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The purpose of this study is to determine the impact of distributive justice on normative commitment, both directly and indirectly through job satisfaction. Instead of integrating all the components of justice and commitment, distributive justice and normative commitment have been given prominence.

The data were collected through standardised scales from the 305 executives working in the top eight cement organisations located in the central part of the Indian subcontinent. Structural equation modelling (SEM) with bootstrapping was employed to evaluate the hypotheses.

The results proved that distributive justice helps increase normative commitment and affects job satisfaction positively. Additionally, job satisfaction acts as a mediator between distributive justice and normative commitment.

Due to the adaptation of self-reported questionnaires, the chances of method bias cannot be completely denied. However, the Harman’s single-factor analysis was conducted to handle it. Moreover, the data were obtained from a single source, i.e. the cement industry.

HR practitioners may use the outcomes of this study to promote distributive justice while allocating their sources. It also helps in implementing specific strategies to improve job satisfaction and commitment.

The study proposed a more complex linear model that included job satisfaction as a mediator. Moreover, the study is conducted in emerging economies, which addresses the research gaps in the existing body of literature.

Central to the fit concept is that congruence between individual and environmental attributes leads to improved outcomes. However, when discussing fit, researchers often describe congruence as alignment between distinctive or unique individual and environmental attributes. We suggest that current approaches to examining fit do not adequately account for this assumption of distinctiveness because they fail to consider normative expectations and preferences. As such, we propose an alternative theoretical and methodological approach to conceptualizing and measuring fit.

We introduce the normative theory of fit, outline how researchers can decompose fit into distinctive and normative components and identify areas for future research.

Management researchers have largely ignored the importance of decomposing fit into distinctive and normative components. This shortcoming necessitates additional research to ensure a more accurate understanding of fit and its relationship with outcomes.

We provide a clarification and critical examination of a pervasive construct in the field of management by introducing the normative theory of fit, identifying areas where researchers can employ this theoretical lens and suggesting a reevaluation of the importance placed on differentiation that is traditionally employed in practice.

The paper discusses how the management of a sports and fashion company, which we refer to as NULMA, successfully applied the neo/normative control technology “karma organisation” and gained employee engagement. Whereas other studies have documented employee resistance to organisational cultures when used for managerial control, our case demonstrates resistance to management practices that employees find inconsistent with the dominant karma culture.

The study is based on a six-year longitudinal organisational at-home ethnography conducted by one of the authors using methods of both participant and non-participant observation, semi-structured interviews and collaborative production of secondary data in the case organisation.

While our research shows that management can successfully apply neo/normative control which employees accept and support, we further show that employees mobilise the same values to resist management when it fails to deliver on the commitments and promises of the organisational culture.

The study contributes to the literature on organisational culture and, in particular, neo/normative control by theorising employee resistance as being by “accident”, by which we mean an inherent negative potentiality co-invented and released by managers establishing a “karma organisation”. Our theorising culminates in a discussion of the study’s implications for research and practice.

As emerging scholars of color with transnational backgrounds, we collectively recount our socialization experiences in US higher education institutes. We explore moments of betweenness as catalysts for envisioning a more inclusive academia that operates beyond the tokenism of diversity.

Employing betweener autoethnography (Diversi and Moreira, 2018), we inquire into the sense of impasse encountered by South Korean female emerging scholars in the field of education in becoming an outsider within the academic system.

Chronicling our shifts in perspectives of our positionality, we interweave inquiries motivating us to challenge normative pressures and map our betweener experiences onto the Wiedman and DeAngelo’s (2020) socialization model. Through this process, we wedge open in-between spaces in the socialization process that accommodate the nuanced positionality of transnational scholars.

Integrating postcolonial critiques on the Western-centric meritocratic academia, this piece sheds light on the complexity and fluidity of emerging transnational scholars’ socialization processes. The thick, nuanced description deepens the understanding of the complexity of their identity negotiation within the dominant logics of academia. Our inquiries interwoven through betweener autoethnography serve as guidance for mentoring international graduate students and transnational scholars.

The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisation.

We examined a set of programme curriculum documents and conducted a survey exploring teaching staff’s uses and interpretations of “international” in their design and delivery of course units. Through a thematic analysis of the dataset, we identify what “international” might mean or how it may be missing across the curriculum.

Our findings suggest a locally-developed conceptualisation of “international” beyond the normalised interpretation of “international” as the inclusion or comparison of multiple nations, and different, other countries around the global world. More diverse, critical understandings of the term have been considered, including international as intercultural, competences, ethics, languages and methods. The study provides an example approach to reflective scholarship that programmes can undergo in order to develop clarity, depth and purposefulness into internationalisation as enacted in a local curriculum context.

The study provides a first step towards establishing clearer guidelines on internationalising the curriculum by higher education institutions and individual programmes in order to challenge a superficial engagement of “international” within internationalisation. It exemplifies a starting point for making purposeful steps away from normalised notions and assumptions of international education and facilitates development towards its critical, ethically-grounded opportunities.

This review addresses how student organizations are conceptually framed in the scholarly literature—organizations the authors referred to as “ethnicized student organizations” or “ESOs,” which include both Black Indigenous and People of Color (BIPOC) student organizations and ethnically white student organizations such as mainstream fraternities/sororities and clubs that are normalized as not having a racial/ethnic affiliation.

Critical race theory informs the analysis of 175 articles that address ESOs from 2002 to 2016.

Analysis revealed that a majority of scholarship conceptualizes ESOs in ways that can minimize the role of institutional whiteness where they are positioned as either serving or hindering both individual students and institutional goals. Findings also reveal a smaller body of literature that emphasized institutionalized power dynamics and honors the transformative work of BIPOC students through ESOs.

Despite widespread public commitments to diversity among institutions, whiteness remains a core institutional presence. This study illustrates the relationships among student organizations, white supremacy and higher education transformation.

This study, a theoretical article, aims to introduce new institutionalism as a framework through which business and management researchers can explore the significance of artificial intelligence (AI) in organizations. Although the new institutional theory is a fully established research program, the neo-institutional literature on AI is almost non-existent. There is, therefore, a need to develop a deeper understanding of AI as both the product of institutional forces and as an institutional force in its own right.

The authors follow the top-down approach. Accordingly, the authors first briefly describe the new institutionalism, trace its historical development and introduce its fundamental concepts: institutional legitimacy, environment and isomorphism. Then, the authors use those as the basis for the queries to perform a scoping review on the institutional role of AI in organizations.

The findings reveal that a comprehensive theory on AI is largely absent from business and management literature. The new institutionalism is only one of many possible theoretical perspectives (both contextually novel and insightful) from which researchers can study AI in organizational settings.

The authors use the insights from new institutionalism to illustrate how a particular social theory can fit into the larger theoretical framework for AI in organizations. The authors also formulate four broad research questions to guide researchers interested in studying the institutional significance of AI. Finally, the authors include a section providing concrete examples of how to study AI-related institutional dynamics in business and management.

This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as “Docs.” Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society.

For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies.

The authors identified three themes: (1) honorary cultural practice-community nomination of “professahs” and “docs,” (2) (Black) robinhoods – cultural signifiers of distinction and relatability and (3) docs as catalysts – elevating community via consciousness, trust and mentorship as significant understandings of this distinction.

The study emphasizes the importance of “Docs” in both academic and social contexts. The role of “Docs” serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.