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This chapter provides first insights into identities and communities of educational staff in one of the largest, multi-campus universities in Italy. This group of managers refers to those supporting teaching and learning in the light of emerging demands from the European strategy for universities which is positioning education at the frontline in today’s higher education institutions (HEIs).

These insights are compared with common issues surveyed among research managers and administrators (RMAs) working in the same as well as in other international HEIs using Evans’ ‘restricted’ and ‘extended’ models of professionalism.

Among findings, educational managers (EM) show awareness of their identity only as ‘professionals’ while RMAs may feel like ‘hybrid’ profiles. Unlike RMAs, EM report not having a strong sense of belonging to one community but feeling like they belong to a plethora of groups. In conclusion, there are no dominant ‘extended’ or ‘restricted’ traits for any of the two groups and they have both these attitudes to a certain extent as the results of this chapter will further explain.

The purpose of this paper is to contend that the dominant voluntarism approach to the accountability of transnational corporations (TNCs) is inadequate and not fit-for-purpose. The authors argue for the establishment of an international legal mechanism for securing the accountability of TNCs, particularly in the context of developing countries with notoriously weak governance mechanisms to protect all relevant stakeholders.

The study adopts insights from the fields of management and international law to draw out synergies from particular understandings of corporate governance, corporate social responsibility and international human rights. The challenges to governance in developing countries with regard to securing the accountability of TNCs are illustrated with the Nigerian experience of oil-industry legislation reform.

The specific context of the experiences of developing countries in Africa on the operations of TNCs particularly commends the need and expedience to create an international legal regime for ensuring the accountability of TNCs.

Mainstream research in this area has focused mainly on self and voluntary models of regulation and accountability that have privileged the legal fiction of the corporate status of TNCs. This paper departs from that model to argue for an enforceable model of TNC’s accountability – based on an international mechanism.

This study examines the relationship between trust, organizational climate and team learning among project team members (PTM). In recent years, many companies have come to recognize the important role team learning plays in achieving competitive advantage.

Data were collected through a survey questionnaire, and responses from 86 PTM provide support for the research model and demonstrate that how organizational climate mediates the relationship between trust and team learning.

The structural equation analysis of the data collected from 86 project team members indicate that both vertical and horizontal trust influences organizational climate, which, in turn, is a determinant of team learning. In addition, although both types of trust contributed to organizational climate, the results indicated that horizontal trust had a greater influence on organizational climate and team learning.

The study employed the survey method and is not without limitations. The first limitation concerns our sample size, which was selected from one global company. Second, the survey data were all collected at a single point in time. Therefore, the authors cannot unambiguously infer causality. To attempt to do so, it would be useful to investigate the model in the context of organizational and development change. Despite these limitations, the results of the study have implications for theory and practice.

The implication for theory is that the results provide empirical support for the view that organization climates mediate the relationship between trust and team learning. On the practical side, the organizations should also pay more attention to increasing trust at the work place, especially among PTM that may contribute to favorable organizational climate, which is vital for team learning.

This paper addresses the simultaneous role of vertical and horizontal trust on organizational climate and how it contributes to team learning. The results indicate that organizations emphasis on horizontal trust can plays a vital role in team learning, which is a contribution to enhancing teamwork and performance in organizations.

Focusing on two beer festivals held in Nottingham, England, this study aims to evaluate their indirect impact on the performance of city hotels. This study builds on theoretical insights from the revenue management literature to shed empirical light on the potentially beneficial effects of events on the hotels’ performance. This study investigates the impact of the differential support offered by the destination management organisation (DMO) over two years.

Using online prices posted in advance of the events on an online travel agent, the authors assess hotel performance for each day of the events relative to the same day of the week in a week with no event. A similar comparison is made to assess the impact across two different years. In both cases, an ordinary least squares methodology was used.

Both events appear not to have had a strong impact on hotel prices and occupancy in 2016, i.e. when the DMO’s promotional effort was more proactive. Instead, in 2017, one event registered higher hotel prices and occupancy both relative to the year before and to the “business as usual” week.

The study identifies the existence of an indirect positive economic impact of the events on the hospitality sector.

The investigation adopts a more naturalistic experimental design to collect the data, which allows the authors to control for both the impact on prices and occupancy at the level of the single hotel. The evidence is therefore micro-founded. Moreover, results shed light on the role played by the DMO.

This paper aims to present the integrated teaching activity carried out in the Studios of the Master of Science “Architecture-Building Architecture” held at the School of Architecture Urban Planning Construction Engineering of the “Politecnico di Milano,” Milan, Italy. The integrated teaching activity related to the structural disciplines was in Sgambi et al., 2019; here the structure of the MSc training and its disciplinary synergies will be presented. Indeed, this type of activity characterizes all the Studios of this Master of Science and involves all the disciplines that contribute to the development of an architectural and cultural heritage preservation project.

In the Studios of the aforementioned Master of Science, teachers of different subjects are involved, working together to guide the student in the development of an architectural project sustainable in all aspects. The fundamentals of each discipline are taught using the best suited teaching methodology and the application phase of each discipline is carried out directly on the students' projects in the form of “learning by making.” The students are thus stimulated to deepen their basic knowledge of each single discipline, making their design choices sustainable.

This experience, born in 2003 and still active, has also achieved good results in employment. Students train using the “learning by making” method to acquire proficiencies in various disciplines of design, giving them the ability to communicate competently with experts belonging to different construction sectors.

The approach illustrated in this paper does not represent the didactic experimentation of a single discipline, but it is typical of the study program of an entire Master of Science. Although this approach is entirely built on a “learning by making” and “active learning” philosophy, it maintains the teaching of the theoretical contents of disciplines at a significantly high level when compared with the contents of a frontal-taught theoretical course. The development of this structure required a strong commitment on the part of the teaching staff in their search for effective teaching methods in each individual discipline and aimed at the architectural project. The results obtained give an added value to the training of future architects.

The purpose of this study is to critically synthesize and integrate conceptual and empirical research on the behavioral perspective on corporate social responsibility (CSR) and explain why it is useful and necessary, especially in the wake of the COVID-19 pandemic. The authors explain why CSR can result in both positive and negative outcomes and provide future research directions and recommendations for practice and policymaking.

This study focuses on critical literature review and synthesis.

CSR policies in response to COVID-19 are created by organizations but are implemented by individual employees. The way employees perceive and react to CSR actions are key determinants of CSR’s implementation and success. CSR can be embedded within or peripheral to a firm’s core functioning. While embedded CSR is linked to several positive outcomes if correctly implemented together with employees, peripheral CSR is linked to “the dark side” of CSR and can result in negative employee outcomes.

Using the backdrop of the COVID-19 pandemic, the authors detail types of CSR actions that governments and organizations can implement and their relative effectiveness; why “one size fits all” top-down CSR does not work; how firms can use human resource management practices to re-engage employees through finding meaning in work; and the “dark side” of CSR.

Using the backdrop of the COVID-19 pandemic, the authors detail types of CSR actions that governments and organizations can implement and their relative effectiveness; why “one size fits all” top-down CSR does not work; how firms can use human resource management practices to re-engage employees through finding meaning in work; and the “dark side” of CSR.

CSR research has focused mostly on why and when firms choose to engage in CSR. A behavioral perspective on CSR facilitates, through an employee-centric conceptual framework, a deeper understanding of when and why employee reactions lead to positive and unintended negative outcomes, especially during the COVID-19 pandemic.

Sintetizamos críticamente e integramos la investigación conceptual y empírica sobre la perspectiva conductual de la responsabilidad social corporativa (RSC) y explicamos por qué es útil y necesaria, especialmente a raíz de la pandemia del COVID-19. Explicamos por qué la RSC puede dar lugar a resultados tanto positivos como negativos y sugerimos propuestas para investigaciones futuras y recomendaciones para la práctica empresarial y la formulación de políticas.

Revisión crítica y síntesis de literatura.

Las políticas de RSC en respuesta a COVID-19 son creadas por organizaciones, pero implementadas por empleados. La forma en que los empleados perciben y reaccionan a las iniciativas de RSC es clave para la implementación y el éxito de la RSC. La RSC puede integrarse o ser periférica al funcionamiento central de una empresa. Si bien la RSC integrada está vinculada a varios resultados positivos si se implementa correctamente junto a los empleados, la RSC periférica está vinculada al “lado oscuro” de la RSC y puede generar resultados negativos para los empleados.

La investigación de la RSC se ha centrado principalmente en cuándo y por qué las empresas eligen participar en la RSC. Una perspectiva conductual de la RSC facilita, a través de un marco conceptual centrado en los empleados, una comprensión más profunda de cuándo y por qué las reacciones de los empleados a la RSC conducen tanto a resultados positivos como a resultados negativos no deseados, especialmente durante la pandemia de COVID-19.

Utilizando el telón de fondo de la pandemia de COVID-19, detallamos (1) los tipos de acciones de RSC que los gobiernos y las organizaciones pueden implementar y su relativa efectividad; (2) por qué la RSC de arriba hacia abajo y de “talla única” no funciona; (3) cómo las empresas pueden utilizar las prácticas de gestión de recursos humanos para volver a involucrar a los empleados mediante la búsqueda de significado en el trabajo; y (4) el “lado oscuro” de la RSC.

Sintetizamos e integramos criticamente a pesquisa empírica e conceitual sobre a perspectiva comportamental da responsabilidade social corporativa (RSC) e explicamos por que ela é útil e necessária, especialmente após a pandemia do COVID-19. Explicamos por que a RSC pode levar a resultados positivos e negativos e sugerimos propostas para pesquisas futuras e recomendações para práticas de negócios e formulação de políticas.

Revisão crítica e síntese da literatura.

As políticas de RSC em resposta ao COVID-19 são criadas por organizações, mas implementadas pelos funcionários. O modo como os funcionários percebem e reagem às iniciativas de RSC é a chave para a implementação e o sucesso da RSC. A RSC pode ser integrada ou periférica à operação central de uma empresa. Enquanto a RSC integrada está vinculada a vários resultados positivos se implementado corretamente junto com os funcionários, a RSC periférica está vinculada ao “lado sombrio” da RSC e pode levar a resultados negativos para os funcionários.

A pesquisa em RSC se concentrou principalmente em quando e por que as empresas optam por participar da RSC. Uma perspectiva comportamental da RSC fornece, através de uma estrutura conceitual centrada no funcionário, uma compreensão mais profunda de quando e por que as reações dos funcionários à RSC levam a resultados negativos positivos e indesejados,especialmente durante a pandemia de COVID-19.

Usando o pano de fundo da pandemia do COVID-19, detalhamos (1) os tipos de ações de RSC que governos e organizações podem implementar e sua relativa eficácia; (2) por que a RSC de cima para baixo e tamanho único não funciona; (3) como as empresas podem usar as práticas de gerenciamento de recursos humanos para reativar os funcionários buscando significado no trabalho; e (4) o “lado sombrio” da RSC.

This paper aims to offer an incremental contribution, augmenting the notion of situated rationality as proposed by terBogt and Scapens (2019). Through insights from empirical data, the authors explore the role of situated rationalities of key individual actors in processes of management control change.

A qualitative research approach was adopted with qualitative data collected in a single public service organisation through face-to-face interviews, organisation documentation and observations.

The findings present the important role of key individual actors in bringing about a new situated rationality in a housing department. External austerity forces combined with actors’ experience rationalities acted as a stimulus to change existing management control practices in the management of public services.

The paper conceptualises “experience” rationality, capturing the experiences of a key actor, including elements of leadership style. Drawing on a story of a complex process of management control change, this paper thus reveals interactions between generalised practices and situated rationalities which were not highlighted by the extended framework of terBogt and Scapens.

The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building.

A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task).

Dialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue.

This study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.