The quantitative evaluation of student engagement has been difficult to achieve. This study uses Kahu’s (2013) conceptual framework to investigate the effectiveness of active teaching strategies and how they influence Business students’ engagement in a blended learning environment. First, we quantify the influence of various in-class active teaching activities and out-of-class support tools upon student engagement. The link between engagement and student outcomes in terms of academic results and personal and professional skills development is then captured in our empirical modelling. Results are compared between first year and senior students to understand significant differences in their engagement and experience. Our findings suggest that first year students display a higher propensity to utilize in-class learning activities and out-of-class support tools. This in turn, establishes a strong link with their engagement patterns. However, there is a weaker link between first year student engagement and outcomes compared to senior students. Overall, this study reinforces the usefulness of Kahu’s framework to guide curricula developments that cater for learners’ different needs.

This paper analyses the process to tackle the challenges in regard to store cleanliness while improving its effectiveness and efficiency. The study follows the process of design thinking while applying relevant theories. That is, firstly, understand the problem by using stakeholder engagement and analysis, secondly, define the problem by thematic analysis, thirdly, adapting 6 thinking hats for ideation, and Kotter's 8 steps of leading change in the implementation process. Design thinking and the applicable frameworks helped Z Group to find the solution of automated, robot cleaning. The study illustrates the design of the implementation plan and three implementation steps. The study shows that to discover a successful solution, it is crucial to understand the problem thoroughly through stakeholder engagement to understand key stakeholders' perceptions about the problem. An inclusive team and an effective process for ideation facilitate the quantity and quality of ideas. Based on the ideation and prototype phase Z Group the cleaning robot solution was chosen and test phase started.

Purpose: This study examined subjective numeracy and its relationship with accounting judgements on probability issues.Design/methodology/approach: A subjective numeracy scale (SNS) questionnaire was distributed to 231 accounting students to measure self-evaluated numeracy. Modified Bayesian reasoning tasks were applied in an accounting-related probability estimation, manipulating presentation formats.Findings: The study revealed a positive relationship between self-evaluated numeracy and performance in accounting probability estimation. The findings suggest that switching the format of probability expressions from percentages to frequencies can improve the performance of participants with low self-evaluated numeracy.Research limitations/implications: Adding objective numeracy measurements could enhance results. Future numeracy research could add objective numeracy items and assess whether this influences participants' self-perceived numeracy. Based on this sample population of accounting students, the findings may not apply to large populations of accounting-information users.Practical implications: Investors' ability to exercise sound judgement depends on the accuracy of their probability estimations. Manipulating the format of probability expressions can improve probability estimation performance in investors with low self-evaluated numeracy.Originality/value: This study identified a significant performance gap among participants in performing accounting probability estimations: those with high self-evaluated numeracy performed better than those with low self-evaluated numeracy. The authors also explored a method other than additional training to improve participants' performance on probability estimation tasks and discovered that frequency formats enhanced the performance of participants with low self-evaluated numeracy.