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Business ethics is an area growing in importance for business managers. Research in the USA suggests that three‐quarters of major corporations have specific codes of ethics, and in the UK some 40 per cent (and increasing) of major organisations have codes of ethics. This article explains a survey on corporate ethics undertaken in the UK and points to some reasons why firms choose to have codes of ethics, and why some firms do not. It concludes by suggesting that further research is needed, especially on the perceived benefits of a corporate code of ethics to organisations.

Based on a survey of the Times Top 200 companies, the use, content and attitudes of formal corporate codes of ethics in some of the largest British enterprises are empirically analysed. Looking at the rationale for and against the introduction of codes of ethics, a large number of industry comments are examined. Other processes available to deal with ethical issues are discussed and comparisons are made between companies with formal codes of ethics and those without. The findings are related to the primarily US‐based literature on business ethics, and directions for future research are suggested.

This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks whether the National Science Foundation (NSF) investment of millions of dollars in STEM education produced more STEM teachers of high quality for the diverse, urban area. The chapter is filled with descriptive statistics and stories. Two major findings are that the teachHOUSTON program produced double-digit physics teachers when the Greater Houston area had not had a freshly prepared physics teacher in over a decade. Additionally, teachHOUSTON graduates have distinguished themselves by being named recipients of several awards such as beginning teacher of the year awards, district teacher of the year awards, among other distinctions. teachHOUSTON alumni are also serving in a variety of leadership capacities for high-need public school districts. The chapter ends with a discussion of the program's strengths as well as the areas in which it continues to grow. Three new NSF grants allow for continued improvement and transition this work into two additional books proposed in this three-volume series.

Developed by Motorola in the 1980s Six Sigma is a target‐based continuous improvement now and into the next century. Companies around the world are embracing concept that, by focusing on the causes of customer dissatisfaction, is an approach its disciplines to revitalize their culture and deliver a boost to the bottom line.

Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” (Lodewick, 2022) have returned our attention to the need for positive and enriching educational landscapes that promote teacher collaborative reflection, knowledge, and growth in order to sustain teachers in the field. This chapter explores the ongoing teacher learning that has occurred within two knowledge communities (Craig, 1995b) in the United States. It begins with an overview of Craig's early work with teachers, during which her conceptualization of knowledge communities emerged. According to Craig, knowledge communities are safe, collaborative spaces that cohere around teachers' intra/inter-school dialogue and their storying/restorying (Clandinin & Connelly, 1996, 1998) of experiences. Additionally, knowledge communities (Craig, 1995b) begin with originating events, allow teachers' experiences (Dewey, 1938) to resonate with others in the group, feature reciprocity of members' mindful responses, and promote the development of shared ways of knowing. Equally important, knowledge communities evolve and change, fuel ongoing reflection in community, and bring moral horizons into view. Employing these knowledge community qualities as our lens, we examine the interactions of the Portfolio Group and the Faculty Academy. The Portfolio Group is a teacher/teacher educator/researcher group formed in 1998 during a US education reform era (Craig, Curtis et al., 2020). Its sister group, the Faculty Academy, is a cross-institutional, cross-discipline higher education group of teacher educators/researchers formed in 2002 (Craig, Turchi et al., 2020). Employing a parallel stories representation (Craig, 1999), exemplars (Mishler, 1990) from both groups show how teacher collaborative groups have the capacity to be safe spaces in which critical professional dialogue, reflective exchanges, and generous scholarship occur among members. Furthermore, they are nurturing spaces in which teachers can thrive and be their best-loved selves (Craig, 2013; Schwab, 1954/1978). These two groups exemplify the ways in which knowledge communities support teacher collaboration, promote ongoing teacher growth and development, and foster teacher sustainability.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

This article provides preliminary information about patterns of access and use of a collection of 35,000 electronic scholarly monographs in the humanities and social sciences provided by a commercial online library collection, Questia^SM. Search logs and page view logs were analyzed as to the characteristics of the search queries and browsing within titles. Major findings include patterns of simple search queries and significant access to a surprising breadth of titles.