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There is limited research that utilizes the consequential‐conflictual (CC) approaches, which utilized radical orientation of double loop, second order and reorientation of organizational learning strategies. Both the functional‐institutional (FI) and CC approaches are integrated with the sustainability and ecological resources management literature. The aim of this paper is to fill this research gap.

The paper applies FI and CC sociological approaches.

This paper's contribution to the managerial auditing education literature is based on the proposition that ethics education can improve the moral and ethical reasoning of auditors, when the educational processes incorporate both the FI and CC sociological organizational learning strategies. The paper suggests that ethics education in auditing could benefit from experiential teaching methods utilized in allied applied disciplines of medicine, engineering, and educational psychology.

Sociological approaches have been commonly applied in behavioral managerial accounting and control systems research. This paper extends the FI and CC framework to ethics education in managerial auditing research.

The subject of accounting ethics education is important to auditors. When accounting ethics education utilizes both the FI and CC teaching approaches, the managerial auditing education processes become interactive and cooperative by bringing experiential organizational experiences to the classroom.

Accounting ethics education is shaped by ecological and environmental sustainability concerns. Recently, business school interest and growth in sustainability management has contributed to the integration of ethics education in managerial auditing and accounting contexts, overcoming the shortcomings accounting programs experienced from stand‐alone ethics courses.

Access to finance and corruption are two major institutional obstacles hindering firm innovation in Africa whose implication on the fit between managerial characteristics and firm innovation has not been examined. The purpose of this paper is to examine whether firms may want to hire managers with a good fit when faced with institutional constraints and the authors suggest managerial level of education and experience within an industry could play a vital role in helping such firms innovate.

Secondary data was obtained from the World Bank Enterprise Survey on 17 African countries and a series of hierarchical regression analyses were conducted to achieve the aim of the research.

The findings show that while managers with primary and secondary education had a negative relationship with firm innovation (product and process), managers with a university degree had a positive relationship. This relationship was also confirmed when the authors’ split the full sample into two sub-samples (the firms that are institutionally constrained by access to finance and corruption) and therefore confirm the institutional implications of managers fit for firm’s innovation.

While research on the effect of management characteristics on firm innovation has focused more on large firms and mostly from developed economies testing both direct and mediation effects, little research exists as to whether the institutional obstacles faced by small firms could influence the type of managers required to drive their innovation.

Various aspects of managerial and professional employees in Australia are examined in an attempt to establish if the Australian experience is similar to that reported in other countries where “management” appears to have emerged as a third force between the employers and organised labour. It is argued that the new style manager is a younger, more highly educated “professional” but that the managerial function is also changing. A survey, conducted in Australia during 1985 of senior executives and 14 large scale organisations from both the public and private sector, provides the basis for this report of the changing characteristics of managerial and professional employees in Australia. Areas explored include the proportion of managers and professionals as a percentage of the labour force; particular characteristics which are emerging; education levels and qualifications; the process governing the movement of managers within the labour market; the effect of recent legislation on remuneration systems; and the degree of union membership among managers.

This study addresses the perspective of N = 273 school principals as related to technology role in performing managerial roles.

In the context of this study, the concept of technology only refers to digital office tools such as microcomputers, email and administrative software. The concept of managerial roles is understood and used herein in relation to the definition provided by Mintzberg (2013) in his managerial typology. Moreover, a survey method was used to collect data from the aforementioned managerial employees. The managerial typology of Mintzberg was applied as a theoretical lens to collect and interpret survey data.

The findings suggest that surveyed school principals believe that technology use improves their ability to perform informational and decisional roles at work. Arguably, these managerial employees are satisfied with using technology as a labor tool for administrative and managerial work.

This study is limited because its sample size does not allow the findings to be generalized to all Canadian school principals. Nevertheless, the findings are significant because they suggest that similar to the positive technology-related attitude of managerial employees in business organizations, those in school organizations also perceive technology as an organizational asset. For that reason, management scholars should not only limit their studies of the intersection between technology and managerial roles or work to business organizations. They also need to extend their research studies and fieldwork to school organizations.

The originality of this study lies in the fact that in management literature, the intersection between technology and the managerial roles of school principals is underresearched. As such, this study represents a step forward toward the need to study the technology-related behaviors of school principals to better understand how technology use enables their workflow system.

Formal management education is a rapidly growing organizational strategy to enhance management development and performance. While many organizations worldwide count on management education as an improvement vehicle they frequently fail to take proactive steps to ensure that the management educational process itself is an effective learning experience. Secondly, management education efforts often fail to provide an organizational return‐on‐investment because they lack systematic and programmatic vehicles to follow‐up and encourage on the job application of learning. This article will review the findings of a study of 152 seasoned managers with extensive management educational experience. It will present input on how to maximize managerial learning and organizational ROI when using formal management education programs. It will also discuss methods to assess and improve your organization’s current approach.

The purpose of this study is to investigate the type of resources that firms draw on to expand internationally within the Association of Southeast Asian Nations (ASEAN) context. The authors seek to understand the impact of technological, political and knowledge resources on ASEAN firms’ multinationality, moderated by labor intensity, the type of ownership and the stage of economic development.

The hypotheses are tested on a sample that comprises 4,056 manufacturing firms in five ASEAN countries: Indonesia, Lao PDR, Philippines, Vietnam and Timor-Leste.

The authors found that technology resource is not positively associated with multinationality. However, this relationship is moderated by labor intensity and type of firm ownership. Political resources, such as lobbying activities and informal payment to government, are important for ASEAN firms for foreign expansion. However, excessive informal payment may prove to be counterproductive. The authors also found that local firms tend to exploit more political resources than foreign counterparts and firms operating in the lower stage of economic development tend to spend more on lobbying activities, but pay less informal contribution. Finally, for the manager industry experience, they found an inverted U-shaped relationship with respect to multinationality, but for manager education, the association was unexpectedly negative.

From a practical perspective, the findings have three important implications for management of ASEAN multinationals. First, multinationals can systematically exploit and internalize political ties by carefully integrating political activities, through informal contribution and lobbying, into their strategic planning or corporate structure. The findings suggest that political networking will offset weak technological resources, particularly for local firms. Second, managers of multinationals operating in ASEAN should not rely excessively on political actors, as the extra costs associated with the above optimum political resources exceed its marginal benefit. Moreover, excessive reliance on political actors will expose the firm to the threat of opportunism. Even though political resources are important managers need to maintain the utilization of political resources at the optimal level. Third, besides technological and political resources, managers’ knowledge is also crucial for ASEAN firms’ internationalization. The authors provide evidence showing that the positive effect of managerial experience is limited only to a certain level, even though tmanagers’ education has positive linear relationship with multinationality. This implies that at the early stage of international activities, both manager’s experience and education will have positive impact on the firm. However, when international activities are getting more complicated, the manager’s education takes over the manager’s experience. Above its optimum point, the manager’s experience will limit the manager’s capability to create innovative solutions for international expansion, and therefore it is the manager’s education that is able to stimulate revolutionary solution.

In this paper, the authors examine the resource impact on multinationality or the extent to which business activities span across national boundaries to shed light on the antecedents of foreign expansion in ASEAN. They discuss three types of resources (i.e. technological, political and knowledge resources) and seek to understand the impact of these resources on multinationality. Political resources are highlighted in addition to technological and knowledge resources in this paper because ASEAN firms are generally situated in a weak institutional environment in which the political resource is crucial for firms’ entry, operation and exit in international markets (Boddewyn and Brewer, 1994; Hillman and Keim, 1995; Rodriguez et al., 2005).

The present study is an empirical evaluation of job satisfaction among the managers involved in the oil industry in Kuwait. The study was conducted on 153 full‐time managers selected from three different oil companies. Mean student's t‐test, Scheffe test, and One‐Way Analysis of Variance (ANOVA) were employed to analyze the data. The result indicates that there were significant differences found with regard to age, years of experience, managerial rank, and education.

The purpose of this paper is to adopt a learning-based approach to portray the impact of Covid-19 on state school services in Italy, with a specific focus on the role of street-level bureaucrats and the triggering of co-creative processes.

The study proposes a qualitative system dynamics (or SD) approach describing the implementation of Covid-related educational policies in Italy. An insight model, made of causal loop diagrams, integrates the selected multi-disciplinary literature and institutional sources, secondary data from national and local reports (about Palermo, the fifth largest metropolitan city in Italy) and insights from a panel of school street–level bureaucrats.

The study provides an insight into the impacts of governmental decisions (school closures and the subsequent need to activate distance learning during the first wave of Covid-19) at a local level. Specifically, it portrays the influences of managerial and professional discretion, infrastructural equipment and socio-economic factors favouring/deterring co-creative educational processes.

The SD model highlights vicious/virtuous circles in policy implementation and suggests new managerial paths for education, more routed towards public value creation and less attached to bureaucratic procedures and the unquestioning application of performance culture.

The paper proposes an original and holistic approach to dealing with policy making in education and its managerial features. The research findings are considered important, not only to face the current emergency, but also to pro-actively think about the post-Covid era.

This chapter explores and addresses the current status of the professorship in higher education. The authors explore how the prestige of the professorship has dwindled and as a result has changed the overall trajectory of the professor as an active and ongoing integral part that is the essential essence of the academy. This chapter picks up from the research article initially published by Mutisya and Osler in 2014 as well as the work published by the same two authors in 2013. The 2013 article involved an in-depth analysis on the professorate from a diverse number of currently employed professors. The research ultimately addressed the need for a “Conceptual Framework for Faculty as Academic Leaders in the Academy.” This chapter extends the initial research into an active discourse on current problems facing the professorate and solutions that can be enacted to reclaim the lost prestige and authority that the position of professor once had in higher education.

Glass hurdles in business are cognitive reflections of the greater difficulty faced by women compared to men in achieving success as managers. The social glass hurdle is the distance between one’s gender stereotype and the ratings of a successful manager; the personal glass hurdle, the distance between one’s self‐assessment and the ratings of a successful manager. This research examined two important reflections of these glass hurdles in Hong Kong. Results showed that students of both genders regarded the successful middle manager as more similar to the typical male than to the typical female. The relative size of this social glass hurdle did not change across their two years of training for a career in business. A persisting personal glass hurdle was also found. Discusses these results in relation to those found in other social‐political contexts, and suggests that continuing challenges face women who aspire to managerial positions.