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We offer a new perspective on group affective diversity by introducing the construct of mixed group mood, denoting co-occurring positive and negative mood states between different members of a group. Mixed group mood is characterized by four facets, namely members’ distribution between two positive and negative subgroups, subgroups’ average mood intensity, subgroups’ mood intensity heterogeneity, and individual members’ mood ambivalence. Building on information/decision-making and social categorization/similarity–attraction perspectives, we explore the performance consequences of mixed group mood along these four facets and we discuss implications and directions for future research.

Our Dublin correspondent telegraphed last night:

Dublin, Wednesday, 1 a.m., Aug. 9, 1882.

The impetus for this paper was the recognition, based on recent surveys and our own experiences, that organizations face special challenges when designing and validating selection procedures for information technology (IT) workers. The history of the IT industry, the nature of IT work, and characteristics of IT workers converge to make the selection of IT workers uniquely challenging. In this paper, we identify these challenges and suggest means of addressing them. We show the advantages offered by the modern view of validation that endorses a wide spectrum of probative information relevant to establishing the job relatedness and business necessity of IT selection procedures. Finally, we identify the implications of these issues for industrial/organizational psychologists, human resource managers, and managers of IT workers.

This Chapter applies the philosophy of Emmanuel Levinas to business’ role in the ‘War on Terror’. Specifically, it uses Levinasian ethics to explain how organisations, often with an abundance of ethical resources, become associated with military drones strikes against civilians, and offers ideas that challenge this practice. The chapter comprises several sections beginning with a brief introduction to the ‘War on Terror’ and the use of military drones. A concise discussion about business ethics and just war theory follows after which, the chapter explains Levinas’ ethics and his views on war. These ideas are applied to transform business ethical practice in this controversial area. The Chapter concludes with a summary of its main points.

A strange phenomenon among women writers of the late eighteenth century, both conservative and liberal minded, was the predominance of female villains in their novels. While this can be seen as an after-effect of masculine patriarchal discourse, particularly for those women writers who possessed a more religious-based ideology, why was it prevalent among feminist writers of the time who should have been aware of misogynistic stereotypes? Two such writers who emulated this strange paradox were Mary Robinson and Charlotte Smith. Both these women had been vilified by the Anti-Jacobin British 18th press as notorious and corrupt ‘female philosophers’ who followed in the footsteps of Mary Wollstonecraft. This chapter will conduct a historical feminist close comparative reading of Robinson's novel, Walsingham, and Smith's novel, The Young Philosopher, based on feminist scholarship on eighteenth-century female writers. It will examine how the female villains in the novels overpowered even the male antagonists and were often the cause behind the misfortunes, directly or indirectly, of the heroines/heroes. While these villains did serve as warnings against inappropriate behaviour, they illustrated the disaster for women when there is a lack of female community. Specifically, in the case of Robinson, her Sadean villains illustrated that no one is spared from the corruption of power and that the saintly female figure is nothing but an illusion of the male imagination. They were fallen Lucifers, rebels who relished in their freedom and power despite their damnation and punishment. The patriarchal system was temporarily demolished by them.

Entrepreneurship teachers (ETs) evolve in an environment where different categories of people interact: students, teachers and stakeholders. Assuming one or more identities or roles, teachers, practitioners, ex-entrepreneurs and/or researchers are the ‘transmitters’¹ of entrepreneurship education (EE). The question of recognition of teachers’ professional status is not always addressed (Hargreaves, 2000). Scientific research in EE shows certain weaknesses (Byrne, Fayolle, & Toutain, 2014; Fayolle, 2013), notably, a lack of interest in questions of (i) the perceived legitimacy of ETs and (ii) the support they receive in carrying out their work (particularly professional development). Taking a decidedly multidisciplinary perspective, this chapter aims to deal with the question of the perceived legitimacy of ETs using a literature review that covers all disciplines having shown an interest in the notion of teacher legitimacy.

The legitimacy of EE depends on the interactions between legitimate instructors and legitimate students in a given context, which respects certain collectively accepted norms. It also depends on the context and the objective of EE. Following the example of a university hospital worker (doctor), ETs can be practitioners, teachers and researchers. Their degree of expertise, position in the institution, positioning in relation to other actors – students, peers, colleagues, institutional and professional stakeholders – and the discourse they use are the elements that constitute their legitimacy.