{"id":4498,"date":"2026-05-02T04:33:18","date_gmt":"2026-05-02T04:33:18","guid":{"rendered":"https:\/\/abpi.uk\/?page_id=4498"},"modified":"2026-05-21T14:23:52","modified_gmt":"2026-05-21T14:23:52","slug":"may-2026","status":"publish","type":"page","link":"https:\/\/abpi.uk\/index.php\/may-2026\/","title":{"rendered":"MAY-2026"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"4498\" class=\"elementor elementor-4498\" data-elementor-post-type=\"page\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e7a2e96 e-flex e-con-boxed e-con e-parent\" data-id=\"e7a2e96\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-34a0d87 exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-spacer\" data-id=\"34a0d87\" data-element_type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.21.0 - 26-05-2024 *\/\n.elementor-column .elementor-spacer-inner{height:var(--spacer-size)}.e-con{--container-widget-width:100%}.e-con-inner>.elementor-widget-spacer,.e-con>.elementor-widget-spacer{width:var(--container-widget-width,var(--spacer-size));--align-self:var(--container-widget-align-self,initial);--flex-shrink:0}.e-con-inner>.elementor-widget-spacer>.elementor-widget-container,.e-con>.elementor-widget-spacer>.elementor-widget-container{height:100%;width:100%}.e-con-inner>.elementor-widget-spacer>.elementor-widget-container>.elementor-spacer,.e-con>.elementor-widget-spacer>.elementor-widget-container>.elementor-spacer{height:100%}.e-con-inner>.elementor-widget-spacer>.elementor-widget-container>.elementor-spacer>.elementor-spacer-inner,.e-con>.elementor-widget-spacer>.elementor-widget-container>.elementor-spacer>.elementor-spacer-inner{height:var(--container-widget-height,var(--spacer-size))}.e-con-inner>.elementor-widget-spacer.elementor-widget-empty,.e-con>.elementor-widget-spacer.elementor-widget-empty{position:relative;min-height:22px;min-width:22px}.e-con-inner>.elementor-widget-spacer.elementor-widget-empty .elementor-widget-empty-icon,.e-con>.elementor-widget-spacer.elementor-widget-empty .elementor-widget-empty-icon{position:absolute;top:0;bottom:0;left:0;right:0;margin:auto;padding:0;width:22px;height:22px}<\/style>\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-544772e e-flex e-con-boxed e-con e-parent\" data-id=\"544772e\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-915ee8d exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"915ee8d\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.21.0 - 26-05-2024 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#69727d;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#69727d;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t<p>1. PERSONALIZATION, TRUST AND PATIENT-CENTRIC DIGITAL MARKETING: AN EMPIRICAL INVESTIGATION OF ONLINE HEALTHCARE SERVICES<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-b3755ef e-flex e-con-boxed e-con e-parent\" data-id=\"b3755ef\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-53e0e6c elementor-widget__width-initial exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-htmega-toggle-addons\" data-id=\"53e0e6c\" data-element_type=\"widget\" data-widget_type=\"htmega-toggle-addons.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t            <div class=\"htmega-toggle-area\" >\n                \n                <div class=\"htmega-toggle-content-53e0e6c\" style=\"display: none;\">\n                    <div class=\"htmega_custom_content\"><p><em>Authors:\u00a0Dr. JAYJIT CHAKRABORTY<\/em><\/p><p><strong>Abstract<\/strong><\/p><p>The rapid digital transformation of healthcare has altered the patient-provider relationship, and one of the crucial factors in patient satisfaction is now personalised online marketing. Personalization, relevance and trust play an important role in the satisfaction of online health services. The research takes a sample of 400 healthcare companies and individual patient responses which are examined through quantitative methods such as regression and structural equation modelling to examine direct and indirect effects. The results indicate that personalization can significantly enhance the perceived relevance and trust, which in turn boosts patient satisfaction. The findings underline the importance of ethical data handling and managerial implications of healthcare firms that are interested in patient-centric marketing. The paper will add to the theoretical debate on digital marketing in the healthcare sector, as it will include the main concepts of personalization, trust and relevance in theories such as Technology Acceptance Model and Commitment-Trust Theory. \u00a0\u00a0\u00a0<\/p><p><strong>Keywords:<\/strong> Healthcare, Patient Satisfaction, Digital Transformation, Personalization, Trust, Relevance.<\/p><p><a href=\"https:\/\/abpi.uk\/wp-content\/uploads\/2026\/05\/26V420501.pdf\" target=\"_blank\" rel=\"noopener\"><strong><span style=\"color: #ff0000\">Download PDF<\/span><\/strong><\/a><\/p><\/div>                <\/div>\n\n                <div class=\"htmega-toggle-button\">\n                    <a href=\"#\" class=\"togglebutton-53e0e6c normal_btn\">Preview Abstract<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-down\"><\/i><\/a><a href=\"#\" class=\"togglebutton-53e0e6c opened_btn\">Close<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-up\"><\/i><\/a>                <\/div>\n\n            <\/div>\n\n            <script>\n                jQuery(document).ready(function($) {\n                    'use strict';\n                    $(\".togglebutton-53e0e6c\").on('click', function(){\n                        $(\".htmega-toggle-content-53e0e6c\").slideToggle('slow');\n                        $(this).removeAttr(\"href\");\n                        $(this).parent().toggleClass(\"open\");\n                    });\n                });\n            <\/script>\n        \t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-9ca16ed e-flex e-con-boxed e-con e-parent\" data-id=\"9ca16ed\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-8aedddd exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"8aedddd\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<p>2. ACCOUNTING STUDENT ACADEMIC DISHONESTY: WHAT ACCOUNTING STUDENTS BELIEVE<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-8bad536 e-flex e-con-boxed e-con e-parent\" data-id=\"8bad536\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-692d699 elementor-widget__width-initial exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-htmega-toggle-addons\" data-id=\"692d699\" data-element_type=\"widget\" data-widget_type=\"htmega-toggle-addons.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t            <div class=\"htmega-toggle-area\" >\n                \n                <div class=\"htmega-toggle-content-692d699\" style=\"display: none;\">\n                    <div class=\"htmega_custom_content\"><p><em>Authors:\u00a0NATALIE DIXON<\/em><\/p><p><strong>Abstract<\/strong><\/p><p>This study employs Cressey\u2019s Fraud Triangle framework analyze the determinants of academic misconduct among accounting students. The rising incidence of such behavior poses a substantive threat to academic integrity and, critically, to the development of ethical judgment and professional competence expected of future accounting professionals. Despite a well-established literature on academic dishonesty, relatively little is known about deterrence mechanisms as perceived by students themselves. Data were collected through an online Qualtrics survey administered to accounting students. The analysis estimates the regression on gender, public or private institution, academic years, and GPAs. Based on 85 completed responses, the findings indicate that instructor driven interventions are central to deterring academic misconduct. Students identify vigilant exam proctoring, the use of lockdown browsers and webcam monitoring, the administration of multiple equivalent exam versions, and the integration of open-ended, application-based assessments as particularly effective deterrents. These measures appear to reduce both the opportunity and rationalization components emphasized in the Fraud Triangle. By incorporating student perspectives into the analysis of deterrence, this study contributes to the accounting education literature and extends the application of fraud theory to academic settings. The findings provide actionable, evidence-based implications for faculty, administrators, and policymakers seeking to strengthen integrity within accounting programs and better prepare students for ethical professional practice.<\/p><p><strong>Keywords:<\/strong> Academic Dishonesty, Academic Integrity, Deterrence, Opportunity, Fraud Triangle.<\/p><p><a href=\"https:\/\/abpi.uk\/wp-content\/uploads\/2026\/05\/26V420502.pdf\" target=\"_blank\" rel=\"noopener\"><strong><span style=\"color: #ff0000\">Download PDF<\/span><\/strong><\/a><\/p><\/div>                <\/div>\n\n                <div class=\"htmega-toggle-button\">\n                    <a href=\"#\" class=\"togglebutton-692d699 normal_btn\">Preview Abstract<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-down\"><\/i><\/a><a href=\"#\" class=\"togglebutton-692d699 opened_btn\">Close<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-up\"><\/i><\/a>                <\/div>\n\n            <\/div>\n\n            <script>\n                jQuery(document).ready(function($) {\n                    'use strict';\n                    $(\".togglebutton-692d699\").on('click', function(){\n                        $(\".htmega-toggle-content-692d699\").slideToggle('slow');\n                        $(this).removeAttr(\"href\");\n                        $(this).parent().toggleClass(\"open\");\n                    });\n                });\n            <\/script>\n        \t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-30923c8 e-flex e-con-boxed e-con e-parent\" data-id=\"30923c8\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0c30b99 exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"0c30b99\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<p>3. THE RIPPLE EFFECTS OF CHANGES IN THE ACCOUNTING PIPELINE<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-47905f9 e-flex e-con-boxed e-con e-parent\" data-id=\"47905f9\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-a2a8e37 elementor-widget__width-initial exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-htmega-toggle-addons\" data-id=\"a2a8e37\" data-element_type=\"widget\" data-widget_type=\"htmega-toggle-addons.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t            <div class=\"htmega-toggle-area\" >\n                \n                <div class=\"htmega-toggle-content-a2a8e37\" style=\"display: none;\">\n                    <div class=\"htmega_custom_content\"><p><em>Authors:\u00a0NATALIE DIXON<\/em><\/p><p><strong>Abstract<\/strong><\/p><p><strong>Purpose<\/strong> This study examines the ripple effects of the approval by the AICPA and NASBA of a third pathway to satisfy CPA licensure requirements. The new model allows candidates to qualify with a bachelor\u2019s degree, two years of relevant professional experience, and successful completion of the CPA examination. It offers an option that reduces the traditional 150-credit-hour requirement to 120 hours supplemented by experience, introducing greater flexibility into the licensure process. This study explores the implications of this policy shift for higher education institutions, the accounting talent pipeline, and accounting students, while identifying strategies to support stakeholders during the transition. Given persistent concerns about declining accounting enrollments and talent shortages, understanding the consequences of this structural change is both timely and important. <strong>Design\/Methodology\/Approach<\/strong> This qualitative study is based on 16 semi-structured interviews with senior stakeholders across the accounting education and licensure ecosystem. Participants included audit partners, a corporate CEO, a state Society of CPAs leader, accounting department chairs, faculty members, a career advisor, and representatives from CPA exam review providers, capturing micro-, meso-, and macro-level perspectives. Interviews were designed to elicit insights into the perceived benefits, risks, and expected outcomes of the alternative licensure pathway. Data were analyzed using an iterative thematic approach, with coding and recoding to identify recurring patterns and emergent themes grounded in participant experiences. <strong>Findings<\/strong> Eight interconnected themes emerged. First, participants indicated that the 150-hour requirement has not consistently achieved its intended goal of enhancing technical competence, often lacking alignment with professional skill development. Second, the new pathway was viewed as a pragmatic shift toward a more flexible, experience-based model, though concerns remain about unintended consequences, particularly regarding candidate preparedness without advanced coursework. The pathway is widely perceived as improving access by reducing financial and time barriers, with potential to enhance diversity, especially among first-generation and underrepresented students. However, respondents emphasized risks related to uneven quality of experiential learning across employers and regions. While most participants anticipated a positive effect on the accounting pipeline, uncertainty persists regarding the scale and sustainability of increased CPA supply. The findings also underscore the need for curriculum reform and stronger collaboration among educators, regulators, and employers to ensure consistency in training and professional readiness. <strong>Originality\/Value<\/strong> This study offers one of the earliest empirical examinations of stakeholder perspectives on the alternative CPA licensure pathway. By integrating multi-level insights, it provides timely evidence on its system-wide implications and offers practical guidance for navigating this significant policy transition.<\/p><p><strong>Keywords:<\/strong> 150-\/120-Hour Education Requirement; Accounting Pipeline; CPA Licensure; Alternative Pathways.<\/p><p><a href=\"https:\/\/abpi.uk\/wp-content\/uploads\/2026\/05\/26V420503.pdf\" target=\"_blank\" rel=\"noopener\"><strong><span style=\"color: #ff0000\">Download PDF<\/span><\/strong><\/a><\/p><\/div>                <\/div>\n\n                <div class=\"htmega-toggle-button\">\n                    <a href=\"#\" class=\"togglebutton-a2a8e37 normal_btn\">Preview Abstract<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-down\"><\/i><\/a><a href=\"#\" class=\"togglebutton-a2a8e37 opened_btn\">Close<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-up\"><\/i><\/a>                <\/div>\n\n            <\/div>\n\n            <script>\n                jQuery(document).ready(function($) {\n                    'use strict';\n                    $(\".togglebutton-a2a8e37\").on('click', function(){\n                        $(\".htmega-toggle-content-a2a8e37\").slideToggle('slow');\n                        $(this).removeAttr(\"href\");\n                        $(this).parent().toggleClass(\"open\");\n                    });\n                });\n            <\/script>\n        \t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-62d0d70 e-flex e-con-boxed e-con e-parent\" data-id=\"62d0d70\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-21bdfa6 exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"21bdfa6\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<p>4. TRANSFORMATIONAL LEADERSHIP, INNOVATIVE WORK BEHAVIOR AND EMPLOYEES\u2019 INTENTION TO STAY IN START UPS: JOB CRAFTING, JOB EMBEDDEDNESS AND PSYCHOLOGICAL CAPITAL AS MODERATORS<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-a63e7f0 e-flex e-con-boxed e-con e-parent\" data-id=\"a63e7f0\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-884ca96 elementor-widget__width-initial exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-htmega-toggle-addons\" data-id=\"884ca96\" data-element_type=\"widget\" data-widget_type=\"htmega-toggle-addons.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t            <div class=\"htmega-toggle-area\" >\n                \n                <div class=\"htmega-toggle-content-884ca96\" style=\"display: none;\">\n                    <div class=\"htmega_custom_content\"><p><em>Authors:\u00a0ALEENA JOY<sup>1<\/sup>, VIJILA YESUDHAS<sup>2<\/sup>, SRAVANA KONNATH<sup>3<\/sup> and SATYANARAYANA PARAYITAM<sup>4<\/sup>*<\/em><\/p><p><strong>Abstract<\/strong><\/p><p>This study aims to investigate the dynamics of transformational leadership (TL) and intention to stay (ITS) in startup companies. A conceptual model is developed to explore the moderating role of job embeddedness and job crafting in influencing the TL and ITS mediated by innovative work behavior. Further, this study examines the role of psychological empowerment in motivating employees to stay with startup companies, especially in the context of a developing country, India. Using a cross-sectional design, data were collected from 578 respondents working in startup companies in southern India. After checking the psychometric properties of the survey instrument by conducting structural equation modeling [using LISREL software], hypothesized relationships were tested by employing PROCESS macros. The findings support a positive association of TL with employees\u2019 ITS. Results reveal that IWB mediates between TL and ITS. Further, three-way interaction between TL, job embeddedness, and job crafting in strengthening the relationship between TL and IWB has been supported in this study. Finally, psychological empowerment moderates the relationship between IWB and ITS. The results from this study underscore the importance of providing climate-enhancing job embeddedness and allowing employees to engage in job crafting to cultivate IWB. Moreover, psychological empowerment can strengthen the relationship between IWB and employees\u2019 ITS in nuanced startup organizations. This research explores the interplay of TL, IWB, and ITS with startup organizations. Further, the moderating role of job embeddedness, job crafting, and psychological empowerment in enhancing IWB and ITS within the startup organizations. The conceptual model and three-way interaction between TL, job embeddedness, and job crafting in influencing IWB, and the two-way interaction between IWB and psychological empowerment in enhancing ITS, is a pivotal contribution to the burgeoning literature on startup organizations.<\/p><p><strong>Keywords:<\/strong> Transformational Leadership, Innovative Work<\/p><p><a href=\"https:\/\/abpi.uk\/wp-content\/uploads\/2026\/05\/26V420504.pdf\" target=\"_blank\" rel=\"noopener\"><strong><span style=\"color: #ff0000\">Download PDF<\/span><\/strong><\/a><\/p><\/div>                <\/div>\n\n                <div class=\"htmega-toggle-button\">\n                    <a href=\"#\" class=\"togglebutton-884ca96 normal_btn\">Preview Abstract<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-down\"><\/i><\/a><a href=\"#\" class=\"togglebutton-884ca96 opened_btn\">Close<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-up\"><\/i><\/a>                <\/div>\n\n            <\/div>\n\n            <script>\n                jQuery(document).ready(function($) {\n                    'use strict';\n                    $(\".togglebutton-884ca96\").on('click', function(){\n                        $(\".htmega-toggle-content-884ca96\").slideToggle('slow');\n                        $(this).removeAttr(\"href\");\n                        $(this).parent().toggleClass(\"open\");\n                    });\n                });\n            <\/script>\n        \t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-85fffef e-flex e-con-boxed e-con e-parent\" data-id=\"85fffef\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-044756a exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"044756a\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<p>5. PRAGMATICS OF SILENCE AND PLAY: SANKARA AND DERRIDA ON WHAT LANGUAGE FAILS TO DO?<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-b1f0777 e-flex e-con-boxed e-con e-parent\" data-id=\"b1f0777\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-c14c0a5 elementor-widget__width-initial exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-htmega-toggle-addons\" data-id=\"c14c0a5\" data-element_type=\"widget\" data-widget_type=\"htmega-toggle-addons.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t            <div class=\"htmega-toggle-area\" >\n                \n                <div class=\"htmega-toggle-content-c14c0a5\" style=\"display: none;\">\n                    <div class=\"htmega_custom_content\"><p><em>Authors:\u00a0<\/em><em>HARSHAURYA KAUR<sup>1<\/sup> and Dr. DIKSHA SHARMA<sup>2 <\/sup><\/em><\/p><p><strong>Abstract<\/strong><\/p><p>The study brings into dialogue two radically different, yet philosophically convergent figures\u2014Adi Sankara (8 century CE), an ancient Indian philosopher, and Jacques Derrida (1930-2004), a poststructuralist and founder of deconstruction\u2014to interrogate the pragmatic afterlife of language once its semantic and representational certainties collapse. While Sankara treats language as a provisional tool to ultimately transcend the empirical reality and reach the ultimate one (Brahman), Derrida reveals the inherent instability and the play of meaning within language, making the closure of meaning perpetually deferred. Both the thinkers unsettle the metaphysics of presence, Sankara through his neti neti (not this,not this) and Derrida through deconstruction, exposing the trace and absence at the heart of signification. The study argues that their respective critiques of linguistic adequacy do not render language useless but rather reposition it as a site of performative, contextual, and existential significance. From Sankara\u2019s meditative and focused recitation to Derrida\u2019s insistence on repetition with diff\u00e9rance, a new kind of pragmatics emerge, one that foregrounds the unsayable, the iterable, and the deferred. By juxtaposing these traditions, the study proposes a post-semantic that both honors the silence beyond language and ethical play within it.<\/p><p><a href=\"https:\/\/abpi.uk\/wp-content\/uploads\/2026\/05\/26V420505.pdf\" target=\"_blank\" rel=\"noopener\"><strong><span style=\"color: #ff0000\">Download PDF<\/span><\/strong><\/a><\/p><\/div>                <\/div>\n\n                <div class=\"htmega-toggle-button\">\n                    <a href=\"#\" class=\"togglebutton-c14c0a5 normal_btn\">Preview Abstract<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-down\"><\/i><\/a><a href=\"#\" class=\"togglebutton-c14c0a5 opened_btn\">Close<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-up\"><\/i><\/a>                <\/div>\n\n            <\/div>\n\n            <script>\n                jQuery(document).ready(function($) {\n                    'use strict';\n                    $(\".togglebutton-c14c0a5\").on('click', function(){\n                        $(\".htmega-toggle-content-c14c0a5\").slideToggle('slow');\n                        $(this).removeAttr(\"href\");\n                        $(this).parent().toggleClass(\"open\");\n                    });\n                });\n            <\/script>\n        \t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-319b6b7 e-flex e-con-boxed e-con e-parent\" data-id=\"319b6b7\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-af9f9a2 exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"af9f9a2\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<p>6. EXPLORING THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE: VALUE EDUCATION AS A MEDIATOR AND SPIRITUAL INTELLIGENCE AS A MODERATOR<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-1aa729c e-flex e-con-boxed e-con e-parent\" data-id=\"1aa729c\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-9a635f0 elementor-widget__width-initial exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-htmega-toggle-addons\" data-id=\"9a635f0\" data-element_type=\"widget\" data-widget_type=\"htmega-toggle-addons.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t            <div class=\"htmega-toggle-area\" >\n                \n                <div class=\"htmega-toggle-content-9a635f0\" style=\"display: none;\">\n                    <div class=\"htmega_custom_content\"><p><em>Authors:\u00a0\u00a0SARITHA ANANDAPADMANABHA IYER<sup>1<\/sup>, MICHAEL SAMMANASU JOSEPH<sup>2<\/sup>, MAYARANI ESWARIKUNJAMMA<sup>3<\/sup> and SATYANARAYANA PARAYITAM<sup>4<\/sup>*<\/em><\/p><p><strong>Abstract<\/strong><\/p><p>This research paper investigates the interplay between emotional intelligence, value education, spiritual intelligence, and academic performance among business graduates. A conceptual model was developed, and the hypothesized relationships were tested. Data were collected from 377 students pursuing courses in higher educational institutions (HEIs) in southern India. After checking the measurement properties of the survey instrument by performing structural equation modeling (LISREL package), PROCESS macros were used to test the hypotheses. The findings indicate that emotional intelligence is a precursor to both academic performance and value education. The results support the positive impact of value education on academic performance. The findings support the moderating role of spiritual intelligence in the relationship between (a) emotional intelligence and academic performance, (b) emotional intelligence and value education, and (c) value education and academic performance. Spiritual intelligence as a moderator in relationships has been investigated, to the best of our knowledge, for the first time in the context of higher educational institutions in India, and it has made a significant contribution to the literature. This study underscores the importance of value education and spiritual intelligence in predicting performance outcomes among business graduates.<\/p><p><strong>Keywords:<\/strong> Value Education, Emotional Intelligence, Spiritual Intelligence, Academic Performance, Higher Educational Institutions, India.<\/p><p><a href=\"https:\/\/abpi.uk\/wp-content\/uploads\/2026\/05\/26V420506.pdf\" target=\"_blank\" rel=\"noopener\"><strong><span style=\"color: #ff0000\">Download PDF<\/span><\/strong><\/a><\/p><\/div>                <\/div>\n\n                <div class=\"htmega-toggle-button\">\n                    <a href=\"#\" class=\"togglebutton-9a635f0 normal_btn\">Preview Abstract<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-down\"><\/i><\/a><a href=\"#\" class=\"togglebutton-9a635f0 opened_btn\">Close<i aria-hidden=\"true\" class=\"fas fa-chevron-circle-up\"><\/i><\/a>                <\/div>\n\n            <\/div>\n\n            <script>\n                jQuery(document).ready(function($) {\n                    'use strict';\n                    $(\".togglebutton-9a635f0\").on('click', function(){\n                        $(\".htmega-toggle-content-9a635f0\").slideToggle('slow');\n                        $(this).removeAttr(\"href\");\n                        $(this).parent().toggleClass(\"open\");\n                    });\n                });\n            <\/script>\n        \t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>1. PERSONALIZATION, TRUST AND PATIENT-CENTRIC DIGITAL MARKETING: AN EMPIRICAL INVESTIGATION OF ONLINE HEALTHCARE SERVICES Authors:\u00a0Dr. JAYJIT CHAKRABORTY Abstract The rapid digital transformation of healthcare has altered the patient-provider relationship, and one of the crucial factors in patient satisfaction is now personalised online marketing. Personalization, relevance and trust play an important role in the satisfaction of&hellip; <a class=\"more-link\" href=\"https:\/\/abpi.uk\/index.php\/may-2026\/\">Continue reading <span class=\"screen-reader-text\">MAY-2026<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-4498","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/abpi.uk\/index.php\/wp-json\/wp\/v2\/pages\/4498","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/abpi.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/abpi.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/abpi.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/abpi.uk\/index.php\/wp-json\/wp\/v2\/comments?post=4498"}],"version-history":[{"count":22,"href":"https:\/\/abpi.uk\/index.php\/wp-json\/wp\/v2\/pages\/4498\/revisions"}],"predecessor-version":[{"id":4535,"href":"https:\/\/abpi.uk\/index.php\/wp-json\/wp\/v2\/pages\/4498\/revisions\/4535"}],"wp:attachment":[{"href":"https:\/\/abpi.uk\/index.php\/wp-json\/wp\/v2\/media?parent=4498"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}