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Scholars and practitioners generally acknowledge the crucial importance of visions in motivating and inspiring organizational change. In this article, we describe a two-part activity based on visionary leadership scholarship and theory designed to teach students to cultivate foresight and consider future possibilities through the organizational vision statement development process.

Using an experiential design, the exercise draws on several empirically validated techniques to encourage foresight and future thinking, to help students place themselves in the shoes of the chief executive officer of a hypothetical organization and use dramaturgical character development strategies to craft the vision statements that they will champion.

The exercise has been used in three different business courses (N = 87) and has been well received.

The content of the exercise is adaptable to a variety of courses in which leadership and vision are focal topics – such as organizational behavior, strategy and leadership – and could also be modified for an online classroom setting.

The purpose of this paper is to examine the relationship between abusive supervision and employee health and safety outcomes in Study 1 and to examine the effect of inconsistent leadership, operationalized as the interaction between transformational leadership and supervisor incivility, on employee safety participation in Study 2.

In Study 1, survey data were gathered from n=145 healthcare workers. In Study 2, survey data were gathered from n=177 nurses.

A partially mediated structural model was estimated in Study 1 and the results show that the model provided a good fit to the data χ² (1)=1.27, p=0.23. Abusive supervision predicted safety climate (β=−0.41, p<0.01) and psychological health (β=−0.27, p<0.01). Safety climate, in turn, predicted psychological health (β= 0.40, p<0.01) and safety participation (β= 0.37, p<0.01). Study 2: moderated regression analysis showed that inconsistent leadership significantly predicted employee safety participation, F(5,144)=4.46, p<0.01.

Theoretical and practical implications for creating psychologically healthy workplaces through interventions aimed at improving leader effectiveness are discussed.

This paper seeks to examine how aerospace design and integration teams in a highly partnered supply chain are able to leverage extant capabilities and develop new ones when faced with the necessity to adapt to organizational change.

Building on the concept of contextual ambidexterity (Gibson and Birkinshaw), this research uses a combination of qualitative material and objective performance data to investigate the working context of five aerospace design and integration teams, their solutions to crisis-triggering events, and their subsequent schedule adherence.

Team members enacted ambidextrous roles similar to those identified by Birkinshaw and Gibson. These behaviors allowed teams to create ambidextrous solutions when faced with crisis. Teams working in a supportive context were found to produce a greater diversity of ambidextrous solutions, which was found to relate to both overall ambidexterity and schedule adherence performance.

Although the results should be interpreted with care, the research answers Raisch and Birkinshaw's call for a more precise definition of organizational ambidexterity as the paper focuses on specific roles played by team members. The findings also point to a potential link between the diversity of ambidextrous behavioral roles and their ability to craft ambidextrous solutions.

Teams that can quickly adapt to challenge through ambidextrous solutions are particularly useful in the context of highly partnered supply chains. Managers should therefore actively promote ambidextrous behaviors to ensure that the search for ambidextrous solutions becomes a conscious and deliberate process.

This paper substantiates the ambidexterity concept by providing concrete examples drawn from highly partnered aerospace supply chains.

Freelancers are a growing population of working adults with limited to no organizational support. Yet, their strategies to navigate job search, especially in turbulent times, are unknown. To address this gap, the author hypothesized and examined a sequential mediation model whereby freelancer protean career orientation (PCO) influences job search strategies through career competencies (i.e. knowing why, how and with whom to work) and job search self-efficacy (JSSE).

Data were collected from a sample of 87 Canadian freelancers during the height of the COVID-19 pandemic.

The results supported the sequential mediation from PCO to job search strategies through two of the career competencies (knowing why and how) and JSSE. The mediating role of knowing whom was not supported.

Policy makers and learning institutions can provide freelancers with opportunities to develop transferable skills through massive open online courses (MOOCs). Employers of freelancers can design motivating jobs that provide freelancers with on-the-job learning and development opportunities.

The insignificant mediating role of knowing whom (i.e. professional networks) implies that large networks might not be necessarily beneficial in times of crisis. Thus, the role of networks might be more complex than the literature has proposed.

This study brings into focus an overlooked population of workers: freelancers. It investigates a sequential mediation through which freelancer PCO impacts job search strategies. In addition, it compares the effectiveness of career competencies in unfolding the proposed sequential mediation.

Numbers of worthy people are no doubt nursing themselves in the fond and foolish belief that when the Food Bill has received the Royal assent, and becomes law, the manufacture and sale of adulterated and sophisticated products will, to all intents and purposes, be suppressed, and that the Public Analyst and the Inspector will be able to report the existence of almost universal purity and virtue. This optimistic feeling will not be shared by the traders and manufacturers who have suffered from the effects of unfair and dishonest competition, nor by those whose knowledge and experience of the existing law enables them to gauge the probable value of the new one with some approach to accuracy. The measure has satisfied nobody, and can satisfy nobody but those whose nefarious practices it is intended to check, and who can fully appreciate the value, to them, of patchwork and superficial legislation. We have repeatedly pointed out that repressive legislation, however stringent and however well applied, can never give the public that which the public, in theory, should receive—namely, complete protection and adequate guarantee,—nor to the honest trader the full support and encouragement to which he is entitled. But, in spite of the defects and ineffectualities necessarily attaching to legislation of this nature, a strong Government could without much difficulty have produced a far more effective, and therefore more valuable law than that which, after so long an incubation, is to be added to the statute‐book.

There has been an increased frequency of leadership courses being taught online. Scant research exists that describes effective practices for teaching leader ship online. This application brief describes an assignment, the “Real Life Leader in the Mirror” given to undergraduate students in an online personal leadership course as an end of course final project. In this assignment, students synthesize leadership concepts by comparing and contrasting their personalities, interests, beliefs, and capacities with a leader in the media. Through this assignment, students demonstrated the leadership competency of self-awareness and development. Specifically, students articulated knowledge of self, an understanding of self, the value of understanding self, ability to understand self, and the behavior of actually enhancing their understanding of self through this assignment.

The purpose of this paper is twofold. First, it endeavors to document the current state of environmental, social and governance (ESG) pedagogy within undergraduate finance courses of business schools, and second, it seeks to show how business schools can leverage student managed investment funds (SMIFs) to swiftly integrate ESG pedagogy.

The study is comprised of two sections that use different methodologies. The first part of the study involves a manual content analysis of undergraduate finance course textbooks, and related instructor materials are used to estimate the average coverage of ESG-related topics. Next, a case study of a SMIF that has recently integrated an ESG framework is provided to illustrate how this pedagogical innovation is effective in teaching ESG skills.

The findings of the content analysis of the three most commonly used textbooks in a sample of 17 Canadian universities, as well as associated instructor material, provide evidence that the primary emphasis in traditional curriculum remains on the shareholder, with little attention paid to ESG factors. The case study of an existing SMIF clearly demonstrates how a student-led development of an ESG framework provides the setting for effective, experiential learning.

This study shows that while traditional teaching settings, like lectures, may be slow to adapt to the rapidly changing needs of industry, nontraditional teaching venues, such as SMIFs, can be leveraged to meet industry demand for ESG skills, thereby closing the skills gap, enhancing student employability and increasing the relevance of business school education.

This paper aims to examine whether information technology (IT) managers’ virtual listening, as rated by their high-tech employees, affected turnover behaviour beyond a new constellation of variables, some of which have never been researched as antecedents of turnover behaviour, particularly during a pandemic or crisis. Namely, the main aim, among others, is to answer the research question: does IT employees’ perception of the quality of their supervisors’ virtual listening in the pandemic and crisis era, when employees and managers work remotely, will negatively affect turnover behaviour? If yes, in which constellation of antecedents the virtual listening effecting on turnover behaviour?

Logistic regression analysis was conducted to test the hypotheses via SPSS 26 and PROCESS (Model 6). The variance inflation factor was calculated to test multicollinearity. Interaction was tested using the Hayes and Preacher PROCESS macro model. The researchers also used the J-N technique test (Johnson–Neyman via process). The supplemental analysis used also PROCESS MACRO (IBM Corp., Armonk, NY, USA, 2023) Model 4 and Bootstrap test.

The findings show that perceptions of supervisors’ virtual listening quality as rated by their employees moderated the relationship between organisational deviance as a type of organisational misbehaviour (OMB) and turnover behaviour and had the strongest effect on turnover behaviour beyond other key predictors (organisational deviance as a type of misbehaviour, turnover intention, job satisfaction, embeddedness and alternatives in the labour market). Alternatives to current work moderated the association between the perception of managers’ virtual listening behaviour as rated by their employees and turnover behaviour. Specifically, when alternatives in the labour market were high or medium, the perceived quality of managers’ virtual listening reduced turnover behaviour. Finally, the perception of the IT employees supervisors’ virtual listening moderated the relationship between organisational deviance and turnover intention among high-tech employees.

Evaluating supervisor listening in the high-tech firm may have value in terms of its relationship to outcomes such as retaining employees, turnover intention and especially turnover behaviour. The effect on turnover behaviour and of that new constellation of antecedents on turnover behaviour when people work remotely was not researched yet and important for the post COVID-19 era. Additionally, in contrast to most studies of turnover, this study also focus on the positive aspects of turnover and especially turnover behaviour to organisations in general and especially to high-tech firm and not just the negative aspect as was researched until now. Another contribution is the finding that when employees perceived their managers’ virtual listening quality as high, the effect of deviance as a type of OMB on turnover behaviour was positive. Namely, the listening as a moderator and turnover assisted in making the organisation cleaner from inappropriate behaviour. Additionally, when alternatives in the labour market are high or medium, perceived quality of virtual listening of managers as rated by their employees can reduce turnover behaviour. This virtual listening–turnover relationship and the moderator of alternatives to current work had not previously been found in the turnover literature and this is also significant a contribution to the turnover and withdrawal literature.

Following the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods.

A scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes.

Although previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as factors supporting better learning outcomes.

This study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n = 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies.

As a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning and complicate the case for a return to physical classrooms during the pandemic and beyond.