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Long-term stewardship (LTS), the caretaking of hazardous materials, is one of the main unanticipated challenges of high modernity. LTS refers to the process of protecting public health and the environment through the effective management of systems or materials over multiple generations, in some cases over many many generations. It arises from the recent realization that the full remediation of contaminated waste sites is beyond scientific knowledge, best technologies, or available resources.¹ Some materials will demand care and risk management over several generations while others, such as high-level nuclear waste, will require a succession of generations that exceeds the longevity of any civilization known to history.

The field of behavioral business ethics has come a long way since its inception nearly five decades ago. Pioneered in part in response to a number of high-profile corporate scandals, the early field of business ethics was thought by many to be a fad that would recede along with the salience of the scandals of the day. Yet, this could not have been further from the truth. The need for behavioral business ethics research remains ever-present, as evidenced by the sustained number of scandals and unethical behavior within and by organizations. Moreover, research in this area has burgeoned. In the 1980s, only 54 articles had been published on this topic (Tenbrunsel & Smith-Crowe, 2008); today, a similar search yields over 3,000 “hits.” In light of the area’s growth, we suggest the need to take a look back at the seminal work that sparked social scientific work in the field. In particular, this chapter has two main objectives. First, we provide a review of select foundational work. In so doing, we identify some of the key trends that characterized early knowledge development in the field. Second, we draw on this historical context to consider how past trends relate to current work and speak to future research opportunities.

Purpose: The development of service automation continues to underpin the travel, tourism and hospitality sectors providing benefits for both customers and service companies. The purpose of this chapter is to showcase the practice of self-service technology (SST) usage in the contemporary tourism and hospitality sectors and present a conceptual framework of customer SST adoption.

Design/Methodology/Approach: This chapter offers an examination of theory, research and practice in relation to SST usage in tourism, highlighting the benefits and drawbacks arising for both customers and service providers. Since the benefits are achieved only if SSTs gain effective adoption with customers, this chapter focuses on concepts underpinning the study of customer SST adoption. Drawing on SST adoption factors and SST customer roles, a conceptual framework of SST adoption is discussed.

Findings/Practical Implications: This chapter examines the principles and practice underpinning the usage of self-service technologies in the travel, tourism and hospitality sectors, with specific reference to customer SST roles in co-creation. The customer SST roles provide a more detailed and nuanced picture of the customer perspective on SST usage. These nuanced roles are captured in a conceptual framework which seeks to further refine the understanding of customer SST adoption.

Research Implications & Originality/Value: The framework provides a useful foundation for further research with a focus on customer empowerment in SSTs. The future development of service automation will require a balance between the delivery of a personalised and smarter customer experience and technology applications that are unobtrusive and which do not pose any ethical or privacy concerns.

Organizational wrongdoing researchers often look to past cases to empirically develop and support theoretical understanding. Their research is therefore conducted at a temporal distance to focal events and frequently relies on retrospective accounts and surviving documentary evidence. These methodological circumstances define historical research practice, and we demonstrate in this paper the valuable insights that historical approaches can provide organizational wrongdoing research. Specifically, we draw on a range of practices from history and the social sciences to introduce four historically informed approaches: narrative history, analytically structured history, historical process study, short-term process study. We differentiate these based on their particular affordances and treatment of two key methodological considerations: historical evidence and temporality. We demonstrate the specific value these approaches represent to organizational wrongdoing research with several exemplars showing how they have been used in related fields of research.

This chapter uses the re-development of an undergraduate business degree in a large Australasian university as a case study of the systematic embedding of social responsibility into the curriculum. The chapter discusses the drivers for curriculum change including the converging desires of both employers and students for business education to not only equip graduates with thinking skills for a fast-changing future but also provide guidance to students on becoming ethical leaders. The design thinking process that underpinned the curriculum re-development is outlined and the graduate profile and curriculum structure that emerged from the process are discussed. The graduate profile includes an aspirational goal for students to be future generators for sustainable value for business and society at large. Attainment of this goal is supported by development of other aspects of the graduate profile and the structure of the degree itself. Students are required to undertake multi/interdisciplinary study in order to expose them to different perspectives and ways of thinking and doing. They are scaffolded through the development of an understanding of social responsibility in business and the application of ethical frameworks to complex problems over the course of three years, through four compulsory courses. The chapter notes the importance of the hidden curriculum in teaching social responsibility and demonstrates how the teaching of social responsibility in the business curriculum is reinforced through the structure of the degree and consistency with both the Business School’s and University’s mission.

Institutions of learning are charged with the social responsibility to prepare future professionals for the ever-changing demands of modern society. Universities should provide expanded opportunities for learning and may choose to do so in many ways. Service learning is one approach designed to provide an educational experience that fosters a deeper community investment through involvement and outreach. Service learning engages students in the community in order to help meet the needs of that community (Osteen & Perry, 2012). Universities have begun to use this as an experiential learning approach to prepare professionals to better address the needs of the local communities. Instructors can integrate these opportunities into coursework. As universities respond to societal changes, the infusion of service learning may be the method to do so. While providing benefits to the local community, students also experience growth through the use of these practices. Specifically, service learning activities serve to improve critical thinking skills and improve multicultural competency (Coffey, 2010). This chapter will explore opportunities for universities to integrate social responsibility into the curriculum. Case examples will be provided to showcase possible strategies designed to foster engagement. These examples highlight educational experiences, while also demonstrating contributions that universities can make to the neighboring community.

As societies worldwide continue to navigate and recover from the impacts of the Covid-19 pandemic, the world is at a unique crossroads. How can leaders in higher education institutions (HEIs) prioritize holistic human needs and maximize interpersonal and collegial human connection, while continuing to guide and grow successful learning communities both in-person and virtually? With potential costs and benefits in mind, pertinent literature is reviewed, and the limitations and silver linings presented by the ongoing pandemic are explored. Different forms of grief and loss experienced by faculty and students as well as the effects of technostress amid this time of change are also recognized. Concepts and practices introduced by prominent humanistic thought-leaders are discussed as a way to navigate the educational impacts created by the pandemic. A key finding presented is that leaders and HEIs that prioritize human connections and relationships, in concert with adopting technological advancements, are better equipped to maintain personal well-being while enhancing academic success in the long term. By fostering learning environments based on psychological safety, compassion, autonomy, and adaptability, humanistic leaders contribute to the betterment of HEIs as a whole. To this end, the enduring legacy of humanistic leadership is pivotal in this new era of global and individual humanistic transformation amid change.