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This paper aims to examine the impact on diverse students’ social equity outcome measures that result from incorporating social justice education and inclusive practices into an introductory course on sustainability offered online asynchronously, online synchronously and in-person.

From fall 2020 to fall 2021, 706 students took “Introduction to Sustainability” at Michigan State University. A revised curriculum increased inclusive practices and social justice content centered on race and other social identities; institutional, individual and implicit bias; interrupting bias; socialization; and spheres of influence. Students’ self-reported change was examined using a retrospective pre/post survey.

Students reported significant growth in social equity understanding and practice across teaching modes with in-person instruction associated with the largest reported growth. Students reported growth regardless of their racial/ethnic identity or gender, with instructor effects varying in expected ways. The gap in social equity understanding between students with low precourse ratings (on outcome measures) and those with high precourse ratings was significantly smaller after the course.

This study is not without limitations. First, the authors were limited in the student-specific information that they could collect. Second, the authors did not have access to an alternative course that could serve as a control. Third, the authors did not have the resources to also conduct an in-depth, thorough qualitative study. Furthermore, the authors did not conduct their investigation during “normal” campus life because it took place during the height of the COVID-19 pandemic. The pandemic was a factor that could not be accounted for and might have impacted the outcomes.

This study is novel in identifying and incorporating specific social justice education material, tools and practices for improved teaching of social equity components of sustainability.

Integrating self-determination theory with work-family boundary theory, this study delves into the mechanism (i.e. workplace anxiety) and boundary (i.e. intrinsic motivation) by which family motivation can inadvertently escalate work interference with family.

We conducted two three-wave field survey studies of 468 employees and 298 employees in China to test the theoretical model.

When intrinsic motivation is weak, employees with high family motivation feel anxious at work and thus experience more work interference with family.

The motivation to support one’s family through work increases the possibility of workplace anxiety and work interference with family. To alleviate this impact, cultivating intrinsic motivation is important. Thus, we encourage employees to be compassionate toward their internal feelings and needs while performing their jobs. Moreover, organizations are encouraged to improve employees’ intrinsic motivation by implementing practices that support their basic psychological needs.

This study casts new light on the potential adverse effects that family motivation may have on the work-family interface, challenging the prevalent belief that working for the family invariably improves the work-family interface. Moreover, it provides a new lens to understand how valuing the family inadvertently increases work interference with family.

This paper aims to conduct an interdisciplinary systematic literature review (SLR) of fake news research and to advance the socio-technical understanding of digital information practices and platforms in business and management studies.

The paper applies a focused, SLR method to analyze articles on fake news in business and management journals from 2010 to 2020.

The paper analyzes the definition, theoretical frameworks, methods and research gaps of fake news in the business and management domains. It also identifies some promising research opportunities for future scholars.

The paper offers practical implications for various stakeholders who are affected by or involved in fake news dissemination, such as brands, consumers and policymakers. It provides recommendations to cope with the challenges and risks of fake news.

The paper discusses the social consequences and future threats of fake news, especially in relation to social networking and social media. It calls for more awareness and responsibility from online communities to prevent and combat fake news.

The paper contributes to the literature on information management by showing the importance and consequences of fake news sharing for societies. It is among the frontier systematic reviews in the field that covers studies from different disciplines and focuses on business and management studies.