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Leviticus is an important source of moral reflection in Western culture. This paper applies passages from Leviticus 19 and its Rabbinic and medieval commentaries to modern day management education and practice. The purpose of this paper is to explore Leviticus 19's concern with the economic, moral, and spiritual dimensions of how to make and allocate profit. The paper highlights the implications of this distinction for management education through the use of cases and classic essays.

The analysis applies two passages from Leviticus 19 and their later commentaries: Leviticus 19:9‐10, on leaving the gleanings of one's harvest (e.g., the modern equivalent of profit) for the poor; and Leviticus 19:14, on not placing a stumbling block before the blind (e.g., the modern equivalent of the financially illiterate and morally blind). This analysis extends these texts to the social and economic circumstances of modern day business.

Leviticus 19's moral vision understands profit making and distribution in relation to the poor and other stakeholders. In addition, this interpretation of Leviticus 19 within the Jewish tradition provides a richer moral rationale than instrumentalism can give for taking prudent steps to protect both investors and the disadvantaged members of society.

The paper extends the interpretation of Leviticus 19 and its commentaries to how modern day profits should be made and distributed to the disadvantaged members of society. These concerns address the social responsibilities of managers and the education of future business leaders who will prudently examine their professional obligations.

Shapiro and Stefkovich in their 2001 book on ethics propose a framework for examining ethical dilemmas. At the heart of this conceptualization is “the best interests of the student.” Yet a review of the literature reveals this term is interpreted broadly and few systematic attempts have been made to define it. In response to this lack of clarity, the authors of this article construct a model for determining what is in the best interests of the student when making various types of ethical decisions in schools. This “Best Interests” model is based upon a new conceptualization of the three Rs. Here, the correlates are rights, responsibilities, and respect. By applying this model to the fact patterns of several US court decisions, the authors illustrate the application of the ethical paradigms of justice, care, critique, community, and the profession.

Scholars note there are limited studies analyzing ticket price determinants. Using the common seat approach, the authors sought to advance this line of research by analyzing determinants of National Basketball Association (NBA) ticket prices in the secondary ticket market. The authors’ research seeks to ask two questions. The first is how ticket prices in the secondary market are associated with common determinants of consumer demand. The second question is what impact the COVID-19 pandemic has on ticket prices in the secondary market.

Ticket prices of NBA regular season games in the 2021–2022 season were collected a week before the game day from Ticketmaster.com. A regression model was estimated with a group of independent variables: income, population, consumer preference, quality of viewing, quality of contest and pandemic (the number of COVID-19 cases).

Results indicate income, population, consumer preferences (e.g. team quality and star players) and quality of viewing (e.g. arena age and weekend) impact prices. Further, the number of COVID-19 cases did reduce the ticket price.

The present study illuminates the theoretical significance of analyzing ticket prices as a proxy of demand in professional sport, while providing practical implications regarding the potential opportunity to increase revenue.

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 purpose of this paper is to seek to conceptualize a theory of self‐contribution as a framework for understanding and demonstrating the dispositions and skills academics and educational leaders need to break the silence and engage in constructive talk about race across color lines.

Brian Fay's framework for critical theory provided the guideposts for the construct of self‐contribution. To address false consciousness, the authors turned to Mezirow's unlearning. The work of Tatum, and Parker and Shapiro clarified the social crisis and the educative components used the voice of color thesis (Delgado and Stefancic), Pillow's race‐based epistemologies, Horsford's research using counternarratives, and Argyris' work on defensive behaviors,. Finally, to address transformative actions the authors turned to Follett's principles of unifying, and Laible's loving epistemology.

The use of race‐based theories to center the discourse about race in mixed race settings has the potential to move the debate forward – beyond colorblindness and toward color consciousness – to place civic relationships based on the integration of desires, an openness to mutual influence and a commitment to unifying rather than equal opportunity to gain power over others (Follett).

At this moment in time, the potential of educational leadership students to lead socially just and equitable communities depends on educational leadership faculty's ability to participate in a way of knowing through self‐contribution.

The purpose of this paper is to present a biographical sketch of David D. Monieson whose academic career in marketing included time spent at the Wharton School of Business at the University of Pennsylvania, the University of Toronto, and over 30 years at Queen's University. It is focussed on Monieson's contributions to the history and philosophy of marketing thought, especially with respect to what Monieson called “usable knowledge” in marketing.

This paper uses a traditional historical narrative based on extensive personal interviews with Monieson and with some of his students and colleagues as well as archival research including personal correspondence, course notes, research notes, and other unpublished documents.

Monieson made important contributions to the thinking about history and philosophy of marketing thought. Some of his ideas, such as the intellectualization and re‐enchantment of marketing, have found a following among marketing academics; others, such as complexity, have not.

There is no published biographical study of Monieson and no detailed analysis of his contributions to marketing thought. This biographical sketch provides insights into several significant marketing ideas and tells the life story of an important marketing scholar.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This study examines the impact of mediator style, mediation outcome, and mediator background variables on community mediation participant satisfaction and fairness perceptions along several dimensions. Our data were collected from a community mediation program located in a justice court in the Southwestern United States. During a twelve‐month period, 40 mediation sessions, each involving a single mediator, were videotaped. The 108 mediation participants completed surveys assessing their perceptions of and satisfaction with their specific mediation experiences. The findings indicate important impacts of mediator facilitativeness on all perceptions and of conflict resolution success on satisfaction. Mediator experience impacted perceptions of the mediator; mediator gender and law background had no impacts.

This paper was written to put “on record” what, in retrospect, appear to the author to be the most significant aspects of his academic career, one that spans more than half a century.

The author begins by discussing his Wharton School experience (1957‐1964) and then traces how his activities and experiences at that time laid the groundwork for a number of career long themes (academic administration, pedagogy, and quasi‐governmental consulting) and academic interests (macromarketing, marketing history).

The author's Wharton School experiences and, more specifically, his contacts with Wroe Alderson and David D. Monieson did indeed shape his subsequent career.

This paper calls attention to certain events and research efforts that might otherwise be forgotten. It also serves as an example of one approach others might follow in preparing their own career retrospectives.