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Purpose: The authors attempt to capture new forensic science students’ pre-conceptions of the field and their assessment of competencies. Methodology: The authors surveyed students at a Historically Black College and University and a Primarily White Institution on their viewership of crime and forensic TV shows and measured their competencies in a range of forensic science skills at the start and end of the semester, along with having students capture errors and evidence from an episode of CSI Las Vegas. Findings: Students who were viewers of crime series with and without prior forensics coursework over evaluated their level of preparedness at the start of the semester, often ranking themselves as moderately or well prepared in blood spatter analysis, fingerprinting, bodily fluid, and hair/fiber collection. Research limitations: The authors relied on a convenience sample of forensic science courses, and their comparison of student learning was disrupted by COVID-19. Originality: The authors examine student concerns with working at crime scenes and reflections on their abilities to succeed in the field. The authors discuss the need for incorporating media literacy, content warnings, and emotional socialization and professional development into forensic science curricula to better equip and prepare students for careers as crime scene investigators and forensic analysts.

The purpose of this paper is to provide a rationale and step‐by‐step description of how to use rhetorical criticism as a method for accounting for organizational isomorphism in organizational fields.

The idea that rhetoric is an important form of organizational discourse has gained interest among organizational scholars in recent years. Institutional theorists, especially, have been willing to embrace the “rhetorical turn” in organization studies. These scholars recognize that rhetoric plays an important role in creating, maintaining, and disrupting organizational and institutional orders. This paper adds to this research agenda by suggesting that organizational isomorphism can be partly understood as a rhetorical phenomenon. A method of rhetorical criticism – a qualitative approach for analyzing the rhetorical dimensions of texts and practice – and its efficacy for institutional research is explicated. Using a popular television program about crime scene investigations (which has arguably produced a “CSI effect” that influences the criminal justice system as an organizational field) as a sustained example, steps are provided for conducting rhetorical criticism of popular culture texts in order to account for isomorphic trends in an organizational field.

Rhetorical analysis of cultural and organizational artifacts, including institutional work, can expose myths and ceremonies that guide practices effectively and problematically.

The potential value of the paper is in its function as a guide for (neo)institutional and organization scholars looking for innovative approaches to studying organizations from a cultural perspective.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Malik Aleem Ahmed is a Ph.D. candidate in the Values and Technology Department (Section of Philosophy) and Infrastructure Systems & Services Department (Section of Information and Communication) at Faculty of Technology, Policy, and Management at the Delft University of Technology in the Netherlands. He has earned a masters degree in Business Administration with specialization in Information Technology Management from Pakistan. His areas of research interests are ICT and Ethics, ICT for Governance in developing countries. His Ph.D. research concerns the usage of ICT for better Governance in developing countries. The main emphasis of the research is on the public sector institutional strengthening with the help of ICT in the developing countries and the effect of intercultural variations of values. He has worked in different capacities in the field of Information and Communication Technology for seven years in Pakistan. His last job was in the capacity of “IT Advisor” for a USAID sponsored project (Pakistan Legislative Strengthening Project) in Pakistan. He has also been involved in the field of teaching at University level. He is also serving as the webmaster of this 3TU.Centre for Ethics and Technology website.

This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this study is to investigate if immersive gamified virtual labs can be used as effective pedagogical tools by properly incorporating them into higher education curricula to assist low-risk active learning and student engagement.

This research design comprises two gamified virtual labs including nine essential experiments of biology and chemistry integrated into the higher education curriculum of the Foundation of Science at an international University. Students filled in a survey after participating in the lab to shed light on appropriate ways of using gamification approaches in virtual labs.

From the predominant findings of the study, gamified virtual labs increase student involvement thereby enhancing knowledge development with active learning and may be a potentially suitable pedagogical tool for low-risk interactive learning.

Limitations of the study include findings based on gamified virtual labs but not comparing the gamified virtual labs to simple virtual simulations to further investigate the pedagogical approach and understand the student perceptions in a simple virtual simulation and a gamified virtual lab.

The findings of this study will provide evidence that gamified virtual labs integrated into higher education curricula as supplementary tools for laboratory experimentation improve the educational delivery process.

This research highlights an appropriate way of integrating 3D virtual labs into practical curricula while discussing the benefits.

This paper aims to determine current views of educators and practitioners regarding forensic accounting education, given the recent dramatic growth in the number of colleges and universities offering such education.

Survey, with statistical analysis of responses.

Results find that while both groups agree the demand for forensic accounting services will increase in the near future and that they prefer a separate course or degree be offered at the graduate and undergraduate levels, there are several significant differences between the educators’ and practitioners’ opinions on forensic accounting content and preferred teaching techniques. Practitioners consider topics outside traditional accounting as more important to include in forensic accounting education, and more highly value teaching techniques that add an experiential learning component.

Results can be useful to educators who have not considered offering forensic accounting courses or who wish to refine or update their existing forensic accounting education. Students seeking a career in forensic accounting can also use these results to facilitate their course choices to develop skills that employers value.

These results find that practitioners value some nontraditional accounting skills, such as in forensic technology and interviewing, more highly than academics, which suggests accounting educators may need to develop interdisciplinary approaches to forensic accounting education.

As the number of institutions offering forensic accounting education has dramatically increased, current views of forensic accounting educators and practitioners are needed.