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Revisiting Carroll’s classic corporate social responsibility (CSR) pyramid framework, this paper aims to evolve a novel synthesis of ethics and economics. This yielded an “integrative CSR economics”.

This theory paper examined how to conceptually set up CSR theory, argue its ethical nature and establish its practical, social and empirical relevance. Economic analysis reached out from contemporary institutional economics to Smith’s classic studies.

The paper reconstructed all of Carroll’s four dimensions of CSR – economic, legal, ethical and philanthropic responsibilities – through economics. The paper discounted a core assumption of much CSR research that economic approach to CSR, including the instrumental, strategic “business case” approach to CSR, were unethical and lacked any foundations in ethics theory. Integrative CSR economics reframes research on viability and capability requirements for CSR practice; redirecting empirical research on links between CSP (corporate social performance) and CFP (corporate financial performance).

The paper focused on Carroll as the leading champion of CSR research. Future research needs to align other writers with integrative CSR economics. Friedman or Freeman, or the historic contributions of Dodd, Mayo, Bowen or Drucker, are especially interesting.

The paper set out how integrative CSR economics satisfies the “business case” approach to CSR and develops practical implications along: a systemic dimension of the market economy; a legal-constitutional dimension; and the dimension of market exchanges.

Integrative CSR economics creates ethical benefits for society along: a systemic dimension of the market (mutual gains); a legal-constitutional dimension (law-following); and the dimension of market exchange (ethical capital creation). Social benefits are not only aspired to but also are achievable as a business case approach to CSR is followed.

The paper’s main contribution is a new synthesis of economics and ethics that yields an “integrative CSR economics”.

SO Sir Monty Finniston has got his way. Well almost. A draft of a Royal Charter to establish an Engineering Council has been laid before Parliament. We just hope that it will not create still further dissension among those who rightly can currently call themselves Engineers.

The purpose of this paper is to determine the state-of-the-art in socially responsible sourcing (SRS) research, leading to an agenda for further work; and to evaluate the use of theory in this context. SRS is defined as the upstream social issues within the sustainability literature, where social issues include human rights, community development and ethical issues but exclude environmental concerns.

A systematic literature review of 157 papers that include SRS published in ABS listed journals. The papers have been analysed according to their research content, with a particular focus on the use of pre-existing theories.

Key findings for researchers and managers alike include an analytical discussion of strategies developed to date to embed SRS in an organisation; and key research gaps include a particular need to consider the supplier perspective in developing countries. In terms of the use of theory, a typology is proposed, which (in ascending order of effectiveness) is as follows: theory dressing, theory matching, theory suggesting/explaining and theory expansion.

The review is limited to papers published in the ABS list; and the analysis of the use of theory is limited to the SRS literature. The findings suggest that insightful papers can be written without any use of theory but that as a field develops, a greater depth of application of theory is needed to aid understanding.

This is the only review that focuses exclusively on social issues SRS, excluding environmental issues, thus allowing for a greater depth of discussion on social issues; and is unique in its detailed critical analysis of the use of theory.

The purpose of this paper is to introduce the viable system model (VSM) as a valuable tool to the food industry. A sugarcane supply chain was used to evaluate VSM's applicability to the food industry by exploring how VSM can help to understand its complexity.

VSM and qualitative research methods were combined in an interactive manner to produce a VSM diagnosis.

The VSM diagnosis highlighted that while continuity of the system is not at risk, many improvement opportunities exist. For example, the local mill management lacks autonomy, essential operational measurement cannot be realised, coordination is deficient and a vision or identity for the mill area and a joint effort to engage in strategic considerations is missing. Miller-grower fragmentation surfaced as one cause of these shortcomings.

Although VSM revealed shortcomings, it was unable to facilitate interventions for improvement. VSM's capacity in dealing with shortcomings should be strengthened and the merit of VSM in other food-related supply systems should be investigated.

Millers and growers need to become genuine partners and work jointly on the issues that challenge the system to realise the full potential that is embedded in the system.

VSM has not been applied in the sugar industry context and the amount of researches that explore sugarcane supply chains holistically is limited.

The purpose of this paper is to review the strategy literature in such a manner as to identify the key approaches and themes of current interest and thus provide a platform to position organisational cybernetics, in particular, the viable system model (VSM), as a complement to these established approaches.

The paper reviews the dominant themes of three conceptual strands to the business strategy domain (the resource‐based view, the strategy‐as‐practice approach and the strategy‐structure debate) to ascertain how they inform about the notion of strategy as the content of the process of strategising. Concepts from organisational cybernetics are examined to reveal how they can enrich our understanding of strategy, and complement the strategy domain conceptualisations.

This analysis presents the view of strategy as discourse for action. The VSM provides a device to support discussions about the organisational implications both of the process of strategising, as well as of considered strategies.

The different themes found within the strategy literature (e.g. the process of strategising, internationalisation, collaborative ventures and mergers and acquisitions) offer a rich domain within which organisational cybernetics and the VSM can enrich through its systemic epistemology. Likewise, the strategy domain can inform interpretations of the VSM. Together, this offers the opportunity for a new stream of enquiry.

The insights provided suggest that assistance can be given to organisations for them to improve, not only their strategy‐related activity, but also how they evaluate the organisational implications of considered strategies.

The paper bridges the two conceptual domains of strategy and organisational cybernetics to promote the view that they usefully enrich each other when attempting to understand strategy.

The current literature has not provided insight into the effects of using racially derogatory words in the context of academic instruction or when reviewing historical texts. This study aims to examine the impact of such microaggressive language on cognitive performance among university students.

Using experimental methodologies, the participants were recruited to the research lab and assigned to one of the three conditions, as they were exposed to a derogatory word, heard a replacement of the word or did not hear it at all. Given the results of prior studies, researchers hypothesized that participants holding marginalized racial/ethnic identities would experience greater levels of cognitive depletion, as measured by the Stroop (1935) color-naming task, when compared to their white counterparts, as it was expected that students from underrepresented racial/ethnic backgrounds would be more affected by use of such language.

The primary hypothesis was supported, as students from underrepresented backgrounds who were exposed to the microaggressive language displayed diminished Stroop (1935) performance as compared to those not exposed and their white counterparts who heard the same language.

This study adds to the literature surrounding the immediate impact of microaggression of university students holding marginalized racial/ethnic identities.

The experience of going natural or deciding to rock an afro, wash-n-go, twist-out, or braided updo on a campus where similar faces are rarely seen in the classroom, in the residence hall, or even in the nearby local community can be one fraught with numerous personal and political identity tensions. Nonetheless, this is the experience for many Black women collegians, both undergraduate and graduate, who choose to wear their natural hair in its kinky, curly, coily, or afro-textured state while in college. Through an intersectional perspective we examine the stories of six Black women and their experiences with their hair, identities, and community as they transitioned to wearing their natural hair. Through this study we center the bodies, voices, and needs of Black women as they navigate the complexities of thriving in a Eurocentric environment (i.e., a predominantly white university). This chapter ends with a call for greater attention to the meaningfulness of Black women's hair and a discussion of strategies for campus agents to more intentionally support Black women throughout their development in college.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

The purpose of this paper is to examine libraries’ responsibility to engage with and support communities of color as they challenge systemic racism, engage in the political process, and exercise their right to free speech. Many libraries have ignored the Black Lives Matter (BLM) movement, citing the need to maintain neutrality. Despite extensive scholarship questioning the validity of this concept, the framing of library neutrality as nonpartisanship continues. This paper examines librarianship’s engagement with, and disengagement from black communities through the lens of the BLM movement. It also explores the implications of education, engagement, and activism for people of color and libraries today.

The authors have engaged the topic from a critical race perspective as a practice in exercising voice – telling stories, presenting counterstories, and practicing advocacy (Ladson-Billings, 1998).

The assertion that libraries have been socially and politically neutral organizations is ahistorical. When libraries decide not to address issues relevant to people of color, they are not embodying neutrality; they are actively electing not to support the information and service needs of a service population. In order for libraries to live up to their core values, they must engage actively with communities, especially when those communities are in crisis.

As a service field, librarianship has an ethos, values, and history that parallel those of many other service fields. This paper has implications for developing understanding of questions about equitable service provision.

Large language models such as ChatGPT are a challenge to academic principles, calling into question well-established practices, teaching and exam formats. This study aims to explore the adaptation process regarding text-generative artificial intelligence (AI) of students and teachers in higher education and to identify needs for change.

The issue is explored in a mixed-methods approach based on Domestication Theory (Silverstone et al., 1992; Silverstone, 1994), incorporating views of both teaching staff and students. Both statistical and content analyses were carried out.

The results show that both students and teachers are conflicted about generative AI and its usage. Trepidation and fear stand against a general feeling that AI is an integral part of the future and needs to be embraced. Both groups show marked needs for training and rules and offer a variety of ideas for new exam formats.

This study provides a unique insight by exploring the attitudes and usage intentions regarding generative AI of two stakeholder groups: students and teachers. Its results can be of significant use to institutions deciding on their strategy regarding AI. It illustrates attitudes and usage intentions as well as needs of both groups. In addition, ideas for new assessment and teaching formats were generated.