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Research indicates a long historical connection between racism and nationalist ideologies. This connection has been highlighted in the resurgence of exclusionary nationalism in recent years, across many multicultural societies. This chapter discusses the notions of race, ethnicity and nation, and critically examines how racism shapes contemporary manifestations of nationalist discourse across the world. It explores the historical role of settler-colonialism, imperial expansions and the capitalist development in shaping the racial/ethnic aspect of nationalist development. Moreover, it provides an analysis of the interconnections between the racialisation of minorities, exclusionary ideologies and the consolidation of ethno-nationalist tropes. This chapter further considers the impact of demographic changes in reinforcing anti-migrant exclusionary sentiments. This is examined in connection with emerging nativist discourse, exploring how xenophobic racism has shaped and is shaped by nostalgic nationalism based on the sanitisation of the legacies of Empire and colonialism.

This paper aims to present a case study on how the strong relationships with multiple stakeholder groups can benefit educational programs through the curriculum redesign process by using the experience of Marshall University and Intuit.

This paper highlights how Marshall’s faculty used Intuit’s Design Thinking process to engage with stakeholders to innovate a curriculum that is sustainable and socially responsible and transfers workforce skills and concepts. This case describes how to: involve stakeholders to discover their pain points and desired outcomes, develop prototype curriculums from stakeholders’ feedback and test and iterate prototype curriculums on stakeholders until their expectations (e.g. quality, innovation and value) of the curriculum are exceeded.

Faculty applied Design Thinking to engage with stakeholders to infuse contemporary knowledge and skills that positively impact their workforce development and societal goals into the curriculum. This process promoted critical thinking and a “stakeholder-centered” orientation with various groups including AACSB and employers. These curriculum changes ultimately provide greater experiences to students while providing relevant skills of interest to employers and society.

Stakeholders are often consulted on educational programs; however, it is unusual for an industry stakeholder to provide their best innovative practices to assist colleges with the transformation of academic curriculums. Moreover, it is unusual for higher education institutions to fully embrace these industry processes and integrate these experiences within their collective culture. Finally, the detailing of this case allows for other colleges to apply these concepts to their curriculums.

Anti-racism has been practiced in various ways, with varying degrees of effectiveness. This chapter engages with the body of scholarship that focuses on approaches aimed at promoting anti-racist actions, policies and social change. It discusses some of the main anti-racism strategies that have been deployed across different countries and examines anti-racism practices in interpersonal, intergroup and community settings. These approaches encompass civil rights campaigns, legislative and policy interventions, affirmative action, diversity and inclusion training, prejudice reduction, intergroup contact, organisational development and holistic anti-racism approaches. Some anti-racism practices and policies, such as awareness campaigns, social marketing and diversity training, also extend to digital platforms, with social media and multimedia networks deployed to broaden the reach and impact of anti-racist endeavours. This chapter specifically engages with local anti-racism movements and draws principles for broader implementation of anti-racism policy and practice. It concludes with a brief discussion of the effectiveness of contemporary anti-racism approaches.

The International Integrated Reporting Council introduced the concept of integrated thinking skills to the accounting world overall. This study uses a constructivist approach to address the development of integrated thinking skills for future professional accountants during higher education. This issue is relevant as many professional accounting bodies expect that integrated thinking skills are developed during the higher education of prospective professional accountants. Despite this expectation, there is limited guidance available to academics in the accounting education field to do so. By means of a literature review as well as an empirical study, this chapter develops a constructivist model that can be used by academics to develop integrated thinking skills during the higher education of prospective professional accountants. The model addresses the foundation, appropriate pedagogies, disciplinarity type, and point of introduction of integrated thinking principles in accounting education.

During the late 1900s, there was a notable trend of rapid urbanization worldwide, coinciding with a rise in atmospheric carbon dioxide levels. Agricultural production driven by expanded trade is recognized as a major contributor to global pollution and biodiversity depletion. Additionally, tropical deforestation resulting from agricultural activities significantly impacts global greenhouse gas emissions. This chapter aims to examine the interrelationships between crop production, livestock production, transport services, and CO₂ emissions from 1998 to 2019. To achieve this goal, the study begins by conducting stationary tests to determine the order of integration for the variables under consideration. Following this, panel unit root tests are employed, and subsequently, panel cointegration tests are conducted to identify any long-term relationships among the selected variables. The findings reveal a significant long-term relationship among crop production, livestock production, transport services, and CO₂ emissions.

While oft-ignored, grievances remain a central part of revolutions. We argue that the theorization of grievances requires conceptually unpacking specific complaints and relating them to mobilizing mechanisms. We thus focus on one set of grievances – corruption – that is especially prevalent in 21st century revolutionary episodes. Drawing on prior conceptualizations of corruption, we hypothesize that four different configurations of corruption influence five different mechanisms of contention. First, everyday street-level corruption creates the potential for sudden and spontaneous protest and creates the basis for widespread, coalitional mobilization. Second, institutional corruption focuses attention on the regime to make it a target of revolutionary claims. Third, competition among elites creates the potential for cross-class alliances but may forestall durable sociopolitical change and, in some cases, even allow for authoritarian consolidation of power through anti-corruption drives. We illustrate these dynamics through one clearly successful case of revolution in Tunisia in 2011, one case of mixed results from political revolution in Ukraine from 2004 to 2014, and a negative case of revolution in China since 2013.