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This study examines the effects of a firm’s corporate social responsibility (CSR) initiative on its employees’ organizational attachment and intent to leave. We propose that employees’ perceived authenticity of their firm’s CSR activity mediates the effects of a firm’s CSR initiative on employees’ attachment to the firm and intent to leave. We also hypothesize that employees understand the authenticity of their firm’s CSR initiative based on internal and external attribution mechanisms. We propose that internal attribution enhances authenticity, while external attribution reduces it.

We surveyed a sample of 450 employees from 38 Korean companies that were included in the 2009 Dow Jones Sustainability Index Korea (DJSI Korea). To test the theoretical model, we employed a linear structural equation modeling which allows the causal estimation of theoretical constructs after taking into account their measurement errors.

As predicted, internal attribution significantly increases employees’ perceptions of their firm’s CSR authenticity, whereas external attribution significantly reduces such perceptions. Employees’ perceptions of authenticity, in turn, increase their affective attachment and decrease their intent to leave. In addition, the effects of the two attribution mechanisms on organizational attachment and intent to leave were mediated by employees’ perceptions on authenticity.

Research on authenticity has been case studies or narrative ones. This is one of the first studies investigating the role of authentic management empirically.

We demonstrate that a firm’s CSR initiative is a double-edged sword. When employees perceive inauthenticity of their firm’s CSR initiative, the CSR initiative could be detrimental to employees’ attachment to the firm. This study calls attention to the importance of authentic management of CSR.

Informational transparency through social network services become the foundational reality to the contemporary management. To maintain competitive edge in this changing world, every stakeholder of a firm including managers, employees, customers, shareholders, government, and communities should collaborate and help each other live the principle of authenticity.

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from high school to adult life. Throughout the chapter, research regarding current transition practices and outcomes for students with intellectual disability is discussed as well as evidence-based practices to support students with intellectual disability as they transition to post-school.

In this chapter, I propose an integrative framework for theorizing and empiricizing about talent management, based on the notion of “talent philosophies.” I believe that current debates about whether talent management should be inclusive or exclusive create the risk that our field will become fragmented, thereby undermining its social-scientific legitimacy. Nonetheless, this debate is absolutely correct in identifying the tensions between inclusive and exclusive approaches to talent management as a phenomenon. This, however, creates issues for talent management as a construct for scientific inquiry, as we need clear definitions and measures to create a cumulative body of research as a community. I propose that the solution lies in an expansion of our vocabulary as talent management researchers and identify four constructs that can help us structure and categorize our collective work: giftedness, talent, potential, and strength. Each of these constructs map logically onto different talent philosophies and talent management practices. In establishing “unity in diversity,” I believe talent management could finally make the transition into a more mature field of academic inquiry – although clearly phenomenon driven – characterized in equal parts by construct clarity, rigor, and relevance.

We provide a review of the research in this volume and suggest avenues for future research.

Review of the research in this volume and unstructured interviews with health care executives.

We identified the three central themes: (1) trust in leadership, (2) leading by example, and (3) multi-level leadership. For each of these themes, we highlight the shared concerns and findings, and provide commentary about the contribution to the literature on leadership.

While relation-oriented leadership is important in health care, there is a danger of too much emphasis on relations in an already caring profession. Moreover, in most health care organizations, leadership is distributed and scholars need to adopt the appropriate methods to investigate these multi-level phenomena.

In health care organizations, hands-on leadership, through role modeling, may be necessary to promote change. However, practicing what you preach is not as easy as it may seem.

We provide a framework for understanding current research on leadership in health care organizations.

Perspectives on gender, gender expression, sexuality identity, and sexual orientation differ within and between generations given the great extent to which these concepts are embedded within social, cultural, and historical context. Across contexts, questions of authenticity are critical. This research compares generational perspectives about authenticity, gender and gender-related constructs, and sexuality. Through semi-structured interviews with a nonprobability, purposive sample of heterosexual and LGBTQ younger (aged 18–22) and older (aged 65+) adults, how a sense of authenticity is experienced and the degree to which individuals experience authenticity around sexual and gender identities are compared. Data were analyzed using the constant comparison method of analysis, and results indicate that while younger adult respondents held expansive terminology and knowledge related to sexual and gender identities, older adult participants lacked such fluidity, and that lack was an inhibiting factor in older adults being able to name and embody their authentic sexual selves. In conclusion, both position in one’s life course (age) and one’s generational cohort (historical, cultural, and social context) influence how individuals experience authenticity around gender and sexual identities.

A recent study reported Black women are frequently labeled unprofessional due to hair presentation, 1.5 times more likely to be sent home citing “unprofessional hair,” and 80% likely to alter their natural hair texture (Dove, 2019) through chemicals or heat to fit into organizational norms. Meanwhile, conversations about hair discrimination and bias remain whispers in The Ivory Tower. Despite this study, contemporary research regarding higher education and the politics of Black women, Black hair, and hair texture is sparse. The lack of representation in higher education organizations and lack of literature suggest that Black, higher education professional women are at risk of experiencing chilly work environments that could impact belonging, career trajectory, and earning potential. Some individuals outside the African Diaspora may consider the notion of a physical characteristic, like hair, to be insignificant, let alone a salient identity for Black women. However, my experience as a higher education practitioner and scholar states differently. I assert higher education institutions continue to perpetuate and reproduce oppressive dynamics that specifically target Black women and Black hair when hair discrimination and bias are left out of the conversation to address diversity and inclusion concerns. This chapter introduces a historical context of Black hair discrimination; explores my lived experiences navigating Black hair, hair texture, and professionalism in higher education; outlines challenges for higher education institutions and prioritizes Black women alongside diversity and inclusion efforts.

THE continuing development of aircraft operational concepts has in recent years resulted in the emergence of a variety of flight control functions which are essential to the safety of the aircraft and which moreover have to be performed automatically, the task being either too difficult for the human pilot, or at least so difficult as to command so much of his attention that his ability to carry out other functions is impaired. Among these functions may be instanced automatic landing, autostabilisation of V.T.O.L. aircraft in the hovering flight mode, the autostabilisation of an aircraft in some part of the flight regime in which its own natural stability is negative, and the autopiloting of aircraft operating at extremely low relative altitudes, to avoid collision with the terrain.

This paper examines how a classroom designed process of constructing narratives about oneself, a group, and others helps students develop an authentic leadership voice. We begin by describing the theoretical framework behind our paper, which includes an overview of the notion of authenticity and the linkage between narrative and authentic leadership. Next, we provide an account of a transformative class called Leadership and Storytelling. Following this is a response to the question that inspired our paper: What was it about the course that made it such a meaningful leadership experience for students? The authors offer three key ingredients to the nature of this powerful classroom experience: space, authorship, and taking students to the edge of knowing. We conclude with an exploration of how others can incorporate narrative into their own work to become better leadership educators.

The purpose of the present chapter was to answer the research question which states; what are the factors that influence consumers to buy counterfeited smartphones in developing economies with the case of Tanzania. The study employed a convenience sampling technique and collected 200 questionnaires in Dar es Salaam region, Tanzania. The study employed Sharma and Chan (2011) previously developed Scale on consumers' preference to counterfeited products and 20 itemised Likert scale was used. Data were analysed by using confirmatory factors analysis (CFA). In general, the models were rejected, which suggest that factors such as ethics, social status and attitude are not significant in influencing consumers to purchase counterfeited mobile phones in developing economies. Areas for further research were provided.

This paper aims to explore how accounting is entwined in the cultural practice of popular music. Particular attention is paid to how the accountant is constricted by artists in art and the role(s) the accountant plays in the artistic narrative. In effect this explores the notion that there is a tension between the notion of the bourgeois world of “the accountant” and the world of “art for art's sake”.

This paper draws on the cultural theory of Pierre Bourdieu to understand how the character of the accountant is constructed and used by the artist. Particular attention is paid in this respect to the biography and lyrics of the Beatles.

Accounting and accountants play both the hero and the villain. By rejecting the “accountant villain”, the artist identifies with and reinforces artistic purity and credibility. However, in order to achieve the economic benefits and maintain the balance between the “art” and the “money”, the economic prudence of the bourgeois accountant is required (although it might be resented).

The analysis focuses on a relatively small range of musicians and is dominated by the biography of the Beatles. A further range of musicians and artists would extend this work. Further research could also be constructed to more fully consider the consumption, rather than just the production, of art and cultural products and performances.

This paper is a novel consideration of how accounting stereotypes are constructed and used in the field of artistic creation