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The paper complements the research framework proposed by Kim and Matsumura (2017) through a broad survey of the management accounting research in sustainability.

The paper reviews recent management accounting research in the area of corporate responsibility/sustainability; focusing on articles published in seven widely recognized accounting journals and the Journal of Business Ethics.

Our survey of the recent literature indicates: (1) a major focus has been on integration of sustainability in management control systems; (2) the primary research methods used are case studies and surveys, with few large sample, archival studies (primarily on compensation); and (3) a significant amount of literature has been published outside of the traditional accounting literature.

The paper complements existing literature reviews in the area by focusing on the set of most widely recognized journals. By focusing on these journals, we highlight opportunities for future research that are likely to reach a broader accounting readership.

Area 49 is a group of specialized technology spaces in J. Murrey Atkins Library at the University of North Carolina at Charlotte. Since the launch of these spaces in 2018, librarians have worked with instructors in all disciplines to design unique experiences that support students’ academic success and lifelong learning. However, much of the success of these spaces is due to the extensive research and work that occurred during the planning, construction, and purchasing stages. While the spaces will continue to evolve based on research, emerging technologies, and use, it was this foundation that posed the spaces for success from the start.

We explore the role of geographic communities in the construction of an organization's identity as narrated in the pages of Martha Stewart Living magazine, the flagship product of the Martha Stewart Living Omnimedia organization. We content analyzed 253 columns published between 1990 and 2004. We found that communities figured prominently in the emergence and institutionalization of the organization's identity, with over 800 mentions of specific places, from Stewart's childhood home of Nutley, New Jersey, to storied Paris, France. We examined how Stewart's use of places compared with descriptions of these same places in the Lonely Planet Travel. Our evidence suggests that the invocation of community enabled the organization to legitimate its product offerings as well as claim and partition complex and sometimes contradictory identity elements that included both highbrow culture and Americana “rural apple-pie goodness.”

This chapter seeks to enhance organizational theory's current typology of organizational architectures to explain a flourishing modern architecture that has developed utilizing the inexpensive communication paths created by technology such as the Internet and wireless networks. As communication and coordination costs have dropped, new organizing methods have grown that are difficult to understand using the traditional organizational architectures. In this chapter, we introduce a new community architecture, the “C-form,” which is categorized by (1) fluid, informal peripheral boundaries of membership; (2) significant incorporation of voluntary labor; (3) information-based product output; and (4) significantly open sharing of knowledge. Although the domain of open source software (OSS) is frequently cited as an example of such communities, we argue that the form expands well beyond the domain of software to a wide variety of information-based products. Drawing on a culture frame, we develop an initial set of principles of C-forms and finally explore the implications of the C-form for the modern organizational world.

Development of the technology, besides creating opportunities for the world, and making people’s lives easier on the one hand, has also created difficulties, on the other hand. The processes on the earth have accelerated, and the environment has become more unpredictable. That was the ground of emerging VUCA (Volatility, Uncertainty, Complexity, Ambiguity) in military services and afterwards in the business sector.

The rapid development of different directions, especially of technology, made mankind rethink about attitudes, find out, and expand their skills in order to be effective in the constantly changing environment. The reality that the competencies obtained before were not sufficient became obvious. Nowadays, VUCA leaders with their sophisticated and vital skills are extremely necessary for the business to reach the goal with minimal loss.

Higher education, as in every circumstance, in this case also has its huge impact and significance. Higher Educational Institutions (HEIs) are responsible for education, which on its end, is the starting point of development and restructuring the complex reality. Redesigning the teaching and learning environment can prepare future VUCA leaders. In case the universities try to provide a new generation with the skills necessary for the existing reality rather than following the obsolete flow, the business sector will get workflow more prepared for VUCA challenges.

The chapter discusses and presents the necessity of updated leadership skills in the VUCA reality and the role of higher education in stepping forwards to turning VUCA disruptions into VUCA possibilities.

How does organizations' embeddedness in social and cultural communities influence their behavior? And how has this changed with recent communication technology advances and globalization trends? In this introductory chapter to Research in the Sociology of Organization's volume on Communities and Organizations we consider how diverse types of communities influence organizations, as well as the associated benefit of developing a richer accounting for community processes in organizational theory. Our goal is to move beyond the focus on social proximity and networks that has characterized existing work on communities. We highlight how the notion of community provides a distinct institutional order that enables actors to tailor community logics that give cultural meaning to and govern specific institutional fields and furthermore how communities can function as an organizational form.

Research pertaining to African-American women in academe is scant. Narrowing the focus to a specific segment of this population, such as those in the professoriate, is even more limited. Much of the available scholarship responding to the realities of African-American women’s work and lives in higher education revolves around the emotional, cultural, professional, and epistemic violence endured at the intersections of multiple systems of oppression, and the ways in which these women cope and resist. Less is known beyond these various coping strategies. Literature that responds to the complexities of Christianity and privilege, particularly in regards to directives for institutional diversity remains inconsistently addressed. The ways in which multiple forms of the Judeo-Christian faith influence experiences within differing higher educational settings is limited. Investigating the materiality that occurs in the interstices of these differing, yet interrelated, conversations has significant import for multiple dimensions of Black higher education. The present chapter questions the potential influence Judeo-Christian African-American women faculty have on diverse student engagement at historically Black colleges and universities.

Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University (GCU) are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management program in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organization – through improved interpersonal skills, decision-making, and problem-solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience.