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The purpose of this study is to explore, develop, and evaluate a new sustainable development goals (SDG) index that quantifies corporate social responsibility (CSR). By providing a granular perspective with clear justification for methods, this index is more applicable to academic research in comparison with the CSR indices published by private companies.

Focusing on the Fortune 500 companies in 2017, this study uses data from Bloomberg, ASSET4, and the Carbon Disclosure Project. A z-score was calculated for each variable, which was then aggregated according to the SDG indicator list to calculate each SDG score. Various robust analyses were conducted.

The SDG index shows that companies tend to score worse on environment-related goals compared with social goals. Furthermore, for each SDG, there are differences across industrial sectors, a finding that is enabled by the more granular approach of this index. Additionally, the leaders and laggards are identified for each of the SDGs.

This study identifies the methodological weaknesses of the existing CSR indices and introduces and evaluates an alternative index based on the SDGs. This alterative index provides methodological clarity and granularity of data, which were lacking in previously established indices.

The purpose of this study was to determine the leadership practices needed to improve academic achievement and generate positive change in school organizations. The study was also conducted to provide insight to principal preparation programs and school districts about effective transformational leadership practices. A quantitative research method was used to achieve the survey study. Ninety-two teachers completed the Leadership Practices Inventory developed by Kouzes and Posner. Data was analyzed with the use of descriptive statistics and t- tests. The findings of the study indicate that (a) principals in high performing schools employ all leadership practices more frequently than principals in lower performing schools and (b) inspiring a shared vision and challenging the process are the two practices that have the biggest impact on student achievement. It is recommended that principal preparation programs incorporate Kouzes and Posner’s transformational leadership model into their curriculum in order to develop highly qualified school leaders.

The purpose of this article is to present a systematic review of scientific production on career stages in the last decade (2011–2020). More specifically, it seeks to understand the methodological approaches, how career stages have been operationalized in research in the Management field, and the main results of these researches.

The authors searched articles about career stages on the Web of Science database published between 2011 and 2020. The final portfolio for the systematic review included 20 article based on pre-established criteria for the selection.

The results present an overview of these articles, as well as the methodological approaches used. The authors confirmed that there is no consensus on the operationalization of the career stage. Five topics associated with career stages were discussed: workers' attitudes and behaviors; training and mentoring; intentions; perception of success and work-life balance; and work values.

The authors found no other studies concerning the review of scientific production on career stages and divergences in the operationalization of the theme. However, considering the large number of research studies that deal with careers and their stages, it is relevant to discuss how the career stages can be operationalized and whether their operationalization is valid.