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This paper examines the moderating role of firms’ litigation environment on the association between gender diversity and financial reporting quality.

This study draws on a sample of US firms to examine the moderating role of firms’ litigation environment on the association between gender diversity and financial reporting quality. Firm-specific financial data come from Compustat. To measure the firms’ litigation environment, we use state-level datasets from the Lawsuit Climate Survey conducted for the US Chamber Institute for Legal Reform by the Harris Poll.

Findings suggest that firm litigation environment moderates gender diversity, as defined by female members on the board to subdue our first proxy for financial reporting quality (accruals-based earnings management), but our second proxy for financial reporting quality (real-activities manipulations) increases in a firm’s litigation environment. To the extent that our results hold after controlling for firms’ reputation indicates that female members on the board are sensitive to reputational loss and protect firms’ reputation in a litigation environment.

The study is based on a specific country, limiting the generalizability of the findings.

The findings provide support for promoters and advocates of gender diversity in corporate boards. Specifically, it shows the importance of gender diversity policies in business and society.

This study is the first to examine the moderating role of firms’ litigation environment on the association between gender diversity and financial reporting quality. The study provides novel evidence and shows that the litigation environment moderates gender diversity to improve financial reporting quality in the short-term (by decreasing accruals manipulation). In firms’ litigation environment, when female members on the board are restrained from engaging in accruals earnings management, they shift to value-destroying and costly real activities to maintain reputation and firm performance. To the extent that we control for the potential effects of firms’ reputation and financial performance, our findings suggest that ethical concerns are likely to drive female members on the board to produce high-quality financial reports.

In 2020, former Major Junior hockey players filed a lawsuit against the Canadian Hockey League (CHL), its three regional affiliates and each of their teams. The statement of claim (Carcillo v. CHL, 2020) alleges rampant institutionalised and systemic abuse shaped by a toxic environment that enables abuse, discrimination and other harmful conduct to continue. In response, the CHL commissioned an independent review panel (Thériault et al., 2020) to investigate the abuse allegations. The panel concluded that the culture in the CHL has allowed abusive practices to become a cultural norm. The purpose of this chapter is to provide an understanding of player perceptions of hazing in the context of an environment that is typically understood as hypermasculine to the point of enabling abuse and the vitiation of consent. Drawing on a content analysis of affidavits from the Carcillo lawsuit as well as semi-structured qualitative interviews we conducted with former CHL players, we discuss the findings that suggest that CHL teams and leagues have often fostered a culture that can facilitate dangerous hazing practices for which consent is not always authentically obtained.

This study aims to explore various conceptions of global citizenship education (GCE) and pedagogies among frontline Chinese Hong Kong secondary school teachers under the onset of a new political climate of conservative nationalism.

It utilised interview findings with a purposive sample of about 22 experienced secondary school teachers in 2019, which was shortly before the city was caught in huge waves of protests. Interviewees come from different demographics, such as subsidy types of schools and school sponsoring bodies and admit students of different socio-economic status and academic capabilities.

The findings reveal both liberal and nationalistic orientations on knowledge and values of GCE, including sustainability, in recent school education, and the use of discussion and experiential learning for teaching GCE.

A conceptual framework is developed for further research on teaching GCE in different cultural contexts. Developing pedagogies to instil in learners the values, attitudes and behaviours that support responsible global citizenship should become an international research agenda.

The analysis offers insightful views on what, why and how these teachers teach GCE. The authors also construct a framework of teachers' values and teaching beliefs that cultivate global citizens based on the research findings. This framework can inform school leaders, curriculum planners and teacher trainers in developing a more substantial pedagogical framework for GCE.

Modernization theorists in the development study context acknowledge the role of technology in pushing developmental frontiers. As a dynamic phenomenon, technology is crucial in social change and essential in addressing the African development agenda. Innovation is inevitable in the pursuit of development. The chapter intends to extend the current discourse on frugal technologies into unmapped territories which can be branded as the ‘dark side’ of frugal innovations. The chapter will discuss the demerits of frugal innovations, which have not been explored in extant literature which however remain pertinent to the concept discourse moving forward.

Prosperity and growth of emerging economies rely heavily on the innovativeness of higher education institutions (HEIs) and their ability to provide employable graduates with entrepreneurial competencies and flexibility in the assessment of their progress in gaining knowledge. The innovativeness of the higher education system is not always reflected through optimal educational content, innovative study programs, skills improvement, assessment methods, etc. The study aims to analyze and evaluate how selected internal factors, reflected in organizational support for innovativeness of HEIs, and external factors reflected in government support for innovativeness of HEIs determine the innovativeness of HEIs, as one of the key determinants of economic prosperity.

The authors analyzed three facets of higher education innovativeness, i.e. graduates' employability, entrepreneurial competencies and new ways of assessment. The sample included 664 students from the University of Kragujevac, Serbia, and the University of Maribor, Slovenia. The authors applied structural equation modeling (SEM) to examine relations.

The results clearly show that in order to become the driver of development in emerging economies, universities must act in different directions, focusing on different organizational drivers of innovativeness, such as academic autonomy of teachers, student participation in curricula design, enhancing new ideas and compensation system, provide resources etc. Organizational support and government for innovativeness of HEIs affect students' entrepreneurial and social skills, creative thinking, leadership, interactive competencies and knowledge-skill-attitude. Assessment tasks and associated learning should be redesigned to enable students to be involved in the evaluation of their work.

The study strives to reduce the research gap identified in the field of researching the drivers of innovativeness in higher education and offers implications for emerging markets regarding various factors that determine the innovativeness of HEIs and consequently contribute to fostering innovation and entrepreneurship in emerging markets. Originality derives from the fact that even though the authors have explored HEIs in Serbia and Slovenia, the results are fully transferrable to other former socialist states, considering their similar socio-economic and educational background. Results of this research complement the understanding and provide new knowledge for further development of innovativeness in HE.

The property industry has been experiencing massive transformation due to rapid technological advancement in the last decade. A large body of literature has attempted to identify the challenges confronting property professionals, with some examining the impact brought by Property Industry 4.0 on the future workforce. To effectively address the challenges, however, we need participation from diverse stakeholders, as previously proposed strategies have often only considered perspectives from specific cohorts and lacked broader engagement. Hence, this study aims to formulate comprehensive strategies to address the challenges facing our future workforce in the age of Property Industry 4.0.

For the first time, we invited a unique lineup of stakeholders to our co-design workshops. These include property leaders, property professionals, recent property graduates, property students, property academics, program directors, as well as university leadership executives, to make sure the outcomes are relevant, effective and user-oriented.

Four strategies were recommended to future-proof our property graduates: (1) enhancing AI-focused content in universities and collaborating with industry stakeholders, (2) regulating AI adoption by bodies like the Australian Property Institute (API), (3) introducing industry certifications to address ethical concerns and (4) developing students' soft skills via internships and networking events in collaboration with professional bodies.

This study is the first to employ a co-design workshop, incorporating the perspectives of all stakeholders in crafting potential solutions. These include property leaders, property practitioners, recent property graduates, property academics, property students and senior school executives (e.g. deputy dean and deputy head of education).

This paper aims to investigate the e-waste aspect of sustainability in education, with a specific interest in engineering education. Specifically, it focuses on recycling through reclaiming electronic components from e-waste and reusing them in repairs or in the design and construction of new devices.

A systematic literature review is performed according to the PRISMA methodology. In total, 27 articles are analysed as to publication parameters, characteristics and evaluation of educational interventions on e-waste and evaluation results across major domains of learning (cognitive, affective and 21st century skills).

The reviewed subject is under-research; publications are rare and mostly in conference proceedings. The majority of interventions take place at university level, in face-to-face mode, using a practical approach in hands-on labs. Educational methods draw from modern, learner-centred pedagogies such as collaborative learning and constructionism. Topics focus on innovative design and construction, while interventions tend to become embedded in engineering curricula/courses. Evaluation of learners’ gains across domains of learning is rare and follows informal procedures that shake the reliability of results. Domains other than the cognitive are scarcely and subjectively evaluated.

Contrary to other aspects of sustainability, the aspect of e-waste has not been reviewed. The applied, hands-on approach and the analytic, synthetic, collaboration and creativity skills it requires are all much valued in education. The current review, therefore, comes to inform, inspire and guide educators and researchers in planning and implementing activities on this subject.

The purpose of this study was to examine instructors’ pedagogical competencies in teaching 21st century skills in between two streams of study.

The study employed a mixed-methods research design. The investigation involved collecting data from 322 instructors using a questionnaire and ten participants for interviewees at the selected universities in Ethiopia.

The results revealed that there were significant differences in the competence of instructors in favor of instructors of natural science. Natural science instructors were relatively more competent in teaching skills such as critical thinking and problem solving, creativity and innovation, communication and information and communication technology.

The findings of this study have important implications for universities to have empirical evidence. It provides information about the competency difference between the two streams of study so that it addresses issues for policy improvement.

The findings suggested that urgent interventions needed to be undertaken to improve teachers’ 21st century pedagogical competence at the selected universities of Ethiopia.

The intervention on the competence of teachers in teaching 21st century skills will have an impact on creating employable graduates. This can fit them into contemporary life and careers.

The paper makes a comparative analysis of the main teaching competencies among teachers of the natural and social sciences. The perspective is interesting, original, and pertinent to contributing knowledge.