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This study aims to highlight the importance of developing academic research in tourism and hospitality management into a more responsible approach, applying a multistakeholder model. This multistakeholder approach forces the tourist community to be considered when identifying the gaps and impacts of academic research.

This study suggests action research as one of the appropriate methodological approaches for conducting responsible research, as action research allows challenges to be overcome through the interaction of researchers and stakeholders. Principles of responsible research are indicated and exemplar studies that use action research are described.

Proposals and recommendations for responsible research are identified, such as demand-driven research, action research as a methodological approach and a way to address societal challenges, and the importance of considering the research ecosystem. In addition, some advantages (funding, reputation and legitimacy) and barriers (resources and publication) of responsible research are explained.

Practical implications are described. Conducting responsible research is oriented toward identifying real practical implications proposed and validated by the tourist community instead of being proposed solely by the researchers.

This paper emphasizes the need to work together with the tourist community and their stakeholders to enhance the real societal impact of academic research in tourism and hospitality management.

The authors would like to raise a self-critical debate for the future enrichment of research in the tourism industry. Research in this industry can contribute to solving significant societal problems. Responsible research can help scholars to be part of the solution to these challenges, working together with different tourism stakeholders.

In the last decades, the notion that leadership comprises responsible leadership has gained support and the academic debate has shed some light on the antecedents, processes, and multi-level outcomes of responsible leadership. Being at the intersection of the leadership and sustainability discourses, responsible leadership has benefitted from the increasing interests that both fields of study have received. Nevertheless, the debate has left several questions around the nature and development of responsible leadership unanswered. Among these questions we reckon an understanding of “responsible” in the definition of “responsible leadership,” the width of leaders’ responsibility and the depth of their impact including the role of personal alongside formal leadership, and the distinction between “responsible” and “non responsible” leaders. The aim of this theoretical paper is to further the academic discussion on leadership in the context of sustainability and its integration in higher education settings. We review the literature and explore the academic debate while step-by-step building a description of responsible leadership that could form the basis for leadership programmes in higher education. Then, borrowing insights from pro-environmental psychology, we share a tripartite description of responsible leadership, which centres around identity, behaviour and responsiveness. As a final step, we share our experience in building an undergraduate programme based on this tripartite description of responsible leadership. Here, we illustrate how the leadership description can be visualised in a figure and used to develop an undergraduate Liberal Arts and Sciences curriculum centred on the UN Sustainable Development Goals.

The unprecedented crisis of the COVID-19 pandemic has posed an enormous challenge ever for health-care organisations to find strategies to deal with their survival. The health-care employees are the frontline soldiers to fight against COVID-19 pandemic. Currently, there is a lack of research regarding the conceptualisation of COVID-19 and its impact on health-care employees’ well-being and their organisational sustainability. Extending the role of responsible leadership (RL), the purpose of this paper is to develop a multi-level conceptual model to overcome the crisis of COVID-19 pandemic and promote employee (e.g. workers, nurses and professionals) well-being and organisational sustainability.

With a comprehensive literature review, this paper presents five testable propositions and highlights the impact of COVID-19 pandemic on employee well-being and organisational sustainability.

The proposed model counsels that organisations need to go beyond the simple application of strategic climate and should enable RL to protect and maintain employee well-being and organisational sustainability.

The proposed conceptual model is a step forward to not only explore future empirical research but also it will help the health-care policymakers to take responsible initiatives to increase employee well-being and uphold organisational sustainability.

There is a lack of research regarding the conceptualisation of the COVID 19 pandemic and its impact on health-care employees’ well-being and organisational sustainability. The proposed conceptual model opens and guides a novel research avenue for the alignment of strategic management (as a moderator) and RL on the relationships among the COVID-19 pandemic, employee well-being and organisational sustainability.

Institutions of higher education are increasingly facing a myriad of challenges emanating from a fast changing higher educational landscape. One strategy colleges and universities adopt as they pursue their missions in a progressively competitive global environment is to form strategic partnerships with other colleges and universities locally and globally. This chapter examines a partnership, anchored in faculty exchange, between an American metropolitan community college, and a public university in the Republic of Kenya, East Africa. The issues discussed include the rationale for the formation of a partnership between a two-year institution and a doctoral-granting institution in spite of their differing missions, the partnership formalization process, types of activities undertaken in each country, program outcomes, and program management and challenges. The chapter concludes with some recommendations that would be useful to anyone considering starting a cross-border faculty exchange program, especially at an institution where infrastructure for internationalization activities is limited.

Within the developing exploration of the role of the scholar-practitioner, the situation in which scholar-practitioners engage in the scholarship of practice in their own organizational systems has not received much attention. This chapter adopts the position that scholar-practitioners are not merely practitioners who do research but rather that they integrate scholarship in their practice and generate actionable knowledge, that is, knowledge that is robust for scholars and actionable for practitioners. This chapter explores the phenomenon of scholar-practitioners engaging in the scholarship of practice in their own organizational systems as inside change agents. It discusses how scholar-practitioners engage in inquiry-in-action in first-, second-, and third-person modes of inquiry and practice in the present tense and provides a methodology and methods for such engagement that it be rigorous, reflective, and relevant.

Purpose: This chapter will examine and delineate the intersection of social, emotional, and cultural learning with literacy. Shared are promising practices, while encouragement is offered to educators for implementing the discussed practices with fidelity and consistency.

Design: Examined is research to explain the significance and benefits of social, emotional, and cultural learning in literacy. Additionally, promising practices are also identified through the review of existing literature.

Findings: The findings in this chapter indicate that students benefit from curriculum that intersects social, emotional, and cultural learning with literacy.

Practical Implications: Educators should learn how to effectively implement social, emotional, and cultural learning in their literacy classrooms daily. Teacher education preparation programs must examine their curriculum and if needed, revise to include social, emotional, and cultural learning in literacy.

This paper offers a new vision of responsible service leadership for service organizations nested in economic, societal and environmental contexts across time to foster collective flourishing.

Following the call for novel perspectives that recognize service as a game among (vs between) people in service ecosystems, we build on service leadership theory to integrate insights from infinite (vs finite) games and biomimicry practices to propose a holistic model for responsible service leadership.

We extend the 3C (competence, character and care) model of service leadership (Shek et al., 2021) adding context and chronos as essential pillars of responsible service leadership in nested ecosystems. We offer new interpretations and applications of the 3Cs through the lens of context and chronos.

This paper furthers the emerging conversation about unique leadership approaches for service, linking existing service leadership theories with holistic views of service ecosystems and enabling a shift from decontextualized models of leadership to a more inclusive approach.

We propose that responsible service leadership can inspire new approaches to leadership development within organizations and in business education (e.g. competencies, settings) and a reconsideration of organizational structures (e.g. culture, selection and incentive design).

The proposed 5C model revisits foundational assumptions of responsibility in service leadership, integrating actors across and within service ecosystems, society at large and the environment in the present and future.

This paper offers a conceptual framework – the 5Cs model of responsible service leadership – aimed at reimagining service leadership.

The purpose of this paper is to tackle some of the concepts and ideas that the intellectual and business community can learn from Chomsky's thinking in relation with a new global responsible management education environment. The first part of the work will present some of the key elements about Chomsky and education that the authors would like to emphasize. These are relating management education, critical thinking, and systems theory in the twenty‐first century business milieu.

An insight on post‐colonial theory and education will, afterwards, incorporate the hermeneutical tradition into the mainframe of critical thinking theory. The paper incorporates a decentred approach to education questioning presuppositions and moral values from “fundamentalist market theory.” Cultural studies and non‐western thinkers in this field are another important contribution to back up Chomsky's ideas on business and education.

When the paper relates social and economic performance concepts to critical thinking business education some questions arise about how to improve the responsible perception and understanding of the global environments and how the authors have to rethink education in a competitive profit‐oriented business community. The ideas of Chomsky can help them to deal with these issues departing from his political vision and his thinking on university education.

Critical management has been questioning in the last years different management models to put forward a responsible paradigm for business organizations and educational institutions. Post‐colonial theory has been another important intellectual ground for critical thinking in the business educational environment, opening up the debate about how to reconcile performance and responsible practices.

Chomsky's committed political views open up the way for many educational institutions and business organizations to become responsible in a technological business environment severely damaged by greed and personal interest. Management schools will have learned from his contributions and the actions of many international organizations engaged in changing for the better attitudes and material values in favour of management for globally responsible practices and the construction of new learning objectives.

In business studies, comparative, critical, cross‐cultural, and diversity management many scholars have been dealing with some of the subjects of serious concern by the Massachusetts Institute of Technology leftist professor presented in this study. The paper has to take into consideration a transversal approach of business education in relation to the concept of cross‐cultural performance, already developed in the work on cross‐cultural and diversity management.

This paper aims to discuss how religiously and non-religiously affiliated individuals may view the three core workplace spiritual values: transcendence, existence of a higher power and interconnectedness. Additionally, this paper studies how the contrasts between the views of religiously and non-religiously affiliated individuals about the three core spiritual values affect their performance of social responsibility initiatives.

A conceptual analysis was used.

This paper suggests that religiously and non-religiously affiliated individuals view the three core spiritual values differently. Drawing upon the three core spiritual values viewed by religiously and non-religiously affiliated individuals, this paper proposes the following. First, religiously affiliated individuals will focus on implementing social responsibility initiatives for a longer time orientation compared to non-religiously affiliated individuals. Second, when engaging in social responsibility, religiously affiliated individuals will focus on implementing a smaller scope of social responsibility initiatives than non-religiously affiliated individuals. Finally, religiously affiliated individuals will focus on implementing a larger scale of social responsibility initiatives than non-religiously affiliated individuals.

This paper is one of the very first studies addressing how religiously and non-religiously affiliated individuals view core values of spirituality. Additionally, this paper advances the literature by contrasting how religiously and non-religiously affiliated individuals engage in socially responsible initiatives in accordance with how they view spirituality.

Public schools in a democracy should educate young people to develop the knowledge and dispositions of citizenship in order to foster a more inclusive society and ensure the continuation of the democratic republic. Conceptualizations of citizenship must be clearly framed in order to support civic engagement, in particular, civic engagement for social justice. Rarely do educational technology scholars or educators interrogate the International Society for Technology in Education definition of digital citizenship. Educational technologists should connect notions of civic engagement and conceptions of digital citizenship. Instead, the field continues to engage in research, policy and practice which disconnects these ideas. This suggests that a gap exists between educational technologists’ conceptualizations of citizenship and the larger implications of citizenship within a democracy. The paper aims to discuss this issue.

This paper uses a between-study analysis of the literature to answer: How does the field of educational technology discuss and research digital citizenship? The data were coded using constant comparative analysis. The study adopted a theoretical framework grounded in Westheimer and Kahne’s (2004) What Kind of Citizen, and Krutka and Carpenter’s (2016) digital approach to citizenship.

The findings suggest that educational technologists’ uncritical usage of the term digital citizenship limits the authors’ field’s ability to contribute to a fundamental purpose of public schooling in a democracy – to develop citizens. Further, it hampers imagining opportunities to use educational technology to develop pedagogies of engaged citizenship for social justice.

Reframing the conception of digital citizenship as active civic engagement for social justice pushes scholarship, and its attendant implications for practice, in a proactive direction aimed at dismantling oppression.