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The purpose of this paper is to investigate how educators perceive and adapt their roles in the face of changes in technology-driven learning environments. The Gioia methodology explores how educators enable adaptive learning, broaden their pedagogical practice and promote cultural inclusivity to educate diverse students.

This paper involves a qualitative interpretive phenomenological research design using the Gioia methodology. Data was collected through semi-structured interviews with 14 educators across various disciplines. Gioia methodology is a structured exploration of first- and second-order themes and aggregate dimensions that capture the nuanced ways in which educators navigate adaptive learning contexts.

This study highlights how digital tools help enable personalized self-directed learning, how adaptive learning adapts educators to become more than just traditional teachers and how the culturally responsive teaching that is required in a globalized learning environment promotes inclusivity and resilience in a diverse group of learners.

This study contributes to the growing body of literature on adaptive learning and identifies educators’ critical, expanded roles in a technology-centred world. This research provides a structured, in-depth analysis of educator perspectives on adaptive learning using the Gioia methodology, offering unique insights into the policy and practice implications.

The case study aims to achieve the following learning objectives, structured according to the Revised Bloom’s Taxonomy: First, explore the corporate governance framework: recall the roles and responsibilities of key stakeholders at UCICI Bank and AUDIOCON Group and their coordination in governance structures; interpret the principles of stakeholder theory and their application in governance decision-making processes; apply ethical frameworks like the Markkula Center for Applied Ethics Framework and the Josephson Institute Ethical Decision-Making Model to evaluate governance effectiveness; analyse governance lapses and identify gaps in oversight and stakeholder coordination; and propose reforms in governance frameworks to prevent future fraud; evaluate how effectively the governance structure addresses corporate fraud. Second, examine the concept of conflict of interest: understand the ethical and legal implications of conflicts of interest presented in the case; apply knowledge to assess corporate governance failures related to conflict of interest; analyse oversight lapses and identify causes for governance failure; evaluate SEBI regulations on conflict of interest and recommend strategies to mitigate such conflicts in corporate settings; explore the concept of related party transactions (RPTs); understand how RPTs influence governance and stakeholder interests; apply governance principles to assess the legality of RPTs in the case; analyse risks and ethical concerns associated with RPTs and governance failures linked to these transactions; and evaluate proposed regulatory reforms to enhance oversight and transparency. Third, derive key lessons from the case: understand areas for improvement in corporate governance practices, internal reporting mechanisms and whistleblower protections; apply lessons to create strategies for improving governance practices and protecting stakeholders; analyse systemic governance flaws that contributed to the fraud; evaluate the effectiveness of governance practices in preventing similar frauds in the future; and create recommendations for improving governance, ethics and whistleblower policies. Fourth, examine basic issues and remedial measures: understand the root causes of governance failures in the case; apply knowledge of corporate governance principles to recommend reforms in regulatory and accountability frameworks; analyse weaknesses in the existing governance system that enabled fraudulent activities; evaluate the feasibility of proposed remedial measures for transparency and ethical practices; and create new governance policies to enhance accountability and prevent future frauds.

By studying the UCICI AUDIOCON Loan Fraud Case, the above objectives are aimed to shed light on the complex dynamics of corporate governance, conflicts of interest, regulatory compliance, wrongdoing reporting mechanism, whistle-blower policy and reputation risks within the banking industry. The findings and insights from the case study can contribute to improving governance practices and strengthening the integrity of financial institutions.

The UCICI – AUDIOCON loan fraud case epitomises a crisis in corporate governance, spotlighting ethical breaches at the highest echelons of leadership. This case study delves into the dilemma faced by UCICI Bank’s Board of Directors regarding the prosecution of its former CEO, Mhanda Mochhar. Accusations of impropriety stem from a suspicious loan of US$391.57m to AUDIOCON Group, allegedly facilitated by Mochhar in exchange for personal benefits. The ensuing investigation unearthed violations of banking regulations, including non-disclosure, conflict of interest and RPTs. The pivotal board meeting, dissected in this study, underscores the delicate balance between accountability and reputational damage. Through analysis and debate, stakeholders grapple with the repercussions of their decisions on the bank’s integrity and stakeholder trust. The case encapsulates broader lessons on corporate governance, conflict of interest and regulatory oversight, serving as a springboard for critical inquiry and strategic reform in the financial sector. As the saga unfolds in the courtroom, this study provides a lens into the complexities of corporate morality and the imperative for robust governance frameworks.

This case study can be used in classes/subjects such as Finance, Strategic Management, Corporate Governance, Business Ethics and Law for (Vidgen, Hindle, & Randolph, 2020).▪ Graduate students and officials.

Teaching notes are available for educators only.

CSS1: Accounting and Finance.

Given the perceived weak corporate governance systems in Ghana, corporate governance education curriculum requires empirical investigations to ascertain factors that can enhance student knowledge in governance systems based on their career interests and programme of study. Therefore, we investigate whether students with a career interest in corporate governance exhibit a significantly different level of comprehension compared to those without such an interest. Furthermore, we explore whether the comprehension of course concepts differs across various business-related programmes, investigating potential variations in understanding among students from diverse programme backgrounds.

Using a descriptive design, we adopt a quantitative approach and survey method to collect cross-sectional data from 1,050 undergraduate students in selected Ghanaian public universities. We analyse the data using t-test and Analysis of Variance (ANOVA).

We establish no statistically significant difference in comprehension levels of corporate governance concepts between students with a career interest in corporate governance and those with no career interest. However, we find statistically significant differences in the comprehension of corporate governance concepts among students pursuing different business-related programmes.

Our findings imply that the corporate governance course should be taught practically, giving students insights into what the course entails from an industrial viewpoint. This may entail engaging experts from industry as visiting lecturers at intervals to bridge the gap between theory and practice. Students could also benefit from mentorship programmes from industry, internships and related placements to ensure an understanding of theoretical concepts from practical perspectives.

Our study is novel and contributes to extant literature because it is the first empirical study on corporation governance education that emphasizes on students career interests and programme of study from a developing country perspective.

This study aims to review recent conceptualizations and theories of organizational citizenship behaviour (OCB) and its role in the energy transition from Malaysia’s perspective. It examines how factors of OCB, such as individual values, attitudes, motivations, leadership style, organizational culture and policies, affect the energy transition process. The research findings have implications for future studies on energy transition, highlighting the role of OCB in shaping the country’s strategies, addressing challenges and contributing to the transition process.

This study conducts a narrative review of past literature and documents OCB in the context of energy transition; factors influencing OCB (individual, organizational and external factors); OCB in the context of energy transition; and insights into energy transition in Malaysian organizations.

This study finds support in the literature for the impact of OCB on energy transition efforts from the Malaysian perspective. OCB, which extends beyond formal role expectations, can significantly support the effective implementation of energy policies and contribute to organizational objectives. By encouraging OCB within organizations, Malaysia can facilitate the adoption of renewable energy and energy efficiency practices, thereby playing a crucial role in reducing dependence on fossil fuels and advancing the energy transition, instilling hope for a more sustainable future.

This study encourages future research to explore the relationship between discussed variables and their impact on OCB, which is crucial for organizational policies aimed at advancing the energy transition in Malaysia. These findings contribute to the growing body of knowledge on OCB within the context of energy transition and provide a foundation for further related research.