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This paper considers boundary spanning in relation to the creation of an executive-in-residence position at a midwestern comprehensive university and the resulting impact on school–university partnerships.

This paper is a case study. The researchers chronicle several current and ongoing school–university partnerships.

The creation of an executive-in-residence position is a unique approach to creating and strengthening school–university partnerships. This paper provides information and creates awareness of the potential benefits of using this approach within the context of the reader.

With increasing expectations and decreasing resources, it is as important now as ever to encourage the development of school–university partnerships. This paper is focused on practitioners with enough detail for replication.

To date, our understanding of ethical decision making and behavior in organizations has been concentrated in the area of moral judgment, largely because of the hundreds of studies done involving cognitive moral development. This paper addresses the problem of our relative lack of understanding in other areas of human morality by applying a recently developed construct - moral approbation - to illuminate the link between moral judgment and moral action. This recent work is extended here by exploring the effect that organizations have on ethical behavior in terms of the moral approbation construct.

This study sought to understand how a leader’s leadership is affected by their salient identities. To achieve this, the study employed a qualitative paradigm using a phenomenological methodology. Ultimately, the study worked to craft a shared understanding of how identity is experienced by leaders within the context of their own leadership. Textual descriptions are provided for each of the three themes of awareness and salience, leader differentiation and context affiliation, and identity as a situational factor in leadership. Implications for research and practice are highlighted for leadership educators.

Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not part of a student affairs preparatory program, nor is leadership education a commonly discussed professional competency. Using two simultaneous Delphi panels, Group A: Student Affairs Practitioners/Managers (n=17) and Group B: Student Affairs Preparatory Program Faculty/Directors (n=20), this study sought to ascertain the competencies required of entry-level student affairs leadership educators. Between the two panels, 128 unique competencies were identified. Four recommendations are provided to strengthen the professional development of student affairs leadership educators.

The purpose of this paper is to propose and empirically test an ethical decision‐making model in an information technology (IT) context. The model includes both demographic and personality variables, their direct influence on beliefs and judgments, and their influence on the relationships between beliefs, judgments, and moral intent.

Subjects were assessed on their perceptions of IT ethical scenarios both before and after discussing them with others in a web‐based chat room in order to test the research model.

The results show that gender has the most profound effect on ethical decision‐making, with ego strength also having a strong effect, while locus of control has a negligible effect. Beliefs and judgments about questionable behavior shifted after (a chat) discussion more for those with low ego strength than those with high ego strength.

The results suggest that the relationship among factors that influence ethical decision‐making is complex and different factors become more important in determining moral intent for different individuals.

Mind mapping can be a pedagogical tool that helps students brainstorm how to organize information in a way that incorporates creative and active learning, as well as critical thinking. In this article, we describe the application of using mind maps in an undergraduate course focused on teaching leadership theory as an effort to help students think more holistically about how theories intersect with their lives. The assignment description, rubric, and details of the application are provided. Examples of ways students have organized their maps to integrate theories into their lives (e.g., based on themselves, organizations, or metaphors) are also included. Through this practice, we found that mind mapping leadership concepts to areas of students’ lives develop their ability to describe how leadership theories operate holistically in their life, rather than limiting their understanding to one or two popular theories. We recommend leadership educators consider mind mapping as a pedagogical tool to teach theories and other content that require understanding in a broader context.

This study explored the role that Instagram, a prominent social media platform, plays in the consumer decision-making process of young adults (age 18–27 years) in the United States as they shop online for apparel and interact with the digital profiles of apparel brands. Specifically, this study compared consumers' purchase and post-purchase evaluation behaviors on Instagram between Millennials and Generation Z, and investigated the role of consumers' trust of Instagram on these behaviors.

A survey instrument was developed to explore critical variables, including consumers' purchase and post-purchase evaluation behaviors on Instagram, consumers' trust of Instagram, and demographic factors, adapting previous works from Ko (2018), Djafarova and Rushworth (2017), and Herrando et al. (2019). Survey responses were collected via the Qualtrics participant panel service (N = 226), then coded and analyzed using JMP Pro (Version 14.2).

Results indicated that statistically significant mean differences were present among several key variables, including between Millennial and Generation Z post-purchase behaviors on Instagram, willingness to share feedback about a brand experience on Instagram, and trust of content on Instagram. Additionally, it was determined that purchase and post-purchase behaviors on Instagram are significantly different depending on whether or not a consumer trusts Instagram and the content therein.

While online consumer behaviors have been previously studied, the impact of young adults' Instagram usage on their purchase and post-purchase evaluation behaviors in the apparel sector had not been thoroughly examined. The findings from this study provide meaningful insights on the purchase and post-purchase behaviors on Instagram of young adult consumers from different generational cohorts. They demonstrate that developing trust with young adults is critical to the success of brands trying to reach this demographic on Instagram.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Recently, international initiatives have targeted the South American Amazon with the hope of improving education outcomes there. The effort may be well intended. However, implementing and evaluating literacy projects in this vast and resource-rich jungle, characterized by abundant linguistic and cultural variety since pre-colonial times, inevitably results in a clash of worldviews. This chapter presents the results of a critical interpretive review of research and policy documents related to literacy development efforts in South America, with special attention to the most excluded Amazonian regions in Peru. I used the theoretical construct of research paradigms (Sipe & Constable, 1996), to identify interconnected assumptions and worldviews (Jones, Torres, & Arminio, 2006) in research and policy agendas promoting international literacy. My analysis revealed the existence of three main assumptions behind international collaboration efforts in literacy and how they are problematic for the South American Amazon. Findings reveal how the research framework toward literacy, the visions regarding the contribution of national assessments to educational quality, and the conceptualizations of the relationship between education and development, emerging from international discourses, may encounter alternative ideas that are equally valid in the South American Amazon. The conclusions have important implications for global meaning making regarding literacy development, and specifically for the design, implementation, and evaluation of international literacy-based projects in countries where Spanish is the dominant language.