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Teaching venues are playing an important role in the filed of open and distance education (ODL). In China's ODL system over 70% enrolled students are from Radio and TV Universities (RTVUs). Many off-campus teaching venues of e-colleges in 67 conventional universities have been established in RTVUs at prefecture and city level. In this article, the authors have done a direct survey on the data of distance education cost over the past consecutive 4 years in 21 RTVUs at prefecture and city level from 3 provinces (Xinjiang, Hunan and Fujian) in China's western, central and eastern areas, and empirically studied the scale effect in teaching venues at prefecture and city level under the hypothesis condition-teaching effect of ODL and conventional education is the same. The study result illustrates that the average student cost of RTVUs at prefecture and city level demonstrates a scale economy feature, that is, with the expansion of enrolled students scale, there is a fall in the average student cost. The study indicates large differences between average student variable cost and average student cost, which shows a possible average cost reduction in RTVUs at prefecture and city level. In terms of geographical and economic differences, some imbalances of development have been found among RTVUs at prefecture and city level. A quadratic form regression model has been established for doing this research in the perspective of education economics. The results of the regression show that the optimal enrolled student number of RTVUs nationwide at prefecture and city level is around 7,800. For provinces, the most optimal enrolled student numbers are as follows: 9,100 for Fujian, 3,800 for Hunan, and 2,200for Xianjiang, which can serve as the reference for expanding scale economy in ODL. The research finding also indicate the changes in student average cost resulting from the changes in scale, the problem of determining investment direction. It is suggested that more input which benefit the quality improvement of distance education should be made.

The purpose of this paper is to explore the impact of the student voice in enhancement of the quality of educational provision in universities.

The study used the longitudinal approach, carried out as two separate surveys covering a period of three years. An initial survey to determine the issues affecting teaching and learning quality in eight public and five private universities was made from June 2011 to May 2012. In 2013, a follow-up survey targeting three state and three private universities was done to check whether the issues of concern raised by students had been addressed. The study used triangulation of qualitative and quantitative approaches. Data were collected using observation, document analysis, semi-structured questionnaires and focus group discussions with students and academic staff.

The findings showed that the major issues affecting quality of teaching and learning were inadequate assignments, absentee lecturers, poorly qualified lecturers, sexual harassment and the lack of public address systems for mass lectures. During the second survey, results showed that all universities had addressed the students’ concerns but new challenges caused by the ever increasing enrolments had emerged.

The study pointed to the need to continuously engage the student voice as a way of improving the quality of the teaching and learning environment.

The study adds to the body of knowledge on utilising the student voice to improve the quality of educational provision in institutions of higher learning

The purpose of this paper is twofold. First, it endeavors to document the current state of environmental, social and governance (ESG) pedagogy within undergraduate finance courses of business schools, and second, it seeks to show how business schools can leverage student managed investment funds (SMIFs) to swiftly integrate ESG pedagogy.

The study is comprised of two sections that use different methodologies. The first part of the study involves a manual content analysis of undergraduate finance course textbooks, and related instructor materials are used to estimate the average coverage of ESG-related topics. Next, a case study of a SMIF that has recently integrated an ESG framework is provided to illustrate how this pedagogical innovation is effective in teaching ESG skills.

The findings of the content analysis of the three most commonly used textbooks in a sample of 17 Canadian universities, as well as associated instructor material, provide evidence that the primary emphasis in traditional curriculum remains on the shareholder, with little attention paid to ESG factors. The case study of an existing SMIF clearly demonstrates how a student-led development of an ESG framework provides the setting for effective, experiential learning.

This study shows that while traditional teaching settings, like lectures, may be slow to adapt to the rapidly changing needs of industry, nontraditional teaching venues, such as SMIFs, can be leveraged to meet industry demand for ESG skills, thereby closing the skills gap, enhancing student employability and increasing the relevance of business school education.

In order to solve many new problems in the planning and design of university sports venues, in this study, the planning and design of university sports venues in China with the method of audience emotional experience are mainly studied. Based on the existing theories and practices of campus planning, in this study, the ideas of meeting the needs of university sports activities, shaping the campus environment and exploring the development of planning and design of university sports venue is put forward. At the same time, the theory and specific practices of the overall planning and design of university sports venues is also proposed. The original intention of the planning and design is to expect that the planning and design of university sports venues can be implemented and reflected in the construction, use and operation of the project. Therefore, it is helpful to build a harmonious and complete space environment on the campus, to integrate the campus into the urban environment organically, and to achieve the goal of sustainable development of university sports venues through resource sharing.

As “teaching libraries,” many academic libraries are committed to teaching not only in classrooms but also at the reference desk. As reference has expanded to include digital modes of e‐mail and chat, reference librarians are prompted to consider approaches to teaching in these new reference venues in ways that are meaningful to the user. A promising approach to teaching through digital reference is the application of the ACRL Information Literacy Competency Standards. This paper presents some challenges and benefits of teaching via digital reference. Practical methods for promoting self‐directed learning by examining online instruction, and suggestions for effectively advancing a pedagogy based on the ACRL Information Literacy Competency Standards, are offered.

This study examines the perceptions of accounting faculties toward ethics education, the extent of ethics coverage and reasons why ethics should (or should not) be taught in Japanese tertiary schools. Data for this research was collected from faculties that primarily teach accounting in Japanese tertiary schools in 2009. The results indicate that over 90% of accounting faculties believe that ethics should be taught within the accounting curriculum. In terms of how ethics should be delivered survey participants believed in a more holistic approach, which would encompass the benefits of teaching it as both a stand-alone course and integrating it with other relevant courses. This outcome is in direct contrast to the results obtained from previous studies undertaken outside of Japan. Of particular interest was the fact that the current survey revealed that only 55.2% of respondents actually intend to incorporate ethics into their accounting courses in the foreseeable future. This research successfully adds value to the shortage of literature existing on the perceptions of ethics education among Japanese accounting faculties.

Prior to the spring 2020, education in the United States looked very similar to how it had always looked … students attended brick-and-mortar schools, used technology in their classrooms and homes to supplement their learning, and relied on the support of teachers as needed or wanted. Parents, for their part, were involved in the traditional supportive roles of checking over homework, monitoring attendance, and providing encouragement as warranted, and worked to balance this role with professional and community obligations and responsibilities. The COVID-19 pandemic swept across the globe, and parents as well as teachers were suddenly thrust into different and less familiar roles, as teaching and learning transitioned to a virtual experience. In examining this transition, a team consisting of researchers from Florida and North Carolina sought to determine the effectiveness of the parent roles in schooling from the educator perspective. In this chapter, the findings of this study are explored and analyzed, with recommendations made for research moving forward in this area.

The purpose of this paper is to show how one medium-sized research library sustainably delivers large scale integrated library instruction via team efforts that allow for (and encourage) librarians diverse teaching approaches within a unified team.

This paper examines an individual case within the context of library and management research literature.

A self-managed library instruction team, using agreed upon learning outcomes and supported by good infrastructure, communication skills and tools, and within administration supportive of professional development and experimentation can sustainably delivery high volume, high-quality library instruction.

This paper may help other libraries learn how to develop their own self-managed teams to deliver sustainable high volume, high-quality library instruction.

This paper contributes to the literature on self-managed teams in librarianship and especially self-managed teams to deliver sustainable high volume information literacy. It also contributes to the small pool of literature using the jazz metaphor in library instruction.

This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White privilege, and influence faculty credibility and authority. From a Latino Critical Theory (LatCrit) perspective, the authors address the question, What are the similarities and differences in classroom experiences of Chicano faculty in Predominately White Institutions (PWI) and Hispanic Serving Institutions (HSI)? In addressing this question, the authors will provide examples from their teaching experiences at both PWIs and HSIs, and how a Chicana/o-centered social justice perspective can help to mediate and overcome classroom challenges. The chapter will end with a discussion of how a social justice framework is necessary in college classrooms that are becoming increasingly diverse; and recommendations for how PWIs and HSIs can support Chicana/o faculty in endeavors to institutionalize a social justice framework in the college curriculum.

In the early 1990s, a number of controversial and radical initiatives were introduced by the Australian Government that had a compounded impact on higher education in general, and for the teaching of accounting studies in particular. The impacts of these initiatives have now lasted well over a decade. The purpose of this paper is to address this situation.

This paper uses a case‐study approach to study the quality management objectives and strategies of an accounting department, to survive and prosper in this changing academic environment, initially as an independent entity in the period 1990‐1996, and thereafter from 1997 to 2006 as a merged entity with another accounting department in the same university that was an internal competitor in the earlier period.

It is demonstrated that the department was largely successful in climbing from a position of significant under‐achievement amongst its peers in 1990, to one of strength in terms of both research performance and entrepreneurship by 1994. However, continual re‐structuring of the department by the university has resulted in a loss of synergy and a decline in the latter periods of the study.

This case is of particular interest to educators who are coping with the issues of “balance” between teaching and research, and to those interested in seeing how a department implemented a comprehensive quality management programme largely in keeping with the framework provided by the Higher Education Council.

The value of the paper is that it provides many useful insights on many diverse issues to those universities and their departments which wish to operate in a globalised environment.