This paper presents results from the analysis of business school dean responses to a survey designed to determine how sustainability, including sustainable business practices and climate change content, is being incorporated into business school curriculum. Information is also gathered on how schools and colleges of business are preparing instructors to incorporate sustainability-related content into their courses, the preferred programmatic approaches for offering content to students, and the barriers that impede modification of current curriculum to incorporate sustainability. It concludes with a (...) discussion of research that colleges and schools of business might conduct as part of their strategy to better understand how to bring their curriculum into alignment with new student demands for these topics. Background information on higher education commitment to sustainability is provided. (shrink)

Relational capacity is the ability to develop and maintain the desired relationships with stakeholders by creating network, information and reciprocityadvantages. It aligns stakeholder theory with relational contract theory, social network analysis and related research streams to develop a “stakeholder-relational-perspective” of firm performance. This perspective views firm relationships built on relational capacity as heterogeneous, flexible and capable of becoming stronger over time. The assumption is that organizations with strong relational capacity can better leverage firm relationships to gain a sustained competitive advantage.

This paper presents results from the analysis of business school dean responses to a survey designed to determine how sustainability, including sustainable business practices and climate change content, is being incorporated into business school curriculum. Information is also gathered on how schools and colleges of business are preparing instructors to incorporate sustainability-related content into their courses, the preferred programmatic approaches for offering content to students, and the barriers that impede modification of current curriculum to incorporate sustainability. It concludes with a (...) discussion of research that colleges and schools of business might conduct as part of their strategy to better understand how to bring their curriculum into alignment with new student demands for these topics. Background information on higher education commitment to sustainability is provided. (shrink)

This paper presents results from the analysis of business school dean responses to a survey designed to determine how sustainability, including sustainable business practices and climate change content, is being incorporated into business school curriculum. Information is also gathered on how schools and colleges of business are preparing instructors to incorporate sustainability-related content into their courses, the preferred programmatic approaches for offering content to students, and the barriers that impede modification of current curriculum to incorporate sustainability. It concludes with a (...) discussion of research that colleges and schools of business might conduct as part of their strategy to better understand how to bring their curriculum into alignment with new student demands for these topics. Background information on higher education commitment to sustainability is provided. (shrink)

This research focuses on a particular type of “aesthetic consumption” that meets the needs of consumers and entrepreneurs who are aware of the negativeconsequences of purchasing behaviors. Aesthetic consumption offsets perceived undesirable impacts by infusing social values into purchase decisions and business models. A framework is introduced that describes the response to this type of consumption by aesthetic consumers and “aesthetic entrepreneurs.” The discussion supports future research on factors supporting aesthetic consumption and on how aesthetic consumption differs from other purchasing (...) behavior in a world that is increasingly concerned about sustainability. (shrink)

Colleges of business rankings purport to address relative performance on programs such as sustainability. The primary criticism of rankings is that providers have not established reliability or validity of the ranking. This study examines whether The Global 100 sustainability ranking is sufficiently unique to claim that it is based on attributes not used for non-sustainability ranking (divergent validity) and whether it is appropriately related to independent characteristics expected to measure this attribute (convergent validity).

Legitimate corporations exist within a common space that is shared with a different type of organization, one that is engaged in illicit or criminal activities.Activities taking place in this sector of the global commons threaten the integrity of the global markets and contribute to public distrust of corporations. In addition, they are placing legitimate organizations in an unanticipated and unwelcomed role within a larger law enforcement regime that requires them to participate in preventing the legitimization of illicit monetary gains through (...) money laundering. This paper provides information on the global initiatives implemented to curb money laundering. It concludes with a discussion of needed research. (shrink)

This paper presents results from the analysis of business school dean responses to a survey designed to determine how sustainability, including sustainable business practices and climate change content, is being incorporated into business school curriculum. Information is also gathered on how schools and colleges of business are preparing instructors to incorporate sustainability-related content into their courses, the preferred programmatic approaches for offering content to students, and the barriers that impede modification of current curriculum to incorporate sustainability. It concludes with a (...) discussion of research that colleges and schools of business might conduct as part of their strategy to better understand how to bring their curriculum into alignment with new student demands for these topics. Background information on higher education commitment to sustainability is provided. (shrink)

This paper focuses on development of a composite diversity index that is appropriate for use in social reporting. Critics of currents methods argue that simplecounts of race or other attributes for measuring diversity are not sufficient for measuring the complexities of a diverse workplace. To address this criticism, broader and more appropriate diversity indices based on probability and multiple measures are demonstrated by applying quantitative models developed in biodiversity and political science research. US IPEDS data, available for more than 4,500 (...) higher education institutions, are used to demonstrate the model. The paper sets the stage for diversity reporting by describing selected reporting frameworks and relevant court rulings. (shrink)