This article reports an interview with Professors Tim Flannery and Dexter Dunphy conducted during the Australian and New Zealand Academy of Management (ANZAM) Conference in December 2009. Flannery and Dunphy share their thoughts about the meaning of sustainability and what is required of business, government and individuals in responding to global environmental problems. Both professors express their passion for sustainability and clearly articulate the vital role that business and management play in achieving a sustainable future. The interview is followed by a discussion of the major themes and implications for management educators, researchers and practitioners.

Much of human behavior and the very fabric of our economies and culture relate to the nature of our climate, its regularity/variability and severity. Climate change should therefore be a central field of inquiry in the social, behavioral and organizational sciences generally. This is especially so given that much of the observed and current climate change is attributed with a high degree of confidence to human activities and further change is anticipated. Whilst historically biophysical research has tended to dominate attention to the climate-change issue, there is an emerging literature examining laypeople's environment-related knowledge structures and the changes in attitudes, beliefs and behaviors required to effectively implement responses to the issues raised by the physical sciences. However, there are limitations in this literature, particularly regarding how scientists themselves engage with and capture emerging knowledge related to the issue. Although there is a broad consensus that the environmental problems we are experiencing are essentially social, organizational and behavioral problems, insufficient attention has been given to the issue of how to cultivate a cross disciplinary approach to address what is a complex and systemic problem (Cash et al., 2006). This article seeks to bring that issue into focus and offers a whole-of-science agenda for climate-change related research. It is essential that social, behavioral and organizational scientists accept greater responsibility for helping to address and facilitate the social, attitudinal, behavioral and management changes required to ameliorate and respond to the environmental deterioration identified by research in the physical sciences. The need for further and ongoing multi-disciplinary and international research is both necessary and pressing. Moreover, it is an ethical and practical responsibility that individuals of all scientific persuasions cannot afford to shirk.

This paper reports an exploratory and qualitative study of the corporate social responsibility (CSR) beliefs of leaders of large Australian financial institutions. The findings are presented in four sections. The first discusses whether leaders have a mental model of the firm that is most closely aligned with the traditional shareholder or the stakeholder view of the firm. It then examines how they frame the organization's responsibilities, particularly as they relate to balancing the needs of shareholders and other stakeholders. The third section identifies how they view CSR and the fulfilment of potential economic, legal, ethical and philanthropic responsibilities of organizations. The final section examines the driving factors that lead to their promotion of corporate social responsibility. We find that although many leaders support the wealth creation model's central premise that the organization's primary responsibility is to maximise its value in order to meet its fiduciary obligations to its shareholders, they also believe that CSR activities benefit the organization financially and in building corporate sustainability, employee engagement and performance, and social capital. CSR activities are also believed to increase the legitimacy of the organization, although philanthropy is not supported unless there is a business case. This has implications for those seeking support from organizations for community causes. We also find the view of employees as primary stakeholders is strong and widespread; an implication of this is that employee influence is a strong lever for positive change towards CSR behaviour in a firm.

The paper advances into a new field of multi-disciplinary inquiry called scandal scholarship. The general thrust of this scholarship should be to understand what factors are determinative to the management of scandals in organizations. The specific focus of this paper is to address the question: what options do organizations have in the immediate period following public exposure? First, a typology gleaned from relevant literatures, attempts to classify the variable ways troubled organizations attempt to extricate themselves from scandal. The typology, in its naïve form, was then applied to a recent case of corporate wrongdoing of international significance. As a result the framework was refined to achieve stronger congruence between case realities and classification. With more development this typology may be able to forecast the scandal management strategies of troubled organizations through an identification of the remedial responses they deploy. This would be great assistance to those who must engage with the troubled organization such as regulators and stakeholders.

Considerable research attention has been devoted to understanding the importance of knowledge creation in organisations over the last decade. Research suggests that leadership plays an important role in knowledge-creation processes. Nonetheless, there is an important omission in knowledge creation research; namely, what are the underlying processes that underpin the implications of leadership for knowledge creation? This article aims to develop a theoretical model of leadership and knowledge creation by drawing on two contrasting leadership perspectives; that is transformational leadership and leader–member exchange (LMX), and the research on open-mindedness norms. Specifically, we argue why transformational leadership is related to knowledge creation, and also theorise how open-mindedness norms and LMX quality serve as underlying mechanisms to underpin the effect of transformational leadership on knowledge creation. We conclude with a discussion of implications of the model for theory and practice, and also suggest potential avenues for future research.

This paper aims to make a limited contribution to Kolb's Experiential Learning Theory. An evaluation has been made of an empirically based personal narrative of the author's experiences, reflections and problems as an instructor of a management elective course at the undergraduate level. The paper examines the process of reflection, correction and learning from the perspective of the instructor and how the issue of race and origin of the student learners' can stimulate or hinder assimilation of knowledge within a classroom. The study reveals that it is essential for an educator to be critically reflective of his/her culture and that of his/her students to be able to assess their learning styles and adopt suitable and appropriate teaching pedagogies within the classroom. This paper draws attention towards types of teaching pedagogies, non traditional methods and aids and their effectiveness in educating students of diverse backgrounds. It provides insights about diversity within classrooms and its impact on teaching, pedagogies and learning styles of both educators and students, by portraying the journey of an educator and her process of self improvement.

This study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.

This theoretical research endeavors to find common ground in the ostensibly inconsistent results of studies on the impact of cultural similarities and differences on strategic partnerships. Some findings suggested that partners have to possess similar cultural characteristics in order to achieve success while others showed that cultural distance had a positive effect on efficiency and the competitiveness of partnerships. This paper systematically analyzes the equivocal evidence of influence of both commonalities and differences on partnerships' outcomes, highlighting conditions under which they can be either beneficial or dysfunctional. Several propositions are formulated in regard to the role of qualitative and quantitative differences in both organizational and national cultures. Further, the theoretical and practical implications are also discussed.

Research has shown that people make inferences about the personality traits organizations possess, and that these inferences affect their perceptions of organizational attraction. The nature of the relationship between personality trait inferences and organizational attraction is unclear, however, as the results of prior studies have been somewhat inconsistent, have had several distinct limitations, and have only been conducted using US samples. We present new evidence regarding the nature of this relationship, with data on a much larger number of firms, using a multi-cultural sample. Our exploratory and confirmatory factor analyses find a seven-factor structure of personality trait inferences that includes the five factors identified by previous researchers, suggesting that while the five factors have some generalizability outside the US, there may also be important differences. Our results also provide additional support that personality trait inferences are related to perceptions of organizational attraction.

The multilevel theory proposed by Hollenbeck et al. identified a set of core variables that are central to accuracy in decision-making in hierarchical teams with distributed expertise. Following the identification of the limitations of the original core variables, a new set of core variables is proposed: (a) member validity, which represents the overall predictability of team members with regard to the correct decision and (b) hierarchical sensitivity, which represents the effectiveness of the leader's weightings of members' recommendations. To test the revised theory, a computational model called Team-Soar is used. The simulation results show that the small set of new core variables explains a large portion of the variance in the team decision accuracy and mediates the effects of other variables on the accuracy. The revised theory can be used as a conceptual vehicle to parsimoniously explain the performance of hierarchical decision-making teams. The theory could also be used to diagnose and train real teams in terms of the core variables.

Some organizations, such as General Electric, currently use or have used forced distribution performance evaluation systems in order to rate employees' performance. This paper addresses the advantages and disadvantages as well as the legal implications of using such a system. It also discusses how an organization might assess whether a forced distribution system would be a good choice and key considerations when implementing such a system. The main concern is whether the organizational culture is compatible with a forced distribution system. When a company implements such a system, some important issues to consider include providing adequate training and ongoing support to managers who will be carrying out the system and also conducting adverse impact analyses to reduce legal risk.

This research examined the validity of Performance Environment Perception Scales (PEPS), a new instrument designed to assess performance-relevant aspects of the work environment. A sample of 156 employees of an Australian university completed PEPS and their supervisors rated their task and citizenship performance. Confirmatory Factor Analysis showed PEPS to have a valid factor structure, and PEPS were found to be significantly correlated with citizenship performance, but not with task performance. Although this finding is consistent with theoretical predictions, PEPS are apparently the first measures of work environment perceptions that have confirmed this. Thus PEPS show promise as measures for use in future research and organizational development projects that focus on relationships between the work environment and performance. Limitations of the research and implications for the validity of PEPS, as well as for future research and practice, are discussed.