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Organizational theorists and strategy scholars are both interested in how organizations deal with ambiguity, especially in relation to implementation. This chapter examines one source of ambiguity that organizations face, which is based on their efforts to implement moral mandates. These mandates, which are related to areas such as environmental sustainability and diversity, are inherently ambiguous, as they lack a shared understanding regarding their scope and associated practices. They are also often broad and systemic and may be unclearly aligned with an organization's strategy. Due to these challenges, in this chapter, we theorize that collective action at the field level is necessary for organizations to advance and concretize moral mandates. We examine this theorizing through the case of the implementation of sustainability in higher education. We hypothesize and find support for the idea that when an organization's members engage in collective action at the field level, those organizations have an increased likelihood of achieving sustainability implementation. To gain insight into this field-to-organization relationship, we qualitatively examine 18 years of conversations from an online forum to develop a process model of moral mandate implementation. We theorize that collective action functions as a field-configuring space, in which actors from a variety of organizations come together to (1) refine the scope of the mandate and (2) create an implementation repertoire that actors can draw on when seeking to bring sustainability to their own organizations. Overall, our study provides a model of how ambiguous moral mandates can be implemented by highlighting the important role of collective action across organizations in concretizing those mandates and providing actors with the tools for their implementation.

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

This chapter proposes a sustainable trajectory for leadership and diversity, equity, and inclusion (DEI) organizational change in higher education. Leadership practices and strategies necessary to construct and implement change and cultivate diverse, equitable, and inclusive educational environments are deliberated, with particular emphasis on transformational leadership theories and practices. These types of organization development practices produce concrete transformation in institutions that have long-established, inert, and deeply entrenched cultures in which discriminatory or even racist practices have been deeply embedded and accepted over time. The complex dynamics of transformation in higher education, brought on, in part, by the rigidity of its organizational structure coupled with its history and foundation in racism and racist practices, makes achieving sustainable change difficult in higher education. Transformational change requires the creation of new mental models through meaning making and perspective sharing that allow individuals in higher education to think differently about how higher education institutions should operate given the rapid shifts in our society. Organizational change leaders must engage in deep, purposeful, and critical reflection and examination of the organization's culture to lay the groundwork for significant change. The chapter explores topics such as leading change through transformational leadership and the styles, practices, and capabilities associated with it, leadership development, strategic diversity leadership, and the Chief Diversity Officer (CDO) as change leader in higher education. The internal and external environmental trends demanding substantive change in higher education continue to intensify over time. The demand for pervasive transformation in higher education is resounding, and institutional leaders must be open to and even drive new and innovative approaches to shifting its very core – its DNA, its culture – to meet those demands.

In this chapter, the authors aimed to analyze the existing sustainability curriculum being followed by higher education institutions (HEIs) in the emerging world, and call out the underlying inadequacies within it and provide solutions for the same, by drawing insights through interviews with key stakeholders in this area. The authors planned to talk to higher education policymakers, Educational Institutional heads, researchers and faculty members and corporates (who deal in sustainable products and who will benefit from this subject). The respondents’ sample consisted of both Indian and international interviewees to help us better understand and analyze the perspective and scenario globally in terms of north-south as well as understand multiple point of views. The interview analyses were carried out using the N Vivo software tool. The expected outcome includes a curriculum contour on sustainability for the HEIs.

Following the surge of documents laying out organizations' ethical principles for their use of artificial intelligence (AI), there is a growing demand for translating ethical principles to practice through AI governance (AIG). AIG has emerged as a rapidly growing, yet fragmented, research area. This paper synthesizes the organizational AIG literature by outlining research themes and knowledge gaps as well as putting forward future agendas.

The authors undertake a systematic literature review on AIG, addressing the current state of its conceptualization and suggesting future directions for AIG scholarship and practice. The review protocol was developed following recommended guidelines for systematic reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

The results of the authors’ review confirmed the assumption that AIG is an emerging research topic with few explicit definitions. Moreover, the authors’ review identified four themes in the AIG literature: technology, stakeholders and context, regulation and processes. The central knowledge gaps revealed were the limited understanding of AIG implementation, lack of attention to the AIG context, uncertain effectiveness of ethical principles and regulation, and insufficient operationalization of AIG processes. To address these gaps, the authors present four future AIG agendas: technical, stakeholder and contextual, regulatory, and process. Going forward, the authors propose focused empirical research on organizational AIG processes, the establishment of an AI oversight unit and collaborative governance as a research approach.

To address the identified knowledge gaps, the authors present the following working definition of AIG: AI governance is a system of rules, practices and processes employed to ensure an organization's use of AI technologies aligns with its strategies, objectives, and values, complete with legal requirements, ethical principles and the requirements set by stakeholders. Going forward, the authors propose focused empirical research on organizational AIG processes, the establishment of an AI oversight unit and collaborative governance as a research approach.

For practitioners, the authors highlight training and awareness, stakeholder management and the crucial role of organizational culture, including senior management commitment.

For society, the authors review elucidates the multitude of stakeholders involved in AI governance activities and complexities related to balancing the needs of different stakeholders.

By delineating the AIG concept and the associated research themes, knowledge gaps and future agendas, the authors review builds a foundation for organizational AIG research, calling for broad contextual investigations and a deep understanding of AIG mechanisms. For practitioners, the authors highlight training and awareness, stakeholder management and the crucial role of organizational culture, including senior management commitment.

The purpose of the study is to investigate the impact of asset redeployability on the level of corporate cash holdings.

The authors use regression analysis to examine the relation between asset redeployability and corporate cash holdings.

Using a large panel sample of US public firms from 1990 to 2020, the authors find a significant positive relation between asset redeployability and cash, which suggests that firms with more redeployable assets hold more cash.

The authors contribute to a growing literature in accounting and finance that investigates the impact of asset redeployability on firm characteristics and also contribute to the literature on the determinants of cash holdings.