted with a wider sample frame of institutions so that findings can be generalised.

This study forms a foundation for future research investigating whether and how to harness the potential of word‐of‐mouth amongst different nationalities. For example, internet social networking tools could harness Indian students’ higher propensity to give advice and Chinese students’ higher propensity to seek it.

The development and refinement of opinion leadership scales over time is reviewed to suggest valid and reliable scales which can be adapted to specific contexts.

This paper aims to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business, which are delivered at a New Zealand polytechnic.

A literature review and content analysis of National Qualifications Frameworks was conducted to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business which are offered at a New Zealand polytechnic.

A literature review and content analysis of National Qualifications Frameworks reveals that learning levels are differentiated by level of complexity, degree of abstraction, depth in a major subject, research competency, learner autonomy and responsibility, relative demand placed on students and increasing complexity and unpredictability of operational context. This analysis failed to find any difference in learning level between Bachelor of Applied Business Studies and New Zealand Diploma of Business papers nominally at the same level on the New Zealand National Qualifications Framework. The degree comprises a portion of papers at a higher learning level than the diploma and it is at this level that the difference is realised.

Future research should investigate learning level differences between disciplines, qualifications and institutions.

This paper provides a framework on which to base course design, delivery and assessment of the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business and credit transfer between them.

This case study addresses the increasingly important issue of the compatibility of learning levels between different qualifications. As many economies acknowledge the necessity for increasingly skilled workforces, credit transfer to enable seamless transfer between qualifications is becoming a focus in seeking to facilitate lifelong learning. There are few studies that focus on National Qualifications level descriptors and the implications for different qualification types.

Only two days before the UN imposed a mandatory arms embargo on Eritrea and Ethiopia, the German Minister for Development, Heidemarie Wieczorek-Zeul, issued a communiqué wherein she described the ongoing absence of international export restrictions against the warring countries as nothing less than a “scandal” (Agence France Press, May 15, 2000). Indeed, the war between Eritrea and Ethiopia had pre-dated the embargo by two years.

Purpose – To explain the unswerving loyalty given to Charles Manson by his followers from a religious perspective by drawing on Durkheim’s (1912/1976) theory of religion and Hall’s (2003, 2013) theory of religion and violence.

Design/methodology/approach – A qualitative analysis of archived multimedia either quoting, or written by, members of the Manson Family. Specifically, a theoretical thematic analysis is used to draw inferences on how members explained their participation in the 1969 murders.

Findings – The Manson Family display a unified belief system premised on the sacredness ascribed to Helter Skelter, forming a moral community at Spahn Ranch. Manson was conceived as the clan’s God, thereby meeting most of Durkheim’s requirements for a religious formation. A main component of their belief system was the inevitability of Helter Skelter, or the upcoming racial revolution; the ultimate war and end of the world. This belief provides one explanation for the Manson murders; that they were carried out as a religious duty to initiate Helter Skelter.

Originality/value – Despite the continued public fascination with the Manson murders, only a few studies have applied a sociotheoretical framework to explain this event and none have used a religious account from the perspective of those involved. By introducing religion as one plausible framework, this research is not only an extension of Durkheim’s work but also contributes to existing literature on the relationship between religion and violence.

The media often portray business organizations as warring enemies who define their own success by the demise of their competitors. Executives sometimes use similar imagery to motivate their “troops.” What such images ignore are the strong interdependencies among business organizations and the degree to which cooperation results in mutual gains. Just as nations have discovered the benefits of economic cooperation, businesses have learned that success often depends on forming strategic alliances.

This lesson uses Irena Sendler and the Children of the Warsaw Ghetto to introduce students to a true story of a Catholic, Polish social worker who saved the lives of thousands of Jewish children during World War II by relocating them. Students are asked to consider Irena’s actions and her motives. Students then are introduced to the Kindertransport, a series of rescue missions of Jewish children from Nazi Germany, by reading the stories of children who were involved in the event. To help students understand the relocation of children during World War II was not an isolated incident in history, students examine the Pedro Pan Airlift of 1959-1960 in order to compare and contrast the event to the Kindertransport of World War II.