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Based upon an analysis of 30 historic narrative accounts of mutinies, Coye, Murphy, and Spencer recently extended voice theory to clarify the ontological status of the concept of upward defiance. The purpose of this article is to extend the framework of Coye et al. and illustrate the process of escalation towards hostility to offer practicing managers guidance on appropriate steps to interrupt the extreme escalation of member resistance.

The authors examined the significant historical insurrection within the 1921 Battle of Blair Mountain. With the case of the Blair Mountain War, the historical record provides ample narrative data for a textual, interpretive, pseudo‐ethnographical analysis.

The examination of the Battle of Blair Mountain provides additional support for the upward organizational defiance framework proposed by Coye, Murphy, and Spencer. In addition, the authors have extended the theoretical upward defiance framework to account for the escalation of constructive to destructive forms of voice towards mutiny to reveal managerial actions and attitudes to mitigate follower defiance.

The common limitation to any historic case study is one of generalizability, although it often useful to accept the trade‐off between limited generalizability and the potential discernment associated with the methodology.

The paper investigates a mutiny outside of a maritime setting to offer support for Coye et al.’s conceptual framework, extend that framework in a manner more consistent with organizational practice, and offer guidance to practitioners.

The emergence of diversity in organizations is typically traced to the 1960s when legislation was enacted in the USA to prohibit discrimination against ethnicity, gender, national origin, race, and religion. However, Peter Drucker found that workplace diversity had its origin in the aftermath of World War I. In response, this paper aims to address the historical evolution of workplace diversity through the lens of Drucker.

The paper traces the historical evolution of Drucker's perspective on workplace diversity and the circumstances that catapulted him to advocate for understanding and valuing diversity in organizations. Further, it uses passages from Peter Drucker's published accounts to illustrate his understanding of demographic trends and how these trends impacted the competitiveness of the organization and management of workplace diversity.

Drucker's early life experiences influenced him to become a tenacious advocate for workplace diversity. As a reflection of these experiences, Drucker's understanding of human resource management led him to implore his readers to use human resource practices to leverage the power of evolving demographic trends. Drucker later refined his prescriptions on workplace diversity by incorporating several assumptions from the strategic human resource management literature into his research.

Future workplace diversity research would benefit from evaluating Drucker's propositions on leveraging the power of demographic trends through human resource management practices.

This historical analysis of Drucker's vast body of research provides substantial insight into his practical arguments for understanding and valuing diversity in organizations. To the best of one's knowledge, organizational researchers and management historians have not extensively evaluated Drucker's contributions to the workplace diversity literature.

Although communal forms of leadership are being called for to provide contemporary organizations with more responsive leadership platforms, the paper can find no compelling description as to how such leadership might develop in a world of hierarchy. The purpose of this paper is to fill this void.

Attempting to comprehend the sharing of leadership will require contemplation of unconventional approaches in opposition to the dominant logic associated with conventional organizational leadership. One current example of such unorthodox deliberation is the emerging awareness of the Grateful Dead's influence on business management and leadership. Accordingly, the paper examined and interpreted the experiences and expressed beliefs of Jerry Garcia of the Grateful Dead to offer a conceptualization of how shared leadership could emerge in traditional organizational settings.

The analysis indicates that Jerry Garcia exhibited aspects of transformational leadership, servant leadership, and authentic leadership that allowed him to influence the environment needed for the emergence of shared leadership.

As a single case study, the primary limitation is one of generalizability. The paper accepts the trade-off, however, due to the significant conceptual insights available with a case methodology.

Without greater understanding of how shared leadership might unfold practitioners will assume the construct of shared leadership is laudable but naïve. The paper must begin developing plausible conceptualizations if the notion of sharing leadership is to be taken more seriously in organizations.

The paper offers a counterintuitive, counterculture conceptualization of how shared leadership could emerge and flourish in traditional hierarchical settings.

The purpose of this paper is to provide a comprehensive definition of green management. In the quest to systematically develop an inclusive definition, it seeks to take an exploratory approach to investigate the existing literature on green management from three different perspectives: first, tracing the history of how this concept emerged over time; second, considering the practices in which green organizations actually engage, focusing specifically on one company that has been recognized and honored for its extraordinary efforts toward sustainability; and third, reviewing the current developments in critical theory related to environmental issues and business.

This exploratory review of the literature uses a tripartite approach to forge a sound definition and conceptualization of the term green management. Exploration of green management from the three angles mentioned revealed some commonalities and consistencies in the terminology and concepts. Factors common to the three perspectives were included in the proposed definition of green management.

The ultimate product of the review is a comprehensive definition of green management. The identification of several commonalities using a tripartite approach lends support to the proposed definition and indicates to both researchers and practitioners that certain factors should not be ignored when attempting to study or practice green management.

To the authors' knowledge, green management has never been collectively reviewed from these three perspectives and the systematic approach resulted in a comprehensive definition that can help coordinate future research efforts around a common conceptualization.

The purpose of this brief article is to describe the chasm between academic research and management practitioners and to call for assistance in closing the divide.

Using journal literature and inductive observation from our experiences we offer our conceptual understanding by way of an opinion/viewpoint piece.

If we are to truly lessen the gulf between organizational researchers and practitioners, movement must occur from both directions. Not doing so will result in a continuing myopic focus on the divide itself instead of fundamental discussions of the more crucial elements that influence organizational performance and productivity.

We outline the relevant implications of our thinking for academics and practicing managers and offer recommendations that, if implemented by all involved, could narrow this gap and enhance the effectiveness of researchers and managers.

The distinctive contribution of this article is that it provides a resolute call for practicing managers to become part of the solution with respect to the relevance of management and organizational research.

This study examines how a social studies methods course, with an emphasis in civic education, is taught and carried through from its original implementation within a teacher education social studies course to practicing teachers’ classrooms. Findings suggest that by implementing social action curriculum projects teachers: 1) effectively integrated emerging curriculum, 2) facilitated student-led instruction in a democratic classroom, 3) increased effective communication and built partnerships beyond the classroom, and 4) used structured reflections as a tool for growth and evaluation.