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Scholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.

Data for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.

An analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.

The current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

The purpose of the study is to focus on the enhancement of knowledge management (KM) performance and the relationship between organizational culture and KM process intention of individuals because of the diversity of organizational cultures (which include results-oriented, tightly controlled, job-oriented, closed system and professional-oriented cultures). Knowledge is a primary resource in organizations. If firms are able to effectively manage their knowledge resources, then a wide range of benefits can be reaped such as improved corporate efficiency, effectiveness, innovation and customer service.

The survey methodology, which has the ability to enhance generalization of results (Dooley, 2001), was used to collect the data utilized in the testing of the research hypotheses.

Results- and job-oriented cultures have positive effects on employee intention in the KM process (creation, storage, transfer and application), whereas a tightly controlled culture has negative effects.

However, it would have been better to use a longitudinal study to collect useful long-term data to understand how the KM process would be influenced when organizational culture dimensions are changed through/by management. This is the first limitation of this study. According to Mason and Pauleen (2003), KM culture is a powerful predictor of individual knowledge-sharing behavior, which is not included in this study. Thus, this is the second limitation of this paper. Moreover, national culture could be an important issue in the KM process (Jacks et al., 2012), which is the third limitation of this paper for not comprising it.

In researchers’ point of view, results- and job-oriented cultures have positive effects, whereas a tightly controlled culture has a negative effect on the KM process intention of the individual. These findings provide evidences that challenge the perspective of Kayworth and Leidner (2003) on this issue. As for practitioners, management has a direction to modify their organizational culture to improve the performance of KM process.

Both behavioral and value perspectives of the organizational cultural dimensions (results-oriented, tightly control, job-oriented, sociability, solidarity, need for achievement and democracy) should be examined to ascertain their effects firstly on KM culture and then on the KM process intention of the individual. It is hoped that the current study will spawn future investigations that lead to the development of an integrated model which includes organizational culture, KM culture and the KM process intention of the individual.

The results-oriented, loosely controlled and job-oriented cultures will improve the effectiveness of the KM process and will also increase employees’ satisfaction and willingness to stay with the organization.

The purpose of this paper is to identify coordination mechanisms for multicultural teams at the fuzzy front-end (FFE) of discontinuous product innovations to maintain their creative potential by limiting the negative effects of cultural differences of individual nations.

Based on a case study, the international teamwork at the FFE was analyzed at Bürkert, a German medium-sized firm active in the industrial sector.

In correlation with the academic literature, the findings suggest that a strong organizational culture oriented toward innovation delivers a common framework for the FFE. Additionally, the case company succeeded in limiting the negative effects of individual nations’ cultures through common professional cultures.

Data were collected from a single case study what limits its generalizability. Moreover, national culture was considered to be overlapping with political boundaries without taking regional differences into account. Future research should focus to overcome these limitations so as to better capture international challenges at this fuzzy phase of the innovation process.

Companies should focus on their corporate culture and use the concept of professional cultures to facilitate not only the international collaboration, but also the communication on a national level between the functional departments at the FFE.

The paper contributes to a better understanding of the FFE in a multicultural innovation team to sustain its innovative potential over time. It proposes a first parsimonious framework to coordinate cultural differences at the FFE.

Projects almost invariably involve a variety of diversely skilled people from different national, organisational, and professional cultural backgrounds. These people come together for a specific period of time to accomplish certain unique, unpredictable, and complex objectives. These distinctive characteristics mean that project‐based firms require a particular approach to knowledge management (KM) and learning activities that differs significantly from prevailing strategies. This paper aims to explore the way in which these distinctive cultural issues (national, organisational, and professional) influence KM in project‐based firms.

The paper first looks at the general issues of KM and the “learning organisation”. Second, the study discusses the more specific issue of KM in project‐based firms. Third, the paper explores national, organisational, and professional cultures in the context of project‐based business. Finally, the paper draws the three preceding sections together to discuss the managerial implications of dealing with cultural issues in fostering KM in project‐based firms.

It is apparent that culture has a most significant influence on the KM capability of an organisation. The moral and budgetary support of senior management is essential for the success of any KM plan in project‐based business.

This paper puts forward a conceptually grounded argument by stressing on cultural complexities to KM and learning in project environments. The key cultural issues highlighted here need to be empirically tested in future studies.

At the organisational level, people and processes must be the first priority for project managers who wish to nurture a “KM culture” in project‐based business. At the team level, the project manager can help to create a team culture conducive to KM by transmitting appropriate values and beliefs to the team members.

The paper helps practitioners and academics to understand the complexities of cultural issues during KM initiatives in the context of improving project performance.

The purpose of this paper is to examine whistleblowing behavior in the accounting community (students and professionals) in an emerging economy – India.

Using a case-based approach, data were collected from 263 accounting students and 268 accounting professionals in India.

Using multivariate and univariate analyses of variance and logistic regressions, the authors provided evidence on how accounting students and professionals behave in a whistleblowing environment. Specifically, the authors found mixed results when comparing the behavior of accounting students and professionals in a whistleblowing scenario. All subjects reflected a more collectivist attitude, although professionals were more concerned about “fixing” the identified internal control problem (a “shared” problem). Both groups expressed a firm desire to collect more evidence against the likely fraudster.

In this era of global offshoring of services including accounting, the current study makes significant contributions to the accounting ethics literature and the accounting profession by analyzing whistleblowing behavior from an Indian perspective – a highly underrepresented area in the accounting ethics literature. The study aims to guide companies and investors in the US and elsewhere that do business in India.

While the accounting literature has plenty of research on whistleblowing in the Western world, there is a dearth of literature on whistleblowing in India. This paper is among the first to document whistleblowing behavior in India, a country that prides itself on its vast availability of English-speaking and technically sound accounting professionals.

Through a number of comprehensive reviews, the Institute of Medicine (IOM) has recommended that healthcare organizations develop safety cultures to align delivery system processes with the workforce requirements to improve patient outcomes. Until health systems can provide safer care environments, patients remain at risk for suboptimal care and adverse outcomes. Health science researchers have begun to explore how safety cultures might act as an essential system feature to improve organizational outcomes. Since safety cultures are established through modification in employee safety perspective and work behavior, human resource (HR) professionals need to contribute to this developing organizational domain. The IOM indicates individual employee behaviors cumulatively provide the primary antecedent for organizational safety and quality outcomes. Yet, many safety culture scholars indicate the concept is neither theoretically defined nor consistently applied and researched as the terms safety culture, safety climate, and safety attitude are interchangeably used to represent the same concept. As such, this paper examines the intersection of organizational culture and healthcare safety by analyzing the theoretical underpinnings of safety culture, exploring the constructs for measurement, and assessing the current state of safety culture research. Safety culture draws from the theoretical perspectives of sociology (represented by normal accident theory), organizational psychology (represented by high reliability theory), and human factors (represented by the aviation framework). By understanding not only the origins but also the empirical safety culture research and the associated intervention initiatives, healthcare professionals can design appropriate HR strategies to address the system characteristics that adversely affect patient outcomes. Increased emphasis on human resource management research is particularly important to the development of safety cultures. This paper contributes to the existing healthcare literature by providing the first comprehensive critical analysis of the theory, research, and practice that comprise contemporary safety culture science.

The underrepresentation of African-American faculty in the US professoriate has persisted for some time. Relatedly, adjunct faculty remain a fast-growing sector of the professoriate. Adjunct faculty include “experts” and “specialists” who teach postsecondary courses with a narrow focus and with content tailored to their full-time employment. Using a qualitative narrative approach, I delineate ways I construct meaning for myself as a part-timer. I develop a cultural interpretation of adjunct teaching that provides alternative view of professional socialization to counter the ongoing challenge of increasing the number of Black faculty in higher education. In doing so, three themes from the data (ideal worker as adjunct, historical role models, and clinical value of course content) suggest the identity of part-time faculty is situated in personal, professional, and cultural experiences.

This paper aims to answer the why, what and how of culture as an emerging human resource agenda. Understanding culture is a trending topic for organization executives and thought leaders. Few deny the importance of culture for shaping and sustaining employee engagement and productivity, sustained strategy and business results. But while culture matters, it is often ambiguous and hard to define.

Based on our research on over 1,000 organizations, the authors have found that organization (culture) impacts business performance two to four times as much as individual talent.

The authors suggest that culture is not just a random set of values, beliefs or emotions, but a winning culture turns customer promises (firm brands) into internal organization actions. This paper proposes a disciplined process for creating a winning culture that engages employees in the right issues and invite human resource professionals to step up to this opportunity.

In this paper, the authors posit that the war for talent may be supplemented by understanding victory through organization culture.

This study aimed to investigate associations between the organisational and cultural contexts in which Chinese teachers work, the influence of these on their understandings of professionalism, and relationships between these and their perceived willingness and commitment to be effective in teaching to their best.

The research was part of a two-country collaboration between the universities of Beijing and Sydney into Australian and Chinese teachers' perceptions of influences on their professionalism in which research protocols were jointly developed and implemented. This paper focusses mainly upon the Chinese research but also refers to key differences between Australian and Chinese teachers' perspectives. Seventeen teachers in early, middle and later career phases were recruited from a convenience sample of primary and secondary schools in Beijing. Qualitative data analyses of individual interviews, and cross case comparative analyses were conducted.

The analyses of the data from Beijing indicated that almost all teachers emphasised their strong moral purposes and commitment to teach to their best, despite identifying the challenges of workload, school contexts and cultures and personal circumstances, which tested their resolve. In contrast, concerns about teacher autonomy and agency, which were common in the Australian study and other published research literature, were not highly visible in the Chinese data.

The authors acknowledge that this study was small scale and data were collected from a narrow sample from one urban region of China, and we should be cautious with the generalisability of findings to other regions and schools of China since there are significant discrepancies between developed coastal areas and large cities and the remote rural areas in China. Furthermore, interview data were only collected once, restricting insight to a snapshot in time. This research may be seen as an encouragement to researchers from other regions and countries to further explore the impact of socially situated understandings of teacher professionalism on practice. Future research could also benefit from utilising multiple data sources, longitudinal design and cross-cultural collaborations to further explore the challenge of defining teachers' understandings of professionalism locally while engaging with global perspectives.

The practical implications relate to (1) expanding conceptualisations of teacher professionalism by developing locally nuanced understandings of perceptions and enactments of professionalism in different contexts across the profession, which take account of the unique roles of national and local cultural contexts; (2) designing initial teacher education and continuing professional development programmes so that they take account of the influences on the professions' ideals and individual teacher identities, of the ideological and practical interplay in the workplace of structures such as mandated standards, and different socio-economic geographical settings (e.g. rural and urban); (3) designing leadership development programmes that take account of research on associations between school leaders' values, qualities and practices on school cultures and their effects on teachers' well-being, and capacities and capabilities to fulfil their understandings of being professionals and teach to their best.

The social implications relate to (1) further research on the associations between the effects of external policy demands on teachers' work and work–life tensions, teachers' sustained commitment and quality; and (2) further research on the impact of the collective influences of national cultures, broad-based policy conditions, personal values and the demands of particular schools, parents and students that influence teachers' experience, perceptions and enactments of professionalism in order to provide further insights into understanding the complexity of teachers' lives and promoting teachers' sustained enactments of professionalism in broad contexts.

The research findings, though tentative, revealed that the altruistic nature of their mission to serve students and the parental community was the dominant marker of professionalism for teachers in China, regardless of school structures, cultures, academic achievement imperatives and personal circumstance; and that their professionalism was informed by the socio-cultural formation of individual and collective moral responsibility, reinforced through national educational policies. These findings differed from the concerns reported by the teachers in the Australian study, which aligned with literature that suggests that teacher professionalism is being eroded through neo-liberal government policies, excessive workloads and performance-oriented cultures. Though the comparative data set is small, these findings suggest that whilst there are increasing policy convergences across nations, which seek to define teacher professionalism through their abilities to make improvements in students' measurable academic achievement, how teachers in different countries and cultures define themselves as professionals may differ.