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Article
Publication date: 9 November 2023

Ana Castillo, Leopoldo Gutierrez, Ivan Montiel and Andres Velez-Calle

This paper aims to analyze the ethical responses of the fashion industry to the first wave of the COVID-19 pandemic when the entire world was shocked by the rapid spread of the…

1088

Abstract

Purpose

This paper aims to analyze the ethical responses of the fashion industry to the first wave of the COVID-19 pandemic when the entire world was shocked by the rapid spread of the virus. The authors describe lessons from emergency ethics of care in the fashion industry during the initial months of COVID-19, which can assist fashion managers in improving ethical decisions in future operations.

Design/methodology/approach

Rapid qualitative research methods were employed by conducting real-time, in-depth interviews with key informants from multinational fashion companies operating in Spain, a severely affected region. A content analysis of news articles published during the first months of 2020 was conducted.

Findings

Five critical disruptions in the fashion industry were identified: (1) changes in public needs, (2) transportation and distribution backlogs, (3) defective and counterfeit supplies, (4) stakeholder relationships at stake and (5) managers' coping challenges. Additionally, five business survival responses with a strong ethics of care component were identified, implemented by some fashion companies to mitigate the damage: (1) adapting production for public well-being, (2) enhancing the flexibility of logistic networks, (3) emphasizing quality and innovation, (4) reinventing stakeholder collaborations and (5) practicing responsible leadership.

Originality/value

Despite the well-documented controversies surrounding unethical practices within the fashion industry, even during COVID-19, our findings inform managers of the potential and capability of fashion companies to operate more responsibly. The lessons learned can guide fashion companies' operations in a post-pandemic society. Furthermore, they can address other grand challenges, such as natural disasters, geopolitical conflicts and climate change.

Details

Journal of Fashion Marketing and Management: An International Journal, vol. 28 no. 4
Type: Research Article
ISSN: 1361-2026

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Available. Content available
Article
Publication date: 16 February 2010

S. Simola

109

Abstract

Details

Development and Learning in Organizations: An International Journal, vol. 24 no. 2
Type: Research Article
ISSN: 1477-7282

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Book part
Publication date: 17 June 2020

Jacqueline Mosselson and Pempho Chinkondenji

While migration has been part of the human experience for close to 200,000 years, we currently live in an era of mass migration. Children under the age of 18 are impacted by…

Abstract

While migration has been part of the human experience for close to 200,000 years, we currently live in an era of mass migration. Children under the age of 18 are impacted by migration in multiple ways: a quarter of all children in OECD countries have an immigrant parent; in large cities across the developed world, between 40% and 65% of children are from immigrant or refugee families. Immigrant children and children of immigrants are the fastest growing demographic group in schools around the world. For at least the past two decades, evidence demonstrates that children and/or their parents arrive with high expectations for schooling and their children’s future aspirations, in general the longer the contact with schooling in their new countries, the lower their well-being. In this chapter, we will look at the data behind this evidence in a variety of contexts of displacement. We will highlight emerging new directions in education for newcomer/migrant populations as we look to promising practices in schools for migrant youths, their peers and their school communities.

Details

Annual Review of Comparative and International Education 2019
Type: Book
ISBN: 978-1-83867-724-4

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Publication date: 8 June 2011

Philip Bobko and Denise Potosky

Purpose – We show that, although most private employer establishments are small, much reported research (and subsequent suggestions for practice) in management comes from large…

Abstract

Purpose – We show that, although most private employer establishments are small, much reported research (and subsequent suggestions for practice) in management comes from large firms. In turn, we wanted to explore if organizational knowledge gained from studying one or more large firms is necessarily applicable to numerous smaller firms.

Design/methodology/approach – We computed firm size in the United States using existing databases, and we then considered published literature in human resources and strategy to see if the large sample results logically applied to smaller firms.

Findings – At the job-analytic level, it is suggested that jobs might be defined differently and more broadly in smaller establishments than in large organizations. Also, the feasibility of best corporate strategies may be moderated by the size of the firm. In addition, we noted that the underlying model of selection utility in human resource management (HRM), and several factors in its numerical estimation, might need to be modified as a function of firm size.

Originality/value – We hope that this chapter inspires HRM and strategy researchers by helping to focus future evidence-based efforts, creating new initiatives, and providing results that are useful (or scalable) to the large number of small, private-sector U.S. firms.

Details

Building Methodological Bridges
Type: Book
ISBN: 978-1-78052-026-1

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Book part
Publication date: 23 June 2020

Sheldene Simola

Ecological systems comprise interdependent human and other living beings, along with their life-giving natural environments. The sustainability of such systems has become a…

Abstract

Ecological systems comprise interdependent human and other living beings, along with their life-giving natural environments. The sustainability of such systems has become a critical global concern, both generally and in relation to business practice. This chapter considers the cultivation of care among business students as one important way of fostering engagement with such concern, with particular attention given to a specific and under-attended area in business research and practice: that of human sustainability. In order to overcome potential limitations of diverse and often disparate streams of research on care, this chapter considers Mayseless’ (2016) integrative framework for understanding caring motivation, and builds upon the four points of intervention for cultivating care that were articulated within that framework. Extant pedagogical research within business and management is used to elaborate additional insights and methods for developing caring skills, caring values, caring teaching and learning communities, and a more extensive vision of care that includes those who might be unknown, different from or distant to us. The framework, insights, methods, and examples discussed in this chapter provide a foundation that can help guide future care-related, ecologically focused pedagogical research and practice.

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Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development
Type: Book
ISBN: 978-1-83909-464-4

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Article
Publication date: 27 May 2014

Sheldene Simola

The purpose of this research was threefold, including to provide a four-point rationale for teaching corporate crisis management as a module within a course on ethical…

2242

Abstract

Purpose

The purpose of this research was threefold, including to provide a four-point rationale for teaching corporate crisis management as a module within a course on ethical decision-making in business and organizations; to provide evaluative data supporting this approach; and to highlight the implications of this approach for human resource development and training.

Design/methodology/approach

Thirty-four undergraduates in a required course on ethical decision-making in business and organizations completed pre- and post-course assignments assessing their knowledge about crisis/management, as well as their skills in crisis recognition, evaluation and action planning. Participants also completed a survey on their perceptions of the crisis management module and its placement within the ethics course.

Findings

Statistical analyses demonstrated significant knowledge acquisition on crisis/management; significant skill development on crisis recognition, evaluation and action planning; and significantly greater “true positives” and significantly fewer “false negatives” in post-course identification of crisis warning signs. Perceptions of the crisis management module and its placement within the course on ethical decision-making were positive.

Research limitations/implications

Although the sample size was relatively small, small samples are associated with a greater risk of failing to detect an effect that is present, rather than the greater predicament of erroneously concluding that an absent effect is actually present. This information, coupled with the fact that the results demonstrated not only statistical significance but also large effect sizes using Cohen’s d, inspires confidence. Nonetheless, additional assessment with larger samples would allow for the possibility of convergent evidence. Similarly, additional assessment within different organizational contexts, including applications in human resource training and development is warranted. Future research should also include assessment of specific underlying teaching strategies and evaluation of whether certain models are associated with greater learning on a broader range of crisis management skills.

Practical implications

Programs in business ethics education and training comprise one useful context in which to teach corporate crisis management. The program specified here addresses two training needs previously specified in the human resource development (HRD) literature on crisis management, including identifying specific methods of enhancing recognition or detection of crisis warning signs and also of providing tools and enhancing skills for assessing and containing crisis.

Originality/value

Despite the centrality of both ethics and HRD to crisis management, there has been a dearth of research on whether ethics education is a useful context through which to teach this topic. This research addresses this dearth and suggests new avenues for HRD in this respect.

Details

European Journal of Training and Development, vol. 38 no. 5
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 8 August 2016

Sheldene Simola

The purpose of this paper is to elucidate the implications of relational cultural theory (RCT) for mentoring individuals who have enacted moral courage.

664

Abstract

Purpose

The purpose of this paper is to elucidate the implications of relational cultural theory (RCT) for mentoring individuals who have enacted moral courage.

Design/methodology/approach

Overviews of the construct of moral courage, the nature of work-related mentoring and RCT are provided. Subsequently, the relevance and implications of RCT for understanding moral courage-related suffering, and for supporting the growth, resilience and vitality of those who have enacted moral courage are discussed.

Findings

Within RCT, moral courage-related suffering is located in disconnection, invalidation and isolation for which sufferers also feel held at fault. Self-protective behaviors, including disavowal of self, can perpetuate this suffering.

Practical implications

Five insights from RCT for supporting the growth, resilience and vitality of individuals following acts of moral courage are elaborated, including affirming efforts to activate supportive relationships; demonstrating “radical respect”; facilitating voice; engaging through mutuality and fluid expertise; and, reframing resilience.

Social implications

The dearth of attention to ways of supporting those who suffer following acts of moral courage reflects previously documented findings about the short-shrift given to issues of human health and sustainability in organizations and organizational research. Implications for policy, practice and education are described.

Originality/value

This paper extends the RCT perspective in mentoring, and addresses an important gap in the moral courage literature, namely, the identification of a theoretically grounded approach through which to support the growth, resilience and vitality of individuals who have enacted moral courage.

Details

Career Development International, vol. 21 no. 4
Type: Research Article
ISSN: 1362-0436

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Article
Publication date: 24 September 2024

Sheldene Simola

This article discusses the underlying teaching framework of relational cultural theory (RCT), as well as additional teaching practices used within a doctoral-level…

24

Abstract

Purpose

This article discusses the underlying teaching framework of relational cultural theory (RCT), as well as additional teaching practices used within a doctoral-level, interdisciplinary social studies course on critical social justice. Areas for future development are identified.

Design/methodology/approach

A research-engaged, conceptual report on practice was used to identify and integrate relevant scholarship for the purpose of formulating and analyzing teaching practices for this type of course, and to iteratively identify possible directions for future development.

Findings

RCT is a generative, underlying teaching framework for the interdisciplinary social study of critical social justice. Additional teaching practices including a community agreement to guide challenging discussions; participant-led presencing activities at the outset of classes; and, co-creation by participants of the content topics can be fruitfully embedded within RCT. Potential future development could include team-based, community-engaged, experiential term projects aimed at further deepening interdisciplinarity and civic engagement skills.

Practical implications

Practical guidance is provided on the use of RCT, community agreements, co-creation, presencing activities and Indigenous land acknowledgments or contemplations on Indigenous works.

Social implications

RCT can be used across different educational levels or contexts. Practices of co-creation, presencing and contemplation of Indigenous works are receiving increased consideration in diverse contexts. However, conventional grading procedures can be inconsistent with critical social justice, suggesting the need for research-engaged policy review.

Originality/value

This article responds to recent scholarly calls for discussion of teaching practices in the interdisciplinary, social study of critical social justice in post-secondary education.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

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Book part
Publication date: 20 March 2024

Sheldene Simola

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy…

Abstract

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.

Details

Worldviews and Values in Higher Education
Type: Book
ISBN: 978-1-80262-898-2

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Article
Publication date: 23 March 2021

Mario Fernando, Shahriar Akter and Ruwan J. Bandara

How employees connect with their work organisation and how it may play a role in their moral courage and ethical behaviour remain under-explored. This study, using Psychological…

1573

Abstract

Purpose

How employees connect with their work organisation and how it may play a role in their moral courage and ethical behaviour remain under-explored. This study, using Psychological Contract Theory, aims to explore how employee–organisation connectedness influences employees' moral courage and ethical behaviour.

Design/methodology/approach

The hypotheses were tested using Partial Least Squares Structural Equation Modelling (PLS-SEM) on data collected through a questionnaire survey from 212 Australian healthcare professionals.

Findings

Employee connectedness with their work organisations showed a significant and direct impact on ethical behaviour. Along with moral courage, connectedness explained over half of the variance in ethical behaviour. Furthermore, moral courage partially mediated the effect of employee connectedness on ethical behaviour.

Research limitations/implications

The overall theoretical implication of this study is that psychological contracts between employees and their organisations operationalised through employee–organisation connectedness can explain the role of moral courage in ethical behaviour.

Practical implications

With increasing borderless management of organisations, organisational connectedness can be a critical factor in developing employees' moral courage and ethical behaviour within organisations. Socialisation interventions can be useful to promote employee–organisation connectedness.

Originality/value

The study developed a higher-order connectedness model and validated it with PLS-SEM. The study provides novel empirical evidence on the relationships between employee–organisation connectedness, moral courage and ethical behaviour.

Details

International Journal of Productivity and Performance Management, vol. 71 no. 7
Type: Research Article
ISSN: 1741-0401

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