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Psychological contracts represent unofficial or informal expectations that an individual holds, most commonly applied to an employer–employee relationship. Understanding psychological contracts helps explain the consequences of unmet expectations, including increased budgetary slack and reduced audit quality. This chapter reviews and synthesizes accounting behavioral research that discusses psychological contracts and that was published in academic and practitioner journals in the areas of financial accounting, management accounting, auditing, taxes, non-profit organizations, accounting education, and the accounting profession itself. Despite the prevalence of psychological contracts in the workplace and the applicability to behavioral research, accounting literature remains limited regarding applications of psychological contracts. This chapter aggregates research across all areas of accounting to provide suggestions for use of psychological contracts in future research and thus create a connected research stream.

This work explores the effectiveness of an innovative inclusion model that is based on the development and operationalization of the inclusion coach (IC) role in one school district (in Ontario, generally referred to as a ‘board’). This model has implications for school systems that desire a change in practice but may perceive challenges to this change in their local capacity. In this model, internal school district funding and existing structures were reallocated to convert teaching positions into IC positions. This staffing change was designed to support the desegregation of stand-alone special education classes at the elementary and secondary levels within that school district. While significantly decreasing the number of segregated settings, the intervention was not without its challenges. Challenges and successes will be examined through the perspectives of school principals, ICs and classroom teachers. This school district created an effective and sustainable model to promote inclusion, through internal staffing adjustments, and role redefinition. Utilizing a shared focus and support for staff, this school district was successfully able to transition beliefs and practices from segregated special education to full inclusion for students with special education needs.

The deadhead subculture – centered around the band Grateful Dead – has been active for 50+ years. Despite its longevity, academic work is sparse compared to other music subcultures. Given its durability and resilience, this subculture offers an opportunity to explore subcultural development and maintenance. I employ a contemporary, symbolic interactionist approach to trace the development of deadhead subculture and subcultural identity. Although identity is a basic concept in subculture research, it is not well defined: I suggest that the co-creation and maintenance of subcultural identity can be seen as a dialectic between collective identity and symbolic interactionist conceptions of individual role-identity.