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The purpose of this paper is, first, to summarize six studies which analyze the key characteristics of different types of employees. Three types of employees found in workplaces all over the world are identified as “Necessities,” “Commoners,” and “Parasites” and, second, to combine the results of these studies in order to identify the key traits and behaviors that characterize each type of worker across a variety of social and cultural settings.

For starters, three types of employees are defined. First, a person is a Necessity if s/he is irreplaceable and critical to the functioning of an organization. Second, a Commoner is a person of normal ability and talent who has no significant impact on organizational processes. Last, Parasites are detrimental freeloaders who damage the functioning of an organization. To identify the principal characteristics of these three types of workers, a group of researchers led by the first author conducted six studies in which they collected survey data from undergraduate and graduate business students in the USA, India, Korea, Chile, and Japan.

The authors note the points of commonality and difference across the data sets, and offer their thoughts on future research in the area. The perceptions of what characterizes really good workers (people of Necessity) and very bad workers (Parasites) appear to be the same in all five countries. The picture painted for the Commoner across all data sets, however, is not as clear‐cut.

The study described in this paper helps to explain both similarities and differences in employee characteristics between and among workers in different countries and cultures.

Volume 25 celebrates the 25th year of publication for the American Journal of Business (AJB). Launched by eight MAC schools of business in March 1986, the Journal has featured more than 700 authors who have contributed more than 330 research articles at the intersection of theory and practice. From accounting to marketing, management to finance, the Journal prominently covers the breadth of the business disciplines as a general business outlet intended for both practitioners and academics. As the Journal reaches out beyond the MAC in sponsorship, authorship, and readership, we assess the Journal’s first quarter century of impact.

Reviews the development of the corporate social responsibility (CSR) concept and its four components: economic, legal, ethical and altruistic duties. Discusses different perspectives on the proper role of business in society, from profit making to community service provider. Suggests that much of the confusion and controversy over CSR stem from a failure to distinguish among ethical, altruistic and strategic forms of CSR. On the basis of a thorough examination of the arguments for and against altruistic CSR, concurs with Milton Friedman that altruistic CSR is not a legitimate role of business. Proposes that ethical CSR, grounded in the concept of ethical duties and responsibilities, is mandatory. Concludes that strategic CSR is good for business and society. Advises that marketing take a lead role in strategic CSR activities. Notes difficulties in CSR practice and offers suggestions for marketers in planning for strategic CSR and for academic researchers in further clarifying the boundaries of strategic CSR.

The purpose of this paper is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be realised.

The paper draws on a thematic analysis of: previously published findings from three empirical studies undertaken between 2003 and 2015; new data from two empirical studies undertaken between 2012 and 2016; and recent literature (2013-2016) on judgementoring.

The paper provides further evidence of the nature, reach, causes and consequences of judgementoring as a national and international phenomenon. In doing so, it extends previous knowledge about the conditions that enhance or detract from the successful enactment of beginner teacher mentoring.

The findings presented have implications for the work of education policymakers, school and college leaders, mentor trainers, mentors and others concerned with enhancing mentorship and effectively supporting the professional learning, development and well-being of beginning teachers.

The paper presents ONSIDE Mentoring as an original, research-informed framework for mentoring beginner teachers. The framework may also be applicable to other contexts, especially for the mentoring of early career professionals.