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This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

The majority of research on intersectionality and social movements has focused on agenda-setting or internal identity processes. However, little research has focused on the ways in which social movements present themselves as intersectional, particularly in recruitment, which is important for building inclusive movements. In this chapter, we begin to outline a theory of movement recruitment based around intersectional identities that draws on work on coalitional recruitment and concepts from framing. In particular, we argue that “identity bridging,” which occurs when two or more identities are linked during recruitment attempts, is a potential tool for inclusive and intersectional recruitment. We evaluate the extent to which movements engage in this style of recruitment using data on intersectional youth identities acknowledged on web-addressable advocacy spaces. Youth are at a critical moment in their identity development, and so it is especially important to engage them in ways that respect their developing intersectional identities. We find that, overall, most movement sites do not engage in identity bridging, and those that do rarely move beyond bridging the youth identities with one other aspect of identity. Based on our theory, this would help to explain why so many movements struggle with issues of inclusivity.

The purpose of this paper is to elaborate how an adult development perspective can further the understanding of developmental networks as holding environments for developing leaders confronted with challenging experiences.

The article utilizes constructive developmental theory (C‐D theory) to explore and address the implications of an adult development lens for leader development, especially as they confront complex leadership challenges that trigger anxiety.

Theoretical propositions suggest different kinds of holding behaviors (e.g. confirmation, contradiction, and continuity) necessary for enabling growth and effectiveness for leaders located in different developmental orders.

Propositions offered can guide future researchers to explore how leaders confronted with different kinds of leadership challenges sustain responsive developmental networks over time and how the developers in the leader's network coordinate to provide confirmation, contradiction, and continuity needed for leader development.

Leaders and their developers should reflect on how developmental orders may determine which types of holding behaviors are necessary for producing leader effectiveness amidst challenging leadership experiences. Organizations should provide assessment centers and appropriate training and development interventions to facilitate this reflection.

This paper demonstrates the important role that developmental relationships play in leadership effectiveness and growth over time. Individuals and organizations are urged to attend to the quality and availability of high quality developmental relationships for purposes of continuous learning and development.

This article re‐conceptualizes developmental networks as holding environments that can enable leader's growth as an adult and, hence, increase their effectiveness as leaders amidst complex leadership challenges.

Organization development is focused on implementing a planned process of positive humanistic change in organizations through the use of social science theory, action research, and data-based feedback methods. The role of personality in that change process, however, has historically been ignored or relegated to a limited set of interventions. The purpose of this chapter is to provide a conceptual overview of the linkages between personality and OD, discuss the current state of personality in the field including key trends in talent management, and offer a new multi-level framework for conceptualizing applications of personality for different types of OD efforts. The chapter concludes with implications for research and practice.

Academic and research libraries have made many efforts to diversify their workforces; however, today the profession remains largely homogenous. We recognize that diversification cannot be achieved without creating inclusive and more equitable workspaces and workplaces. This requires rethinking our assumptions and behaviors as individuals and as a profession, questioning entrenched structures that maintain the status quo, and developing practices that keep these critical questions in the forefront as we do the difficult work of redefining our infrastructure in order to create equitable and socially just workplaces. To inspire a different type of dialogue, we offer actionable information and tools – strategies, ideas, and concepts from outside our profession. In this chapter, the authors present strategies used by corporations, industries, organizations, or fields outside of academia that have contributed to substantially diversifying their workforces and discuss how they could be integrated into our own workplaces. While these efforts are imperfect, incomplete, or have mixed results, we focus on strategies that demonstrate outside-the-box thinking for our profession, practices that will require academic and research libraries to rethink their operations, the behaviors and structures that support them, and thus the way library management and leadership are practiced. We are hoping that providing strategies outside our profession, as well as guidance on applying these strategies, will create reflection, dialogue, and innovative ideas for our own institutions.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

What is the Purpose of the Library? The question is exercising not only the English librarian but his American colleague, and we notice that one of our contemporaries there has given some space to this fundamental question. The simple reply to the question would seem to be “To provide the community with the books it needs.” Such a reply, however, is likely to be regarded as an over‐simplification. Nevertheless, we may adhere to it because the operative word in our definition is “needs” and not “wants.” To discover the needs of a community, which are as manifold as there are people in it, is in itself a formidable task; to supply the books which are likely to satisfy them is a life‐work worthy of the ablest of men. These considerations should never be lost sight of in the attempts which occur from time to time to define a programme of library work. We are the last to believe that our province should be a limited one and we deprecate any attempt to thwart the enthusiasm of any librarian, young or old, who has something constructive to contribute. Our definition, however, is indisputable. The addition to it that the librarian makes was defined years ago in Brown's Manual, which declared his work to be the exploiting of books. A programme then, if there is to be one, is merely of the best methods of exploitation by good technique, tactful advertisement, and a personal service which radiates willingness. The librarian must always beware of the many attempts that are made to harness the library to particular movements, shibboleths or partisan‐ships: the so‐called programmes which endeavour to define a purpose for the library will often be found to be influenced by one of these three evils. The matter thus stated seems trite enough, but it would seem that there is necessity for its fequent re‐statement.

Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.