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While corporate social responsibility (CSR) has been gaining support for the role it plays in employee outcomes, such as organizational identification (OID), the view of CSR from a social identity perspective is underdeveloped. This conceptual chapter explores the role of social identity processes grounded in organizational justice to develop a model of CSR attributions and the moderating role these attributions play in organizational member outcomes. CSR is understood as the relational processes happening with stakeholders, and these relationships engage specific organizational identity orientations. The social identity process flows from there, resulting in CSR attributions including strategic, relational, and virtuous. Using social identity, organizational identity, and organizational justice, this chapter makes two specific contributions: a CSR attribution typology grounded in organizational justice and the moderating impact of these attributions between activated justice dimensions and resulting organizational member outcomes.

Sociologists have long thought of the integration of people in communities – social integration – and hierarchical social systems – systemic integration – as contradictory goals. What strategies allow organizations to reconcile social and systemic integration? We examine this question through 40 in-depth, longitudinal interviews with leaders of nonprofit organizations that engage in the dual pursuit of social and systemic integration. Two processes reveal how the internal structure of organizations often mirrors the ways in which organizations are embedded in their local environments. When organizations engage in loose demographic coupling, relegating those who “match” the community to the work of social integration, they produce internal inequalities and justify them by claiming community building as sacred work. When engaging in community anchoring, organizations challenge internal and external inequalities simultaneously, but this process comes with costs. Our findings contribute to a constructivist understanding of community, the mechanisms by which organizations produce inequalities, and a place-based conception of organizations as embedded in community.

Mindful leadership offers a powerful antidote to the stress and burnout facing many school leaders today. This chapter integrates three key streams of mindfulness research and practice – contemplative, cognitive, and organizational mindfulness – to present a more caring and compassionate model of educational leadership.

Drawing on the experiences of focal school leaders, the chapter explores how mindful leadership practices can transform schools by cultivating awareness of self and others. In addition, this chapter explores how leaders can situate themselves within and the larger school-community environment, developing equanimity and resilience in the face of challenges, adopting a stance of curiosity and openness to multiple perspectives, nurturing authentic relationships and emotional attunement, and navigating paradoxes of purpose and identity with wisdom.

Rather than a fixed technique, mindful leadership is presented as an ongoing practice and way of being – purposeful, present, and openhearted. By starting where they are and committing to continual growth, educational leaders can become leaders in fostering cultures of well-being and transformative learning. The chapter concludes with suggested mindfulness practices for individuals and organizations to support this lifelong journey. Mindful leadership is ultimately a courageous and pragmatic path to more clearly see reality, embrace vulnerability, and wholeheartedly engage in positive change.

Education tends to colonize. Established authorities (teachers, curricula, and examinations) instruct newcomers, extending conditional membership. This presents a dilemma for teachers seeking to instill in their students habits of critical, creative, and lateral thinking. In Australia as elsewhere, blueprint educational documents embody lofty aspirational statements of inclusion and investment in people and their potential. Yoked to this is a regime routinely imposing high-stakes basic-skills testing on school students, with increasingly constrictive ways of doing, while privileging competition over collaboration. This chapter explores more informal, organic learning. This self-study narrative inquiry explores my career in terms of a struggle to be my most evolved, enlightened self, as opposed to a small-minded, small-hearted mini-me. To balance this, I examine responsible autonomy (including my own), rather than freedom. This chapter also explores investment in humans, with the reasonable expectation of a return on that investment. It draws and reflects upon events in or impacting my hometown, Sydney, Australia, focusing largely on WorldPride, the Women's World Cup, and a referendum on an Indigenous voice to parliament, all of which took place as I compiled this chapter. Accordingly, the narrative focuses primarily on sexuality, gender, and race. I explore the capacity of my surroundings to teach me and my capacity to learn from my surroundings. The findings and discussion comprise diary-type entries of significant events and their implications for (my) excessive entitlement. The final section of this chapter reviews what and how I have learned.

This chapter revisits, reinforces, and extends our view of the underpinning principles and practices of school leadership in Aotearoa New Zealand. It presents extracts from case studies of schools that illustrate the crucial role of the principal in ensuring ongoing improvement and innovation while working in increasingly complex and uncertain environments. The chapter discusses the need to understand the importance of relationships between individuals and groups, actions, contexts, environments, and cultures where processes of interaction shape principals' practices. Features of complexity thinking are used as a lens through which to understand schools as complex adaptive systems and illustrate the importance of the dynamics of the interactions among the agents and elements within the New Zealand educational system. The chapter concludes by drawing together the implications for leadership that emerge across this chapter.

As employees face increased turbulence due to uncertain economic and organisational conditions, they are nowadays pushed to be proactive in both their jobs and careers in terms of heightened customisation, adaptability and flexibility. Drawing from the career construction theory, we examine the reciprocal associations of a contemporary career orientation among employees to customise one’s own career (i.e. protean career orientation) vs one’s own job (i.e. job crafting behaviours) as well as the boundary conditions due to the levels of career adaptability.

We conducted a cross-lagged study with three waves using data collected from a sample of Polish employees. The data were analysed using structural equation modelling in AMOS.

Results from a cross-lagged panel study with 168 participants revealed a bidirectional relationship between protean career orientation and job crafting behaviours. The results also confirmed the moderating role of career adaptability between these two variables.

This research is one of the first to examine a reciprocal relationship between protean career orientation and job crafting. Moreover, it examines the moderating role of career adaptability in the aforementioned association.

This study aims to examine the mediating role of audit seasonality on the association between audit fees and audit quality in Nigerian deposit money banks.

The sample comprises 14 banks with annual financial statements between 2008 and 2020. The modified Baron and Kenny’s (1986) causal mediation model by Iacobucci et al. (2007) through the use of bootstrapped partial least square structural equation modelling and Sobel’s (1986) z-test is adopted to achieve this study’s objective.

The results of the causal mediation analysis show evidence of a fully mediating role of c between audit fees and audit quality in the Nigerian banking industry.

This study extends the body of knowledge by demonstrating how audit fees influence audit quality through audit seasonality as a mediator in line with the job demands-and resources and conservation of resources theories. Regulatory authorities should be wary of policies that will further increase the workload of already burdened personnel of audit firms as the uniform fiscal year-end of 31 December introduced in the Nigerian banking system has unintended consequences on audit fees and audit quality.

To the best of the author’s knowledge, this is one of the first studies to provide evidence on the indirect association between audit fees and audit quality.

The purpose of this paper is to identify entrepreneur mentor benefits and challenges as a result of entrepreneurship mentoring in higher education (HE).

An entrepreneurship mentoring scheme was developed at a UK university to support prospective student entrepreneurs, with mentors being entrepreneurs drawn from the local business community. A mentor-outcomes framework was developed and applied to guide semi-structured interviews.

Results supported the broader applicability of our framework, with a revised framework developed to better represent the entrepreneur mentor context. Alongside psychosocial and personal developmental outcomes, mentors benefitted from entrepreneurial learning, renewed commitment to their own ventures and the development of additional skills sets. Enhanced business performance also manifested itself for some mentors. A range of challenges are presented, some generic to the entrepreneur setting and others more specific to the higher education (HE) setting.

The framework offered serves as a starting point for further researchers to explore and refine the outcomes of entrepreneur mentoring.

The findings serve to support those considering developing a mentor programme or including mentoring as part of a formal entrepreneurship education offer, specifically in a university setting but also beyond.

The vast majority of entrepreneurship mentoring studies focus on the benefits to the mentee. By focusing on benefits and challenges for the entrepreneur mentor, this study extends our knowledge of the benefit of entrepreneurship mentoring. It offers an empirically derived entrepreneur mentor outcomes framework, as well as offering insights into challenges for the entrepreneur mentor within an HE setting.