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Since 2016, the authors have been teaching an interdisciplinary module on the global clothing industry to students enrolled in an introductory psychology course and a second year chemistry course at the University of Auckland in New Zealand. In 2016, the module also involved third year chemistry students, and in 2017, second year sociology students and graduate students in English literature from the University of Stuttgart in Germany took part. The module has the following features: (1) it focuses on a complex industry with ramifications for social and environmental sustainability, (2) it involves an issue of direct relevance to the students, (3) students teach those from another discipline as “subject experts,” and (4) students are assessed on their learning within their home course. An evaluation of the 2018 iteration with psychology and chemistry students (N = 185) showed post-test decreases in participants’ materialistic values, increases in knowledge and concern about the social and environmental impacts of the clothing industry and reported changes to clothes buying practices. The authors discuss the institutional barriers faced and provide five recommendations for other university teachers considering integrating an interdisciplinary sustainability module into existing courses.

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced by ignorance or apathy of people toward the concept of sustainability. In most cases, students who are our future generation are left without any insight, commitment or even understanding their role and responsibility toward creating any meaningful beliefs and actions related to sustainability. Sustainability education is becoming crucial, mainly for young generation so that they have an understanding of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns. While educating them on sustainability begins in institutions of education, it is important that sustainability education is well entrenched in the curriculum and everyday practice of their lives. This chapter introduces the volume series on sustainability where authors from different parts of the world narrate their own experience of imbibing sustainability into their curriculum and teaching sustainability to students.

This study aims to examine the influence of related party transactions (RPTs), political connection (POLCON), board of directors (BOD), institutional ownership (IO), information asymmetry, audit quality (AQ), and leverage (LEV) on real earnings management (REM). The company used in this research is manufacturing companies listed on the Indonesian Stock Exchange from 2017 to 2019. The number of research samples is 192 firm years data. This study shows that RPTs, POLCON, IA, and LEV affect REM. In contrast, the BOD, IO, and AQ do not affect REM.

The purpose of this paper is to seek to provide support and extend work-family Border Theory (BT) in order to investigate organizational and individual factors that determine the complex nature of work-family balance (WFB).

Qualitative research was conducted in a company in Greece. In total, 20 in-depth interviews were conducted. Data analysis was guided by interpretative phenomenological analysis.

The key findings illustrate that strong borders protect the investigated, powerful, work domain and expand only to accommodate its’ needs. In congruence with BT, employees choose to be central participants in the powerful, highly impermeable and inflexibly bordered, work domain. The deeply entrenched organizational culture, as well as leaders’ behavior and leadership style, support the development of an array of positive work attitudes which boost central participation in the work domain. Due to the strongly bordered work setting, employees were found to choose segmentation as a WFB cope strategy; however, shifts in the participants’ life phase, as well as unfulfilled expectations, lead them to reset priorities and reevaluate their central participation in the dominant work domain.

The present study has implications for HR practitioners. Communication and open discussions on work-family themes reveal issues that can positively contribute to WFB. Further to this, organizations need to consider individual differences when they deal with WFB issues and frame interventions to facilitate this process.

This paper adds to current thinking in BT by illustrating that organizational culture, leadership and work attitudes have a strong impact on the nature of the work domain and its borders, as well as on employees’ central participation in the work setting and the attained WFB.

The paper uses the dramaturgical perspective for conceptualising trust development within temporary virtual teams. The underlying assumption is that temporary teams do not have the luxury of time that, according to the traditional trust theories, enables familiarity among team members and promotes trust development. Yet, in these teams, trust needs to develop quickly and it is important that it lasts throughout the short duration of the project lifecycle. Using the metaphor of a theatre, a dramaturgical perspective on trust relationships is adopted and is used to present actors, co‐actors and audience as all playing a key role in scripting, staging and performing virtual plays. The dramaturgical perspective provides an illustrative approach for uncovering the interactions between key players. As it is argued, these interactions elicit the process of trust development within the temporary setting of virtual teams, constituting a type of trust relationship that is mutually negotiated and jointly constructed. This type of trust is called “situated” and emerges from the scripted, pre‐scripted, co‐scripted, re‐scripted and unscripted computer‐mediated interactions of virtual players. The implications for theory and practice are discussed.