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This paper aims to offer a new history of management by tracing a religious dimension of scientific management. The thesis is that the good was foundational for bringing scientific management to success in Taylor’s native Quaker Philadelphia in the 1880s. The paper’s main contribution is to contrast the philosophical origins of Taylor’s ideas in scientific management to his native Quaker roots, and how Taylor, over time, into the 1910s, wrestled with this issue.

The paper is situated in historical interpretivism and subjectivism, leaning on contextual and narrative research on religious morality.

Quaker morality prevented managerial opportunism at Taylor’s Midvale Steel in the 1880s. Conversely, by the 1900s and 1910s, interest conflicts between workers and managers escalated when scientific management moved out of its traditional cultural contexts of Quaker Philadelphia and spread across the USA. The historical implication is, already for Taylor’s time, that scientific management never was the “one-best way” of management.

Future research needs to deepen and broaden research on scientific management when tracing the significance of religion and culture in management thought.

The paper has implications for modern studies of business morality by uncovering the practical relevance of religious business ethics at the outset of management studies.

The historic emergence of scientific management points to a theory of institutional evolution and economic growth, when religiously grounded governance of the firm deinstitutionalized, and institutional economic governance, with different but superior economic advantages, progressed by the 1900s.

The paper suggests an alternative version of the intellectual heritage of management studies by tracing the legacy of Taylor’s Quakerism and how religious and cultural ideas contributed to the formation of science in management.

This chapter provides an overview of the current state of college student mental health. It describes the contextual factors affecting college students’ mental health, such as institutional funding devoted to students’ wellbeing; the COVID-19 pandemic and its consequences; and sociopolitical realities such as racism, gun violence and anti-Semitism. The sensationalistic and opportunistic portrayal of college student mental health in popular media is explored, as are the positive and negative effects of social media on students’ wellbeing. Finally, the current scene with regard to college student mental health is placed in a historical context to highlight long-standing concerns and changing trends facing today’s college students.

Negotiation as a communication process is most prevalent in the business world. So, most research and work to date has focused on exploring the specifics of this area. The fundamental difference between business or everyday negotiation and crisis negotiation is that a crisis creates special environmental conditions in which it is impossible to continue normal operations and the problem that has arisen must be resolved. Therefore, the focus of this chapter is on negotiations in crisis situations, which carry greater potential responsibility than ordinary business negotiations. This study looks at strategies and tactics for negotiating in crisis situations, examines specific strategies and tactics, and determines whether there are certain regularities in negotiating in crisis situations. Crisis situations also require an urgent solution to the problem, as the cost of not reaching an agreement is high. The phenomenon of negotiation is seen as a communication process. The specific objective is to investigate the importance of communication in the negotiation process in different crisis situations. The research was conducted through semi-structured interviews with 15 interviewees from different countries in Europe and the Middle East who have experience in crisis negotiations. Each of them had a specific negotiation situation and the only thing they have in common is the experience of negotiating in a crisis. The results indicate that in the different areas of negotiation, the focus is on building long-term relationships, an integrative negotiation strategy and attention to ethical negotiation tactics.

Professional and corporate codes of ethics (Codes) are commonly used, but they are not consistently effective. Research has indicated the importance of values included in Codes, but there is little research exploring how to improve the effectiveness of Code values. There are proven pedagogies that can be used in ethics training, notably, the values-focused approach known as value self-confrontation (VSC). VSC comes from the field of psychology and has been researched for over 50 years. This theory-based methodology is effective at increasing the importance of targeted values and positively changing attitudes and behaviors. Based on our thematic review of extant VSC literature, we develop a simplified VSC implementation strategy and instrument called code value self-confrontation (CVSC). CVSC involves a self-confrontation between a participant’s personal values and the values of the organization. This confrontation can create value dissonance in the participant, which can increase the importance given to the values of the organization. VSC has been effective at positively impacting pro-organization behaviors as well as societal issues such as equality, race relations, and environmentalism. By increasing the importance of ethical values, organizations can be rewarded with behavioral changes that translate into more ethical work behaviors and decision-making.

By adopting a Social Exchange Theory (SET) lens, this paper aims to integrate the often-fragmented literature streams of Vocational Behavior (VB), Career Development (CD), and Human Resource Management (HRM) to offer a conceptual model for framing sustainable careers.

A conceptual approach is taken whereby eight propositions are developed to integrate the fragmented literature streams of VB, CD, and HRM.

We posit that external factors and career counseling moderate the positive relationship between employability capital and self-perceived employability. We also argue that self-perceived employability is positively associated with career success and that career crafting moderates this relationship. Finally, we propose that career success is positively associated with a sustainable career, which, in turn, is positively associated with a sustainable organization.

The practical contribution comes from informing VB, CD, and HRM policies and practices to maximize sustainable outcomes for individuals and organizations. The paper concludes with recommendations for future research.

The theoretical contribution comes from integrating the three literature streams to offer a conceptual model as the basis for further interdisciplinary collaborations.

This study aims to explore the impact of engaging in serious leisure (SL) on the well-being (WB) and self-perceived employability (PE) of university students while also considering the role of career adaptability (CA) as a mediator.

A total of 905 domestic undergraduate students from China completed an online survey.

The findings reveal that participation in SL positively influences WB and PE. Additionally, the results indicate that CA mediates the SL-WB relationship but not the SL-PE relationship.

The theoretical contribution of this research comes from advancing our understanding of sustainable career theory through empirical testing of SL, PE, and CA on WB outcomes within a higher education setting. The practical implications of this study involve providing universities with strategies to support domestic Chinese undergraduate students in enhancing their WB and PE through active engagement in SL pursuits and the development of CA. Moreover, our findings serve as a foundation for future research investigating whether insights gained from domestic Chinese undergraduate students can provide solutions on a global scale to address the persistent challenges of improving student WB and PE.

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.

Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.

The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.

The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.

We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.

Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.