Search results

The book chapter sheds light on specific institutional variables that have been shaping and molding corporate social responsibility (CSR) practices and expressions in the developing world. It argues that CSR strategies cannot be detached from context, and that institutional constellations exert serious pressure on CSR expressions in developing countries, which continue to take a largely philanthropic form. The chapter then dwells on how to transition from CSR as philanthropy to a more strategic approach and the important agency role of founders and top managers in enacting this transition.

This book chapter highlights the context-dependence of CSR practices and provides illustrations from the Middle East context and other developing countries. It adopts a mostly secondary review of available literature on the topic. It also outlines some guidelines about how to move beyond philanthropy that is largely prevalent in the developing countries to a more strategic approach, that is aligned with strategy and core competence (inside-out strategic approach) or relevant and pressing social needs in the country (outside-in strategic approach).

Institutional variables include cultural and religious systems, the nature of political systems, the nature of socioeconomic systems and priorities, as well as the institutional pressures exerted by other institutional actors, inclusive of development and welfare agencies, trade unions, business associations, and civil society organizations. National institutional environments such as weak and contracted governments, gaps in public governance and transparency, arbitrary enforcement of rules, regulations, and policies, and low levels of safety and labor standards affect how CSR is conceived and practiced in developing countries. Hence, CSR continues to be equated with philanthropy in the developing world, and substantive engagement with CSR is the exception rather than the norm.

To take CSR to the next level in developing countries, we need to accord systematic attention to strengthening the institutional drivers of CSR, and putting more pressure on companies to move beyond philanthropy, rhetoric, legitimization, imagery, and public relations to substantive engagement in CSR and genuine attempts at change and development. Practical guidelines and implications in relation to how to transition to a more strategic approach to CSR are provided.

This chapter presents a case study of a ‘Massive Open Online Courses’ (MOOCs) structure that is offered through an agreement between a traditional university and a MOOC provider. This arrangement has been helping in reaching very large numbers of learners in the Middle East. In implementing this agreement, I categorise the concerns of three key stakeholders (administrators, faculty and students) regarding this mode of instruction. A framework (abbreviated as LOGIC – LEADS – LEARNing) is proposed that could be of use to higher education institutions when they embark on non-traditional education. A common concern among the primary stakeholders was the issue of legitimacy of such an education. I argue the MOOCs so far do not represent a substitute or a threat to traditional face-to-face education. In addition, there are no foreseen reputational risks for universities if MOOCs are included as a mode of education. The value from MOOCs needs to be seen from the perspectives of students and other stakeholders. MOOCs have the potential to lead to positive consequences for the university − as a whole − and other relevant stakeholders as well. However, MOOCs in the Middle East are not likely to operate under a workable business model, at least not in the short run. As MOOCs rise to make more sense to students, their disruptive power would become more tangible. This, however, will take some time and will only be threatening if educational institutions become complacent in response to the novel ways by which the new generation is approaching learning.

The purpose of this chapter is to highlight the cultural values which underpin the practice and acceptance of nepotism and cronyism in societies and organizations worldwide. We argue that there are advantages inherent in harnessing the resources of the social networks involved in nepotism and cronyism, but there are also major problems arising from the inequality and unfairness of these practices. A theoretical consideration of cultural values combined with illustrative cases is used to discuss nepotism and cronyism in different cultures. We suggest that nepotism and cronyism exist in all cultures but perception and discussion of these phenomena as well as the perceived gravity of their effects can vary according to the cultural values of egalitarianism and universalism, together with the economic development of the societies in which they occur.

This chapter discusses the utility of authentic leadership for the UN's Sustainable Development Goals and argues that the capacity-building value of authentic leadership enables change and improves performance. The authors view authentic leadership as a genuine, transparent, positive, ethical form of leadership that strives to address grand challenges. They outline its application in two cases: well-being (SDG3) and education (SDG4). Daskou and Tzokas conclude with a criticism of the value of authentic leadership in the successful delivery of the SDGs. Daskou and Tzokas recommend investigating how authentic leaders' balanced information processing and internalised moral perspective contribute to positive self-development, better education outcomes and well-being among students, educators and employees.

This chapter offers a comprehensive review the literature on authentic leadership (AL). The authors employ a bibliometric approach to identify, classify, visualise and synthesise relevant scholarly publications and the work of a core group of interdisciplinary scholars who are key contributors to the research on AL. They review 264 journal articles, adopting a clustering technique to assess the central themes of AL scholarship. They identify five distinct thematic clusters: authenticity in the context of leadership; structure of AL; social perspectives on AL; dynamism of AL; and value perceptions of AL. Velt and Sinkovics assert that these clusters will help scholars of AL to understand the dominant streams in the literature and provide a foundation for future research.

This chapter proposes a conceptualization of joyful leadership as a unique leadership style and identifies a future research agenda to further explore the concept. While the concept of joyful leadership appears repeatedly in the nonacademic literature, including in blogs, vlogs, and podcasts, there is limited reference to joyful leadership in the academic literature highlighting a lack of academic rigor around the concept. Joyful leadership is proposed as a unique leadership style with specific patterns of behavior demonstrated by the leader. This research draws on understandings of emotion, positive affect, and leadership in the academic literature to develop a conceptualization of joyful leadership.

The proposed conceptualization is based on an extensive literature review drawing from both the leadership field and the study of emotions including various theoretical perspectives from these diverse fields.

Based on discrete emotion theory a conceptualization of joyful leadership as a unique leadership style is presented, identifying key patterns of behavior associated with joyful leadership including discrete autonomic patterns, actions, nonverbal signals, and identified feelings.

This research outlines a conceptual model to provide an understanding of the concept of joyful leadership as a unique leadership style. It draws on the current study of emotion, positive affect, and leadership and more specifically examines the concept of joyful leadership aligned to discrete emotion theory. This particular theory of emotion, when examined in relation to leadership, provides a basis for the concept of joyful leadership as a leadership style and the basis for its proposed characteristics and outcomes.

Purpose: The best way of improving youth entrepreneurs’ success rates is to provide youth entrepreneurs with quality support, skills, and resources to be better equipped and willing to make any decision that makes them creative with time. This chapter explores youth entrepreneurship in the MENA region as educating young people about entrepreneurship is crucial today and is about developing new businesses in the region.

Design/methodology/approach: The chapter mainly aims at the role of academia in boosting entrepreneurship among young people in the UAE. Then the literature provides insights on the substantial gender effect on becoming an entrepreneur and the region’s job market.

Findings: Our research indicates that the global economy is witnessing a sudden rise in entrepreneurship in all life areas, based on current world dynamics. Thus, young people must learn and accomplish skills that promote creativity for doing business. For young people to have the requisite skills to start their businesses, educational programs must be in line with industry requirements.

Originality/value: This chapter of the book focuses on youth entrepreneurship, which would help upcoming researchers and students grasp good knowledge about entrepreneurship’s importance. It also recommends relevant research areas on MENA youth entrepreneurship support programs.