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This chapter discusses why employees keep their knowledge to themselves. Despite managers’ best efforts, many employees tend to hoard knowledge or are reluctant to share their expertise with coworkers or managers. Although many firms have introduced specialized initiatives to encourage a broader dissemination of ideas and knowledge among organizational members, these initiatives often fail. This chapter provides reasons as to why this is so. Instead of focusing on why individuals might share their knowledge, however, we explain why individuals keep their knowledge to themselves. Multiple perspectives are offered, including social exchange, norms of secrecy, and territorial behaviors.

As e-HRM systems move into the ‘smart’ technology realm, expectations and capabilities for both the automational and informational features of e-HRM systems are increasing. This chapter uses the well-established DeLone and McLean (D&M) model from the information systems literature to analyze how a smart workforce management system can create value for an organization.

The chapter is based on an exploratory case study conducted with a North American industrial products firm. We review three systems-level predictors of success from the D&M model (system quality, information quality, and service quality) and evaluate the company’s systems on these attributes.

The company’s e-HRM systems fall short on the information quality dimension, which limits potential for overall system success related to smart workforce management.

The e-HRM literature focuses on individual-level factors of system success, while the D&M model uses more macro factors. Blending these may help researchers and practitioners develop a more complete view of e-HRM systems. Conclusions from this chapter are limited due to the use of a single, exploratory case study.

Companies must pay attention to all three predictors of system quality when developing smart workforce management systems. In particular, implementation of a data governance program could help companies improve information quality of their systems.

This chapter adds to the literature on smart workforce management by using a model from the information systems literature and a practical example to explore how such a system could add value.

Susan Brodt (PhD, Stanford University) is E. Marie Shantz associate professor of organizational behavior and associate professor of psychology at Queen's University. Her research examines aspects of effective work relationships and how psychological and organizational processes help or hinder their development. She is currently studying the dynamics of interpersonal trust – trust building, violation, and repair – and how factors external to a work relationship (e.g., personal blogs) can facilitate trust development and repair. Her work has been published in numerous scholarly as well as practitioner-oriented journals. Susan has served on Editorial Review Boards of several scholarly journals and has held leadership positions in both the Academy of Management (Program and Division Chair, Conflict Management Division) and the International Association for Conflict Management (Program Chair, Board of Directors). She is also an experienced executive educator and consultant on such topics as negotiation, executive leadership, interpersonal trust, and managing global teams.

The endpoint and hallmark of the success of intercultural teaching is often seen as the attainment of intercultural competence. Yet, there is a need for a detailed examination of some of the enduring personal and professional identity and culture aspects of cross-cultural teaching. In this chapter, I deliberate over the application of narrative inquiry tools for unpacking teachers' experiences of immersion in a foreign country and culture of schooling. I reflect on my own experiences as a teacher in Japan and draw on an inquiry into the experiences of novice Canadian teachers in Hong Kong or Japan to shed light on fluid conceptions of culture shock and reverse culture shock in terms of cultural identity transformations. I also raise to the forefront inquiry puzzles about the phenomenon of intercultural competence acquisition.

Arguments for the development and use of narrative inquiry come out of a view of human experience in which humans, individually and socially, lead storied lives. People shape their daily lives by stories of who they and others are and as they interpret their past in terms of these stories. Story, in the current idiom, is a portal through which a person enters the world and by which his or her experience of the world is interpreted and made personally meaningful. Viewed this way, narrative is the phenomena studied in inquiry. Narrative inquiry, the study of experience as story, then, is first and foremost a way of thinking about experience. Narrative inquiry as methodology entails a view of the phenomena. To use narrative inquiry methodology is to adopt a particular view of experience as phenomena under study. (Connelly & Clandinin, 2006, p. 377)

With the rise in the number of women faculty since the 1970s, the traditional academic model of an exclusive devotion to work has been increasingly contested. Broad changes have occurred in academic culture and policies to make many universities more family-friendly. Recent research on graduate students points to a shift in attitudes about work/family management as well. Graduate students, both male and female, seem to balk at expectations for a sole devotion to an academic career to the exclusion of family life. We examine how faculty members carry out acts of resistance to this traditional model.

This article presents research from two separate but related qualitative studies for a combined sample of 74 faculty members with children.

Women and men faculty make professional and personal choices and engage in behaviors that, in essence, are acts of resistance against the dominant but perhaps “old” culture of academe.

Resistance to the ideal worker norm in academia has been largely overlooked in studies about faculty parents (particularly fathers) and work/family balance. We demonstrate how faculty members act as agents of social change in academia.

This chapter weaves together the voices of five teachers and teacher educators (two first-year classroom teachers and three teacher education faculty) collaborating to better understand socially just outcomes in the field of English language arts teacher preparation. Building from the premise that it is the seeking of multiple perspectives and the notion of voice that lie at the heart of socially just pedagogy, this collaboration aims to tell one story – a research narrative – through many voices. As White, female educator-researchers who experience privilege along a multitude of dimensions (e.g., socioeconomic status, language, race, ability, sexual orientation), the authors embrace activist-ally identities that seek to understand systemic injustices; act with an empowered and critically self-reflective sense of agency; and mobilize their resources in concert with others. This chapter narrates the authors’ learning of how activist-oriented teaching and research is (and might be) conceptualized and realized in the contexts of their work in one public high school, one K-12 charter school, and one teacher education program. Each author will share the inspirations, successes, and barriers she encountered while purposefully eliciting the perspectives, questions, and voices of multiple stakeholders, including K-12 students, cooperating school personnel, families, and other community members. Through the telling of this story as a collage of many voices, the authors hope to encourage others to act as allies for social justice on the ground – that is, in the teacher education and K-12 classrooms where we learn to teach as we consider how that learning impacts those it most directly affects.

The Compliance Assurance Process (CAP) is a federally funded IRS corporate audit program. The program’s goal is to determine the best tax treatment for complex transactions before a corporation files its tax return. The US Department of the Treasury has voiced concerns regarding resource constraints and whether the program enhances public (nonprofessional investor) and investor confidence. We conduct a behavioral experiment using 176 Master of Business Administration and Master of Accounting students as proxies for nonprofessional investors. In the experiment, we examine the effects of CAP participation and corporate tax risk profile on judgments about financial statement credibility. We use a 2 × 2 experimental design with corporate tax risk profile manipulated as high risk or low risk and participation in CAP manipulated as participatory or non-participatory. This research investigates whether CAP program participation and/or tax risk level influence nonprofessional investors’ perceptions of the certainty and accuracy of the provision for income taxes. The results suggest both CAP program participation and tax risk influence nonprofessional investors’ perceptions of the certainty of the income tax provision; and tax risk also influences nonprofessional investors’ perception of the accuracy of the income tax provision.