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How is moral legitimacy established in pluralist contexts where multiple moral frameworks co-exist and compete? Situations of moral multiplexity complicate not only whether an organization or practice is legitimate but also which criteria should be used to establish moral legitimacy. We argue that moral legitimacy can be thought of as the property of a dynamic dialogical process in which relations between moral schemes are constantly (re-)negotiated through dynamic exchange with audiences. Drawing on Boltanski and Thévenot’s ‘orders of worth’ framework, we propose a process model of how three types of truces may be negotiated: transcendence, compromise, antagonism. While each can create moral legitimacy in pluralistic contexts, legitimacy is not a binary variable but varying in degrees of scope and certainty.

This study aims to examine staff responses to management control systems (MCS) changes in an Australian university. Through the analysis of the category of staff responses, it aims to understand the perception gaps among the staff at different levels of the university.

Using a case study approach on an Australian university, data was collected from interviews with staff across three hierarchical levels to explore their behavioural responses.

This study finds that staff at all levels largely complied with MCS changes due to institutional enforcement. Top management emphasised aligning with government policies and funding, often using manipulation and compartmentalisation tactics in implementing the new MCS. Mid-level managers generally favour research strategies but feel excluded from decision-making and have limited influence over funding. They adopted a balancing tactic within a compromise strategy. Meanwhile, operating-level academics had mixed experiences, feeling largely powerless in influencing MCS while also showing instances of self-motivated compliance. Overall, the study reveals varying responses across different hierarchical levels, highlighting the complexities of MCS changes in staff behaviour and attitudes.

The insights from this study can guide university administrators and policymakers in understanding the intricate variations in staff reactions to institutional changes. By recognising the factors that drive compliance and defiance, institutions can better navigate and implement changes in MCS.

This research offers a unique perspective on the behavioural side of MCS changes in higher education. By focusing on varied hierarchical levels within a university, the study provides a granular understanding of individual responses, enriching the existing literature on MCS transitions in academia.

Based on the self-evaluation maintenance model and social comparison theory, the purpose of this study is to test a novel model to explore the influence of competitive psychological climate on knowledge withholding of employees with the mediating role of envy. This study also investigated when the effect of climate on envy is more pronounced by assessing the role of a narcissistic personality.

The authors collected time-lagged data from 376 employees working in UAE national banks to test the model.

The findings of this study showed that a competitive psychological climate indirectly affects knowledge withholding behaviour because such a climate enhances the emotional response of employee envy. In a competitive climate, upward social comparisons are likely to be heightened, resulting in employee envy and knowledge withholding because knowledge is used as leverage to gain self-control and self-worth in the organisation. This effect of such a climate on employee envy was found to be stronger when employees have a narcissistic personality.

The findings offer practical insights to managers and practitioners on the importance of managing the competitive climate cautiously to address the likelihood of knowledge withholding behaviour among employees at work.

In the growing field of nonviolent social movement studies, questions of power are often layered in inquiries into drivers of mobilization and dynamics of success, from the individual to the societal level. The different ways marginalized groups utilize power are not adequately theorized, however. Here I address paradigmatic approaches to understanding power in nonviolent movements, identifying conceptual limitations to explaining stratification among nonviolent resisters. In response, I develop a framework for better understanding the socially constructed origins of nonviolent power among different mobilized groups. I first provide a sociology of knowledge survey of common theories of power in nonviolent mobilization. I also review literature on mobilization among marginalized populations to identify valuable insights lacking in nonviolent movements studies. I then explore one case of marginalized nonviolent resistance, that of the Mothers of the Plaza Mayo who mobilized for an end to the Argentine Dirty War. Through this case, I develop a social constructionist framework that can be generalized to better understand how stratification shapes nonviolent resistance differently for different actors. I conclude by proposing a general framework of inquiry, guiding scholars to pay attention to four dimensions of conflict and resistance when examining the power dynamics of nonviolent movements: the temporal context of conflict, the degree of repression, actor status and positionality, and how nonviolent strategies and tactics correspond to each of these dimensions.

The purpose of this paper is to develop a multidimensional corporate social responsibility (CSR) crisis typology from the consumers’ perspective and to provide an agenda for future research.

Basic content-related dimensions for characterizing CSR crises from the consumers’ perspective are derived from a review of relevant static crisis typologies. Different types of consumer responses to negative CSR information are derived from various theoretical approaches. Dynamic process models of corporate crises are reviewed to assign various types of consumer responses to different crisis phases. Linking both static and dynamic approaches leads to a comprehensive consumer-oriented typology of CSR crises that is illustrated with examples.

A CSR crises typology is developed based on three consumer-related dimensions: the extent to which the company is attributed blame by consumers; the amount of perceived damage potential; and the perceived CSR relevance of the crisis situation. The combination of these dimensions results in eight different crisis types. For each of these crisis types, different forms of consumer responses are assigned that prevail in the so-called potential, latent and manifest crisis phase.

Future research could address the empirical review of the crisis typology presented, its refinement by considering various consumer and stakeholder segmentation approaches and the advanced dynamic analysis of CSR crises by including stakeholder characteristics that impact the diffusion of CSR-related negative publicity.

The results of this paper support early crisis detection and effective crisis management by identifying relevant target variables for crisis communication.

The typology developed enables a broad spectrum of CSR crises to be classified, including those that have been neglected in previous systematization approaches, such as CSR-related tensions, general sustainability crises and product-harm crises. Due to its theoretical foundation, this paper also contributes to a clearer demarcation of existing CSR crisis constructs.

This paper gives a review of the finite element techniques (FE) applied in the area of material processing. The latest trends in metal forming, non‐metal forming and powder metallurgy are briefly discussed. The range of applications of finite elements on the subjects is extremely wide and cannot be presented in a single paper; therefore the aim of the paper is to give FE users only an encyclopaedic view of the different possibilities that exist today in the various fields mentioned above. An appendix included at the end of the paper presents a bibliography on finite element applications in material processing for the last five years, and more than 1100 references are listed.

The area of behavioural phenotype research and related clinical practice is now recognised as one of high relevance to all practitioners who help people with learning disabilities, whatever their age. Knowledge continues to accumulate rapidly regarding aspects pertaining to aetiology, likely developmental, emotional and behavioural challenges, useful multidisciplinary interventions and supports and long‐term prognosis. This paper reviews the concept, its history and recent developments, focusing on those aspects which are of particular importance to clinical and other care and support professionals and their clients. There is a continuing need for widespread dissemination of the large body of relevant information, and its application to practice in order to maximise benefits for people with learning disabilities and their families.

Prior research finds that early-career professional accountants (early PAs) are generally dissatisfied with the learning and training opportunities offered during their early employment years, which impacts their career progression. This paper aims to examine whether different learning styles between these early PAs and their qualified accounting employers and trainers diverge.

Using Kolb’s learning styles inventory and interviews, this study explores the learning styles of early PAs and their employers, examining changes in these learning styles over time.

This research shows the necessity for different learning styles to be integrated into early PA training and learning, as research participants’ learning styles tend to prefer active experimentation requiring practical examples and self-learning opportunities. In contrast, their senior, qualified accounting employers prefer conceptualisation-based learning styles. As early PAs’ career progression requires them to succeed in employer-supported training, some early PAs change their learning style preferences to progress, whereas others with incompatible learning styles either moved to different employers or reassessed their choice of profession.

To reduce career dissatisfaction, develop and retain competent accountants, early PAs must be supported to learn effectively. By reducing early PAs’ dissatisfaction early PA educators and employers will potentially increase the attractiveness of accounting as a profession.

Few studies interrogate how accounting professionals utilise learning and training post-graduation nor do they examine the learning styles of workplace trainers and learners. This exploratory study uniquely analyses the learning styles of both early PAs and their employers.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

In this chapter, two reforms in initial teacher education at the University of Oslo are contrasted and compared with regard to the use of digital technology and the underlying ideas of teaching and learning. Reflecting different time periods of technology development, these reforms initiated in 2000 and 2012, respectively, offer valuable insights into how initial teacher education is influenced by technologies in the society and how conceptions of teacher professional learning are changing over time. This study highlights the constraints and affordances of the technologies for changing and bridging practices in teacher education. For the uptake and use of digital technology, the findings point to the necessity of critically examining the way in which the approaches to teaching and learning in initial teacher education and the constraints of how the technology designs are influencing student teachers’ learning.