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The purpose of this paper is to examine the influence that the occurrence of greenwashing has on the consumer perception of corporate social responsibility (CSR).

This paper observed the market indication that a consistent undermining of authentic commitment to CSR taints consumer perception. Investigating how the motivations behind greenwashing contribute to the presentation of CSR was the first means of examining the market forces. Consumer orientation was used as a guiding principle to consider the short- and long-term perspective of a greenwasher.

Individual instances of greenwashing contribute to a collective deterioration of marketplace trust in the promises of CSR. The negative influence on CSR is not isolated to the greenwashing perpetrator but casts a wider effect. The consequences of greenwashing are not isolated but widely dispersed.

Whilst much of the literature focuses on the stigmatisation of individual firms, it is crucial to note how marketplace trust is eroded. In addition, the perception of CSR-related regulations is for example influenced but rarely recognised as a consequence of greenwashing behaviour.

Despite the recognition that contextual factors play a key role in shaping individuals’ work-family (WF) interface, empirical research that simultaneously considers individual, roles and contextual factors is scarce. Drawing on the pyramid model of work-home interface, we delve into the intersection among sex, gender role ideology (GRI) and urbanization (URB) in relation to WF conflict and enrichment in India. Specifically, we explored whether and how sex (male vs female), GRI (traditional vs egalitarian) and URB (big vs small city) interact to predict WF conflict and WF enrichment.

The data were collected from 586 full-time employees working in both more and less urbanized cities in India. Moderation analyses were utilized to study the interaction effects on WF conflict and enrichment.

Results indicate that GRI is a stronger driver of WF experiences, especially WF enrichment, for women regardless of location. The study contributes to the understanding of WF experiences in India and addresses the complexity of WF experiences, especially with respect to sex and gender.

Our study offers a nuanced understanding of WF experiences in India by integrating micro- to macro-level antecedents, thereby addressing the complexity of WF experiences. While a lot of research explains sex and gender differences in WF experiences, our study highlights how these experiences vary with the degree of URB.

This paper presents an historical reconstruction of the radicalisation of Alan Fox, the industrial sociologist and a detailed analysis of his early historical and sociological writing in the classical pluralist phase.

An intellectual history, including detailed discussion of key Fox texts, supported by interviews with Fox and other Biographical sources.

Fox’s radicalisation was incomplete, as he carried over from his industrial relations (IR) pluralist mentors, Allan Flanders and Hugh Clegg, a suspicion of political Marxism, a sense of historical contingency and an awareness of the fragmented nature of industrial conflict.

Recent academic attention has centred on Fox’s later radical pluralism with its “structural” approach to the employment relationship. This paper revisits his early, neglected classical pluralist writing. It also illuminates his transition from institutional IR to a broader sociology of work, influenced by AH Halsey, John Goldthorpe and others and the complex nature of his radicalisation.

This study, a theoretical article, aims to introduce new institutionalism as a framework through which business and management researchers can explore the significance of artificial intelligence (AI) in organizations. Although the new institutional theory is a fully established research program, the neo-institutional literature on AI is almost non-existent. There is, therefore, a need to develop a deeper understanding of AI as both the product of institutional forces and as an institutional force in its own right.

The authors follow the top-down approach. Accordingly, the authors first briefly describe the new institutionalism, trace its historical development and introduce its fundamental concepts: institutional legitimacy, environment and isomorphism. Then, the authors use those as the basis for the queries to perform a scoping review on the institutional role of AI in organizations.

The findings reveal that a comprehensive theory on AI is largely absent from business and management literature. The new institutionalism is only one of many possible theoretical perspectives (both contextually novel and insightful) from which researchers can study AI in organizational settings.

The authors use the insights from new institutionalism to illustrate how a particular social theory can fit into the larger theoretical framework for AI in organizations. The authors also formulate four broad research questions to guide researchers interested in studying the institutional significance of AI. Finally, the authors include a section providing concrete examples of how to study AI-related institutional dynamics in business and management.

This paper argues that extractivist logic creates the environmental conditions that produce “natural” hazards and also the human conditions that produce vulnerability, which combined create disasters. Disaster Risk Creation is then built into the current global socio-economic system, as an integral component not accidental by-product.

As part of the movement to liberate disasters as discipline, practice and field of enquiry, this paper does not talk disasters per se, but rather its focus is on “extractivism” as a fundamental explanator for the anthropogenic disaster landscape that now confronts us.

Applying a gender lens to extractivism as it relates to disaster, further highlights that Disaster Risk Management rather than alleviating, creates the problems it seeks to solve, suggesting the need to liberate gender from Disaster Risk Management, and the need to liberate us all from the notion of managing disasters. Since to ‘manage’ disaster risk is to accept uncritically the structures and systems that create that risk, then if we truly want to address disasters, our focus needs to be on the extractive practices, not the disastrous outcomes.

The fundamental argument is that through privileging the notion of “disaster” we create it, bring it into existence, as something that exists in and of itself, apart from wider socio-economic structures and systems of extraction and exploitation, rather than recognising it for what it is, an outcome/end product of those wider structures and systems. Our focus on disaster is then misplaced, and perhaps what disaster studies needs to be liberated from, is itself.

The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under Section 4 of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery.

A documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the built environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and Lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by interpretive structural modelling (ISM) to identify their correlation to NSS Section 4 themes. A level partition analysis establishes how influential they are in enhancing academic support.

The study identified nine drivers, where two drivers were categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders’/tutors’ improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE.

The identified drivers and their categories can be used to set prioritised guidelines for academics and other educational institutions to improve students’ overall satisfaction.

Novelty from the study will be the developed drivers and the level partitioning diagram to assist academics and academic institutions in successfully integrating academic support into HE curricula.