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This paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success.

The study uses design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience.

Transfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university and their need to balance academic, work and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students.

This pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase.

This study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

In the UK and elsewhere, accounting vocabularies and practices have come to permeate everyday life through their involvement in the management of hospitals, schools, universities, charities, trade unions, etc. This has been accompanied by an increase in the power of accountancy and the institutions of accountancy which increasingly function as quasi‐legislators. Such developments call for a (re)consideration of the role of accounting academics/intellectuals. Argues that, in a world where major business and professional interests are organized to advance sectional interests, to promote stereotyped images and to limit public debates, accounting academics/intellectuals have a responsibility to give visibility to such issues and thereby mobilize potentialities for gaining a fuller understanding of, and encouraging more democratic participation in, the design and operation of major social institutions. Suggests that, despite the constraints on academics, there are considerable opportunities to create, develop or become active in public policy debates through networks that comprise politicians, journalists, disaffected practitioners and concerned citizens – all of whom are potential allies in furthering a process in which accounting and its institutions are problematized and accounting professionals are rendered more accountable.