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Research‐intensive universities have special challenges in providing their students with civic education, particularly education that is rooted in the curriculum. Their efforts are important to the overall effort to promote education “for the common good” at colleges and universities because of their stature within the higher education community. This paper aims to address the particular needs and challenges of research universities in fostering civic education and strengthening their leadership contributions.

This article provides a snapshot of how 15 American research university campuses, which are part of a “learning community”, approach their goal of educating their students to promote the common good. Based on survey self‐reports conducted in the spring of 2009, it documents their civic education work.

The survey confirms, while research universities are being creative and assertive in expanding their civic education work, there is ample room to extend and improve their efforts, and it frames an agenda for continued improvement. All surveyed campuses are committed to civic education and provide domestic and international engagement experience to undergraduates. Most provide curricular engagement experiences. In‐depth opportunities for a select group of students are common, university‐wide opportunities are not. Many want to improve the integration of curricular and extra‐curricular engagement.

The research is based on self‐reports of a small sample.

These campuses face two major challenges to fostering civic education: generating greater faculty buy‐in, and overcoming the difficulties of program development at large decentralized institutions. Opportunities for program improvement include: better measurement of outcomes, more use of theory, and more student involvement in institutional governance.

These findings provide unique insight into the work of some of the most able practitioners of civic education at American research universities.

The purpose of the paper is to investigate the writing style of Stanley C. Hollander, in order to better understand the power of his prose.

A line‐by‐line literary analysis of Hollander's publications, with a view to detecting his stylistic “signature” or “fingerprint”.

Four key elements are integral to Hollander's writing style – interrogatives, inventories, iconoclasm and irony. His single most characteristic literary device is litotes, a mode of ironic understatement.

Literary analysis is inherently idiosyncratic and tends to reflect the perspective of the interpreter. Another analyst is sure to find different features in Hollander's corpus (though this is less a methodological shortcoming than a testament to the richness of Hollander's writings).

All academics are writers and, by better understanding the technique of a much admired stylist, everyone's publications can be improved.

Purpose – We offer a view of interpersonal justice climate in which the benefits of fair treatment might be stronger within some groups versus others, depending on characteristics of the supervisor, the group, and the organization in which the group is embedded. We further identify a potential silver lining that may be associated with low interpersonal justice climate. Overall, our intent of this chapter is to offer a more nuanced view of the topic to enhance our understanding of interpersonal justice within groups.

Design/methodology/approach – We review literature on status to support our propositions.

Findings – We examine how a supervisor's idiosyncrasy credits, a group's status, and an organization's emphasis on hierarchy will moderate the relationship between unfair interpersonal treatment from a supervisor and the group's perceived interpersonal justice climate. Also, we suggest that low levels of interpersonal justice climate may actually lead to greater affiliation among group members and ultimately enhance perceptions of group cohesion.

Originality/value – Previous literature on justice climate has largely focused on procedural justice, whereas generally ignoring interpersonal exchanges between a group and its supervisor. This chapter contributes to research on justice at the group level by examining the potential moderating effects of status on the generation of interpersonal justice climate. Further, and in contrast to previous research, we offer a potential positive outcome that may result from low interpersonal justice climate.

A “sentence,” according to the Oxford English Dictionary, is a pronouncement of opinion, a pithy statement, an authoritative decision, or an idea expressed in a grammatically complete, self-contained utterance. Notice that these definitions all emphasize thought rather than action. Of course, sentences – such as “Let there be light,” “Keep off the grass,” “You shall be hanged by the neck until dead,” and “Notice that these definitions all emphasize thought rather than action” – may command or recommend an act. Some philosophers even maintain that “certain classes of utterances, in certain situations…bring about, rather than refer to, a new state of fact” (Hollander, 1996, p. 178). J. L. Austin, whose book How to Do Things with Words established the field of speech-act theory, argues that “performative” statements can have the effect of actions (1962).¹ And yet the words in a sentence – whether it is an ordinary linguistic unit or the judgment in a criminal case – are still distinguishable from the deed they describe. The differences between pronouncing and executing sentences even led Justice Antonin Scalia to assert, in Wilson v. Seiter, that restrictions against “cruel and unusual punishment” should apply only to pain “formally meted out as punishment by the statute or the sentencing judge,” or meant to be cruel and unusual by the inflicting officer (1991, p. 2325). He is assuming, of course, a legal system that “guarantees – or is supposed to – a relatively faithful adherence to the word of the judge in the deeds carried out against the prisoner” (Cover, 1992, p. 225).² As Scalia’s remarks demonstrate, however, the distinction between a sentence’s pronouncement, on the one hand, and its execution, on the other, raises disturbing questions about intention, interpretation, agency, and responsibility.

Platform, open/user innovation, and ecosystem strategies embrace and enable interactions with external entities. Firms pursuing these approaches conduct business and interact with environments differently than those pursuing traditional closed strategies. This chapter considers these strategies together highlighting similarities and differences between platform, open/user innovation, and ecosystem strategies. We focus on managerial and organizational challenges for organizations pursuing these strategies and identify four institutional logic shifts associated with these strategic transitions: (1) increasing external focus, (2) moving to greater openness, (3) focusing on enabling interactions, and (4) adopting interaction-centric metrics. As mature incumbent organizations adopt these strategies, there may be tensions and multiple conflicting institutional logics. Additionally, we consider four strategic leadership topics and how they relate to platform, open/user innovation, and ecosystem strategies: (1) executive orientation and experience, (2) top management teams, (3) board-management relations, and (4) executive compensation. We discuss theoretical implications, and consider future directions and research opportunities.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

This paper aims to contribute to the project of recognising the contribution of female scholars to the development of marketing thought. The paper presents a biography of Elizabeth Ellis Hoyt, a home economist, who contributed to the shaping of contemporary ideas about consumption and the consumer.

Source material used includes the Elizabeth Ellis Hoyt Papers (1884‐2009) in the Iowa State University Archives. The collection contains a variety of materials, of which the most important for this paper were news clippings, personal diaries (1907‐1918), and published and unpublished manuscripts (1953, 1964, n.d.). Also important for this study were two sources published by Alison Comish Thorne, Elizabeth Hoyt's PhD student. These include Thorne's autobiography Leave the Dishes in the Sink and her entry on Elizabeth Hoyt in the Biographical Dictionary of Women Economists.

The paper documents Elizabeth Hoyt's development of marketing thought, focusing on her early work on the cost of living index and subsequent contributions to an expanded theory of consumption and consumer learning.

Elizabeth Hoyt is one of a group of female home economists who pioneered consumption economics in America in the 1920s and 1930s yet who have been neglected in published accounts. Notwithstanding a short biographical note in the Biographical Dictionary of Women Economists, Hoyt's life and work are not yet documented.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The purpose of this paper is to describe Stanley C. Hollander's doctoral seminar in the history of marketing thought and offer some insights into its uniqueness.

The paper presents a combination of personal reflections, personal interviews, and documentation from the final offering of the course.

Hollander's course was distinctive among such efforts at doctoral education and probably one of the last such seminars in North America.

There has been little written about teaching the history of marketing thought and to date no published account of Hollander's seminar.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.