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Black male student veterans enter postsecondary education with three intersecting identities that should be acknowledged through the academic and student support services provided by the institution they attend. The academic guidance provided by competent and compassionate advisors coupled with student affairs engagement contribute to the graduation of this unique population.

The purpose of this literature is twofold: (a) identify and highlight effective academic support methods that contribute to Black male veteran graduation and (b) identify and highlight effective Student Affairs engagement strategies that contribute to Black male veteran graduation. The literature will further inform higher education professionals in both Academic Affairs spaces and Student Affairs spaces of collaborative partnerships that can be formed to increase the graduation rates of Black male veterans. Black male student veterans are not a monolithic population nor are the institutions they are attending. Therefore, it is also important to examine how the literature addresses advising and engagement of Black male veterans at diverse types of postsecondary institutions.

In recent years, practitioners have identified a number of problems with traditional performance management (PM) systems, arguing that PM is broken and needs to be fixed. In this chapter, we review criticisms of traditional PM practices that have been mentioned by journalists and practitioners and we consider the solutions that they have presented for addressing these concerns. We then consider these problems and solutions within the context of extant scholarly research and identify (a) what organizations should do going forward to improve PM practices (i.e., focus on feedback processes, ensure accountability throughout the PM system, and align the PM system with organizational strategy) and (b) what scholars should focus research attention on (i.e., technology, strategic alignment, and peer-to-peer accountability) in order to reduce the science-practice gap in this domain.

Real estate success is frequently defined within a narrow frame: capacity, budget and time. However, setting the real estate decision within the broader context of the business ‐ leveraging the connections to do more than simply house the workforce ‐ expands the value equation. Understanding how the various components of the business interact and how the facility can help or hinder that collaboration, while remaining cognisant of one‐time and life‐cycle costs, is likely to drive more robust real estate decisions.

Organizations that adopt new practices employ managers to make decisions about how to materialize these practices. I examine how these managers move between the meanings and resources found in extra-local and local realms. I find that managers’ practices shift over time from adapting BPR practices to inhabiting BPR as an idea. Managers’ approaches are shaped by each organization’s history of efforts to introduce extra-local ideas. Rather than adapting BPR practices, managers draw on change tools, techniques, and methods that have worked in the organization and integrate BPR work into ongoing interactions, activities, and language in the local context.

We examine the emotional lives of the loyal opposition: those who remain steadfast in their duty-oriented, deontological ethical commitment to their workplace organization, but are in conflict with the dominant, utilitarian ethical view emphasizing practicality and revenue. When one is an “outsider” or even an “outcast” due to their deontological ethics, this conflict between personal and organizational ethics can result in a wide variety of emotions ranging from fear and sadness to alienation, and even rarely, to joy. Using qualitative methods, we analyze interview and observational data sets from two distinct populations within different workplace organizations: non-profit human service workers and faculty members who teach ethics in business schools. In both data sets, negative and positive emotions were experienced by participants immersed in a workplace environment characterized by ethical conflict. Though tension between the deontological and utilitarian ethical positions generated powerful emotions among the employee populations, it was not necessarily detrimental to the organization and in fact seemed to have a constructive, steadying influence. Ethical conflict can be constructive, function to make an organization stronger, and contribute positively to organizational success. The likelihood of positive outcomes increases if the emotional work entailed is sufficiently recognized and addressed.

The purpose of this paper is to present the results of a qualitative study of software engineers' perception of dress code, career, organizations, and of managers.

The software engineers interviewed work in three European and two US companies. The research is based on ethnographic data, gathered in two longitudinal studies during the period 2001‐2006. The methods used in the study include open‐ended unstructured interviews, participant observation, collection of stories, and shadowing.

It was found that the majority of software engineers denounce formal dress‐codes. The notion of career was defined by them mostly in terms of occupational development. They perceived their own managers as very incompetent. Their view on corporations was also univocally negative. The findings confirm that software engineers form a very distinctive occupation, defining itself in opposition to the organization. However, their distinctiveness may be perceived not only as a manifestation of independence but also contrarily, as simply fulfilling the organizational role they are assigned by management.

The study contributes to the organizational literature by responding to the call for more research on high‐tech workplace practices, and on non‐managerial occupational roles.

The purpose of the paper is to address the following question: What can novels reveal about what leadership nonfiction sources miss or obscure?

The paper reviews the benefits that are derived from the use of literature in the examination of leadership, compares and contrasts three novel experiments in the examination of literature and leadership, and examines the impact of one approach as reflected in student assignments and exit interviews.

Student reflection papers morphed from descriptive reviews to reflections expressed through poetry, artwork and personal experiences. Students also deepened their views on what leadership is and means. Exit interviews revealed student significant reflection on personal views in a number of areas. The longitudinal follow up of students expanded their flexibility and ability to listen and understand how and why people approach leadership in different ways. They also felt it increased their openness to new or different approaches and encouraged them to think more independently.

One implication of the approach of this class is how the authors embraced questions to guide the students and faculty. Instead of listing topics and assigning categorical meaning, the approach of the class was organized around questions, such as, “is leadership real or imagined? Am I ready to take responsibility?

The power of storytelling is unmistakable. The value of storytelling is that it allows the reader to escape from the day-to-day challenges we face to find how others are facing challenges sometimes very similar to our own.

The article compares and contracts three experiments in the examination of literature and leadership. The paper then examines one approach to literature and leadership in terms of the impact on students (papers, exit interview and longitudinal follow-up). Findings are assessed with the works of Gardner, Bennis and Hartley stressing the possibilities of storytelling as a unique approach to studying and practicing leadership.