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The purpose of this research is to focus on how students from different cultural and linguistic backgrounds encounter online learning environments, and to assess the extent to which cultural factors impact on learners' engagement with online learning.

The study explores how a culturally diverse cohort of students engage with the organisational, technological and pedagogical aspects of online learning depicted in Conole's (2004) “framework for e‐learning”. A total of 241 students in online learning programs in a large university in South Australia were surveyed, yielding a response rate of 65 percent.

Analysis indicated that cultural differences do have an impact on participant satisfaction with organisational and technological issues, with local respondents indicating significantly more positive perceptions than international respondents. Significant also was a reported lack of peer engagement and intercultural communication.

First, the study was restricted to students in one large university in Australia, using one in‐house online learning system, and studying business courses. Future research could replicate the study across a range of universities and across different countries, which would enhance generalisability. In addition, researchers can expand the model used in this study, testing other variables which impact on online learning.

These differences in reported engagement with online learning reflect differences in students' experience of online courses as culturally inclusive, and have implications for the quality of online education. These reported experiences may be linked to the amount of communicative interaction among students.

The paper examined the cultural aspects of student engagement with the organisational, technological and pedagogical components of online learning. Its findings suggest a direction to improve the quality of learning for all students by constructing a culturally inclusive online learning environment.

One of the features of modern air travel is the great care taken to ensure that passengers shall not starve en route for their destinations, be they near or distant, and we are not surprised to learn from the press that there has been some degree of competition between air‐line companies in this matter of feeding their patrons. It would appear that sandwiches in particular have lent themselves to the prevailing spirit of emulation, and all kinds of sumptuous confections have been appearing under this rather common name. Now, according to the Daily Telegraph, the International Air Transport Association has stepped in and suggested what is more or less a standard for sandwiches; They should be “cold, unadorned, self‐contained, and consisting largely of bread and roll ”. No mention is made of the respective proportions of bread and “ active ingredient ”, but possibly this will be forthcoming in due time. It might well be considered as reasonable to lay down the proportion of ham in a ham sandwich, as to fix a standard for meat in a meat pie or sausage roll.

What it may lack in numbers, Scotland has always made up for in the independence and enterprise of its inhabitants. While Scotland cannot claim much part in the earliest stages of printed circuit development, it should come as no surprise that the land which bore Alexander Graham Bell and John Logie Baird should have seized the opportunity of exploiting this other aspect of innovative technology, and that, for its mere 5 million inhabitants, it should boast a disproportionately large share of involvement in the printed circuit board industry. The total number of people involved in the PCB manufacturing industry (non‐captive market only) in England has been estimated at approximately 9,000—the numbers involved in Scotland total approximately 2,000, not far off 25% of the English figure. Wales and Ireland trail behind with about 300 and 400 respectively, while the Isle of Man, putting up a good show, numbers 16. Michael Hannon, of Michael Hannon Marketing (Ayr), comments, ‘Scottish PCB manufacturers have a disproportionate share of the UK rigid PCB home and export markets, as well as including in their number one of the largest flexible manufacturers in the UK. Out of the top five UK/Republic of Ireland PCB manufacturers’ production, the Scottish manufacturers represent about 55%. This is quite surprising when one considers that Scotland's population represents less than 10% of the total.’ Narrowing the focus from country to specific area, the Borders region is host to a number of PCB companies which together account for 55% of PCBs manufactured in Scotland, and 10% of the UK total.

Scholarship on reputation in and of organizations has been going on for decades, and it always has separated along level of analysis issues, whereby the separate literatures on individual, group/team/unit, and organization reputation fail to acknowledge each other. This sends the implicit message that reputation is a fundamentally different phenomenon at the three different levels of analysis. We tested the validity of this implicit assumption by conducting a multilevel review of the reputation literature, and drawing conclusions about the “level-specific” or “level-generic” nature of the reputation construct. The review results permitted the conclusion that reputation phenomena are essentially the same at all levels of analysis. Based on this, we frame a future agenda for theory and research on reputation.

The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation.

The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations.

Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation.

Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise.

Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers.

This study aims to investigate the impact of remote auditing on audit quality and explore the moderating role of both the client’s and the audit firm’s technology readiness in this interaction.

Data was collected through a questionnaire survey distributed to 360 audit professionals in Jordan, resulting in 208 valid responses. The data was analysed using SmartPLS – structural equation modelling.

The results showed that remote auditing significantly and positively affect audit quality. This study found that the technology readiness of both the audit firm and the client greatly influences audit quality. Notably, the technology readiness of the client positively enhances the relationship between remote auditing and audit quality, while the technology readiness of the audit firm does not play such a role.

The findings are of value to policymakers in terms of the positive impact of remote auditing on audit quality, and the role of technology readiness in this regard. In particular, they allow policymakers and regulators of audit profession to make informed and relevant decisions pertaining to the adoption of remote auditing. The findings also indicate the significance for audit firms and business institutions to pay special attention to developing their technology capabilities to keep abreast of rapid technology advancements, ensuring the maximum benefits for auditing profession, thereby enhancing their efficiency and effectiveness.

The importance of this study lies in its unique contribution to bridging the research gap related to understanding the pivotal role of technology readiness in enhancing the relationship between the use of remote auditing and the achievement of high audit quality.

The purpose of this paper is to present the results of using work-based learning (WBL) pedagogy within the curriculum to embed enterprise skills within the Liverpool John Moores University and review the potential relevance of WBL pedagogy to create impactful learning experiences within the curriculum.

The authors used quantitative methodology for this study using a pre- and post-program questionnaire (E-factor) to measure their entrepreneurial competencies. Data were collected from over 500 students over a two-year period.

The study indicates that WBL can provided transformational learning experiences for students of all disciplines as 85 percent of the students enhanced their entrepreneurial competencies and mindsets.

This study provides significant evidence of the impact WBL pedagogy had on students over a two-year period at the Liverpool John Moores University. However, the data were collected from the student population of a single higher education institution and longitudinal evidence is needed to evaluate the long-term benefits of completing a comparative study with another university.

The WBL pedagogical approach can be applied to all subject areas to allow enterprise education to be embedded throughout the university curriculum. The research also shows that “live” civic engagement projects provides excellent examples of experiential learning and reflection in the assessment process.

The approach is relevant to all universities seeking to embed enterprise within all curriculums in line with the QAA draft guidelines (2012). The student experience should also be significantly enhanced through the provision of transformational learning experience for all students. It provides a clear methodology that can be customized for application to curricular enterprise education in all subject areas in all universities in the UK and indeed internationally.

The Second Brazilian Printed Circuit Association Seminar will take place in Rio de Janeiro from 21–23 September 1988. Papers will be presented on the following topics: