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The purpose of this study is to investigate the simultaneous effect of ethical leadership (EL) and corporate social responsibility (CSR) on employees’ turnover intention and examine the mediating mechanism in these relationships.

The authors conducted a field study of 851 employees across a variety of industries. This study applied partial least squares structural equation modelling for hypothesis testing.

The results show that employees’ perceptions of CSR as well as EL are both uniquely and negatively related to turnover intention. The authors also found that employees’ job satisfaction but not commitment, mediates these relationships.

This study answers the recent call (Schminke and Sheridan, 2017) for ethics researchers to put competing explanations to the test to determine their relative importance. Research limitations have been discussed in the paper.

Through providing empirical support for the positive impact of CSR and EL on employee-related outcomes and creating a decent and empowering work environment, this study provides further support for CSR and EL. As CSR and EL require accountability, responsible management and addressing societal well-being of stakeholders, this study can contribute to the United Nations sustainable development goals.

Previous research has found that both employees’ perceptions of supervisory EL and CSR are negatively related to employees’ turnover intentions. Yet, researchers know little about their relative importance because these relationships have not been adequately examined simultaneously.

Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).