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The social network analysis of criminal networks at both the ego and socio-centric level is well established. This purpose of this study is to expand this literature with a social capital analysis of a criminal network. The focus of the analysis will be the recent egregious investment fraud of Bernard L. Madoff Investment Securities (BLMIS).

This research involves a case study of the BLMIS financial fraud. The article uses a social capital theoretical lens, with archival sources taken from the court records of Madoff v. NY to include victim impact statements and the defendant’s Plea Allocution.

Financial crime literature can be expanded with a social capital analysis which facilitates a socio-economic analysis of ego-centric criminal networks.

Each financial crime is of its time; however, there are recurring socio-economic network characteristics that could be applied to develop an understanding of criminal networks.

Any understanding of financial crime, including contemporary instances of criminal innovation, such as cyber-crime, can be enhanced with a social capital analysis of criminal networks.

A social capital analysis of financial crime draws attention to “human factors” in criminal networks that are integral to this form of crime.

The purpose of this paper is to add to the understanding of the human personality of fraudsters. This paper will explore their human personality by reviewing three characters from realist novels that have fraudsters as their leading characters. This pa[er will also contribute to literature that intersects between the humanities and criminology.

This paper reviews three fraudster characters from realist novels to explore their human personality, which includes qualitative phenomena resistant to positivist research.

Literature character review that adds to understanding of the qualitative nature of the personality of fraudsters. This qualitative nature of the human personality has been neglected in fraud research and the findings contribute to expanding understanding of the qualitative nature of fraud and fraudsters.

This paper is limited to a literature review from three characters from realist novels.

By expanding understanding of the human personality of fraudsters literary insights can contribute to fraud identification and prevention.

This paper reviews the human personality of three characters from novels to expand understanding of fraudsters, and thus contributes to the intersection of research between the humanities and criminology and fraud research.

Presents a special issue, enlisting the help of the author’s students and colleagues, focusing on age, sex, colour and disability discrimination in America. Breaks the evidence down into manageable chunks, covering: age discrimination in the workplace; discrimination against African‐Americans; sex discrimination in the workplace; same sex sexual harassment; how to investigate and prove disability discrimination; sexual harassment in the military; when the main US job‐discrimination law applies to small companies; how to investigate and prove racial discrimination; developments concerning race discrimination in the workplace; developments concerning the Equal Pay Act; developments concerning discrimination against workers with HIV or AIDS; developments concerning discrimination based on refusal of family care leave; developments concerning discrimination against gay or lesbian employees; developments concerning discrimination based on colour; how to investigate and prove discrimination concerning based on colour; developments concerning the Equal Pay Act; using statistics in employment discrimination cases; race discrimination in the workplace; developments concerning gender discrimination in the workplace; discrimination in Japanese organizations in America; discrimination in the entertainment industry; discrimination in the utility industry; understanding and effectively managing national origin discrimination; how to investigate and prove hiring discrimination based on colour; and, finally, how to investigate sexual harassment in the workplace.

The global financial crisis (GFC) has undermined the legitimacy of orthodox neo-classical economic assumptions, which nevertheless continue to frame the philosophical assumptions of teaching in business schools. The purpose of this paper is to make a case in favour of an expansion of the business school curriculum to incorporate behavioural economics. The paper will also contend that behavioural economics can be connected to social economics, as they are both heterodox in this study and analyse economic phenomenon outside of a neo-classical framework. The aim is to contribute to arguments for an expanded curriculum, beyond the framing assumptions of neo-classical rationalism. This paper will also support its case by reviewing behavioural economics to make the case that this literature can be connected to social economics. This assertion is based on shared connections, including the importance of Kantianism in behavioural economics and in social economics. These connections will be discussed as a common point of reference points, or ties that can serve to broker links between these two economic paradigms. Practical implications (if applicable) the GFC presents an opportunity to re-shape the business school curriculum to acknowledge the centrality of socio-economics and behavioural economics, and consequently to offer an alternative to the dominant ontological assumptions – taken from the economic understanding of rationality – that have previously underpinned business school pedagogy.

The paper presents an inter-disciplinary teaching case, which incorporates socio-economic and behavioural economics perspectives. The teaching case concerned a socio-economic understanding of corruption and white-collar crime. It was also inter-disciplinary to include inputs from business history and criminology. The teaching case developed an appreciation among students that corruption, white-collar crime and entrepreneurship can be analysed within a social economics and behavioural economics lens.

The teaching case example discussed an alternative socio-economic and behavioural economics understanding to core areas of the MBA curriculum with the potential to be included in other academic disciplines. This enabled students to apply a behavioural economic approach to white-collar crime. The findings derived from this case study are that behavioural economics has the potential to enhance the teaching of socio-economics.

The originality of this paper is to apply behavioural economics to a socio-economic teaching case, in core subject areas of the MBA curriculum.

The global financial crisis (GFC) undermined the legitimacy of orthodox economic assumptions, which nevertheless continue to frame business school pedagogy. In consequence, there is an opportunity for socio-economic insights to be more fully incorporated into the business school curriculum. This paper reports and reflects on a socio-economic case study that was delivered to MBA students. The purpose of this paper is to demonstrate that the developing literature on behavioural economics (BE) has the potential to enhance students’ social economic understanding of key areas of the curriculum.

The paper presents an inter-disciplinary socio-economic teaching case that was informed by insights from BE. The teaching case concerned a socio-economic understanding of corruption and white-collar crime. It was also inter-disciplinary to include inputs from business history and criminology. The aim of the teaching case was to develop an appreciation among students that corruption and white-collar crime can be analysed within a social economics lens.

The teaching case example discussed in this paper offered an alternative socio-economic understanding to core areas of the MBA curriculum, enabling students to apply a behavioural economic approach to corruption and more generally to white-collar crime. The findings derived from this case study are that behavioural economics has the potential to enhance the teaching of socio-economics.

The GFC presents an opportunity to re-shape the business school curriculum to acknowledge the centrality of socio-economics and consequently to offer an alternative to the dominant ontological assumptions – taken from the economic understanding of rationality – that have previously under-pinned business school pedagogy.

The originality of this paper is to apply BE to a socio-economic teaching case studies in core subject areas of the MBA curriculum.

Social capital (SC) is a contemporary management and organizational concept that has yet to reach definitional agreement. In response, and to fully grasp the meaning of SC in its management and organizational context, this paper aims to review its intellectual antecedents and then synthesize the causal factors for the concept’s recent prominence. The paper will further explicate the meaning of the concept by proposing two categories of benefits for classifying the economic returns of SC. First in terms of “bonding capital’s” role in facilitating knowledge management and, second, in terms of “bridging capital’s” role in facilitating reputation management.

A narrative literature review of the SC concept in the management and organizational context.

SC is a conservative concept that is largely uncritical of contemporary management and organizational theory, other than in the sense of trying to render it more rational and efficient. Thus, the SC discourse, does not, “[…] question the economic theory that dominates the World Bank or, indeed, much contemporary economics” (Bebbington et al., 2004, 36). Furthermore, SC is a “wonderfully elastic term” (Lappe and Du Bois, 1997, p. 119), which falls within the parameters of Burkean conservatism, with a stress on allegiance to the status quo and social harmony. SC as it is relevant for management, and organisational analysis is therefore supportive of the socio-economic status-quo and belongs to the “sociology of regulation”, concerned with emphasizing unity and cohesiveness (Burrel and Morgan, 1979, pp. 10-20).

A number of recommendations for further SC research, within the management and organizational context are recommended.

This paper presents a comprehensive review of the meaning and application of SC in the context of management and organizational analysis.

The purpose of this paper is to investigate the processes of open innovation in the context of a fraudulent organization and, using the infamous Bernie L. Madoff Investment Securities fraud case, introduces and elaborates upon the concept of dark open innovation. The paper’s conceptual framework is drawn from social capital theory, which is grounded on the socio-economics of Bourdieu, Coleman and Putnam and is employed in order to make sense of the processes that occur within dark open innovation.

Given the self-evident access issues, this paper is necessarily based on archival and secondary sources taken from the court records of Madoff v. New York – including victim impact statements, the defendant’s Plea Allocution, and academic and journalistic commentaries – which enable the identification of the processes involved in dark open innovation. Significantly, this paper also represents an important inter-disciplinary collaboration between academic scholars variously informed by business and history subject domains.

Although almost invariably cast as a positive process, innovation can also be evidenced as a negative or dark force. This is particularly relevant in open innovation contexts, which often call for the creation of extended trust and close relationships. This paper outlines a case of dark open innovation.

A key implication of this study is that organizational innovation is not automatically synonymous with human flourishing or progress. This paper challenges the automatic assumption of innovation being positive and introduces the notion of dark open innovation. Although this is accomplished by means of an in-depth single case, the findings have the potential to resonate in a wide spectrum of situations.

Innovation is a concept that applies across a range of organization and management domains. Criminals also innovate; thus, the paper provides valuable insights into the organizational innovation processes especially involved in relation to dark open innovation contexts.

It is important to develop and fully understand the possible wider meanings of innovation and also to recognize that innovation – particularly dark open innovation – does not always create progress. The Caveat Emptor warning is still relevant.

The paper introduces the novel notion of dark open innovation.

This paper aims to report a case history delivered to MBA students that developed their understanding of corruption and also enhanced their ability to be able to contribute to the anti-curriculum agenda. This case history method selected was innovative, as it was constructed from multi-disciplinary archival sources. The case focus was the egregious affinity fraud of Bernard L. Madoff Investment Securities (BLMIS), with court documents taken from “United States V. Bernard L. Madoff And Related Cases USAO-SDNY”, including court sentencing records, victim impact statements and the defendant’s “Plea Allocution”. The case study aimed to enhance students’ ability and inclination to recognise and oppose corrupt practices. The longer-term ambition of the case was to contribute to developing the students’ moral awareness, character and facility for self-reflection, in terms of responding to corruption. The case study exercise also addressed rising societal expectations for more robust responses to corruption, in terms of illustrating how business school pedagogy can be expanded to emphasise the centrality of ethics and corporate social responsibility (CSR) to economic life. The case history was analysed within Carroll’s CSR pyramid and also with themes derived from the developing area of behavioural ethics, including a deontological, justice for its own sake and focus.

This research used the qualitative case method (Stake, 2000; Yin, 2004, 2010, 2011) to investigate lived experience from the viewpoint of those being studied and to provide the case history “experience”, using an analytical lens developed from Carroll’s CSR pyramid (1991) and from behavioural ethics research. Furthermore, following Chell’s recommendation, the case history of the BLMIS fraud was chosen – “[…] for analytical purposes to produce insight into the phenomena in question” (2008). The case was constructed from archival sources, including court records of the sentencing of Bernie Madoff.

The findings of the research are that students gained knowledge and understanding of the nature and practice of corruption, as well as developing their understanding of the anti-corruption agenda. The case also facilitated students to develop their moral awareness, character and facility for self-reflection with reference to corruption. In sum, the findings are that case histories, using archival sources, in this instance taken from the court records, have the potential to enhance teaching and learning in business ethics and responsible management education.

A limitation of this research is that it is reporting on one instance of a classroom delivery of the case study. In consequence, a recommendation for future research is for CSR and ethics focussed educationalist to conduct similar case study teaching to add to and complement the conclusions reached in this paper.

This paper is original in detailing and reflecting on a case history teaching example of global corruption. This case history teaching method was innovative, as it was constructed from archival sources taken from court records to include victim impact statements and the defendant’s “Plea Allocution”.

John Paul II's views on economic systems have been construed differently by some commentators who have been seeking approval for their own views rather than searching for the meaning that he himself intends to convey. John Paul is labeled by many as favoring capitalism, and by others as supporting socialism. A few have been scrutinizing his statements in hopes of finding support for a “third‐way.” In this paper, John Paul is quoted at length to represent his views more accurately.

This paper originated in a collection of essays on the theme of John Paul II's vision of the social economy that was published by the International Journal of Social Economics in fall 1998. This author is indebted to the contributors to that collection for many insights into John Paul's vision. Eight topics are covered: consumption, distribution, capital investment, work as such, leisure, labor, development, and market economy versus command economy. This paper uses many more direct quotes than is customary in scholarly work, but there is no other way to proceed and remain faithful to John Paul's vision of the social economy.

John Paul's writings on economic affairs are significant for what they teach about the premises employed in economics. His own philosophy of the human person reinforces the four premises of personalist economics more so than the premises of the mainstream and challenges the mainstream at its foundations in the philosophy of individualism.

John Paul speaks to a wide range of issues and questions central to economics and economic affairs. It would be presumptuous to represent this paper as a thorough examination of everything that John Paul has said, written, and means in this regard.

This paper attempts to highlight some of the key arguments that John Paul II has set forth on eight centrally important economic topics, comparing and contrasting his pronouncements with the views of mainstream economists on the same topics.

This paper draws on the insights of 20 professional colleagues specialized in range of subdisciplines in economics, holding faculty positions at major universities in the USA, Italy, and Canada, and with a strong interest in understanding the social economy. The concluding section states John Paul's vision of the social economy in terms of 13 most important arguments.

This case study presents and evaluates the effectiveness of a psychological intervention based on a narrative therapeutic approach. Paul is a man with a mild learning disability who was referred for treatment for anxiety and anger. Following difficulties in engaging him in a cognitive behavioural intervention, a narrative approach was initiated. By placing Paul as an expert in his own life, the approach was intended to assist him to access his strengths and resources and encourage him to view himself as separate from the problem he labelled ‘Anger’. Quantitative data indicated that there was a reduction in feelings of anxiety and increased feelings of well‐being. Subjectively, Paul reported making steps towards achieving five therapeutic goals, including feeling more in control of ‘Anger’. It was concluded that, with modifications to standard techniques, a narrative therapeutic approach offers a promising alternative to CBT for people with learning disabilities.