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This case uses Uber Technologies Inc. to engage students in a serious conversation about how a firm both affects its stakeholders and is affected by its stakeholders as well as the role of strategic leadership in the amount of emphasis placed on ethical practices. Uber represents a visible high-growth startup that has received considerable positive and negative attention in the media; however, few people know of the extent of its aggressive management approach. Much of the publicity about Uber is both a direct consequence of and a direct consequence for stakeholder relationships. Students are asked to analyze Uber’s approach and offer suggestions for moving forward.

This case was created using secondary data sources. The issues for Uber that led the authors to write this case were not very flattering to Uber, and therefore, the authors decided to use secondary sources. Since Uber and many of its direct competitors were private companies, the authors collected as much financial data as the authors could from publicly available sources. Also, due to the contentious nature of some of the managerial tactics used within Uber, the use of secondary data sources was warranted.

This case was crafted with senior undergraduate students in strategic management as the primary audience, but is also relevant for MBA-level strategy courses as well. This case touches upon core content in the vast majority of undergraduate strategic management courses with a special emphasis on two concepts underrepresented in most strategic management textbooks, stakeholder theory and ethical decision making.

The purpose of this paper is to return to Stinchcombe’s original emphasis on emerging vs existing organizations by examining the cognitive legitimacy challenges aspiring entrepreneurs face vis-à-vis entrepreneurs with existing businesses.

The data collection included content analysis of profiles of an online crowdfunding, peer-to-peer lending market leading to a sample of 507 business loan requests, 123 of which were requests to support new business ideas rather than existing businesses. Negative binomial regression was used to test hypotheses regarding whether aspiring entrepreneurs seeking convenience-based support for their new business ideas would be less successful than their counterpart entrepreneurs seeking support for their existing businesses.

The findings show that aspiring entrepreneurs received less convenience-based support for their new business ideas from key resource providers than their peer entrepreneurs asking for support for existing businesses. The findings also suggest that this liability of newer than newness may be able to be mitigated by reputational signals such as the creditworthiness of the entrepreneur making the request.

This study focuses on the original insights Stinchcombe introduced when he described the social conditions that produce the liability of newness. Moreover, this study offers explicit theory as to the key mechanisms that cause the liability of newness by focusing on an aspiring entrepreneur’s ability to secure convenience-based support and potential ways an aspiring entrepreneur may offset that liability.

The purpose of this paper is to explore how the Norwegian Government incorporated its responsibility for human rights into the investment practices of its Global Pension Fund and how human rights issues were negotiated when exclusion was considered.

Drawing on a series of interviews the authors analyse the way in which responsibility for human rights has been translated into the practices of the Norwegian Government Pension Fund Global.

The paper documents how a large investment fund used several mechanisms to address human rights risks. The authors demonstrate that different logics among actors sometimes impeded addressing human rights issues. The findings demonstrate that sovereign wealth funds (SWF) can be held accountable for human rights.

The paper illustrates the difficulty of co-operation between actors with different logics. This can result in institutional conflict, but also in positive outcomes for human rights.

Attempts to introduce human rights into state investments may result in increased institutional complexity. The findings indicate that state investors can address human rights issues, but that the ability to do so is diminished where divestment creates political tension.

Large investors can influence companies on specific human rights issues.

This is one of the first empirical investigations of the human rights practices of a SWF. The authors contribute to the literatures on accounting and human rights, SWF and institutional theory.

As a means of better understanding learner success, higher education institutions, training providers, and corporate learning and development teams are contemplating the opportunities learning analytics affords. Simply put, learning analytics is the collection, analysis, and reporting of learner data, for the principle means of enhancing learning. It is argued that learning analytics – when available in a consistent and digestible format – not only provides educators with a clear view of the learners “footprint” but also allows for the means of navigating the broad spectrum of possible learning interventions. This brief paper outlines a clear definition of learning analytics and provides some suggestions on how learning analytics can assist in informing the decision-making relating to learning interventions for learning designers and educators via an evidence-based approach, one in which learner success is at the forefront.

Viewpoint paper

This paper has found that the collecting, reporting, predicting, and acting on learning analytics are more effective means of targeting adjustment to learning material, including interactive aspects, videos, text, discussion board activities, collaborative group work, assessment tasks, quizzes, branching scenarios, and teacher facilitated learning interventions.

This is not a research paper, and as such so no limitations/implications are presented.

This paper explores how this is undertaken using an evidence-based approach, one in which learner success is at the forefront.

This paper provides some practical strategies for trainers, educators, and learning designers.

Viewpoint paper

In recent years police departments have responded to increasing numbers of incidents involving mentally disturbed people. Data for this study were drawn from a survey of 90 officers in a special unit mandated to respond to such situations and from their detailed descriptions of 90 specific incidents. Explores the types of incidents, their relative frequency, the characteristics of such incidents, and especially police tactics considered to be effective or ineffective. Discusses the findings in terms of police department organizational structure as well as individual officers’ beliefs about the mentally disturbed and tactical choices.

STAFF problems in libraries are likely to become very severe within the next few months. That “best seller” among publications, the official schedule of reserved occupations, permits no reservation of librarians over the age of 35 after the middle of July, 1941. The effect of this will be that many libraries will be left almost entirely without male staffs. A number of libraries come to mind immediately where the chief librarian himself is under 35, and it is very unlikely that he will have assistants older than himself. It is true that we have never seen an emergency so severe, and perhaps there is nothing that can be done about it. It has been suggested in one quarter that librarians of neighbouring districts should undertake the supervision of any library which is to be deprived of its chief. We are quite sure that such work would gladly be undertaken in spite of the difficulties which the older librarians will experience and are already experiencing seeing that many of them are involved in Food or Civil Defence services. Each librarian must consider very carefully how his system may be preserved and be made to function during his absence: it will require much ingenuity not to lose ground. On the other hand, the use of libraries by the public, even in blitzed areas, is still so great that they are obviously an integral part of the life of our people.

In recent years we have witnessed an increase in the number of inquiries into the abuse of vulnerable adults and in particular abuse within institutional settings. Readers of this Journal will be familiar with the particular media focus upon events in Cornwall (CSCI & HCC, 2006) and Sutton and Merton (HCC, 2007). This short paper provides a summary of the recommendations featured in these reports and is provided as an accessible resource for safeguarding co‐ordinators.

It is estimated that we spend at least a third of our working lives in the workplace and the duration of this, due to the extension of working lives through legislative changes and increased pension ages, is set to increase. Ageing of the workforce is a growing concern but health and safety issues cannot be used as an excuse for not employing older workers. A healthy workplace is one where the risks are managed and where workers and their managers work together to improve the work environment and protect the health of the workers. Furthermore, linking this to personal health resources and the local community can improve the health of all involved. Within the workplace this includes both the psychosocial and physical work environment. To create a healthy workplace there is a need to ensure risk management measures are in place and our older workers participation in risk assessment and risk reduction programmes. In addition to this, targeted occupational health promotion programmes may be beneficial. There are few integrated policies with regard to age and work but research does identify good practice, including participation of employees in change measures, senior management commitment and taking a life-course approach. While there are challenges in relation to age-related change, the work ability concept can improve understanding. The use of a comprehensive approach such as Age Management can help employers who have a critical role in making the workplace age-ready.

The 22 February 2011 series of earthquakes that devastated large parts of the Canterbury region of New Zealand provides the dramatic backdrop to this paper, which explores the manner in which schools responded and recovered from the quakes. Drawing on interviews held 18 months later with principals, teachers and students, practical suggestions for how schools can manage risk, and prepare for future similar events are made. The manner in which schools altered, and in particular, the roles principals took, are examined. Finally, the central importance of care and love in schools in the quake-affected areas is considered.

A qualitative research design using narrative enquiry approaches was used to capture the stories of principals, teachers, and students who had experienced both the earthquakes, and the recovery period following the trauma. Semi-structured interviews with participants were held over a period of days.

The importance of being prepared for natural disasters is paramount for all New Zealanders in order to ensure health, safety, and cohesion on the day of an earthquake. However, the research reveals there is significance in having secure, meaningful, and honest relationships with school students to help raise the well-being of all affected by natural disasters.

The paper continues to look at a pedagogy of love and care as a vital way to support, encourage, and aid children through their trauma and grief which continues long after the earthquake.