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The purpose of this research is to propose and empirically test hypotheses concerning the influence of leadership behaviors on interpersonal perceptions of trustworthiness.

Survey research is employed to assess the dimensions of leadership behavior and dimensions of trustworthiness and to determine the relationships among the leadership behavior dimensions and trustworthiness dimensions.

Factor analyses support previous research advocating three dimensions of leadership behavior (relationship development, resource utilization, and image management) and three dimensions of trustworthiness (ability, benevolence, and integrity). A structural model (LISREL), testing the relationship among the three leadership behavior dimensions and the three trustworthiness dimensions, shows that image management influences perceptions of all three dimensions of trustworthiness, and relationship development influences the benevolence dimension of trustworthiness. Using analysis of variance, the research finds that younger individuals view leaders as being more trustworthy than older individuals do.

The limitations of this study include a survey research methodology and a sample of university students.

There are consequences to leaders' actions. This study shows that perceptions of trustworthiness can be influenced by leadership behavior.

Past research suggests that trustworthiness is an important component of a successful organization. This research supports the hypothesis that leadership behavior affects perceptions of trustworthiness, which is important to researchers and managers interested in how the behaviors of leaders influence other areas of the organization.

This study examines the relationship between the use of management controls and the perception of meaningful work. Meaningful work is an important driver of individual performance of managers, and employees and can be enabled by sufficient use of management controls. The purpose of this paper is to address this issue.

Based on bibliometric analyses and a structured literature review of academic research studies from the organizational, management and accounting literature, the authors develop a conceptual model of the relationship between the use of management controls and the perception of meaningful work.

First, the authors propose that the use of formal management controls in a system (i.e. the levers of the control framework) is more powerful than using unrelated formal controls only. Second, they suggest that the interaction of a formal control system together with informal controls working as a control package can even stretch the perception of meaningful work. Third, they argue that the intensity of the control use matters to enhance the perception of meaningful work (inverted u-shaped relationship).

This study presents the first conceptual model of the relationship between the use of management controls and the perception of meaningful work. It provides valuable implications for practice and future research in the field of performance management.

A number of theoretical paradigms provide a networking space for the trio and complementary fields of comparative, international, and development educational (CIDE) research. Critics periodically attribute the field's lack of a sound theoretical base or commitment to one area of scientific research or another as a primary weakness in the field.¹ Espoused theoretical paradigms often provide the knowledge debate arena in which academic fields interact and build together. In an alternative perspective from this criticism, we argue that the strength of the CIDE field resides in its ability to combine multiple theoretical perspectives that offer researchers a variety of potentially fruitful metatheoretical analyses. Thus, we do not view this lack of theoretical specification as a weakness; it is the very fabric that enables CIDE educationists to study and represent increasingly complex global and local education systems.

For half a century, experts have offered leaders a standard model of how to transform organizations. It involves unfreezing them, developing a clear picture of the future, managing to make the picture a reality, and then changing systems to support the new ways. However, studies have shown that transformation does not always follow this script. This paper aims to look at four alternatives.

This paper reviews more than 50 well documented transformations and compares them to both the standard model and non‐mainstream ideas about transformation

The paper offers a guide to five distinct, reproducible ways of radically altering organizations: the standard model process (“holism”), transformation through the ambidextrous form, transformation through acquisition/restructuring, the Collins “Good‐to‐great” process, an improvisational transformation process. Hybrid approaches are discussed.

Providing a comprehensive guide to corporate transformation is a problematic undertaking. The authors could not review every case study of transformation, so they cannot say with certainty that their list of documented transformation methods is all‐inclusive. However, their survey gave them good reason to believe these are the five best‐documented transformation processes.

The paper explains the important advantages of each approach to transformation that make it appropriate for particular purposes.

When organizations need radical change, leaders need to understand the strengths and weaknesses of all five well‐documented alternative paths to transformation.

Teaching complex economic theories can be made relevant through everyday life experiences and current economic, social, and environmental crises can be used as vehicles for student learning. The purpose of this paper is to help students understand that the economy should be seen as a social system that evolves over time driven by conflictive and contradictory forces and enable them to develop the critical thinking skills needed to make better choices for a more equitable and sustainable future.

The paper reviews the historical role played by neoliberalism on education in general and on the teaching of economics in particular. A historical/critical/action-learning approach discusses five pedagogical teaching methods that have been implemented in undergraduate economics courses and demonstrates how teaching social economics can be made possible by bringing the real world into the classroom and taking the classroom into the real world.

There is an urgent need to rethink the teaching of economics and the economics curriculum from one that stresses self-interest, profit maximization and cost minimization, to one that stresses cooperation, collaboration, fairness, and ethical values rather than economic value, as ways of satisfying society’s needs and addressing systemic issues of inequality, power and greed. Bringing teachers and students together in collaborative learning environments, thereby learning from the mistakes of the past and minimizing the impacts of the present so that future generations can also participate, is the much-needed change in how social economics can be taught post-financial crisis.

This paper is a response to the special issue on the theme teaching social economics during the global financial crisis. The authors have provided insights into their teaching pedgagogy in the context of this topic.