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Research shows peer health education programs on university campuses can support students in pursuing sustainable health-related behavior changes. However, few programs deliver peer health education through a nondiet, weight-inclusive framework. Research shows that health educators who challenge the status quo of diet culture and weight-focused health interventions may face unique challenges when sharing this perspective with others. Thus, the purpose of this study was to examine the experiences of peer educators who provided critical health education by introducing a nondiet, weight-inclusive approach to health.

Five health coaches from a university health coaching program at a mid-sized southwestern university participated in a semi-structured interview. The data were analyzed through interpretative phenomenological analysis.

Peer educators faced numerous challenges when introducing nondiet, weight-inclusive approaches such as lacking credibility as a peer to challenge weight-centric messages, feeling conflicted about honoring clients’ autonomy when clients are resistant to a weight-inclusive approach and feeling uncomfortable when discussing client vulnerabilities. Peer educators also identified several strategies that helped them navigate these challenges such as being intentional with social media, using motivational interviewing to unpack clients’ concerns about weight, and seeking group supervision.

Given the reality that health coaches will face challenges sharing weight-inclusive health approaches, educators and supervisors should explicitly incorporate strategies and training methods to help peer health coaches prepare for and cope with such challenges. More research is also needed to examine effective ways to introduce weight-inclusive approaches to college students.

Social movement organizations are concerned and cognizant of their public image and typically need to maintain positive public perception to gain and sustain support. White supremacist organizations believe that they are highly stigmatized, reviled, and surveilled groups and go to great lengths to protect their desired self-representation. Through a qualitative analysis of close to 2 million Discord chat messages from white supremacist organizations, I find that white nationalist groups attempt to cater their public appearances through three primary axes: organizational, activism, and individual/membership. This chapter uses concepts from Goffmanian sociology, such as Stigma, Impression Management, and Frontstage/Backstage, to highlight how political movements discuss, argue, and debate the public image they wish to deploy. Studies on right-wing movements tend to be “externalist” in the sense that they look at publicly available documents which privilege the views of leadership. This chapter uses a dataset which delves into the social movement “backstage,” enabling us to view white supremacists' private conversations, their impression management strategies, and how they wish to appear on the “frontstage.”

Local governments use taxes on future increases in property values to pay for current economic development through tax incremental financing (TIF). TIF is a powerful tax tool used to spur improvements to a designated area. Proponents of TIF argue that it allows local governments to make investments without affecting previously established government and school district programs. Detractors argue that because the TIF designation denies existing overlapping districts (e.g., schools) the benefits of increases in property values, TIF can have a negative impact on a community. Empirical evidence on the economic and fiscal effects of TIF is mixed. This paper describes the potential costs and benefits associated with the use of TIF and then summarizes prior research on outcomes associated with this widely used property tax program.

As emerging e-course providers after the COVID-19 crisis, universities (UNI) policymakers in the Mekong Delta region (MDR) have faced difficulties owing to limited clues about what factors improve student retention and recruitment. This study aims to determine important factors (IF) for student satisfaction with e-course adoption (e-satisfaction) for student retention and recruitment.

Survey data collected from 850 students of the target UNI were analyzed using the DT-fuzzy DEMATEL method. Input factor dimensions included course design, technical infrastructure, interaction, teacher-related and student-related factors. Decision Trees (DT) confirmed the final factors; fuzzy decision-making trial and evaluation laboratory (DEMATEL) was used to establish the cause-effect relationships among these factors.

DT-fuzzy DEMATEL method can identify satisfied and dissatisfied students (accuracy = 94.95%) and determine IFs successfully. The most IFs included new and useful knowledge/information provided, various effective teaching methods and motivation to read provided learning materials.

Although e-satisfaction has been the focus of theories and practices, e-satisfaction in an emerging region like MDR has been studied here for the first time. Most IFs can be used as predictors for e-satisfaction and serve as a primary reference for UNIs’ policymakers. Several practical suggestions were also provided for the sustainable and long-term development of e-programs.

To advance understanding of transparency by problematising the motivations and strategies of a so far underexplored group: its users.

We explore the relationship between blindness, visibility, and transparency by drawing on our analysis of Max Frisch’s experimental novel Gantenbein (1964), in which the protagonist lives a life of feigned blindness.

The accounting scholarly debate on transparency has neglected the users of transparency. We address this through a novel theorisation of transparency as a game, highlighting some of its distinctive features and paradoxes.

By theorising the transparency game we move beyond concerns with what transparency reveals or conceals and conceptualise the motivations and strategies of the players engaged in this game. We show how different players have something to gain from the transparency game and warn of its emancipatory limits.

This chapter delves into the specific heuristics, biases, and cognitive errors that often arise during decision-making processes in healthcare. It explores how specific mental shortcuts can lead to inconsistencies and irrationalities. Key concepts include statistical evaluation errors, such as the base rate fallacy and the law of large numbers, and causal inference issues like regression to the mean and omitted variables. This chapter also covers common cognitive biases, such as confirmation bias, optimism bias, action bias, halo effect, overdiagnosis, etc., which influence medical professionals and patients in interpreting information and deciding. Recognition of such biases can enhance medical decision outcomes as well as improving the communication between stakeholders.

The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.

This study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.

The transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.

This study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.