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When CEOs are publicly weighing in on sociopolitical debates, this is known as CEO activism. The steadily growing number of such statements made in recent years has been subject to a flourishing academic debate. This field offers first profound findings from observational studies. However, the discussion of CEO activism lacks a thorough theoretical grounding, such as a shared concept accounting for the heterogeneity of sociopolitical incidents. Thus, the aim of this paper is to provide an archetypal framework for CEO activism.

The authors used a multiple case study approach on 145 activism cases stated by CEOs and found seven distinct statement archetypes.

The study identifies four main structural design elements accounting for the heterogeneity of activism, i.e. the addressed meta-category of the statement, the targeted outcome, the used tonality and the orientation of the CEOs’ positions. Further, the authors found seven distinguishable archetypes of CEO activism statements: “Climate Alerts”, “Economy Visions”, “Political Comments”, “Self-reflections and Social Concerns”, “Tech Designs”, “Unclouded Evaluations” and “Descriptive Explanations”.

This typology classifies the heterogeneity of CEO activism. It will enable the analysis of interrelationships, mechanisms and motivations on a differentiated level and raise the comprehensibility of research-results.

The framework supports executives in understanding the heterogeneity of CEO activism and to analyse personality-fits.

To the authors’ knowledge, this marks the first conceptualisation of activism developed cross-thematically. The work supports further theory-building on CEO activism.

This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives?

The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source.

The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them.

The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered.

This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning.

The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect.

Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

Organizations remain a vital sociological topic, but organizational sociology, as a subfield, has evolved significantly since its inception. In this paper, I argue that organization sociology is becoming increasingly disconnected from organizational theory, as currently conceived. The focus of sociological research on organizations has become more empirically grounded in the study of social problems and how organizations contribute to them. Sociologists continue to see organizations as important actors in society that play a role in shaping social order and as contexts in which social processes play out. I propose two main sociological approaches for organizational research, which I describe as “organizations within society” and “society within organizations.” The first approach examines the role of organizations as building blocks of social structure and as social actors in their own right. The second approach treats organizations as platforms and locations of social interactions and the building of community. These approaches are somewhat disconnected from the sort of grand theorizing that characterizes much of organizational theory. I argue that the problem-oriented sociology of these two approaches offers a vital way for organizational scholars to expand and theoretically revitalize the field.

Social impact research remains in its infancy. The purpose of the paper is to build on Keeling and Marshall’s (2022) “Call for impact” paper and develop a comprehensive social impact pathway (SIP) framework. The aim is to encourage marketing researchers, non-profits and corporations to pursue impactful work that is valued, planned, monitored and evaluated.

The conceptual paper explores the complexities of estimating social impact drawing from a range of illustrative cases.

The paper identifies a lack of clarity in the understanding and application of impact and presents a pathway aimed at increasing focus on social impact across future work to deliver the net-positive changes that are needed to reverse biodiversity decline, climate change and social and health inequalities that continue to be persist and be experienced by so many planet wide.

This paper contributes a pathway forward to encourage and support increased utilisation of the framework in future marketing research.

Mapping and measuring SIPs are concerted efforts directing understanding towards identifying the activities that are contributing to the delivery of outputs that can achieve intended outcomes. The measurement of impact directs investment towards activities that ensure net-positive gains are achieved.

Ever growing social inequities, health disparities, loss of biodiversity and environmental degradation occur when practices are left unchecked. A focus on impact avoids greenwashing practices, ensuring that an understanding of what has changed because of the work is transparently reported.

This paper aims to encourage marketing researchers to engage in social change projects, rather than solely disseminating academic findings. Emphasising the importance of an outside-in approach, this paper highlights the necessity of showcasing accumulated outcomes to demonstrate impact.

Megaprojects have large impact on the environment and stakeholders should take collective action to ensure that these projects are developed in a socially responsible manner. Hitherto, it is not known whether group and subjective norms and social identity could compel stakeholders to take socially responsible collective actions in megaprojects. The aim of this study is to design and test a model to boost stakeholders' intention to take socially responsible collective action in the context of mega water transfer projects in China.

A quasi-experimental causal research design was adopted to establish cause–effect relationships among the dependent variable (we-intention) and independent variables (subjective norms, group norms, social identity and desire). This study adopts the belief–desire–intention model and social influence theory to empirically investigate how to boost the stakeholders' intention to participate in socially responsible collective action. An online questionnaire survey was conducted and data was collected from 365 respondents who were involved in mega water transfer projects in China. The partial least squares structural equation modeling technique was employed to analyze the data.

The results from partial least squares analyses indicate that the presence of subjective norms, group norms and social identity (collectively known as social influence process) could increase stakeholders' intention to take socially responsible collective action. In addition, the desire to be socially responsible also boosts stakeholders' intention to take collective action. Desire partially mediates the relationship between social influence process and intention to take socially responsible collective action.

This study adds to existing knowledge by discovering social influence process as an antecedent to taking socially responsible collective action in megaprojects. Strong group norms and subjective norms could propel stakeholders to be more socially responsible. The study also adds to knowledge by discovering that stakeholders' desire to fulfill social responsibility also leads them to take concrete actions. Implications and recommendations are provided on how to manipulate different types of social influence processes to facilitate stakeholders to adopt socially responsible collective action in the process of managing megaprojects.