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This chapter examines the integration of leadership topics into an accounting ethics course. Literature review, course review, student feedback. Both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, to prepare students who are entering the profession. I have used the leadership topics and activities discussed in this chapter in a stand-alone ethics course in a graduate business program, but they could also be integrated into an undergraduate course. I provide details regarding course content and delivery, including a weekly schedule of accounting ethics and leadership readings, short cases, and leadership/ethics case research topics. Many of the leadership and ethics subjects in the course are expected to be addressed in the accounting workplace – exploring these topics helps better prepare students to confront future challenges. Although both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, little progress has been made in this area. This chapter contributes to this area by highlighting the value of integrating leadership topics into an accounting ethics course.

The purpose of this paper is to introduce management historians to the long‐forgotten work of Frank George Woollard (1883‐1957), who in the mid‐1920s established flow production in the British motor industry, and its remarkable similarity to current‐day production principles and practices used by Toyota Motor Corporation, also known as lean production.

Overview of Frank Woollard's life and work obtained from newly discovered journal papers, his 1954 book, Principles of Mass and Flow Production, newly discovered archives, and new first‐hand testimony from a close friend and from a long‐time family friend.

Frank Woollard was a pioneer in the establishment of flow production in the British motor industry in the mid‐1920s and the principal developer of automatic transfer machinery. His accomplishments are comparable to Taiichi Ohno, regarded as the architect of Toyota's production system.

Woollard's accomplishments in flow production are a fruitful area for future research given the speed and completeness with which flow production was established at Morris Motors Ltd, Engines Branch. Newly discovered papers describing his flow production system have yet to be studied in detail by academics.

Woollard's application of flow production beginning in 1923 means that timelines for discoveries and attributions of key accomplishments in lean management must be reexamined and revised.

Woollard's work fills important gaps in the literature on the history of flow production generally and in the British motor industry in particular. His work constitutes an early application of current‐day lean principles and practices, and is therefore noteworthy and relevant to management historians and the operations and production management community. It is hoped that this paper will inspire management historians to study Woollard's work and place him in the context of other early twentieth‐century pioneers in industrial management and flow production.

Over the past decade, the U.S. workforce has become increasingly diverse. In response, scholars and practitioners have sought to uncover ways to leverage this increasing diversity to enhance business performance. To date, research evidence has failed to provide consistent support for the value of diversity to organizational effectiveness. Accordingly, scholars have shifted their attention to diversity management as a means to fully realize the potential benefits of diversity in organizations. The principal aim of this chapter is to review the current wisdom on the study of diversity climate in organizations. Defined as the extent that employees view an organization as utilizing fair personnel practices and socially integrating all personnel into the work environment, diversity climate has been proposed as a catalyst for unlocking the full value of diversity in organizations. During our review, we discuss the existent individual- and aggregate-level research, describe the theoretical foundations of such work, summarize the key research findings and themes gleaned from work in each domain, and note the limitations of diversity climate research. Finally, we highlight the domains of uncertainty regarding diversity climate research, and offer recommendations for future work that can enhance knowledge of diversity climate effects on organizational outcomes.

Motivation significantly influences learning and memory. While a long history of research has focused on simple forms of associative learning, such as Pavlovian conditioning, recent research is beginning to characterize how motivation influences episodic memory. In this chapter we synthesize findings across behavioral, cognitive, and educational neuroscience to characterize motivation’s influence on memory. We provide evidence that neural systems underlying motivation, namely the mesolimbic dopamine system, interact with and facilitate activity within systems underlying episodic memory, centered on the medial temporal lobes. We focus on two mechanisms of episodic memory enhancement: encoding and consolidation. Together, the reviewed research supports an adaptive model of memory in which an individual’s motivational state (i.e., learning under states of reward or punishment) shapes the nature of memory representations in service of future goals. The impact of motivation on learning and memory, therefore, has very clear implications for and applications to educational settings.

THE following note has been received from Boulton and Paul, Limited.

THE wind tunnel, through the use of models, offers a convenient means of investigating the aerodynamic characteristics of various parts of the aeroplane, individually or as a unit, and results obtained in it are generally applicable, within the limits of engineering precision, for the purpose of estimating full‐scale performance. It is believed that the results of control surface tests on models may be taken to represent full‐scale conditions with approximately the same degree of precision.

This chapter examines the integration of Giving Voice to Values (GVV) into an accounting ethics course. GVV has received a great deal of interest by business educators in the past decade and, more recently, by those accounting faculty who teach accounting ethics in a standalone course or as part of another course. This chapter describes GVV assumptions and principles that are helpful for any faculty considering adopting GVV. After a brief review of different instructional approaches for teaching accounting ethics, GVV literature relating to accounting ethics is examined. The integration of GVV builds on the Kelly (2017) integration of leadership topics in an accounting ethics course and synergistically promotes moral motivation and moral character that contributes to ethical behavior. To facilitate the integration efforts, this chapter presents specific learning objectives, GVV background materials, case recommendations, and application/assessment approaches. This chapter concludes with a discussion of GVV and its possible role in assurance of learning efforts.