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The purpose of this study is to determine whether an undergraduate business program that rapidly introduced sustainable development into its curriculum, without an overall curriculum revision, was effective in terms of student engagement with the UN Sustainable Development Goals (SDGs) and what factors were most important for deepening student interest.

This study used a pre-test/post-test design at one academic institution, in several different core courses, offered multiple times over three years, to assess the effectiveness of the curriculum approach taken.

Including a significant, SDG-focused assignment in an existing business course increased student learning about the SDGs, student curiosity about the SDGs and students’ feelings of competence to advance the SDGs after graduation. Having a faculty member who can make a strong business case for the SDGs increased student commitment to the goals. These positive outcomes were consistent across business school majors and were not specific to particular courses or faculty.

Data in this study were collected at the course level and did not contain information to identify unique students across the pre- and post-tests. Given the long timeline for curriculum change at the institutional level, these findings provide a way forward for business schools and business school faculty who desire to react quickly to bring these topics into management education.

To the best of the authors’ knowledge, this is the first study to use survey data collected over multiple semesters to test whether course-level interventions increase student engagement and interest in the SDGs.

This study empirically explores one of the important channel issues – the relationship between various channel support given to channel partners and the perceived (by managers) goal‐orientation of a firm. Results from an emerging market, India, indicate that perceived orientation towards both profitability and market share is not associated with any of the channel support considered. Growth orientation however is strongly associated with most of the channel support activities – both business (e.g., business advice, pricing and ordering assistance, and personnel training) as well as marketing (advertising support, sales promotional material, and inventory management assistance) oriented activities. In contrast, perceived sales volume orientation is only associated with advertising support and business advice, however, the relationship is negative. These findings have interesting implications for channel management and channel motivation.

While a relationship between accountability and ethics has long been assumed and debated in Public Administration, the nature of that relationship has not been examined or clearly articulated. This article makes such an effort by positing four major forms of accountability (answerability, blameworthiness, liability and attributability) and focusing on the ethical strategies developed in response to each of these forms

Phenomenologists are among the strongest opponents of logical positivism. Mostly associated with Edmund Husserl, phenomenology is essentially an analytical method or framework for describing and explaining social relationships and psychological orientations. Phenomenologists attempt to account for the subjective qualities which logical positivists and empiricists assume to be unreal or are mistakenly treated as objective observable phenomena. The authors note that phenomenology has been absorbed into the literature and the language of the field especially in terms of how people do and do not relate to bureaucratic organizations and government programs.

Previous research in the area of distributor performance proposed different scales, mostly in western, developed country context. These studies also lacked the consideration of dynamic interaction between variables, which determine the distributor’s performance. This paper proposes a composite Distributor Performance Index (DPI) to evaluate distributors’ performance based on at the “Enables” and “Results”, taking a system dynamics approach. The model results have been discussed and validated, in business marketing channel. The context of this study is India, an emerging market.

The task of the librarian is to achieve his library's objectives. A simplistic statement, perhaps, but it is rare that a library's objectives are defined in any terms other than the broadest—for example, ‘to meet the needs of its users’. In fact, the definition of objectives in any service organization is likely to be an iterative process, but the explicit commitment to users‘ needs (however mystical this concept may be) requires the librarian to examine users’ behaviour as a first step to determining policy. Since a complete state‐of‐the‐art in user behaviour would fill a substantial book, this survey is restricted to drawing together some threads of research of potential application in university libraries. Methodological problems are not discussed here, since these are adequately reviewed elsewhere.

Highlights the major trends in information needs and use in a survey of the literature from the later 1940s to the present time. The shortcomings of early studies, particularly questionnaire surveys, are found to be defective methodology and shallow conceptualization. More sophisticated and refined techniques were introduced in the mid 1960s leading to more empirical research and to the study of informal transmission systems. The 1970s still revealed a need for greater conceptualization. New paradigms and approaches emerged in the 1980s leading to considerations of the environment in which information is used and distinctions between the cognitive and social aspects of information.

This paper aims to discuss the consequences for responsible management education and learning (RMEL) as an enduring feature of the post-COVID-19 world: increased inequality and increased vulnerable individuals living in poverty. Because of this, responsible management education and learning (RMEL) must integrate poverty as a threshold concept on which students’ cognitive frame is built.

This paper advocates for poverty to be taught as a multidimensional threshold concept that encompasses a person’s freedoms and capabilities, in addition to their income (Sen, 1999). Further, this paper provides a framework for integration into all curricula grounded in RMEL’s unique domain of inquiry and study: the integration of ethics, responsibility and sustainability.

Threshold concepts transform student learning in durable, immutable ways. When poverty is taught as such, students develop more elaborate poverty cognitive frames that they can apply across their entire course of study. This paper describes how to: (1) reframe poverty as a threshold concept; (2) apply Biggs’ (2003) framework of constructive alignment to assure the integrity of course learning objectives and the curriculum; (3) create poverty-related assignments that are emotionally engaging and relevant for students (Dart, 2008); and (4) use this proposed framework of including poverty in business classes.

Without an integrated multidimensional understanding of poverty, students will not emerge as managers competent in addressing these critical issues from within a business context (Grimm,2020). It will be imperative in future research to evaluate the outcomes of doing so and to determine whether this solution creates responsible managers more competent in addressing poverty-rooted issues.

This paper brings together two elements of student learning central to understanding poverty: threshold concepts and cognitive frames. This paper also uses Biggs’ (2003) constructive alignment framework to assure that curricular and course changes have both internal coherence and explicit learning outcomes.

Growth in scientific production and productivity over the 20th century resulted significantly from three major countries in European science – France, Germany, and the United Kingdom. Charting the development of universities and research institutes that bolster Europe’s key position in global science, we uncover both stable and dynamic patterns of productivity in the fields of STEM, including health, over the 20th century. Ongoing internationalization of higher education and science has been accompanied by increasing competition and collaboration. Despite policy goals to foster innovation and expand research capacity, policies cannot fully account for the differential growth of scientific productivity we chart from 1975 to 2010.

Our sociological neo-institutional framework facilitates explanation of differences in institutional settings, organizational forms, and organizations that produce the most European research. We measure growth of published peer-reviewed articles indexed in Thomson Reuters’ Science Citation Index Expanded (SCIE).

Organizational forms vary in their contributions, with universities accounting for nearly half but rising in France; ultrastable in Germany at four-fifths, and growing at around two-thirds in the United Kingdom. Differing institutionalization pathways created the conditions necessary for continuous, but varying growth in scientific production and productivity in the European center of global science. The research university is key in all three countries, and we identify organizations leading in research output.

Few studies explicitly compare across time, space, and different levels of analysis. We show how important European science has been to overall global science production and productivity. In-depth comparisons, especially the organizational fields and forms in which science is produced, are crucial if policy is to support research and development.