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Whistleblowing plays a crucial role in revealing organizational misconduct and systemic corruption in industry and government. This paper investigates changing practices of whistleblower activism, with particular reference to the role of solidarity and the increased role of support networks. Many modern whistleblower disclosures have revealed gaping flaws in the system of global governance related to a range of important social and economic issues, such as tax evasion, global mass surveillance, the use of torture and illegal wars of aggression. All these forms of systemic corruption are reliant on the use of secrecy havens to conceal the abuse from public scrutiny and democratic oversight. Counter-hegemonic social movements that oppose forms of systemic corruption can find important allies in those whistleblowers, who leak vital information about misconduct and corruption to the public. In this paper, we argue that there is a clear relationship of mutual support between whistleblowing and activist social movements, both in the process of whistleblowing and in furthering the campaigns of the social movements themselves. We theorize this, unpacking the processes and dynamics underlying the relationship, and offering a framework for analysis. The paper concludes with a discussion of the changing role of whistleblower activism and support networks in undertaking social reform and counter-hegemonic practice.

This chapter presents a research study that examined post-disaster authentic university academic care resilience (PAUACR) at a Historically Black College and University (HBCU). PAUACR is a university’s and its students’ capacity to bounce back from post-disaster educational challenges. PAUACR requires a strong caring response and authentic academic care environments. For the University of the Virgin Islands (UVI), PAUACR following Hurricanes Irma and Maria was crucial to ensure students successfully completed the academic year. To assess UVI’s PAUACR, this study utilized a caring about academic caregiving inventory (CAACI). This 49-item instrument was used to gain students’ discernment of post-disaster authentic university academic care (PAUAC). The research employed a cross-sectional exploratory survey research design. The empirical analysis found associations between the structural workings of UVI’s academic caregiving in the aftermath of hurricanes Irma and Maria. These findings offer distinctive indicators of UVI’s PAUACR. Along with the findings, this chapter offers practical lessons of academic resilience drawn from the experience of conducting post-disaster research.

The increasing ethical misconduct at job place demands to understand the role of ethics in a wide variety of disciplines. This paper aims to empirically investigate the mediating mechanism of life satisfaction and subjective happiness between Islamic work ethics – innovative work behavior (IWB) and organizational citizenship behavior (OCB).

The sample comprised 296 employees and 58 head of departments (HODs) of top 11 business schools in Pakistan. The data of the study were collected in three waves and from two different sources (faculty members and their HODs) through questionnaire. The statistical technique SEM analysis was applied to inspect the proposed direct and mediating hypotheses.

Taken together, the findings revealed that Islamic work ethics (IWE) improves quality of life and by following IWE at workplace, employees feel pleasure and show satisfaction from life. The results supported the mediating role of both life satisfaction and subjective happiness between IWE-IWB and IWE-OCB.

This study provides practical insight that Islamic business ethics plays an important role at workplace and improves quality of life and individual behavior.

The current research is unique, as it empirically investigates the mechanism quality of life phenomena which connects IWE and individual behavior (innovative and citizenship). The mechanism quality of life is less studied, and therefore this study fills the gap of scant literature.

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.

Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.

Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.

School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.

This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies.

This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews.

First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one’s strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach.

This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers’ ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.

Luxury brands struggle to communicate their sustainability commitments to consumers due to the perceived incongruence between “luxury” and “sustainability”. This study aims to provide luxury brands with insights on how to engage consumers with different social value orientations (SVOs) to make sustainable luxury purchases in a compatible manner. It investigates the relationships between personal values (symbolism/universalism), SVOs (pro-self/prosocial orientation) and behavioral intentions toward sustainable luxury brands. It further explores whether these relationships may differ when consumers view themselves as individuals (salient personal identity is activated) versus group members (salient social identity is activated).

Study 1 (N = 419) used an online experiment in which participants were randomly assigned to either salient personal or social identity conditions to test the proposed model. Study 2 (N = 438) used a fictional brand to further validate the findings. Hypotheses were tested using covariance-based structural equation modeling (CB-SEM) and multi-group SEM.

Results indicate that prosocial orientation significantly increases consumers’ behavioral intentions toward sustainable luxury brands. Interestingly, pro-self-orientation can also drive intentions to support sustainable luxury brands when consumers’ personal identity is salient. Salient social identity can further strengthen the relationship between prosocial orientation and sustainable luxury behavioral intentions.

This study presents a novel, inclusive definition of sustainable luxury brands and adds theoretical rigor to the SVO framework by revealing the moderating role of salient identities, contributing to the body of knowledge in luxury brand research.