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The importance of developing and implementing sustainable business practices has never been greater. Business schools are increasingly tasked with preparing students to contribute to this imperative and although progress is being made, the impact of integrating sustainability into business school curriculum has remained uncertain as studies exploring the impact have been lacking. The purpose of this multi-case study was to examine the impact of integration efforts in two distinct undergraduate business programs at Royal Roads University. The research focused on how students' understanding of sustainability and their associated attitudes and behaviors changed as they progressed throughout their programs. In addition to considering the impact of a sustainability-infused curriculum, other factors affecting sustainability orientations were also explored. The study was unique in both its comparative nature and in its investigation of the various contextual factors shaping sustainability orientations. Data were collected through semi-structured interviews and through document analysis. Findings suggest a combination of approaches to integration is most effective in impacting sustainability perspectives. While sustainability was generally understood in a multidimensional manner, there was a noticeable environmental bias and a tendency to view it within the business framework. A need for stronger and more comprehensive conceptualizations was identified. Recommendations include: (a) embed sustainability in a comprehensive manner across the curriculum, (b) move beyond a disciplinary conceptualization of sustainability and introduce stronger sustainability discourse, (c) utilize powerful experiential and place-based pedagogies, (d) pay attention to context and ensure both the formal and the informal curriculum mutually reinforce a pro-sustainability agenda.

“Genderwashing is an organizational tool that presents the myth of gender equality in organizations through discourse and text” (Fox-Kirk et al., 2020, p. 586). Existing literature focuses upon business and economy, e.g., considering how representations of equality are used to enhance profit. The contribution of this chapter is to show how two processes – gender washing and militarization – might function in support of each other. To do this, I firstly argue that the concept of genderwashing should be broadened to consider spaces outside of business and economy. I show how sex, gender and feminism are employed in ways that position martial organizations (such as militaries and arms manufacturers) as socially progressive, “washing” their reputation for militarized violence. Secondly, analyses must consider how the impact of genderwashing goes beyond individual organizations. Martial organizations marginalize their female staff, but I argue that we must look further: in a context in which people can be killed, we must consider what broader harms genderwashing visits upon civilian populations also.

This study aims to present a qualitative analysis of how higher education institutions (HEIs) faculties manage knowledge to facilitate the learning and engagement of individuals with intellectual and developmental disabilities.

This study uses a qualitative research design to collect responses from 39 HEI faculties to understand how they manage knowledge to facilitate learning in individuals with intellectual and developmental disabilities. Data collection tools comprised a set of predetermined questions, soliciting written responses.

Coding of the collected data confirmed that there was a knowledge management process in HEIs for enabling higher education of individuals with intellectual and developmental disabilities. A total of six themes emerged, clarifying the knowledge management process. The four components of this process were creation, storage, sharing and use. In addition to the four process-related themes, two other themes that emerged were barriers to knowledge creation and supportive culture. This covers the relevant aspects of the set-up around the knowledge management process in HEIs trying to improve the higher education of individuals with intellectual and developmental disabilities.

There is a need to improve the education of individuals with intellectual and developmental disabilities, which requires effective knowledge management. This paper reveals details of the steps in the knowledge management process relevant to this aim. This is a unique contribution, providing a basis for future research and the introduction of required knowledge management practices by HEIs dedicated to providing high-quality education to students with intellectual and developmental disabilities.

This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives Matter movement, protests against anti-Asian hate crimes and gun violence).

The authors used an exploratory qualitative design embedded within a constructivist/interpretivist paradigm. A total of 31 international health service psychology graduate students completed an online survey, 17 of whom participated in a 60-min one-on-one semi-structured interview.

Participants reported facing a range of difficulties (e.g. travel ban/inability to spend time with family, visa-related concerns, racism, decreased support) during the global pandemic and the recent sociopolitical climate in the USA. A total of 48 themes were identified and organized into six domains: COVID-19-related stress and worry, experiences of racism/discrimination, coping mechanisms, support received, recommendations for programs and higher learning institutions and advice for other international graduate students.

The recent sociopolitical climate in the US exacerbated some of the preexisting inequities for international graduate students due to their international student status and the global pandemic. Although few in number, students also spoke about some positive changes as a result of these major historical and political events. Implications for graduate education, clinical practice and policymaking are discussed.

As part of the scale development process, this paper aims to test a scale to measure organizational resilience for the oil and gas industry. The objective is to provide stakeholders with a set of indicators to evaluate their organizations and prepare them to cope with the negative consequences of disruptions (e.g. Covid-19, shortage of resources, etc.).

The paper conducts exploratory and confirmatory factor analysis to test the suitability, dimensionality and reliability of specific indicators and their items under examination. Therefore, the goal is not to validate hypotheses by testing an organizational resilience scale in the oil and gas industry.

The study tests and proposes a scale to effectively measure organizational resilience within the oil and gas industry. A comprehensive set of ten indicators and 40 items are identified through this process. The findings of this research provide stakeholders in this sector with a rigorous set of indicators to evaluate the strengths and weaknesses of their organizations and better prepare them to handle disruptions.

This paper fills the gap in existing research by testing and proposing a scale to measure organizational resilience specifically for the oil and gas industry. It highlights the importance of organizational resilience for survival in a sector that is especially susceptible to disruptions.