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We use data from a survey of 215 experienced practicing accountants to provide their level of agreement with various content categories of accounting ethics courses. Our results indicate that top choices of content include current ethical issues, professional codes of conduct, ethical judgment and decision-making processes and models, corporate codes of ethics, whistleblower protection, record retention, and theories of ethics. The respondents also somewhat agreed that ethics courses can influence attitudes and behavior, but they were neutral on whether ethics courses can reduce instances of Enron-like fraud. We discuss the implications of these results for accounting education and research.

In this chapter, the author builds from foundational scholarship which suggests that service-learning yields positive outcomes for students, faculty, and community partners. The author first suggests that service-learning can be a vehicle for humanizing community partners as well as students, faculty, and course content, then describes a program evaluation context wherein community partners would benefit from a humanizing service-learning experience. The author then introduces the field of program evaluation and the foundational documents espoused by the American Evaluation Association, and looks at the organizational structure of the Department of Organizational Leadership, Policy, and Development at the University of Minnesota – Twin Cities, which houses the Evaluation Studies specialization. Next, the author presents a foundational program evaluation course, discussing its emphasis on service-learning and on humanizing the students, community partners, and course content, and introducing the textbooks, readings, and activities used to bring the experience to life. The author concludes by looking at opportunities and challenges to integrating program evaluation into a departmental core at other universities.

This viewpoint paper aims to propose a digital and research literacy support program for postgraduate schools in sub-Saharan Africa institutions.

The paper reviewed literature on postgraduate students’ skills and postgraduate information literacy programs and proposed one for postgraduate schools in sub-Saharan Africa institutions.

Information literacy programs are not implemented at the postgraduate level in sub-Saharan Africa possibly because of lack of contents for these programs.

The course is only a proposed course that can be embedded into the postgraduate curriculum in sub-Saharan African universities. The effectiveness of the course has not been evaluated in this study.

The proposed information literacy program focused on digital and research literacy, which is still relatively new in sub-Saharan Africa.

Accounting education is re-inventing itself as technology impacts the practical aspects of accounting in the real world and education tries to keep up. Big Data and data analytics have begun to influence elements of accounting including audit, accounting preparation, forensic accounting and general accountancy consulting. The purpose of this paper is to qualitatively analyse the current skills provision in accounting Masters courses linked to data analytics compared to academic and professional expectations of the same.

The academic expectations and requirements of the profession, related to the impact of Big Data and data analytics on accounting education were reviewed and compared to the current provisions of this accounting education in the form of Masters programmes. The research uses an exploratory, qualitative approach with thematic analysis.

Four themes were identified of the skills required for the effective use of Big Data and data analytics. These were: questioning and scepticism; critical thinking skills; understanding and ability to analyse and communicating results. Questioning and scepticism, as well as understanding and ability to analyse, were frequently cited explicitly as elements for assessment in various forms of accounting education in the Masters courses. However, critical thinking and communication skills were less explicitly cited in these accounting education programmes.

The research reviewed and compared current academic literature and the requirements of the professional accounting bodies with Masters programmes in accounting and data analytics. The research identified key themes relevant to the accounting profession that should be explicitly developed and assessed within accounting education for Big Data and data analytics at both university and professional levels. Further analysis of the in-depth curricula, as opposed to the explicitly stated topic coverage, could add to this body of research.

This paper considers the potential combined role of professional qualification examinations and master’s degrees in skills provision for future practitioners in accounting and data analysis. This can be used to identify the areas in which accounting education can be further enhanced by focus or explicit mention of skills that are both developed and assessed within these programmes.

The paper considers the interaction between academic and professional practice in the areas of accounting education, highlighting skills and areas for development for students currently considering accounting education and data analytics.

While current literature focusses on integrating data analysis into existing accounting and finance curricula, this paper considers the role of professional qualification examinations with Masters degrees as skills provision for future practitioners in accounting and data analysis.

The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors for the implementation of information literacy instruction into English composition courses.

In order to find relevant resources for the bibliography, the author consulted a library catalog, the WorldCat database, to find books not available in the local library, and databases to find journal articles. Databases consulted include a general database, an information science‐related database, and a library and information science‐related database.

Whenever librarians collaborate with English composition faculty for information literacy, students' information literacy skills are improved.

This bibliography is limited to the time period 1998‐2007. Articles and books published before 1998 are not included. Also, popular magazines articles and newspapers articles are not included.

This paper will be helpful to academic librarians who want to collaborate with English composition faculty members for information literacy instruction. Several examples of this type of collaboration are provided.

This paper is a useful contribution on this topic to the library literature. Particularly, it contributes to the library literature pertaining to information literacy. Also, a database search indicates that this paper is the first annotated bibliography on its topic.

The aim of the paper is to examine the various information literacy (IL) practices in university libraries in Nigeria, to identify the likely barriers facing information literacy programmes in Nigeria, and to provide suggestions on how best to improve the IL practices.

Librarians from 36 university libraries participated in the survey which adopted an online method.

The study revealed that university libraries in Nigeria were found to be engaging in different information literacy (IL) practices ranging from library tour/orientations sessions to introductory information skills, database searching skills, bibliographic training and use of the library. Barriers such as lack of interest by students, teachers, and management, inadequate human resources to handle IL training, lack of facilities, low acceptance of online IL delivery approach and absence of IL policy were identified as factors militating against librarians' efforts when advocating and providing IL programmes in university libraries in Nigeria.

The study will inform librarians or library administrators in developing countries who want to train users on information literacy skills in order to facilitate full exploitation of information resources and services in their libraries.

The paper describes information literacy practices in university libraries in Nigeria. The findings may be of help to librarians who want to improve on their IL programmes in university libraries in Nigeria and other developing countries.

The purpose of this practitioner paper is to explore whether the principles of Design Thinking and the Lean Startup could be employed in developing a disruptive model for delivering educational programs within higher education in a way that attempts to eliminate the multitude of problems facing this industry, while simultaneously adhering to the principles of frugal innovation and meeting relevant sustainability goals.

The authors followed a design thinking approach, employing tools such as empathy mapping, customer journey, value proposition and semi-structured interviews to obtain a deep level of understanding of the problems educators and students within the context of entrepreneurship education are facing. Throughout the process they drew on the practice of emergent inquiry and customer co-creation to help guide decision making.

The authors successfully derived a conceptual solution in the form of a Minimum Viable Product of which the features were tested against the multitude of user needs and requirements. It was possible to demonstrate how the solution meets all nine of the requirements for frugal innovations while simultaneously adhering to applicable sustainability principles.

The proposed solution offers a potential opportunity to first-movers in chosen academic disciplines to become leaders in online education.

Even in an industry such as higher education there is a dire need for frugality and finding sustainable solutions for educators and students in both developed and developing markets. With this paper the authors succeed in presenting innovative combinations of digital artefacts, platforms and infrastructure to arrive at a novel crowd-sourced solution that is unique in its design.

Feminist legal activists in law schools developed what we call critical community tactics beginning in the late 1960s to bring about important cultural change in the legal educational arena. These feminist activists challenged the male-dominant culture and succeeded in making law schools and legal scholarship more gender inclusive. Here, we develop the critical community tactics concept and show how these tactics produce cultural products which ultimately, as they are integrated into the broader culture, change the cultural landscape. Our work then is a study of how social movement activists can bring about cultural change. The feminist legal activists’ cultural products and the integration of them into the legal academy provide evidence of feminist legal activist success in shifting the legal institutional culture. We conclude that critical community tactics provide an important means for social movement activists to bring about cultural change, and scholars examining social movement efforts in other institutional settings may benefit from considering the role of critical community tactics.

The purpose of this paper is to present a model for curricular integration of information literacy for undergraduate programs in higher education.

Data are drawn from individual interviews at three universities in Australia and curricular integration working experience at a New Zealand university. Sociocultural theories are adopted in the research process and in the development of the model.

Key characteristics of the curriculum integration of information literacy were identified and an information literacy integration model was developed. The S²J² key behaviours for campus‐wide multiple‐partner collaboration in information literacy integration were also identified.

The model was developed without including the employer needs. Through the process of further research, the point of view of the employer on how to provide information literacy education needs to be explored in order to strengthen the model in curricular design.

The information literacy integration model was developed based on practical experience in higher education and has been applied in different undergraduate curricular programs. The model could be used or adapted by both librarians and academics when they integrate information literacy into an undergraduate curriculum from a lower level to a higher level.

The information literacy integration model was developed based on recent PhD research. The model integrates curriculum, pedagogy and learning theories, information literacy theories, information literacy guidelines, people and collaboration together. The model provides a framework of how information literacy can be integrated into multiple courses across an undergraduate academic degree in higher education.

The marketplace demands a technological skillset among our college graduates, and scholars acknowledge the educational underpinnings (or lack thereof) regarding technology and its place in marketing education. The current research, therefore, aims to explore how academic institutions and programs have responded to coercive, mimetic and normative isomorphic pressures in reshaping the experiences of current marketing students.

To understand this pressure and its implications with regards to the marketing curriculum, this research explores the integration of technology into the marketing classroom via the three forces of institutional isomorphic change: coercive forces, mimetic processes and normative pressures. The current research uses both primary and secondary data to examine how isomorphism is occurring in digital marketing education.

We find that the integration of technology into the classroom comes from the forces of institutional isomorphic change. Although these forces are pressuring business schools to include technology in their marketing curriculum, a widespread adoption of this necessary media is yet to follow.

From a research perspective, this paper portrays the forces that are acting to disrupt teaching and learning in the current global marketplace. Previous research tends to focus on how educators can teach a particular subject area. This paper brings together forces of change as related to educators, students and managers.

Educators and their educational institutions have to continue to learn to teach digital marketing. Students have a role to play in that they have to be agents of change for a stronger and newer marketing curriculum. Finally, managers need to partner with educators and students to create a stronger environment for learning practical tools.

Weber (2013) utilized this theoretical foundation for understanding how such pressures impacted the coverage and offering of courses addressing ethical, social and sustainability issues in graduate marketing curricula. This research within the digital marketing educational arena is the first to attempt to understand technology integration into marketing education.