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The disruption caused by the Covid-19 pandemic necessitated a move from face-to-face teaching to fully online teaching, creating new challenges and opportunities for educators. In this chapter we explore how instructors' practices were affected by this emergency situation and the nature of changes in their conception of teaching/learning and their roles as teacher educators. Data from interviews and narratives contributed by a large number of educators spanning a variety of educational and geographical contexts have been analyzed using Lewin's three-stage model of change. This is cross-referenced against a theoretical framework informed by a sociocultural view of teaching and learning to examine the transformative nature of teaching and learning promoted by pandemic pedagogical practices. The findings show that educators' practices have necessarily had to evolve or even change significantly in order to fit the new online instructional mode. However, it is not possible to establish that these were largely transformative in nature beyond serving the existing institutional outcome needs more or less efficiently. This implies that further investment is needed in teacher education to facilitate remote teaching, redesign teaching, and reconsider technology in new ways which go beyond it being a simple tool for the transmission of knowledge. Equally important would be to support educators to put ‘Maslow before Bloom,’ meaning that safety and well-being must be given priority over teaching and learning as the mental, emotional, and physical challenges experienced during the pandemic will continue to linger post pandemic.

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.

The literature on precarious and insecure work rarely examines how workers with jobs in large bureaucratic firms experience insecurity. Current theories suggest two approaches. First, workers might focus on their individual occupation and detach their commitment from firms that no longer reciprocate long-term commitments. Second, employees might respond with increased organizational commitment because leaving an employer creates risks of uncertainty. Based on in-depth interviews with 22 financial services professionals, this paper refines our understanding of when workers focus on intra-organizational career development. This happens when large firms offer opportunities for advancement and foster loyalty. I develop the terms spiral staircase and serial monogamy career. A spiral staircase career results when workers take entrepreneurial approaches to advancement that include lateral job changes and vertical promotions within a firm. When the local labor market has multiple firms in their sector, career advancement may take an intermediate form, in which workers spend medium-to-long-term stints with multiple organizations. I call this the serial monogamy career. My research shows how sector characteristics and geography can impact worker commitment and mobility in insecure environments.

Jost et al. (2003) theorizes and finds that business students, on an average, hold a positive fair market ideology (FMI), which suggests that they believe in the power of market forces to reward ethical corporate behavior and punish unethical behavior; accordingly, they tend to make an implicit association between a company's financial performance relative to the stock market and the company's ethics. We suggest that audit education in professional skepticism and ‘red flag’ analysis will mitigate this implicit bias when a company's relative market performance is unusually distant from a referent benchmark, such as an industry average. In a between-participants experiment involving 94 non-audit and 94 audit business students, we measure their FMI, and examine how they perceive the ethicality of a company's management based on the referent direction (above or below the industry average) and referent magnitude (relatively close to or distant from the industry average) of the company's relative market performance. The results suggest that both non-audit and audit students indeed hold a positive FMI, and they ascribe favorable ethical perceptions to company performance that is relatively close to the industry average, irrespective of referent direction. When company performance is relatively distant from the industry average, neither group of students makes the implicit link. Overall, the findings do not indicate that audit education differentially affects business students’ perceptions of corporate ethics when a company's relative stock market performance deviates considerably from a referent benchmark.

Interest in generational research has garnered a lot of attention, as the workplace is seeing multiple generations (i.e., the Silent Generation, Baby Boomers, Gen Xers, and Millennials) working side-by-side for the first time. However, it is unclear how multiple generations of workers interact with each other and affect the workplace. Although there is extant literature on generational differences, some scholars have argued that the effect sizes are small and the differences are not meaningful. The focal aim of this chapter is to present the current state of literature on generational research. We present the relevant conceptualizations and theoretical frameworks that establish generational research. We then review evidence from existing research studies to establish the areas of differences that may exist among the different generations. In our review, we identify the issues arising from generational differences that are relevant to human resource management (HRM) practices, including new workforce entrants, aging workers, the changing nature of work and organizations, and leadership development. We conclude with several directions for future research on modernizing workplace policies and practices, ensuring sustainability in current employment models, facilitating future empirical research, and integrating the effects of globalization in generational research.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.