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Teaching Net Generation accounting students is a challenging experience. They anticipate that technology will be an integral part of the teaching–learning processes that we offer them. This chapter focuses on how to use technology tools to create innovative course materials, delivery methods, and collaborative processes.

The chapter explains how I combined traditional instructional methods and technology-mediated learning (TML) techniques to create a practice–feedback–interaction process for use with two undergraduate auditing courses. I taught the first course (Auditing) during Fall Quarter 2006 and the second course (Advanced Auditing) during Winter Quarter 2007. I taught both courses in a blended instructional format.

This chapter shows how I used the practice–feedback–interaction process with individual and team writing assignments in the two auditing courses. I explain how the TML process works and describe technology tools used at each step of the process. Student comments provide feedback about how they reacted to using the technology-mediated teaching–learning process.

The purpose of this paper is to suggest that the information ethics (IE) of students appear to improve more through adoption of the technology mediated learning (TML) platform rather than face-to-face (FTF) approach. In addition, it shows the pattern changes in each scenario resulting from the ethics training and analyses them from the Confucian ethics perspective, indicating that researchers should consider this aspect in future models.

This study employed non-parametric methods to test the outcome of the “information ethics course” of two kinds of training platforms. FTF training: 193 students; TML training: 185 students.

The TML platform produces a more significant improvement in the students’ respect for rules, privacy, accessibility, and intellectual property (IP) cognition, rather than the FTF method. Based on the findings, two propositions (eight sub-propositions) are formulated and revised two sub-propositions.

However, this study has a few limitations that can be enhanced by further research in the future: first, the data were only collected from one university (National Pingtung University), thus, the external validity is not satisfactory for all Chinese context students. Second, it is necessary to collect both of scenario-based and qualitative data from different cultural context students (such as Mainland China, the USA, Europe, Arabia, etc.) and then compare their results, thereby making further contributions to the current study. Third, the study was intentionally used as the measure of progress in ethical understanding without highlighting the difference between intentionality and actual behavior.

Teachers should draw upon the principles of Ren, Yi, and Li, from the Confucian ethics perspective to encourage students to respect the IE for Chinese context students. In addition, emphasis should be placed on the ability of students to build their information ethics cognition through the cognitive information processing learning methods, which can enhance the “accessibility,” “accuracy,” “privacy,” and “IP” cognition of Chinese students in both the FTF and TML platform learning process. This will help to reduce students’ unethical behavior as they advance in their future careers.

As the center of the fourth industrial revolution, artificial intelligence (AI) has marked its presence in various disciplines including the education field in the form of AI-powered learning applications. The purpose of this study is to build a research model capturing the relationships among use contexts, user gratification, attitude, learning performance and continuous intention to use an AI-powered English learning application.

Using the use and gratification theory, use contexts and the belief-attitude-intention theory, this paper uses a quantitative approach based on a survey method for data collection and structural equation modeling for analysis. A total of 478 students from an international university in Guangdong, China, participated in the survey after using Liulishuo for two weeks.

The results showed that perceived use contexts affected all variables associated with gratifications-obtained and gratification-opportunities. With the exception of social integrativeness, all other gratification-based factors significantly affected attitude. The attitude in turn significantly influenced learning performance and continuous use intention.

Mobile AI-powered learning applications are at the center of research on technology-enhanced learning in the age of media and technology convergence. The study is timely and contributes to the discussion of the roles of use context and gratifications on technology users’ attitudes and behavioral intentions.

The purpose of this chapter is to illustrate and discuss an exploratory research about an educational innovation project to be introduced in a higher education institution. The background of the initiative belongs to the rolling upgrades of information and communication technology infrastructures and services on modern university campuses. The chapter discusses the benefits of the decoupling Classroom Replay system, i.e., a classroom technology that records lectures and makes them available on dedicated online channels as video files or audio podcast. The chapter argues that learners will benefit from the service if a social tagging system is offered, such that users can quickly browse the files and create their own learning path through the recorded material.

In this paper we present an account of an undergraduate team‐based assignment designed to facilitate, exhibit and record team‐working skills in an e‐mediated environment. By linking the student feedback received to Hofstede’s classic model of cultural dimensions we aim to show the assignment’s suitability in revealing the student’s multi‐cultural context. In addition to anecdotal evidence we also present a quantitative analysis that shows that the desired learning outcomes have been met. In a further discussion we show how the qualitative data collected can be used to quantitatively determine a cultural fingerprint of the groups that is useful to predict the team’s suitability for a given task in a real‐world project.

There is a dearth of literature on what are the factors in terms of leaders’ and followers’ characteristics that impact innovation at the country level. The purpose of this paper is to build theoretical argument and provide empirical evidence of these factors using a cross-cultural mode of study across 56 nations.

The Bayesian modelling technique is used on data from the GLOBE survey.

Innovation at the individual, team and organisational levels has generally been associated with the relationship-motivated leadership, as opposed to task-motivated leadership. This study confirms that this premise holds at the societal level of analysis as well. The second finding is that in terms of followers’ cultural characteristics, out of three variables (power distance, collectivism and performance orientation) tested, only power distance orientation is found to have a predictive relationship with aggregate innovation. The moderator slope analysis unveils a nuanced understanding of how the interaction between leadership styles and followers’ cultural traits impact national innovativeness.

Culture and leadership configurations that bolster innovation need to be studied more thoroughly.

This study has implications for multi-country teams involved in research and development activities.

To our knowledge, this is the first study to unpack leader−follower relationships as predictors of national innovation. A leadership-culture fit perspective is advanced.

The purpose of this chapter is to describe the climate and practice of undergraduate research in selected Science and Engineering departments at Southern University and A&M College in Baton Rouge (SUBR), Louisiana, from 1994 to 2014. We briefly recall the long tradition of undergraduate research participation and the accompanying mentoring at SUBR. The establishment of the Timbuktu Academy in 1990–1991, with funding from the National Science Foundation (NSF), followed two years of review of the literature in teaching, mentoring, and learning. The paradigm and Ten Strand Systemic Mentoring model of the Academy, with a major funding by the Department of the Navy, Office of Naval Research (ONR), have sustained a research-based and practice-verified creation of a highly supportive and challenging research eco-system for selected science, technology, engineering, and mathematics (STEM) undergraduate scholars, one that integrates seamlessly education and research.

Examines the current situation facing Australian higher education institutions engaged in the export of their services. Considers current trends in the world market for international education services, as well as current and future developments in the Australian higher education system. Recent research evidence suggests that the international market for education is reaching maturity. Contends that Australia’s international education sector, especially in the area of higher education, requires greater differentiation and more careful marketing in order to deal with this trend. Outlines some suggestions as to appropriate future strategies for the Australian international education sector.

Based on the tenets of the conservation of resources (COR) theory, this study investigated the influence of different leadership styles on organizational performance in the context of a Eurasian country (i.e. Kazakhstan). It further examined the moderating role of corporate culture in the leadership-organizational performance relationship.

Using the quantitative survey method, the study collected data from 321 managerial employees working in local and multinational corporations in Kazakhstan. The collected data were analysed using SPSS software, and factor analysis, path analysis and hierarchical regression analysis were conducted to validate the hypotheses. Furthermore, structural equation modelling was developed to assess the moderating effects of the variables.

The findings reveal that among different leadership styles, transformational, transactional and paternal leadership have higher influences on organizational performance. Among different corporate cultures, clan culture appears to have higher moderating effects on the leadership-organizational performance relationship. The moderating role of corporate culture on the leadership influence-organizational performance relationship supports the “resource caravan” effects of the composition model theory.

Based on the premises of the COR theory, this study suggests developing multiple leadership competencies among managerial employees to be more effective in any given organizational or country context. As a result of the inclusiveness of multiple competencies, the study further suggests the consideration of an “integrated leadership approach” in the Eurasian context. Consistent with the national cultural syndrome, and as preferred by employees, managers could focus on developing a clan or group culture to strengthen their influencing power on employees.

The study adopts the COR theory by considering leadership competencies as unique resources of individual managers, which suggests the development of an “integrated leadership approach” for better management development and improved organizational performance. Furthermore, the study contributes by validating the applicability of the “conservation of resources” and the “composition model” theories in leadership studies.