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This case was developed from a primary source and is based on interviews and personal evaluations.

Maria was at a scheduled lunch with her direct manager, John, who inquired about the privacy leak regarding employee data she had found a few months earlier. Upon discovering the issue, Maria took on the task of ensuring the privacy leak was dealt with and resolved. John knew it was a challenging interdepartmental task because other managers did not immediately recognize the seriousness and full impact of the issue on employee privacy. Plus, the belief was that the project to combine two software programs improving CRM functionality, causing the employee data leak, needed immediate release. During the lunch, Maria stated that the privacy problem was fully eliminated and that, in the end, it did impact a lot more than only a few employees. John actively encouraged Maria in the conversation to seek feedback from Richard, the managing director directly involved and responsible for the project, which Maria had already done. When the feedback arrived, Maria felt extremely hurt by the comments and began to question the validity of the company’s values. Now, she must decide what her options are.

This case study is about dealing with feedback, career development and how to receive and provide feedback. It presents a situation that allows for a variety of ways to address negative feedback and shows that different reactions can have broader consequences for career development. At the same time, the case illustrates how feedback is given in international teams and companies, and how intercultural or gender-relevant circumstances may have to be considered.

This case study was written for use in BA and MA classes to promote discussion regarding feedback. Relevant courses in business and administration or an international business study program could be organizational behavior, communication training, conflict management, an intercultural competencies course or in line with career management sequences.

Early program BA students, BA students in advanced semesters as well as MA students with work experience are all markets for the case. It has been class-tested with BA international business students. While advanced BA and graduate students are able to and expected to enrich discussions by contributing personal stories, early program BA students benefit from learning how to create feedback and how to read feedback – including from other students, instructors and managers, to use during their first internships.

Data for this case was collected through multiple interviews with the founder, staff and customers of Miss Rizos. In total, about 10 h of interviews were recorded and transcribed. To write the case, the authors visited the firm’s premises in Santo Domingo. Furthermore, observations, participation as clients and informal interactions also resulted in additional data and evidence that supported the case. In addition, the authors consulted corporate documents and archival data, as well as secondary sources, such as internet news, blogs, YouTube and other social media.

In 2011 Carolina Contreras opened a beauty salon (“Miss Rizos”) located in the heart of Santo Domingo, on the same street where slaves were once sold. The “unapologetic” powerful aim of the salon was to empower Afro-descendant, Afro-Latino, Afro-Dominican women, helping them revitalize their image and feel proud of their coils, curls and waves – and ultimately, of their identity. By the end of 2019, Carolina established a second hair salon in New York City. The case dilemma takes place in the summer of 2023. It involves choices the firm faces regarding the enhancement of its “activist” spirit, the adequacy of its organization and, more urgently, regarding its viability and possible growth/“scaling-up”.

This case is useful in undergraduate courses for teaching issues on social entrepreneurship, race and responsible leadership.

Most research using extended unified theory of acceptance and use of technology (UTAUT2) and other technology acceptance models (TAM) are quantitative studies. This leaves room for interpretation when they are applied to university lecturers’ acceptance of online teaching because the models were originally created for the consumer perspective. This study aims to bridge this gap by integrating existing (quantitative) research with (qualitative) reasoning.

This study reflects online and hybrid teaching acceptance by reviewing exemplary existing research using UTAUT2 as the conceptual framework.

UTAUT2 TAMs use a broad range of criteria that do not immediately agree with university lecturers’ acceptance of online teaching. This study finds that existing research results are inconclusive and attempts to link criteria when suitable. Performance expectancy should not only encompass individual attitudes and skills but also the nature of the subject taught. Social influence is driven by recognition and student evaluations. Hedonic motivation best fits the elsewhere well-researched concept of intrinsic motivation. This study suggests that universities choose their online teaching technology wisely, promote its ease of use and offer training as well as continuous support to lecturers, especially when addressing future uncertainties.

This study explains the implications of using TAMs for research of higher education online teaching. Potential reasons and arguments for the inconclusiveness of the studies reviewed are discussed, and measures for university policy and communication improvement are suggested.

As technology usage rises and organizations increasingly adopt remote work, remote onboarding has emerged as a critical area requiring deeper exploration. This study aims to explore the affective commitment and engagement of employees who underwent remote onboarding in various industries across Germany. By addressing this gap, the research proposes an enhanced onboarding framework tailored to remote settings.

This study was designed as exploratory qualitative research from interviews with five participants employed across Germany. The research framework is the onboarding model by Cesário and Chambel (2019), and the model was applied to remote onboarding.

This study reveals a critical gap in existing onboarding frameworks: the absence of a dedicated IT welcome as a core component of remote onboarding. Participant narratives highlighted challenges with IT-based issues, stemming from IT department contact and access, as impacting commitment and engagement.

This study contributes to the field of remote onboarding by introducing a novel perspective that extends Cesário and Chambel’s (2019) three-component onboarding model. Unlike traditional onboarding studies that emphasize social and organizational integration, this study highlights IT department value to new hire engagement and commitment in digital work environments.