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Studies on vulnerability in the workplace, although relevant, are rare because it is difficult to access. This article aims to focus on the benefits of using autopraxeography to study and step back from vulnerability at work.

Autopraxeography uses researchers' experience to build knowledge.

Autopraxeography provides a better understanding of vulnerability and the opportunity to step back from the difficulties experienced. Instead of ignoring experiences related to vulnerability, this method makes it possible to transform them into new avenues of knowledge. Moreover, it enables researchers to step back from experiences of vulnerability, thus making them feel more secure.

The main differences from other self-studies stem from the epistemological paradigm in which this method is anchored: pragmatic constructivism. The most important difference is the production of generic knowledge in three recursive steps: writing in a naïve way, developing the epistemic work and building generic knowledge.

We estimate the effects of job insecurity on the mental health of older workers in the United States. To address endogeneity problems, we exploit panel data and plausibly exogenous changes in job loss expectations following eliminations of similar positions and other types of jobs at the worker’s employer, as well as changes in employment at the industry–state level. We provide evidence that job insecurity, as measured by the self-reported probability of job loss, increases stress at work and the risk of clinical depression. We also find that the use of instrumental variables increases the size of the estimated effects. We interpret this as evidence that job insecurity which is outside the control of workers may have much larger effects on mental health. Our findings suggest that employers should worry about the mental health of workers in periods of downsizing, periods which are crucial for the recovery of firms in financial difficulties and which may depend particularly on the productivity of its workers.

The purpose of this paper is to review the purpose, methods, and selected results of a study of faculty work practices, especially as they bear on the creation, location, and use of grey literature and the design and use of institutional repositories.

Based on a work‐practice study of faculty members and researchers at the University of Rochester. The methodology used videotaped interviews to record and analyze how participants accomplish such tasks as using web‐based research and writing tools, organizing books and papers, and staying current.

Reviews six key research findings related to the understandings and attitudes faculty members hold regarding institutional repositories and the role of librarians in developing institutional repository collections. Explains why librarians have found it difficult to attract faculty participation from the perspective of user needs and work practices.

The study is based on field research with a small number of participants in six departments across the sciences, social sciences, and humanities. Access to faculty participants was limited.

Recommends new strategies for institutional repository design, recruitment of content, and outreach by librarians based on the six key research findings. Proposes an expanded role for librarians as liaisons to faculty who wish to share their work using the library's repository system.

The paper presents original research that addresses a current problem in the area of institutional repositories: why faculty members have not taken full advantage of new technologies that help them share their work. It lists the practical steps that librarians can take to improve faculty participation in repository projects and to increase access to grey literature for all scholars.

Many authors have called for a more humane and effective type of leadership. This article seeks to propose a research program on the content and process of integral leadership. This type of leadership has been exemplified by leaders known for their ethical and spiritual maturity, such as Nelson Mandela, the Dalai Lama, Mother Teresa, Eleanor Roosevelt, Martin Luther King, Mohandas Gandhi and Rachel Carson, among others, and by many men and women who have not achieved fame.

As this research requires a multi‐disciplinary, multi‐level and developmental approach, Ken Wilber's integral model is described and used as a frame for the research program, going beyond the limitations of current leadership inquiry.

After having presented both the critics offered on leadership research and the tenets of the integral model, the article proposes a research program articulated by the analysis of individual cases of this leadership pattern and the collective analysis of these cases. Further, it adopts a micro, meso and macro perspective through the use of three methodologies: interpretative biography, institutional analysis and historical inquiry.

This research program contributes to a developmental theory of leadership. Researchers will find in this paper an innovative and sounded research program which can generate results on both the practice and development of a type of leadership we badly need.

This study aims to identify the content in introductory business sustainability courses in the USA to determine the most frequently assigned reading material and its sustainability orientation.

In total, 81 introductory sustainable business course syllabi reading lists were analyzed from 51 US colleges and universities. The study utilized frequency counts for authors and readings and R analysis of key words to classify readings along the sustainability spectrum.

The study reveals the most frequently assigned authors and readings in US sustainable business courses (by program type) and places them along the sustainability spectrum from weak to strong. In total, 55 per cent of the top readings assigned in the sample advocate a weak sustainability paradigm, and 29 per cent of the top readings advocate a strong sustainability paradigm.

This study focused on reading lists of introductory courses in the USA; cases, videos and supplemental materials were excluded, and the study does not analyze non-US courses.

The findings of this study can inform instructors of the most commonly assigned authors and readings and identify readings that align with weak sustainability and strong sustainability. Instructors are now able to select sustainable business readings consistent with peers and which advance a weak or strong sustainability orientation.

This is the first research to identify the most commonly assigned authors and readings to aid in course planning. This is also the first research to guide instructors in identifying which readings represent weak versus strong sustainability.

The purpose of this paper is to examine the evolution of a sustainability network at a large California public university, as an example of organizational change.

The paper combines participant observation and case study techniques over a three‐year period. From 2007 to 2010, the author helped found the university's Institute for Sustainability and sat on both the Institute's first Advisory Board and the university's first Core Green Team. The author also interviewed 19 key informants to the sustainability network, including upper administrators, physical plant management (PPM) staff, faculty, and students.

This campus sustainability initiative evolved over three decades in three phases. Phase I evolved from the 1980s in facilities management and student recycling because of changing environmental demands, the 1994 Northridge earthquake, and strong leadership who believed in developing human resources. In Phase II, faculty and Academic Affairs established the Institute for Sustainability. Phase III examines the current state at May 2010. Forces driving change include leaders' core values, incentives, communication, and community outreach. Forces inhibiting change relate to funding, information, policies, shared values, time, and training. Key informants defined success in campus sustainability as actions which: increase efficiency (and reduce waste); educate and prepare graduates for a fundamentally different world; achieve broad‐based support; and improve the university's sustainability image.

This study points to at least four avenues of future research. One, scholars interested in more completely revealing their organization's sustainability network can map it using social network analysis techniques. Two, scholars could seek to answer the extent to which a campus institute becomes a center of gravity or an excuse for others to step away. Three, scholars can directly measure the four parameters of success respondents in this study identified (increase efficiency/reduce waste, educate/prepare graduates, achieve broad‐based support, improve image). And four, scholars can examine how an organization's commitment to recycling affects its image.

This paper provides a longitudinal look at the evolution of a campus sustainability network. It highlights how sustainability efforts evolve in different parts of the university at different rates, and in the present case how PPM and facilities planning influenced Academic Affairs to embrace sustainability.

We explore how sustainable management education (SME) can help prepare future leaders to manage crises effectively. Precisely, the intricacies of articulating moral and economic imperatives for businesses in a manner that engages students in sustainable behavior are a serious challenge for SME. We study how to integrate reminders of moral and economic imperatives in a socially responsible investment (SRI) stock-picking simulation created for SME.

Adopting an experimental design, we analyzed how the reminders affected the average environment social governance (ESG) integration in the portfolios of 127 graduate students in finance over a twelve-week period.

Our results show how essential it is to balance the two imperatives. The highest level of sustainable investment is attained when utilizing both reminders.

Our findings have practical implications for implementing and organizing SME in business schools to educate responsible leaders who are able to effectively manage crises. Learning responsible management is most effective when students are exposed to the inherent tension between moral and economic imperatives. Hence, our findings corroborate the win-win conception of SME.

No management decision study has experimentally measured the effects of SME practices on students' actual behavior. Our research fills this gap by complementing previous studies on the effectiveness of teaching practices, first by drawing on behavioral sciences and measuring changes in students' actual sustainability behavior and second by introducing moral and economic imperatives into an innovative teaching resource (TR) dedicated to SME.