Published Articles

Intrinsic Motivation and the Future of Professional Development across Genders, Qualifications, and Experience

Abstract

Contrary to expectations, a global survey of recent graduates found no direct link between participation in Continuing Professional Development (CPD) and their self-determination or motivation. Despite diverse backgrounds and consistent high intrinsic motivation, the study challenges traditional assumptions about motivation being solely driven by CPD. This highlights the inherent value individuals place on professional development, potentially driven by personal growth aspirations or intellectual curiosity. The lack of a direct CPD-motivation link suggests a crucial shift towards more holistic development strategies. Beyond just technical skills, incorporating soft skills training, leadership development, and emotional intelligence workshops could create well-rounded professionals equipped for the modern workplace. The consistent self-determination levels across diverse groups imply receptiveness to guidance and support. Exploring the potential of mentorship programs could be highly beneficial, offering personalized advice, career guidance, and role models, potentially boosting intrinsic motivation and career satisfaction. This study paves the way for a more effective professional development framework that prioritizes intrinsic motivation, fosters a love for learning, and offers flexible learning avenues catering to individual preferences and styles. Incorporating technical skill development, soft skills training, mentorship opportunities, and tracking progress holistically, organizations and individuals can move beyond a transactional view of CPD and unlock its true potential: fostering not just technically skilled professionals, but also self-determined, intrinsically motivated individuals ready to thrive in the ever-evolving workplace.

Pedagogical Approaches to Teaching Entrepreneurship to Higher Education Students: A Literature Review

Abstract

This literature review examines pedagogical approaches to teaching entrepreneurship in higher education. It synthesizes findings from recent studies (2019-present) to identify effective teaching methods and strategies that foster entrepreneurial skills and mindsets in students. The review encompasses a wide range of pedagogical approaches, including experiential learning, problem-based learning, project-based learning, design thinking, and active learning methodologies. The analysis probes into the effectiveness of these approaches in developing entrepreneurial competencies, enhancing student engagement, and preparing graduates for real-world challenges. The review also highlights the importance of curriculum contextualization, ensuring that course content aligns with industry trends and local needs. It emphasizes the value of convergent research, which combines qualitative and quantitative data to provide a comprehensive understanding of pedagogical effectiveness in entrepreneurship education. This study contributes to the growing body of knowledge in entrepreneurship education by identifying key pedagogical trends and highlighting areas for future research and development. By summarizing and synthesizing recent research findings, this literature review aims to provide educators and policymakers with valuable insights for designing and implementing effective entrepreneurship programs in higher education institutions.

Ethical Considerations in Obtaining Informed Consent in Research Participation

Abstract

This thorough and comprehensive examination thoroughly explores the wide-ranging ethical considerations that are intricately intertwined with the essential concept of informed consent in the ever-evolving realm of research. It delves into the depths of past mistakes, which have indelibly shaped and molded the current ethical standards that are universally implemented and adhered to, unearthing their profound influence on research practices on a global scale. This profound study delves into the utmost significance of respecting and valuing participants' autonomy while also safeguarding their overall well- being, demonstrating a steadfast dedication to ethical principles. This insightful academic work undertakes a thorough examination of the significant challenges faced in obtaining informed consent, particularly when dealing with language barriers and deep cultural differences. It emphasizes the crucial need for open communication channels and culturally appropriate methods to ensure participants fully understand and willingly engage in research activities. The detailed analysis concludes with a thorough outline of the essential ethical considerations that should be meticulously incorporated at every stage of the research process. By advocating for ongoing ethical evaluation, this study ensures that ethical standards and integrity are continually upheld, leading to the development of ethically sound, socially responsible research practices that have genuine value to society.

Tech-Powered Forensic Accounting Education: A New Paradigm

Abstract

The digital age has revolutionized forensic accounting practice, necessitating the integration of advanced technologies into investigations. However, traditional forensic accounting education often lags in these advancements, leaving graduates ill-prepared for the complexities of modern financial crimes. This narrative review explores the evolving landscape of forensic accounting education, focusing on the integration of technology to bridge the gap between academia and industry. The review examines the utilization of data analytics tools (e.g., Excel, Tableau), artificial intelligence, machine learning, and blockchain analysis in forensic accounting instruction. It delves into pedagogical approaches such as virtual simulations and immersive learning experiences that leverage technology to enhance student engagement and practical skills development. The review also identifies key challenges and opportunities presented by emerging technologies. While the rapid evolution of technology and the scarcity of qualified educators pose challenges, blockchain technology offers opportunities for enhanced transparency, data-driven investigations, and collaborative learning. Ethical considerations, including bias mitigation, data privacy, and the role of human judgment, are also emphasized. The findings of this review contribute to the growing body of knowledge on technology integration in forensic accounting education. By highlighting best practices, challenges, and future research directions, this review aims to inform educators, institutions, and policymakers on how to adapt to the changing landscape and equip future forensic accountants with the digital competencies necessary for success in the 21st century.

AKASA Framework as a Pedagogical Too: A Literature Review and Implications for Transformative Learning

Abstract

This paper explores the potential of the AKASA (Awareness, Knowledge, Attitude, Skills, Action) framework as a pedagogical tool for fostering transformative learning in the context of environmental education. A comprehensive literature review synthesizes existing research on the effectiveness of AKASA in enhancing environmental knowledge and awareness among learners. While findings indicate positive impacts on knowledge and awareness, further investigation is needed to understand the framework's influence on attitudes, skills, and actions. This paper argues that transformative learning, characterized by critical reflection and a shift in perspective, can be fostered through AKASA by incorporating experiential learning, systems thinking, and opportunities for action. Integrating AKASA with transformative learning principles presents a promising approach to cultivating environmentally literate and engaged citizens.

Utilizing the Driver-Pressure-State-Impact-Response Framework in Environmental Management Education

Abstract

Individuals and societies must be environmentally literate to accept accountability and consequently work in partnerships to manage natural resources sustainably. There is a need for individuals and societies to gain wisdom regarding the complex and intertwined drivers that underlie environmental issues. This paper proposes the use of the Driver-Pressure-State-Impact-Response framework as a tool for environmental management education to effectively develop critical thinking skills among students. A narrative review of the literature was conducted to explore the possibility of using the framework as a pedagogical tool. The framework allows students to see a comprehensive and interdisciplinary perspective of environmental issues as a basis for formulating analytically sound solutions. The outcome of this teaching methodology is a balance between theory and practice. The framework promotes a methodical and organized approach to teaching environmental management--enabling the link between traditional input or student activity-oriented methods to complex, high-quality learning outcomes.