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The Organizational Leadership class is a staple in most undergraduate and graduate management curricula. Faculty teaching leadership courses recognize the need for experiential learning, but often struggle to find meaningful and manageable learning opportunities. Based on the high-impact practices of service and community-based learning, we offer three high-impact experiences designed to complement an organizational leadership course. These experiences utilize experiential learning to reinforce the critical leadership skills of demonstrate empathy, professional networking, and lifelong self-development. These experiences, coupled with self-reflection, enable students to grow their leadership capability while building demonstrable professional skills.

This paper empirically examines whether the order of liability and preferred stock accounts presented on the balance sheet is consistent with how the stock market values their riskiness.

This paper measures a firm’s riskiness with idiosyncratic risk and employs the first-difference design to test the relation between idiosyncratic risk and the order of current liabilities, noncurrent liabilities and preferred stock, respectively. Further, the paper tests whether operating liabilities are viewed as riskier than financial liabilities. Finally, the authors partition their sample based on the degree of financial distress and investigate whether the results differ between the two subsamples.

The paper finds that current liabilities are viewed as riskier than noncurrent liabilities and preferred stock is viewed as less risky than current and noncurrent liabilities, consistent with the ordering on the balance sheet. Further, the paper finds that operating liabilities are viewed as riskier than financial liabilities. Finally, the authors find that total liabilities and preferred stock (redeemable and convertible classes) are viewed as riskier for distressed firms than for nondistressed firms.

The authors thoroughly investigate the riskiness of several classes of claims and document that the classification of liabilities and preferred stock classes is relevant to common stockholders for assessing their associated risk.

Top officials at Enron abused their power and privileges, manipulated information, engaged in inconsistent treatment of internal and external constituencies, put their own interests above those of their employees and the public, and failed to exercise proper oversight or shoulder responsibility for ethical failings. Followers were all too quick to follow their example. Therefore, implications for teaching leadership ethics include, educators must: (a) share some of the blame for what happened at Enron, (b) integrate ethics into the rest of the curriculum, (c) highlight the responsibilities of both leaders and followers, (d) address both individual and contextual variables that encourage corruption, (e) recognize the importance of trust and credibility in the leader-follower relationship, and (f) hold followers as well as leaders accountable for ethical misdeeds.

This research project evaluated outcomes for a leadership development program utilizing adult volunteers who worked with youth to incorporate experiential learning and civic engagement opportunities. As a result, this experience exposed youth to practical skills as well as a chance to develop a sense of community connectedness. This was revealed through the youth developing more positive perceptions toward their role as decision makers in their communities, after participation in the program. Youth also developed more positive perceptions of their relationships with adults. Moreover, when comparing those youth who volunteer at least one hour per week to those who do not, those who had volunteered in the past had significantly more positive perceptions than those who had never volunteered in their community.

In accordance with Latour, this paper aims to respond to the call for a “down-to-earth” post-learning organization approach to sustainability, which is critical of Senge’s conception of learning organization (LO).

“Gaia storytelling” is used to define a LO that is “down-to-earth”.

Gaia is understood through the notion of a critical zone, which foregrounds the local and differentiated terrestrial conditions in which life on Earth is embedded.

Gaia storytelling implies perceiving LO as a network of storytelling practices enacted and told by unique creative citizens. Such an organization sustains and grows through several entangled storytelling cycles that allow Gaia to shape learning.

The article distinguishes five different storytelling cycles as a way to explore how the Gaia theater cycle connects to other cycles. The four other cycles are: Gaia thinking, explorative, creative and Gaia truth-telling.

A Gaian LO is a new beginning for LO.

The wake of the novel coronavirus (COVID-19) pandemic had caused substantial disruptions to the usual delivery of healthcare services. This is because of restrictive orders that were put in place to curb the spread of the infection. Palliative care services in Brunei also face challenges to deliver effective services during this period. However, the impact of advanced illnesses on patients' health and end-of-life care are issues that cannot be planned, postponed or cancelled. Hence, the palliative care team needs to continue to deliver effective palliative care services. As Brunei faced its second pandemic wave in August 2021, crucial adaptations were made to ensure palliative care service was not disrupted. This reflective case study aims to discuss the adaptations made in providing palliative care during this era of disruptions.

This focal chapter deals with the understanding of important ethical theories used in executive moral reasoning such as teleology, deontology, distributive justice and corrective justice, virtue ethics versus ethics of trust, from the perspectives of intrinsic versus instrumental good, moral worth versus moral obligation, and moral conscience versus moral justification. Ethical and moral reasoning will power executives to identify, explore, and resolve corporate moral dilemma, especially in the wake of emerging gray market areas where good and evil, right or wrong, just or unjust, and truth and falsehood cannot be easily distinguished. We focus on developing corporate skills of awareness of ethical values and moral imperatives in current otherwise highly commoditized and turbulent human, market, and corporate situations. The challenges of morality are multifaceted and diverse. Professionals usually have self-discipline and self-regulation abilities, ego strength, and social skills. Morality in the professions is not concerned with the issues of rudimentary socialization; rather, the issues involve deciding between conflicting values, where each value represents something good in itself. There are problems in both knowing what is right, good, true, and just on the one hand, and on the other hand, in doing what is right and avoiding wrong, doing good and avoiding evil, and being fair and just while avoiding being unfair and unjust. Several contemporary cases will illustrate the challenging dimensions of ethical and moral reasoning, moral judgment and moral justification embedded in executive decision processes, and corporate growth and profitability ventures.

This paper aims to explore the interplay between methods and methodologies in the field of international relations (IR) over the 100 years of its lifetime reflecting on the relationship between the rise of new research methods and the rise of new methodologies.

This paper looks in retrospect into the field’s great debates using a historiography approach. It maps chronologically the interplay of methods and methodology throughout the stages of the development of the study of IR.

This paper argues that inspite of narratives of triumph being common in the field, the coexistence of competing research methods and methodologies is the defining feature of the field. All theories, all methods and all methodologies have undergone a process of criticism, self-criticism and change. New methodologies have not necessarily accompanied the rise of new research methods in the field.

Drawing a map of the field’s methodologies and methods reveals necessarily its dynamism and its plurality. An honest map of the field is one that highlights not only theoretical differences but also ontological, epistemological and methodological differences embedded in the field’s debates.

This study aims to analyze the impact of Arab Revolution on the Arabian Gulf security by applying on Yemeni Revolution. This can be achieved by analyzing the threat of Arab Spring Revolutions to the national security of the Gulf Cooperation Council (GCC) countries after the breakout of demonstrations and protests in some of the member states. In addition to its analysis of threat of the Regional Security of the Gulf as a result of Yemeni Revolution and Civil War and Iranian intervention to support Houthis within light of regional anarchy and security competition according to the Neorealism and how the GCC Countries face such threats.

The study depended on the historical methodology to track the developments of some events related to the Gulf Security and crisis in Yemen. Moreover, it used the analytical approach to analyze the impact of Arab Revolutions and Yemeni Civil War on the Arab Gulf Security. In addition, it depended on the realistic approach to explain the security state at the national and regional level of the Arab Gulf countries within light of regional anarchy, security competition and Iranian support to Houthis “Non-State Actors” (Kenneth Waltz), as well as the offensive realism (John Mearsheimer).

The Arab Revolutions had an effect on the national security of GCC countries according to the Neorealism due to the breakout of demonstrations and protests in Saudi Arabia, Kuwait and Sultanate of Oman which reached to the degree of threatening the existence of the state as in Bahrain. The Gulf Regional Security is influenced by Revolution and Civil War in Yemen as a result of that Iranian support to Houthis within light of security competition between Iran and Saudi Arabia, leading to the threat of the Arabian Gulf Security as Yemen is the southern gate to the GCC Countries and having joint borders with Saudi Arabia and Sultanate of Oman. Moreover, the GCC countries dealt with that threat individually, such as, performing internal reforms, or collectively through using military force, such as Bahrain and Yemen (Offensive Realism).

This study is an introduction to explain the Arab Spring Revolutions, conflict in Yemen and its threat to the Arab Gulf Security according to the Neorealism based on that the GCC countries sought to keep its existence and sovereignty in confrontation to the demonstrations and internal protests and to keep the regional security in confrontation to the threats of neighboring countries such as the Civil War in Yemen and the Iranian Support to Houthis in light of the regional anarchy.