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In an experimental setting, we investigate the impact of religious social identity on whistle-blowing. We hypothesize and find that individuals are less likely to perceive others in their religious group as being behaving unethically. However, we find that once individuals perceive wrongdoing, they are incrementally more likely to whistle-blow when the perpetrator is a member of their religious group.

Rapidly evolving fintech and decentralized finance environments present an opportunity to reconsider how best to teach financial reporting, internal controls, auditing, taxation, and accounting information systems. Industrial firms have found considerable success in growing the customer value/cost ratio by applying “design thinking” (DT) to product and service innovation. DT may serve a similar, value-enhancing role in curriculum development and accounting pedagogy. The authors demonstrate the application of DT to the accounting curriculum using non-fungible tokens (NFTs) as an illustration. This chapter defines NFTs and DT, proposes a DT-based curriculum development model, and offers specific recommendations for teaching about NFTs in the classroom.

Retail marketing is in the midst of an evolution. The paradigm is shifting from a product-centric to a consumer-centric focus, with a particular emphasis on understanding how consumers transition from harboring an interest in a product to actually purchasing that product. In response, shopper marketing, and in-store marketing (ISM) in particular, have emerged as important mechanisms to influence shopper behavior in brick & mortar and online retail environments. The academic literature is replete with work on what factors of ISM influence shopper behavior. In this chapter, we categorize prominent streams of findings on ISM into firm, customer, competitor and product characteristics of ISM and examine how the notion of a “store” is evolving from bricks to clicks – namely from physical formats to online shopping experiences. Insights from this chapter will help retailers and store managers identify what their customers respond to within a physical store, how technology is changing the way they can capture information on customers, and how shopper behavior is evolving in response to brick & mortar and online retail environments.

A critical resource for inclusive education is ensuring that an effective curriculum is in place for preparing teachers. Reviewing an existing curriculum and revising it to meet this need is an important aspect of every teacher training institution. The purpose of this chapter is to investigate the effect of a revised Post-Graduate Diploma in Education programme on teachers' pedagogical practice and knowledge transfer for inclusive education. Following completion of the programme, this was investigated from the perspective of teachers' implementation of knowledge transfer to their teaching through various pedagogical strategies, classroom management and perceived personal awareness of student needs. In addition, teachers responded regarding the programme design. While strong support was found for the programme, significant differences were found, however, between teachers working in Chinese and English medium of instruction schools, age and teaching experience following participation in the programme. Implications are discussed within the context of responding to the new curriculum framework for formal education in Macao Special Administration Region, which promotes more inclusive schools.