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Business schools offer a unique window into the making of corporate morals since they bring together future executives at formative moments in their professional lives. This paper relies on an analysis of faculty’s teaching tasks at the Harvard Business School to better understand the making of corporate morals. More specifically, it builds on a coding of teaching notes used by faculty members to highlight the importance of silence in promoting a form of moral relativism. This moral relativism constitutes, I argue, a powerful ideology – one that primes business leaders not to vilify any moral stand. In such a context, almost anything can be labeled “moral” and few behaviors can be deemed “immoral.”

Multiple forces that shape the identities of adolescents and young adults also influence their subsequent career choices. Early work experiences are key among these forces. Recognizing this, youth service programs have emerged worldwide with the hope of shaping participants’ future trajectories through boosting engagement in civically oriented activities and work. Despite these goals, past research on these programs’ impact has yielded mixed outcomes. Our goal is to understand why this might be the case.

We rely on interview, archival, and longitudinal survey data to examine young adults’ experiences of a European youth service program.

A core feature of youth service programs, namely their dual identity of helping others (i.e., service beneficiaries) and helping oneself (i.e., participants), might partly explain the program’s mixed outcomes. We find that participants focus on one of the organization’s identities largely to the exclusion of the other, creating a dynamic in which their interactions with members who focus on the other identity create challenges and dominate their program experience, to the detriment of a focus on the organization and its goals. This suggests that a previously overlooked feature of youth service programs (i.e., their dual identity) might prove both a blessing for attracting many diverse members and a curse for achieving desired outcomes.

More broadly, our results suggest that dual identity organizations might attract members focused on a select identity, but fail to imbue them with a blended identity; thus, limiting the extent to which such organizations can truly “redirect” future career choices.

We focus on the internal workings of a university organization’s response to institutional plurality. In the field of higher education, both organizations and individuals are prescribed competing demands due to academic logic and the logic of managerialism. We interpret six individual experiences of institutional plurality and illuminate how social position, disposition, emotions, and apprehension regarding plurality affect their response to shifting emphases in the logics of the university. In addition, we show that although there may appear to be harmony in the organizational-level response to institutional plurality, turmoil may be affecting the organization’s members, highlighting the importance of looking at how people experience institutional logic multiplicity.