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This chapter examines the integration of Giving Voice to Values (GVV) into an accounting ethics course. GVV has received a great deal of interest by business educators in the past decade and, more recently, by those accounting faculty who teach accounting ethics in a standalone course or as part of another course. This chapter describes GVV assumptions and principles that are helpful for any faculty considering adopting GVV. After a brief review of different instructional approaches for teaching accounting ethics, GVV literature relating to accounting ethics is examined. The integration of GVV builds on the Kelly (2017) integration of leadership topics in an accounting ethics course and synergistically promotes moral motivation and moral character that contributes to ethical behavior. To facilitate the integration efforts, this chapter presents specific learning objectives, GVV background materials, case recommendations, and application/assessment approaches. This chapter concludes with a discussion of GVV and its possible role in assurance of learning efforts.

There exists a rich sociological literature dealing with secularisation. Such nineteenth‐century sociologists as Weber and Durkheim and twentieth‐century sociologists as Greeley, Bellah, Berger and Wilson have contributed. Berger refers to secularisation as “the process by which sectors of society and culture are removed from the domination of religious institutions and symbols”, while Wilson defines it as “the process whereby religious thinking, practices and institutions lose social significance”. These definitions represent the thrust of academic thinking about secularisation. Generally, social scientists interpret secularisation as the decline of religiosity — a movement from faith to reason. They cite numerous indicators of the change: decline in such areas as church attendance, praying, use of religious rites and rituals, recruitment to the church bureaucracy, church construction. Often they suggest a kind of inevitability relating to urbanisation and industrialisation. The focus of the process involves man becoming less concerned with the spiritual and more concerned with the mundane. Eventually, the spiritual becomes irrelevant; the Age of Enlightenment triumphs over the Age of Faith.

During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

The role of dark side personality characteristics in the workplace has received increasing attention in the organizational sciences and from leadership researchers in particular. We provide a review of this area, mapping out the key frameworks for assessing the dark side. We pay particular attention to the roles that the dark side plays in leadership processes and career dynamics, with special attention given to destructive leadership. Further, we examine the role that stress plays in the emergence of leaders and how the dark side plays into that process. We additionally provide discussion of the possible roles that leaders can play in producing stress experiences for their followers. We finally illustrate a dynamic model of the interplay of dark leadership, social relationships, and stress in managerial derailment. Throughout, we emphasize a functionalist account of these personality characteristics, placing particular focus on the motives and emotional capabilities of the individuals under discussion.

Brand pages are a very popular tool for companies to communicate with consumers in SNSs. Although brand pages could be considered virtual brand communities, they differ in several aspects. Thus, this chapter reviews the literature on brand pages attending to the main differences with other virtual communities, the motivations to join brand pages and its consequences for consumers and brands.

The studies reviewed have allowed us to identify the main characteristics of brand pages as a communication tool, as well as the definition of an important research agenda for this topic.

We have identified the main unique aspects that characterize brand pages as a virtual brand community. The motivations to become members of brand pages are analyzed as well as the positive consequences of these pages on the marketing variables. We also identified the research needs on brand pages.

This chapter can be useful to both, marketers, by showing them how brand pages work and what motivate consumers to join it; and researchers, by showing them the main gaps on brand pages that should be addressed in future studies.

This chapter highlights the role of brand pages as a communication tool. It constitutes an attempt to review the literature and organize knowledge on brand pages. The characteristics of brand pages and virtual brand communities, the motivations to participate, the consequences for the brand and an important research agenda are developed.

Developing self-awareness as a management instructor and modelling this process for students’ similar awareness has benefits in classroom learning environments. In this chapter, the authors reframe faculty and student traditional roles and responsibilities, providing an iterative, holistic process of embedded interdependent self-awareness development where students experience a sense of empowerment and control over their learning, integral to mutual success. The authors’ experiences draw on aspects of experiential learning, Gestalt psychology, and self-determination theory (SDT). To create an intrinsically motivating, student-centred learning environment in an undergraduate leadership course, the authors reframed teaching to include course design, opportunities for student autonomy, co-creation of psychological safety, and the instructor’s use of self. This evidence-based reflection for self-awareness included examining behavioural patterns, feelings, and thinking. Finally, the authors discuss lessons learned and practical applications, identifying reflexivity, psychological safety, iterative feedback, student autonomy, and modelling as key to the process.