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This paper investigates the substance of institutions in the context of business ethics. In particular, I test a theory of stakeholder attention to resource commitments by firms that implement the Ethics and Compliance Officer (ECO) position, from 1990 to 2008. Results support the hypothesized curvilinear relationship between resource commitments and stakeholder attention – while both high and low levels of ECO implementation generate low levels of reported ethics transgressions (the former due to good firm behavior and the latter due to stakeholder disengagement), moderate ECO implementation produces elevated transgression reports (due to raised expectations and increased engagement). Contrary to extant theory, results are consistent across both internal and external firm stakeholder groups.

The article argues for the necessity of theory within sociology, in general, and metatheory, in particular. It explores how theoretical, metatheoretical, and philosophical background conditions affect sociological research. It makes the case for why attending to background conditions is important for both the sociologist as an individual and also sociology as a collective and a discipline. In this context, it makes the case for critical realism as a useful program of metatheoretical reflexivity that focuses upon the more philosophical dimensions of sociology including the place of ontology and even how theory itself should be understood.

Purpose – To demonstrate where and how transport planners could benefit from insights gained by psychological theory and research.

Methodology – Theory-driven narrative review.

Findings – An extended version of Ajzen's (1991) Theory of Planned Behaviour is proposed which could be used for empirically analysing how environmental and psychological factors influence the individual decision to cycle.

Research implications – The review indicates that taking into account psychological insights could considerably increase the understanding of individual bicycle use. Currently research systematically analysing how psychological processes mediate the relation between environmental features and individual cycling is rare.

Practical implications – The review indicates that current interventions for increasing cycling are not very effective. It is assumed that taking into account insight from psychological research may help to develop new and more effective interventions for promoting cycling. Furthermore, studies evaluating the effects of these interventions in a methodological acceptable way are urgently needed.

Poverty has many varying negative effects on the health and well-being of those enduring it. Specifically, in the world of education, regardless of the many educational reform efforts over the last 50 plus years, poverty results in markedly lower achievement regardless of the metric used to determine academic success. Through this work we hope to shine light on the wealth gap in contemporary American society and the academic achievement gap that is an inevitable consequence of this inequitable concentration of monetary means. We review various literature sources to illustrate this problem and propose possible research-based solutions to ameliorate this societal ill. Using our previous works which resulted in the creation of the theoretical foundational framework of Critical Determination, we identify tangible steps that PreK-16 professionals can readily apply in an effort to minimize the current wealth gap and correlating achievement gap experienced by many students on the margins of the American public education system.

The task of this paper is to critique the ethics of an university entrepreneurship curriculum. For what purpose is entrepreneurship curriculum designed? Who decides what is to be included in an entrepreneurship curriculum? Ethics has a plurality and implies moral judgment informed by any individual’s values. In applying entrepreneurship education the rationale and justification of what is offered and why should be clear. The paper provides a synthesis conducted on an extant literature review on the ethics of an entrepreneurship curriculum, entrepreneurship education stakeholders, and stakeholder rights and obligations. An ethics enquiry framework is concluded that entrepreneurship education curriculum designers can apply to surface the assumptions underpinning the curriculum and assist educators to be clear and explicit about the intent and ambitions for an entrepreneurship education curriculum design. While this paper develops a framework, it has yet to be tested. Further research can examine specific sets of stakeholder expectations, variations in obligations among regulatory or institutional settings, explicitly examine the range of effects of an entrepreneurship curriculum, and report the usability and practical relevance of such an evaluative framework. Ethics in entrepreneurship education is under-researched and more particularly the ethics of the entrepreneurship curriculum appears to have rarely been questioned. Entrepreneurship education lays the foundation for the future actions of those who shape and socially structure entrepreneurship. Therefore, as educators, there is a greater responsibility for ensuring that the education provided meets certain expectations of and obligations to various stakeholder groups.