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An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.

The purpose of this study is to examine the potential of integrating material from the arts into postgraduate curricula to deepen students’ engagement with marketing phenomena. The authors assess the use of arts-based activities, within a broader critical pedagogy, for encouraging imaginative and analytical thinking.

The authors devised two learning activities and an interpretive method for studying their value. The activities were an individual essay connecting themes in song lyrics to marketing, and a group photography project. These were applied, within a broader, critical approach, in postgraduate modules on sustainability, ethics and critical marketing. Data collection comprised diaries kept by the teachers, open-ended feedback from students and students’ assignments.

Students showed high levels of engagement, reflexivity and depth of thought, in felt experiences of learning. Their ability to make connections not explicitly in the materials, and requiring imaginative jumps, was notable. Several reported lasting changes to their behaviour. Some found the tasks initially intimidating or, once they were more engaged, stressful or saddening.

This adds to scholarship on management education by showing the usefulness of an arts-based approach towards a transformative agenda.

It offers a template of how to draw from the arts to strengthen critical engagement upon which marketing teachers can build. It also contains practical advice on the challenges and benefits of doing so.

The authors provide evidence that this approach can enhance sensitivity and reflexivity in students, potentially producing more ethical and sustainable decisions in future.

The pedagogical interventions are novel and of value to lecturers seeking to enhance critical engagement with theory. An empirical study of an attempt to integrate arts into teaching marketing represents a promising direction, given the discipline’s creative nature.

The purpose of this paper is to present a case for research in ethical, social and environmental (or sustainability) accounting and accountability which engages with those organisations claiming to manage and report their sustainability performance. In addition, the paper reviews the contributions in this special issue.

The paper provides an analysis and critique of the extent of engagement research in the field of sustainability accounting and accountability. It draws on the fields of management, management accounting and critical accounting to present a case for further research engagement with sustainability accounting and accountability practice.

The paper finds that the extant literature in the field of sustainability accounting and reporting, in contrast to the fields of management accounting and management, has largely ignored practice within organisations. The lack of “engaging research” is found to be due to concerns about increasing the breadth of participants in the social accounting agenda and “managerial capture”. The paper argues that further research engaging with organisations is needed in order to identify how accounting and management systems might reduce their negative sustainability impacts. The paper argues that such research can benefit from the methodological and theoretical insights of other disciplines.

The paper suggests where further contributions might be made by future research endeavours engaging with organisations.

Engagement research in sustainability accounting and reporting has the potential to improve theorizing, practice and the sustainability performance of organisations.

Drawing on the methods and theories of other disciplines and the papers in the special issue, the paper presents a way forward for researchers engaging with organisations practicing sustainability accounting and reporting.

The basis of this study is Kelley’s (1992) two-dimensional model, which measures five follower types. Previous investigations did not support the validity of Kelley’s model. Although the model is utilized in research, the validity and reliability of the Kelley Followership Questionnaire (KFQ) is still in question. In this study, the KFQ validity was tested after revision of the instrument. Factor analysis revealed a three-factor model disputing the theorized two-factor model. Factors of the KFQ-R convergent validity were supported by significant correlations with critical thinking disposition and work engagement scales. This research project is intended to promote the study of the followership construct.

This paper aims to examine the textual coverage of the topic of public engagement in leading English language sustainability textbooks.

In this paper, the authors’ findings are based on a content analysis of 12 textbooks published between 2005 and 2015. The authors generated the sample through three sources: a review of the offerings of five major academic publishers, title searches of academic databases and an examination of the syllabi compiled by AASHE. Texts that displayed a high degree of disciplinarity or those that were narrowly focused were rejected. A list of a priori codes was established in which the authors expected to find in the indices of the texts. This resulted in 21 expected a priori codes for which the authors assessed the sample texts to gauge the place of engagement in these materials.

The authors find that only two textbooks contained ten or more references to engagement. Overall, very little attention was paid to the ways in which individuals, groups or institutions can engage in action for a sustainable society. The authors argue that substantive changes in the writing of textbooks are necessary to provide students with comprehensive training on why engagement is critical. More diverse writing teams, attention to cultural obstacles and mindfulness of the politics of difference are recommended.

Practical implications include pedagogical methods aimed at better-informed students knowledgeable of the importance of public engagement in the sustainability transition.

Social implications include a more dynamic socially sustainable educational experience for students, which is aligned with cutting-edge scholarship.

The authors know of no other research devoted to the analysis of engagement in contemporary sustainability textbooks. The authors hope to encourage writers of sustainability textbooks and their editors to incorporate more robust social science scholarship on pivotal topics such as how social change and action intersects with sustainability. Second, the authors seek to broaden a conversation about the role of public engagement in sustainability-focused textbooks and curricula.

Purpose – The purpose of this chapter is to explore the implications of viewing group decision-making through the lens of a social dilemma.

Design/methodology/approach – The chapter reviews the literature on why group decision-making often fails to live up to its potential, and then applies the social dilemma perspective to develop new insights about how the limitations of group decision-making might be overcome.

Findings – Applying the social dilemma perspective to group decision-making provides several prescriptions for group decision-making improvement by highlighting a critical distinction between participation and engagement.

Limitations – An important limitation of applying the social dilemma perspective to group decision-making is that improving group engagement by redefining member duty carries the risk of energizing dissent that only questions the group's answer and not the group's question.

Practical implications – The chapter refocuses the dialogue about group decision-making effectiveness away from “just” participation to include group member engagement.

Social implications – A key social implication of this chapter is that all social behavior represents a social dilemma, and that viewing everyday social activities (such as group decision-making) as social dilemmas can help identify new ways to understand cooperation failures and thereby improve future cooperation in groups.

Originality/value – The chapter extends and re-energizes research on group decision-making by providing a fresh lens – the social dilemma perspective – through which to understand and improve group decision-making failures.

Start-ups are the new avenues for innovation and employment. Strategic management is critical for employee engagement and skill development of start-ups. This study aims to understand the impact of strategic management on employee engagement and skill development.

The study attempts to identify principal factors of strategic management influencing employee engagement and skill development. Structural equation modeling has been used to understand effects of the study.

The study results have shown the challenges concerning employee skill development and reflected on importance of the employee engagement programmes for the growth of the human resource in the start-ups.

The study has confined to strategic management for employee engagement and skill development. However, studies related to challenges encountered by start-ups in the specific areas of marketing, operations and finance, etc. would provide more detailed impact on the growth of start-ups.

This study provides an insight into strategic management for employee engagement and skill development. The results would provide directions for improving strategy management from the perspective of employee engagement and skill development.

The study on start-ups provides a direction to the owners of start-ups to understand the importance of strategic management and human resource management for building strong enterprising which can provide employment opportunity for the youth of the nation and improve the society at large.

This paper is an attempt to provide directions for managing challenges from the perspective of employees’ engagement and skill development, which is essential for growth and sustainability in the future.

Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL by shifting the focus toward prioritizing the incorporation of goals of cross-cultural learning and fostering cultural humility addresses these problematic attributes. Approaching ISL placements with a learning mindset inverts the service-learning model by emphasizing learning over helping. Additionally, cultivating a deeper self-awareness and learning from the host communities prior to offering service encourages cultural humility, enhances the ability to remain open to different perspectives, and sustains engagement as a lifelong learner. A framework for developing international education experiences with a systems-oriented approach is proposed: one that acknowledges the interdependent relationships with others in global social and economic structures. The proposed framework applies Milton Bennett’s Developmental Model of Intercultural Sensitivity and Vanessa de Oliveira Andreotti’s HEADS UP educational tool for critical engagement in global social justice issues. Transformative learning theory guides the process of perspective transformation and invites students to critically reflect on their own values, assumptions, and cultural beliefs. The intent is to establish a model for ISL placements which invites respectful collaboration across cultural differences and imbalances in power relations.

This paper aims to examine the open innovation engagement process in terms of how online community members create and share knowledge for open innovation and the consequences of engagement.

A mixed methods approach based on netnography (Study 1), qualitative interviews (Study 2) and surveys (Study 3) was adopted in three studies.

The results of Study 1 show that hotel brand community members actively create and share their knowledge by evaluating hotel policies, providing service suggestions and creating new service ideas. The results of Study 2 identified enjoyment and empowerment as major antecedents of the engagement and brand loyalty and a sense of brand community as major consequences. In Study 3, the relationships among them were quantitatively examined.

This research provides empirical knowledge on online engagement and identifies the innovation value of online platforms. The research also provides knowledge on the engagement process for open innovation by online community members in terms of its antecedents and consequences. As a main limitation of the study, this research only focuses on a single online brand community.

While most existing tourism research analyzes the role of user-generated content in customer decision-making, this research provides a fresh insight into the innovation value of customer knowledge.

Critical social analysis seeks, amongst other things, to delineate and foster more emancipatory types of discipline and practice. In so doing, it appropriately turns to and can come to be informed and influenced by a broad range of subject areas and empirical focuses, including some that substantially parallel its own emancipatory project. The concern of this article is to explore the case of liberation theology as a social discipline and practice, including as a practice attending to the spiritual and theological. The article's intervention is consistent with the inspirational and insightful character of the theological and reflection upon religious beliefs and values. The concern is to reflect upon the possibilities and potentialities of analysis for accounting. The article explores the sense in which a review of liberation theology can provide critical researchers concerned to locate and promote a more emancipatory accounting with new insights and inspiration.