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Faculty members at public universities in different disciplines view civil society differently as they perform their function of creating partnerships with society. This chapter draws evidence from faculty members in public universities from one African country – Malawi. Drawing from Derrida’s (1978) concept of difference and West’s (1993) views of social theory, the chapter examines three approaches to community engagement (CE) with civil society. It concludes that the growing demands to attain difference in CE have resulted in oversupply of approaches that are often pitied against each other; hence, the hierarchies obscure the work CE is achieving.

This paper aims to explore the relationship between New Zealand universities and the Institute of Chartered Accountants of New Zealand (ICANZ), the main organization of the accounting profession in New Zealand.

The relationship is approached as an archival search, producing a descriptive analysis of the universities' involvement in the Institute's professional exams, from the creation of the Institute in 1908 until the turn of this century.

At first this connection was through the qualifying examination system of the Institute, with the universities providing the means for the Institute to educate prospective members. Differences in approach towards accounting education, identified in the ongoing issue of a degree prerequisite, and the development of accountancy departments in the universities, led to the Institute later in the twentieth century turning to other tertiary institutions to provide its accounting professional examinations. This paper shows that although the accountancy departments in the universities have benefited from contact with the Institute, the nature of the relationship has been determined to a large extent by the requirements of the New Zealand accounting profession.

The paper provides historical insights on the interaction between the universities and the Institute, explaining the reasons for the Institute's influence on accounting education in the universities.

The purpose is to develop a work-integrated learning (WIL) model for university-society research collaboration facilitating societal impact toward short lag yet sustainable societal impact for local innovation.

The methodology applied was engaged scholarship based on a WIL approach involving a network of collaborating partners from different sectors of society and cross-disciplinary university researchers. Mixed data collection methods were applied.

Conceptualization of university-society research collaboration for local innovation is presented as a WIL model including the elements of continuity and commitment, coordination, communication and relationships, trust, courage and creativity and co-creation opportunities. Short lag societal impact as local innovation was identified as product and process innovations.

Further validation of the model is encouraged for the model to be viable in various contexts and to generate different kinds of societal impact.

The model may act as a governing tool for project management to facilitate co-creative and short lag societal impact for local innovation to ensure that engaged and learning activities are embedded in the collaborative process.

The model has implications for inclusiveness and co-creation fostering transparency, respect and mutuality in university-society research collaboration and to equate both academic and practice knowledge.

The conclusions drawn support the understanding of a WIL approach practicing engaged scholarship in research collaborations. The main theoretical and practical contributions of the article are the conceptual model for university-society research collaboration generating short lag societal implications and local innovation.

The purpose of this paper is to examine how the actions of the accounting profession, the state, universities, and academics have inhibited the development of South African accounting research.

A multiple history approach using traditional archival material and oral history is used.

Since the late nineteenth-century, a network of human and non-human actors has ensured that accounting education in South Africa retained a technical focus. By prescribing and detailing the accounting syllabuses required for university accreditation, the South African Institute of Chartered Accountants (SAICA) and its predecessors exercise direct control over accounting education. As a result, little appetite exists for a discipline based on academic enquiry or engagement with international scholars. While the SAICA claims to support accounting research, this support is conditional on its meeting the professional body’s particular view of scholarship.

The limitations associated with this research are that it focusses on one particular professional body in one jurisdiction. The South African situation provides a cautionary tale of how universities, particularly those in developing countries, should take care not to abdicate their responsibilities for the setting of syllabi or course content to professional bodies. Accounting academics, particularly those in a developing country currently experiencing major social, political, and economic problems, are in a prime position to engage in research that will benefit society as a whole.

Although actor network theory has been used in accounting research and in particular to explain accounting knowledge creation, the use of this particular theoretical lens to examine the construction of professional knowledge is limited. This study draws on Callon’s (1986) four moments to explain how various human actors including the accounting profession, the state, universities, and accounting academics, along with non-human actors such as accreditation, regulation, and transformation, have brought about South African academic disengagement with the discipline.

The purpose of this paper is to explore the suggestion that students from disadvantaged backgrounds become segregated from the wider university environment, cutting off their ability of engagement and having a voice within this arena. The limitations of university Student Unions is discussed, in terms of how they are disengaged themselves with understanding and relating to these independently run cultural groups.

The study has been carried out by a series of interviews within three university Afro‐Caribbean Societies (ACS's). The purpose of this is to create an internal view of the experiences of these groups and examine how being cut off from the wider university experience adds to their losses in equal student participation and engagement.

Although these societies embrace positive images within their cultures, the findings of this study suggests ways these societies can begin to integrate with their wider university societies and encourage engagement, in order to give their voices a platform in both academic and social arenas.

The study becomes an original contribution to existing literature by taking into account cultural groups which have not been acknowledged as already being segregated from the university experience.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

Analyzing the economic and social benefits of knowledge and skills from competencies acquired from university education is a critical source for transforming society – which can foster discussions on significant planning areas that are necessary for developing strategies for completion, where job creation, developing skills, cultivating informed citizenship, and disseminating knowledge are core concerns. The purpose of this chapter is to examine the impacts of university education on economic development and social responsibilities at all aspects, including social and economic benefits that can lead to improvement of living standards of individuals and society. The chapter does not take a supportive opinion on a particular perspective being more socially just, economically sound or beneficial to individuals or society. However, the chapter looks at literature that is pertinent to the usefulness of universities in relation to transformation of individual and society. Higher education is a determinant of income and one of the most important investments a country should choose to make in its citizens because it provides workforce with professions, technical, and managerial skills – creating attitudes and changes necessary for the socialization, modernization, and the overall transformation of the societies.

The purpose of this paper is to highlight the value of university social responsibility (USR) by investigating its impact on student–university identification and student loyalty. It also examines the mediating effect of student–university identification and the moderating effect of the perceived importance of USR. A comparative study is also conducted between students from two diverse cultural backgrounds.

An online questionnaire was administered to students of universities in two different emerging markets economies (Lebanon and Colombia). The collected data were tested by applying descriptive techniques, cluster analysis and partial least square structural equation modeling with multi-group analysis using SmartPLS3.0 software.

The findings revealed that USR affects student loyalty both directly and indirectly through student–university identification.

Assessing the model through a more varied sample population from different cultural backgrounds would entail more universal results and the ability to generalize the causality relationship between USR and student identification and loyalty.

This study is a valuable addition to the scarce literature on USR and its interplay with student–university identification. It presents USR as a vital marketing tool to achieve student identification and loyalty, being key factors that impact student enrollment and retention. It also translates into a competitive advantage for higher education institutions to overcome the fierce competition in the educational market. Additionally, this research can be considered a laboratory for theory testing and theory building due to its unique context and original primary data.

The phenomenon of globalization is a popular and controversial issue that has many facets. According to Lee and Vivarelli 2006), most conversations around globalization tend to describe it in terms of increase in trade and liberalization policies and reduction in transportation costs and technology transfer. Heine and Thakur (2011) opine on globalization as follows:

Many regard globalization as both a desirable and an irreversible engine of commerce that will underpin growing prosperity and a higher standard of living throughout the world. Others recoil from it as the soft underbelly of corporate imperialism that plunders and profiteers on the basis of unrestrained consumerism. (p. 2)

Many regard globalization as both a desirable and an irreversible engine of commerce that will underpin growing prosperity and a higher standard of living throughout the world. Others recoil from it as the soft underbelly of corporate imperialism that plunders and profiteers on the basis of unrestrained consumerism. (p. 2)

The Brundtland Report (1987) was put together in response to agitations over such loses/discontents. This report gave birth to what unarguably is the most popular concept in sustainable development. The Report features the integration of the concerns about strands of development as experienced and as projected across divides, as well as concerns about their interrelationship, and effects on people and the environment. It seeks to reconcile the future with current developments. The recommendations of the report in the end materialized into the millennium development goals (MDGs) in January 2000, which in turn metamorphosed into the sustainable development goals (SDGs) in January 2016. The bulk of the SDGs are to be achieved in the global-south as countries within this categorization including Nigeria have more to do within their territories in order to ensure its actualization. One of the major challenges facing the SDGs in Nigeria is institutionalizing mobilization for the actualization of the goals. Against this backdrop, the Sustainable Development Solutions Network (SDSN) was launched to bring on board academic institutions, civil societies, non-governmental organizations, and businesses, and mobilize their activities into fewer but more efficient units.

This chapter contextually explores the purpose and roles of the SDSN in Nigeria, and conceptualizes how it will play out for both sustainable development and qualitative participation in globalization. It identified and explored the interface between the three variables of universities: cooperativism, cooperatives, cooperation, and solidarity economics; communities as integral to the actualization of the SDGs; and proportionate participation in globalization. Deficiencies were identified, and remedial actions proffered.