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The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

This study investigates the empirical association between environmental, social and corporate governance (ESG) performance and top executive compensation in the US financial services industry. Considering that financial firms can inflict systemic shocks across the economy, it has been argued that they must conduct ethical and sustainable business in accordance with ESG principles. This study examines whether ESG efforts are beneficial to managers.

The authors use CEO compensation and ESG performance ratings data for all US financial firms (SIC 6000–6799) from 2015 to 2019. Employing fixed effects regressions, the authors test whether lagged ESG performance is related to CEO compensation, after controlling for other firm characteristics such as size, financial performance, leverage and CEO stock ownership.

The authors find that lagged ESG ratings are strongly associated with all forms of compensation. An increase of one standard deviation in the composite ESG rating is associated with a 14%–16% increase in the total pay. Among the three ESG pillars, only S (social) and G (governance) exhibit persistent and significant associations with both short- and long-term executive pay. The authors also document the significant moderating effects of ESG on the relationships among firm performance, size, leverage, ownership and executive pay, identifying how ESG is associated with compensation.

The authors conclude that managers receive ESG incentives implicitly and explicitly. The novel finding of direct and indirect associations between ESG and top executive compensation contributes to the growing ESG literature on the financial sector and ongoing debate about the explicit inclusion of ESG targets in compensation design.

Human resource (HR) process research emerged as a response to questions about how (bundles of) HR practices related to organizational outcomes. The goal of HR process research is to explain variability in employee and organization outcomes by focusing on how HR practices are intended (adopted) by senior managers, the way that these HR practices are implemented and communicated by line managers, and how employees perceive, understand, and attribute these HR practices. In the first part of this chapter, we present a review of 20 years of HR process research from the start, to how it developed, and is now maturing. Within the body of HR process research, several different research theoretical streams have emerged, which are largely studied in isolation without benefiting from each other. Therefore, in the second part of this chapter, we draw on previous work to propose a staged process model in which we integrate the different research streams of HR process research, recognizing contingencies in the model. This leads us to an agenda for future research and practical implications in the final part of the chapter.

Food socialization is the process of influences that forms children's eating habits and preferences, affecting their well-being for life. The authors' study explores what children and adolescents eat and how they obtain food at school, aiming to describe the deleterious food socialization phenomenon. The authors focused on understanding how deleterious food socialization influences children's food well-being within the school environment.

The authors developed a mixed methodology using structured questionnaires with open and closed questions. The authors also took pictures of the schools' canteens, which allowed deepening the understanding of the school environment. The data collection occurred in two Brazilian private schools. The schools' teachers were responsible for collecting 388 useful questionnaires from students between 10 and 14 years old.

The authors found statistically significant differences between food originating at home and school. The amount of ultra-processed foods and beverages consumed at home and taken by children and adolescents from home to school is smaller than what they buy in the school canteen or get from their colleagues. Thus, the authors suggest that the school environment tends to be more harmful to infant feeding than the domestic one.

This study coins the concept of deleterious food socialization: situations or environments in which the food socialization process negatively impacts one's well-being. The authors' results illustrate the deleterious food socialization phenomenon in the school environment.

The American agricultural economist Marion Clawson advised the Israeli government during 1953–1955. Clawson, a protégé of John D. Black and Mordecai Ezekiel, criticized the government for ignoring economic considerations, and stated that Israel’s national goals – defense, Negev Desert irrigation, immigrant absorption via new agricultural settlements, and economic independence – were mutually contradictory. His major recommendations were to improve the realism of Israel’s agricultural plan; end expensive Negev irrigation; enlarge irrigated farms eightfold; freeze new settlements until the number of semi-developed settlements falls from 300 to 100; and limit new Negev settlements to 10 over 5–7 years. Thus, Clawson ignored political feasibility and made value judgments. Minister of Finance Levi Eshkol and Minister of Agriculture Peretz Naphtali rejected Clawson’s recommendations because they ignored Israel’s national goals. By September 1954, Clawson shifted towards greater pragmatism: He acknowledged that foreign advisors should not question the national goals or make value judgments, and sought common ground with the Ministry of Agriculture. At his initiative, he wrote Israel Agriculture 1953/54 in collaboration with the Ministry of Agriculture. Israel Agriculture was a consensus document: Clawson eschewed recommendations and accepted that the government might prioritize non-economic goals. In proposing Israel Agriculture, Clawson made a pragmatic decision to relinquish some independence for (potentially) greater influence. Ultimately, Clawson was largely unsuccessful as an advisor. Clawson’s failure was part of a general pattern: Over 1950–1985, the Israeli government always rejected foreign advisors’ recommendations unless it was facing a severe crisis.

This study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women.

Survey design.

Results indicate that women participants enter their competition experience at higher levels of leader self-efficacy than men and that both groups were able to sustain moderate levels of growth measured several months after the end of the competition.

The gap between men and women in their leader self-efficacy did not change over the several months of measurement. Implications for leadership educators are discussed.

While few studies have examined business-to-business (B2B) mobile application (app) usage, none have examined the challenges in developing these technological assets. This study aims to examine B2B marketing executives’ perceptions regarding benefits, barriers and facilitators in app development.

A survey of 311 B2B marketing executives at selling firms in the USA was conducted to identify key themes related to the benefits, barriers and facilitators in developing B2B apps. The research featured “open-ended” questions exclusively, and advanced textual and thematic analysis of executives’ responses produced several key themes.

Results show that the perceived benefit of lowering customer servicing and costs drives development more so than trying to realize new revenue opportunities (e.g. “saving” vs. “making” money). Achieving internal buy-in/participation was perceived as a larger barrier than the commitment of financial resources. Additionally, training and education were viewed as the strongest facilitators of an app’s success over its design and functionality. Implications for B2B firms are discussed.

The open-ended format of this research captures a greater breadth of perspectives at the expense of more granular analysis of any particular issue.

The themes generated from the responses offer novel insights into the benefits sought in developing an app, as well as the technological, organizational and environmental factors that act as barriers and facilitators. The open-ended format of this research captures a greater breadth of perspectives at the expense of a more granular analysis of any particular issue.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.