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Reveals how the Hays Challenge, a serious game developed to respond to key business objectives for the attraction of graduate recruits, was developed and implemented.

Describes how a recruitment-orientated serious game was developed and implemented at Hays plc. Applied research was conducted through a series of focus groups that informed the design process.

Reveals that more than 40,000 players from 190 countries have played the Hays Challenge. Within the UK business 73 percent of the most recent graduate applicants have played the Hays Challenge.

Explains that anecdotal information from the internal-recruiting teams suggests that there has been an improvement in the quality of applicants and that their knowledge about recruitment consultancies is much more evident.

Describes an interesting and attractive way of providing information about careers in recruitment to today's internet-savvy young people.

Fills a gap in the relatively limited published research into how serious gaming can be used in the attraction and initial self-selection stage of the recruitment process. Adds further insight for practitioners into this area and demonstrates some of the benefits of adopting such an approach.

This paper aims to explore how leadership development can be used to support delivery of an organisational and brand strategy.

This is a case study that demonstrates how a leadership development programme contributed to building, sharing and retaining knowledge and developing expertise in pursuit of the delivery of an organisational and brand strategy at Hays plc.

Using Eraut and Hirsch's three domains of knowledge as a base, this case study explores how the design of the programme allowed for both individual and social knowledge acquisition and transfer in support of the brand value of expertise.

The case study describes how leadership development can be used as a tool to enhance expertise and facilitate organisational knowledge sharing. It outlines a number of practical steps that HR professionals should consider when designing and implementing similar organisational interventions.

A case study showing how leadership development can be embedded within a CSR framework to deliver stakeholder benefits, competitive advantage and an economic return at a time when investment in CSR and training and development are often reduced. The aim was to bring leadership development “to life” through complex CSR related challenges bringing value to all the stakeholders: participants, community partners, community partner service users, Hays plc and its shareholders.

This case study describes an approach combining strategic CSR and leadership development at Hays plc. The approach taken at Hays was grounded in the company's strategic context, supported the development of a cadre of “dual agenda” business leaders and provided value to all stakeholders concerned. The paper sets out the practical steps of the intervention, from strategy development to programme design and through to implementation and capturing the benefits for all the stakeholders.

The strategic approach to CSR has combined the benefits of real world learning for the participants, helping the transferability of new skills from the training room back to the work‐place whilst, at the same time, building sustainability within the workplace and with our community partners.

The case study shows how combining strategic CSR with leadership development, can inculcate “dual agenda” thinking within a business, and bring real benefits to all stakeholders including a measurable ROI for Hays.

Reviews Leadhills Library, Britain’s first subscription library and also the first subscription library in Britain to have a working‐class base. It originated the ideology of mutual improvement as applied to libraries in Scotland, which has clear links with the social philosophy of the period and formed an organizational model for others to follow. Its book selection policy was both progressive and independent and much of its early stock still survives in situ in a building which has probably been occupied since the late eighteenth century. It functioned actively as a library from 1741 until the mid‐1960s and is still available for use today. The surviving stock, catalogued in 1985, totals about 2,500 volumes.

This study examines the effect of delegation of decision rights, moral justification (MJ), and ethical climate (EC) on managers’ misreporting in the financial services sector. We employed an online research panel called Qualtrics, to collect data based on a sample of 127 middle-level managers from various US financial services firms. We find that MJ mediates the relation between delegation and misreporting, suggesting delegation of decision rights increases employees’ misreporting indirectly by increasing MJ. We also find that EC significantly moderates the relationship between MJ and misreporting. Furthermore, our test of the moderated-mediation effect reveals that the indirect effect of the delegation of decision rights on misreporting through MJ is stronger when there is a higher level of instrumental climate (IC) and a lower level of principle climate (PC).

The purpose of this study is to examine students who have recently graduated from the standard 120 credit accountancy program and compare and contrast their ethical perceptions with students who have recently graduated from the AICPA-mandated 150 credit accountancy program which includes 30 extra credits with a focus on ethics.

Recent graduated accounting students from selected Association to Advance Collegiate Schools of Business were asked to fill out a cross-sectional survey based on Victor and Cullen's Ethical Climate Questionnaire (ECQ) to determine whether a difference exists between the two groups' ethical perceptions. The nine hypotheses derived from the ECQ were tested using an independent sample t-test and Levene's test for the homogeneity of the variances between the two groups.

Compared with graduates of the 120 credit program, 150 credit program graduates scored significantly higher in ethical perceptions on five domains: Company Profit, Friendship, Team Interest, Personal Morality, and Rules, when testing at a confidence level of 95 percent. The two groups were not significantly different in the domains of Self-Interest, Efficiency, Social Responsibility, or Laws.

The paper includes implications for the need to encourage ethical intervention through education in the accounting curriculum. This study is part of a growing body of research for teaching ethics within the accounting profession.

This paper fulfills an identified need to study business ethics. Corporate scandals in the late 1990s and early this century led to a decline in the public's trust of the accounting profession. Since that time, the government, companies, and universities have attempted to rebuild that trust through a number of methods, such as passing laws requiring better regulation and more disclosure as well as requiring improved ethics education for future accountants.

Considers the impact of a range of variables on confidence in the police, including those given little or no previous attention, e.g. measures of crime experience and of conservative political orientation. Draws data from a larger study of urban crime‐prevention issues based on Cincinnati, Ohio. Finds that respondents’ race is not a significant determinant of confidence in the police; the most important determinant being the community context. Suggests that neighborhood social integration may provide a supportive context which could encourage positive evaluation of formal institutional arrangements. Finds that attitudes toward the police (ATP) are regulated by the social context and that much of the existing research, which excluded contextual variables, may have been wrong in making race a significant variable. Notes that confidence in the police is higher in women than in men, but this may be due to a lower rate of antagonistic contact between police and women (not measured here).