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In order to consider fiction’s contribution to understanding organizations and their ethics, we need to examine the connection between creativity and morality. This chapter explores six possible relations, drawing upon a variety of works (creations) from a poet, a playwright, and several philosophers. I argue that any relationship between fiction/creativity and morality is multi-dimensional and should be treated as such in future research in business ethics and organizational studies. In particular, we are not entitled simply to assume that fictive creativity will bolster existing norms or engender virtues. On the contrary, in some cases, fiction reveals just how difficult it is to apply norms or to identify the virtuous course of action, given that we often do not have an accurate understanding of what is going on in an organizational or business setting, much less a cogent grasp on whether the behavior is right and good.

This chapter elucidates how digital citizenship regimes may be rescaling nation-states. In order to shed light on this phenomenon, the chapter introduces and answers three main research questions to unfold the content of this book as follows: (1) How will nation-states in Europe evolve in the aftermath of the emerging digital citizenship regimes? (2) Against the backdrop of the COVID-19, will the urban age reconfigure the technopolitics of European nation-states through new digital citizenship regimes (Moisio, 2018)? (3) And ultimately, will Europe evolve towards a post-national technopolity from a platform of established nation-states headed for a city-regionalised federal network of nations determined voluntarily and democratically through blockchain (Bauböck & Orgad, 2019; Calzada, 2018a, 2022; Calzada & Bustard, 2022; De Filippi & Lavayssiére, 2020; De Filippi, Mann, & Reijers, 2020; Keating, 2017; Keating, Jordana, Marx, & Wouters, 2019; Orgad & Bauböck, 2018)?

In this chapter, the professional knowledge landscape of schools is explored for its shaping effect on the life satisfaction and morale of teachers. Knowledge communities, those associations and relationships that teachers experience as they navigate life in schools, is the conceptual lens that is used. Two teacher stories are explored. Both narratives reveal emotional and relationship influences on teachers as they find, build and work in knowledge communities. Knowledge community interactions, in turn, help them to understand the issues of their school community and support their survival on the larger professional landscape. This chapter uses narrative inquiry to analyse the stories that the teachers in the two exemplars (one Canadian; one American) lived and relived, told and re-told. Finally, serial interpretation allows for the unearthing of encompassing ideas which cut across both narratives and make visible common themes worthy of research attention.

This chapter, inspired by the authors’ experiences with racism and sexism in higher education leadership and frontier Protestantism, will interrogate the leadership models found in library and information science (LIS) through the lens of Judeo-Christian religious social structures and terminology, along with an examination of transitional and transformational leadership frameworks, to suggest a more productive and less abusive leadership model, equitable and inclusive to those who are not white men.

The paper seeks to examine the potential implications for leadership preparation programs of the intersection between emotions and leadership for social justice.

The methodology followed was grounded in an ethnographic case study of a Greek‐Cypriot principal who struggled to transform his elementary school into a community that truly included students from different ethnic and cultural backgrounds.

The findings of the case study highlight: the vision and practices of leadership for social justice; the ambivalent emotions of social justice leadership; and strategies for coping with the personal and structural dimensions of social justice leadership.

The practical implications are discussed in relation to the emotional knowledge and skills that are needed for preparing social justice leaders to navigate emotionally through existing school structures and to cultivate critical emotional reflexivity about the changes that are needed to school discourses and practices so that justice and equity are placed at the center of school leadership.

The paper offers insights into the emotional aspects of leadership for social justice, focusing on the implications for leadership preparation programs.

Gender bias in medical knowledge and practice is an issue of longstanding significance for women's health scholars and activists alike. This paper assesses the current status of medical education, where gender bias has the potential to influence the culture and process of medical care, and focuses on three areas of concern: the presence and participation of women as medical students and faculty, the problem of gender bias in the content of medical curricula and training programs, and the friendliness for both men and women of the climate and environment of medical education. Significant change has occurred over the past several decades in the admission of women into medicine; yet, women remain under represented in positions of leadership and decision authority. In the 1990s, the content of the medical curriculum began to be evaluated in terms of gender, and a number of the resulting changes were implemented. Additionally, recent attention has been placed on improving the gender friendliness of medical school policies and resources. While these developments signal a decrease in gender bias and greater equality in medical education, the ability of the medical profession to continue to address these issues is being challenged by the increasingly powerful private health care economy.

Healthcare is an ever‐growing segment of the American economy. Transparency facilitates better decision‐making and better outcomes measures. The purpose of this paper is to present the human and economic results of increasing transparency.

The ASIMP Working Group on Healthcare Transparency represents a diverse yet conscilient group of practitioners, researchers, regulators, economists, and academics. Given the need for re‐envisioning healthcare to include more accountability, evidence of efficacy and transparency, this integrative medicine (ASIMP) working group is suitable to address the above purpose.

Substantial opportunity exists to reduce morbidity and mortality, suffering and excess death, unnecessary costs and risks. Greater transparency facilitates the transition to safer, more effective, more humane healthcare.

This paper starts from a need to improve clinical outcomes and value for resources devoted. Best efforts of a national working group are presented. The implications of the report, when tested, will determine the enduring value of this work.

Consumers and business, administrators and practitioners can improve care at lower cost by increasing transparency. This will accelerate the diffusion of effective approaches that are not yet in widespread use despite replication of efficacy.

This is the first time an integrative approach has been compared with conventional healthcare models, particularly with regard to the role of transparency in healthcare management.

Business activities considerably affect the fate and survival of natural ecosystems as well as the life conditions of present and future generations. Applying the imperative of responsibility developed by Jonas states that business has a one way, non‐reciprocal duty caring for the beings which are affected by its functioning. To meet its global responsibilities business should become sustainable, pro‐social and future‐enhancing.

To provide a rationale regarding the importance of physician behavior change counseling. To describe the double helix behavior change curriculum at the University of Rochester (UR). To provide initial evidence that the curriculum is effective.

Evidence that physician use of the 5A's model is effective in changing important patient health behaviors is summarized. The behavior change curriculum is described. Initial evidence assessing knowledge, attitudes and skills for behavior change counseling is reviewed.

Physicians will be better prepared to intervene to improve their patients quality and quantity of life if they consistently counsel patients using a brief standard model (the 5A's) that integrates biological, psychological, and social aspects of disease and treatment. Past efforts in the UR's curriculum have demonstrated that students adopt broader “biopsychosocial values” when the curriculum supports their learning needs. Initial evidence demonstrates that double helix curriculum students learn this model well and are able to provide the counseling in a patient‐centered style.

These results are limited by the observational design, and the reliance on student self‐reports and standardized patient observations of student behavior rather than change in patient behavior.

Strong evidence exists that physicians can be effective in providing behavior change counseling. Additional research is called for to create, implement, and fully evaluate behavior change counseling curricula for medical students.

An example of a behavior change curriculum is provided for medical educators, and initial evidence of its effectiveness is provided.