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In this chapter, we explore the interrelationships between team member cultural intelligence (CQ) and multinational team functioning and performance. We argue that CQ, an individual's capability to adapt to different cultural contexts, can be enhanced through experience working in a multinational team, suggesting that CQ is not simply a stable individual difference. We propose a conceptual framework, and demonstrate empirical support through a longitudinal study, that links the effectiveness of team experience to shared norms and positive performance feedback. Additionally, we present evidence that mean level of team member CQ predicts intragroup trust, cohesion, and performance for the multinational team.

Purpose – Leadership is a very large topic with a long history of scholarship. Despite this, existing theories of leadership have been mostly silent about group-level phenomena and challenges that leaders of small teams face. Our chapter begins to address this problem by specifying four functions or challenges that any theory of group leadership should address if it is to be helpful to small-group scholars looking for answers about leading teams.

Approach – In order to identify main group functions that should be managed by leaders and be developed into refined leadership theories, we review both leadership and team studies. Based on the four functions that we establish, we briefly review a selection of major leadership theories that we believe can provide the foundations for new and better group-level leadership theories.

Findings – By using two theoretical categorization (managing individual group members vs. managing group; affective/motivational vs. cognitive functions), we suggest that leaders of small groups deal with the four key leadership functions – (1) managing within-group interpersonal dynamics, (2) within-group coordination of information/resources, (3) group-level affect management, and (4) managing group boundaries for information/resources flow and group identity.

Value – This chapter provides specific group functions that groups and teams scholars can use as a foundation to develop better theory of small-group leadership.

To date, the vast majority of existing research on unethical leadership has focused on top leaders’ actions and behaviors as the primary catalyst for the permeation of unethical behaviors in organizations. In this chapter, we shift the focus to middle and junior managers and argue that they too have an active role in contributing to the permeation of top-level unethical leadership. More specifically, we adopt a meaning-making lens to investigate how junior and middle-level managers perceive and interpret top-level unethical leadership and how such meaning-making affects their (un)ethical legitimacy. Understanding the role played by lower-level managers becomes vitally important to develop a more holistic picture of the permeation of unethical leadership. Findings from 30 in-depth interviews with top, middle, and junior managers reveal variables such as survival, group membership, and strain as buttressing meaning-making by lower-level managers. Findings also revealed two contrasting aspects, that is, “interactions” within organizational members as well as “silence” by top-level managers playing into individuals’ information processing and attribution capacities during ethical dilemmas. Real cases experienced by participants pertaining to the flow of unethical leadership illustrate how the central bearings play out in managerial practice.

Brevard College is a small, liberal arts college in Western North Carolina committed to experiential education. The Teacher Education Program prepares future teachers to lead the next generation of learning communities by nurturing values and skills necessary for inquiry-based teaching. Darling-Hammond (2005) reaffirms that one critical aspect of school reform is “preparing accomplished teachers who can effectively teach a wide array of learners to high standards … essential to economic and political survival” (p. 238). Admittedly, this is no easy task. Newly licensed candidates face a convergence of politics, economic, and demographic 21st century realities. Faculty and candidates need a deep understanding of constructivist theory to prepare for inquiry-based teaching. This knowledge must not just be a tag line on a syllabus but embedded in heads and heart. Reflecting on how theory is put into practice, through explicit minds-on/hands-on field experiences in diverse community partnerships, teacher candidates are empowered. The lessons learned by a newly licensed constructivist-based teacher boldly sharing his passion for inquiry-based teaching in a public school setting offers a glimpse of potential hope.

In 2017, 22% of the Canadian population are foreign-born immigrants and one in five is a visible racial minority. Canadian schools and classrooms mirror the diversity of the society and are populated with more and more immigrant and refugee students from diverse ethnic, cultural and linguistic backgrounds each year. Uprooted from their home countries and familiar environments, immigrant and refugee students experience barriers and challenges in new living and educational environments. The increasing number of immigrant and refugee students and their unique educational needs and challenges have called building welcoming and inclusive schools a priority in Canadian education system. This chapter addresses the urgent need for high-impact policies, practices and praxis to build welcoming and inclusive schools for immigrant and refugee students through cross-sector community engagement. Based on several empirical studies, critical and extensive literature review and authors’ professional reflections, this chapter introduces a theoretical framework of building welcoming and inclusive schools for immigrant and refugee students and introduces the promising strategies of engaging community stakeholders, including educators, students, parents, governments and community organizations and agencies.

This chapter examines the role of stress and emotional well-being as critical antecedents of important outcomes in the military context. In it, we provide a framework for understanding the sources of stress among military personnel. Using this model, we review the risk factors associated with combat and deployment cycles in addition to protective factors, such as personality characteristics and social support, which mitigate the effects of stress on emotional well-being and performance. Finally, we evaluate efforts by military organizations to enhance the emotional well-being of service members through training programs designed to build resiliency.

Purpose: Ethical investing is considered to be the pinnacle of embedding environmental considerations in investing. Environmental considerations form a major part of corporate social responsibility (CSR), and CSR is considered to have a positive effect on investment returns. The purpose of this chapter is to assess the degree of environmental considerations embedded in faith-based funds investment criteria. The comparative analysis between principles and practice through faith-based investing is undertaken.

Design/Methodology: Prospectuses of selected faith-based mutual funds and other information around investment strategies provided on the Funds’ websites have been analyzed in detail. Content analysis has been undertaken in order to evaluate the existence and types of environmental related criteria demonstrated by the Funds. The criteria are compared to the faith principles on environmental responsibility.

Findings: It is generally assumed that CSR requirements form the premise of socially responsible investing. The authors find that faith-based investing criteria are narrowly defined and that they represent biases which do not promote environmentally responsible investing.

Implications: The major implication is that inspite of the availability of faith-based environmental responsibility principles, faith-based funds represent a case of economic returns prioritization over environmental considerations. Environment accountability principles that exist need to be promoted regularly so that they become an essential element of every day decision-making including faith-based economic decision-making.

Originality: This study contributes to the debate on ethical investing from the perspective of faith-based mutual funds.

The paper focuses on the question of the extent to which individual preference-based values are suitable in guiding environmental policy and damage assessment decisions. Three criteria for “suitableness” are reviewed: conceptual, moral and legal. Their discussion suggests that: (i) the concept of economic value as applied to environmental resources is a meaningful concept based on the notion of trade-off; (ii) the limitations of the moral foundations of cost-benefit analysis do not invalidate its use as a procedure for guiding environmental decision making; (iii) the input of individual preferences into damage assessment is compatible with the basic foundations of tort law; (iv) using individual preference-based methods provides incentives for efficient levels of due care; (v) determining standing is still very contentious for various categories of users as well as for aggregating non-use values. Overall, the discussion suggests that the use of preference-based approaches in both the policy and legal arenas is warranted provided that they are accurately applied, their limitations are openly acknowledged and they assume an information-providing rather than a determinative role.