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Policymakers worldwide have proposed a new contract – the ‘social impact bond’ (SIB) – which they claim can allay the underperformance afflicting not-for-profits, by tying the private returns of (social) investors to the success of social programs. We investigate experimentally how SIBs perform in a first-best world, where investors are rational and able to obtain hard information on not-for-profits’ performance. Using a principal-agent multitasking framework, we compare SIBs to inputs-based contracts (IBs) and performance-based contracts (PBs). IBs are based on a piece-rate mechanism, PBs on a non-binding bonus mechanism, and SIBs on a mechanism that, due to the presence of an investor, offers full enforceability. Although SIBs can perfectly enforce good behaviour, they also require the principal (i.e., government) to relinquish control over the agent’s (i.e., not-for-profit’s) payoff to a self-regarding investor, which prevents the principal and agent from being reciprocal. In spite of these drawbacks, in our experiment SIBs outperformed IBs and PBs. We therefore conclude that, at least in our laboratory test-bed, SIBs can allay the underperformance of not-for-profits.

In this chapter, the authors adopt a macrofoundations perspective to explore punishment within institutional theory. Institutional theorists have long focused on a single type of punishment – retribution – including the use of sanctions, fines, and incarceration to maintain conformity. The authors expand the types of punishment that work to uphold institutions, organized by visible and hidden, and formal and informal characteristics. The four types of punishment include (1) punishment-as-retribution; (2) punishment-as-charivari; (3) punishment-as-rehabilitation; and (4) punishment-as-vigilantism. The authors develop important connections between punishment-as-charivari, which relies on shaming efforts, and burgeoning interest in organizational stigma and social evaluations. The authors also point to informal types of punishment, including punishment-as-vigilantism, to expand the variety of actors that punish wrongdoing, including actors without the legal authority to do so. Finally, the authors detail a number of questions for each type of punishment as a means to generate a future research agenda.

Canadian institutions of higher education have long touted their dedication to inclusivity and diversity. The Academy, however, exists in a mix of new managerialism and collegialism, environments that demand conformity and the prioritization of sameness over difference. For employees with autism spectrum disorder (ASD), the very nature of their condition means that conforming to a standard is a difficult, if not impossible task. If passed, the proposed Accessible Canada Act means universities in Canada will have a legal responsibility to accommodate employees with disabilities, including ASD.

ASD is a neurodevelopmental condition of varying severity characterized by difficulties with communication, social interactions, and repetitive behaviors. While it is difficult to determine how many adults live with ASD in Canada, current statistics show that 1 out of 66 children are on the autism spectrum (PHAC, 2018). Many have physical and mental comorbidities that complicate their health status.

Though conformity may streamline human resources processes and standardize staffing issues, it is essential for administration to identify areas where they are weak in supporting potential and current employees who veer from the norm. Libraries need human resources policies and procedures that reflect and celebrate uniqueness. Long-held tendencies toward valuing fit and conventionality need to give way to transformational mentoring and empowering in order for a diverse workforce to reach its fullest potential. Embracing inclusivity will result in numerous benefits, not just for the employee but for the library. This chapter shows how personnel with high-functioning autism can be best supported in Canadian academic libraries.

This chapter discusses the influence of the United Nations Global Compact (UNGC) 10 Principles on multinational mining companies’ (mining multinational enterprise (MNE)) corporate social responsibility (CSR) activities and strategies.

Business ethics, mining management, CSR, stakeholder, and social contracting literatures are integrated with case vignettes to examine the UNGC’s role in motivating efficacious, benevolent CSR in mining.

Mining industry groups and some mining MNEs have adopted and fully implemented UNGC principles while other mining MNEs have not. The variation manifests as a gap between CSR form and CSR substance. Mining industry bodies such as International Council for Mining and Minerals, stakeholders, and private monitors have increased pressure to narrow this gap. The UNGC acts as a catalyst to create and codify valid hypernorms and to build trust and managerial buy-in in mining MNEs’ CSR.

Reliance on selected cases and extant literature indicates, but does not fully support, conclusions.

Mining MNEs are advised to pursue CSR activities which integrate social contracting and precepts of the UNGC. The results would be happier, less antagonistic to stakeholder communities, and less questioning of mining MNEs’ legitimacy.

This chapter integrates above-mentioned literature and cases to advise academics, governance officials and private monitors, and mining MNE managers on effective integration of the UNGC into mining through social contracting.

Bindu Aryais currently a doctoral student in International Business and Strategy at the University of Texas at Dallas. Her dissertation will empirically investigate how collaborative efforts between for-profit, not-for-profit and governmental agencies facilitate outcomes and can function to enhance sustainable development. Her research on how social networks facilitate organizational and group decision-making processes and outcomes has appeared in Journal of Management (forthcoming).

The purpose of this chapter is to describe an accounting ethics course whose purpose, in part, is to short circuit the process that leads to foolish ethical decisions by professional accountants. In addressing how to make ethical decisions, the course deliberately includes processes intended to develop wisdom and to impede reflexive decisions that reflect the five fallacies of thinking. The approach described represents an active, engaging approach to increasing dialogical and dialectical reasoning in students’ pursuit of wisdom through individual selection of outside reading, engaging speakers, and the use of ethics accountability groups. The course is adaptable to large and small class settings where the professor desires extensive interaction among students, and it creates an environment designed to help students develop self-chosen principles to guide their professional lives. Students take responsibility for developing self-determined principles to guide their professional lives. Clearly identifying these principles provides students a basis for resisting ethical compromises in their careers. The course focuses students on developing wisdom and recognizing the weaknesses in a purely calculation-based moral reasoning.

This chapter critically engages with ways that teaching excellence has been operationalised in practice. Specific focus is on developing individual teaching excellence, rewarding of success and recognition of teaching excellence and the building of evidence around what works in teaching for the benefits of students. We consider the daily interactions with students that form the basis of frameworks of teaching excellence before arguing that operationalisations of teaching excellence are highly context specific and operate at the level of institutions and the whole higher education sector. We discuss the criteria that underpin teaching excellence awards. This includes governance as well as development frameworks. After considering the complex links between research and teaching and the importance of the disciplinary dimension of teaching excellence, the chapter finally looks at the skills and attributes commonly associated with individual teacher excellence and argues that these are exceptionally difficult to pin down let alone measure. It concludes with some reflections on some of the challenges faced by institutions as they seek to develop the quality of teaching whilst meeting the requirements of the TEF.

Work–nonwork policies and practices provide support for employee well-being, as well as a competitive advantage that can help differentiate organizations. However, not all work–nonwork policies and practices are effective, utilized, or relevant. In this chapter, the authors introduce “organizational boundary management strategy” as a way to leverage these policies and practices, making them more widely adopted and more effective. Organizational boundary management strategy refers to how an organization as a whole tends to support workers’ work–nonwork boundaries (i.e., via segmentation, integration, or somewhere in between). Although boundary management has historically tended to focus on how individuals navigate distinctions between work and personal life, the authors extend boundary management to the organization to suggest how understanding and aligning the organization’s overall boundary management strategies can support worker well-being. To expound on this, the authors present a model suggesting how organizational boundary management can be used to support worker well-being.