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Workforce diversity, experiential as well as cultural, has presented human resource development (HRD) professionals with opportunities as well as unique challenges. Describes such an opportunity, the design of a management training programme, to address specific goals identified by an organization′s senior management group. The challenge lay in designing a course which recognized the diversity in the backgrounds or experience levels of the company′s management personnel while simultaneously meeting company‐defined objectives. Additionally, because of time and certain other constraints, the training group would consist of mixed peer levels. This raised the possibility of injecting an intimidation factor which could take the form of reduced interactive participation. The challenge of mixed‐level groups and background diversity was addressed through course design, techniques of presentation, and evaluation – both post‐programme as well as long term. A comparison of the results of both evaluation phases highlights an overall successful approach in addressing the organization′s goals, as well as the issue of experiential diversity present in the management structure. The problem of mixed‐group participation in a programme designed to emphasize inter‐departmental co‐operation and teamwork produced mixed results. Includes recommendations regarding implications for other HRD professionals who may become involved in similar projects.

The 2008/2009 World Financial Crisis underlined the importance of social responsibility for the sustainable functioning of economic markets. Heralding an age of novel heterodox economic thinking, the call for integrating social facets into mainstream economic models has reached unprecedented momentum. Financial Social Responsibility bridges the finance world with society in socially conscientious investments. Socially Responsible Investment (SRI) integrates corporate social responsibility in investment choices. In the aftermath of the 2008/2009 World Financial Crisis, SRI is an idea whose time has come. Socially conscientious asset allocation styles add to expected yield and volatility of securities social, environmental, and institutional considerations. In screenings, shareholder advocacy, community investing, social venture capital funding and political divestiture, socially conscientious investors hone their interest to align financial profit maximization strategies with social concerns. In a long history of classic finance theory having blacked out moral and ethical considerations of investment decision making, our knowledge of socio-economic motives for SRI is limited. Apart from economic profitability calculus and strategic leadership advantages, this paper sheds light on socio-psychological motives underlying SRI. Altruism, need for innovation and entrepreneurial zest alongside utility derived from social status enhancement prospects and transparency may steer investors’ social conscientiousness. Self-enhancement and social expression of future-oriented SRI options may supplement profit maximization goals. Theoretically introducing potential SRI motives serves as a first step toward an empirical validation of Financial Social Responsibility to improve the interplay of financial markets and the real economy. The pursuit of crisis-robust and sustainable financial markets through strengthened Financial Social Responsibility targets at creating lasting societal value for this generation and the following.

The purpose of this paper is to explore the interface between high-stakes testing, disciplinary knowledge and teachers’ pedagogy in English. The most prevalent standardized assessment form in the current Australian context is the National Assessment Program for Literacy and Numeracy (NAPLAN) undertaken each year by students in Years 3, 5, 7 and 9 in all Australian States and Territories. Understood in the context of the Global Educational Reform Movement (GERM) (Sahlberg, 2011, pp. 100-101) – the NAPLAN tests serve as a bi-partisan governmental response to a perceived need to improve the quality of teachers and schools in Australia.

The authors draw on the key sociological constructs of Pierre Bourdieu (1995) to analyze the ways in which the writing component of the suite of NAPLAN tests serves to legitimize and idealize particular kinds of writing, writers and teachers of writing.

The authors suggest that in the absence of current literacy policy and curriculum instability, this national test shapes the literacy field, influencing the direction of writing practices and pedagogy, and, therefore, subject English itself, in Australian classrooms.

This assessment intervention is considered in the context of the history of writing, and addresses accordingly fundamental questions concerning the changing nature of the writing/writerly field, the impact of assessment on teachers’ conceptions of disciplinarity and pedagogical content knowledge and students’ experiences of writing and thinking in subject English.

This paper aims to demonstrate that Facebook likes affect outcomes in nonprofit settings. Specifically, Facebook likes influence affinity to nonprofits, which, in turn, affects fundraising outcomes.

The authors report three studies that establish that relationship. To examine social contagion, Study 1 – an auction field study – relies on selling artwork created by underprivileged youth. To isolate signaling, Study 2 manipulates the number of total Facebook likes on a page. To isolate commitment escalation, Study 3 manipulates whether a participant clicks a Facebook like.

The results show that Facebook likes increase willingness to contribute in nonprofit settings and that the process goes through affinity, as well as through Facebook impressions and bidding intensity. The total number of Facebook likes has a direct signaling effect and an indirect social contagion effect.

The effectiveness of the proposed mechanisms is limited to nonprofit settings and only applies to short-term effects.

Facebook likes serve as both a quality signal and a commitment mechanism. The magnitude of commitment escalation is larger, and the relationship is moderated by familiarity with the organization. Managers should target Facebook likes at those less familiar with the organization and should prioritize getting a potential donor to leave a like as a step leading to donation, in essence mapping a donor journey from prospective to active, where Facebook likes play an essential role in the journey. In a charity auction setting, the donor journey involves an additional step of bidder intensity.

The approach the authors study is shown effective in nonprofit settings but does not appear to extend to corporate social responsibility more broadly.

To the best of the authors’ knowledge, this study is the first investigation to map Facebook likes to a seller’s journey through signals and commitment, as well as the only investigation to map Facebook likes to charity auctions and show the effectiveness of this in the field.