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Item type:Publication, The Palgrave Handbook of Social Sustainability in Business Education(Springer, 2024-03-13)This book provides a holistic conceptualization of social sustainability, going beyond the topics of diversity, equity, and inclusion, and showcases how the United Nations' Sustainable Development Goals (SDGs) emphasizing social sustainability can be integrated into business studies' curricula in different parts of the world. A unique collection of literature comprising educational principles, content, activities, and cases will guide educators, managers of business study programs, and higher education leaders in developing engaging, high-impact educational experiences that enable students to solve grand societal challenges and grow as ethical, inclusive leaders. This handbook features a wide-range of tested teaching innovations. These cover education models addressing newest trends, such as utilizing artificial intelligence and blockchain technologies in education about-and-for socially sustainable business or skill development for enabling circular economy and sustainable production and consumption patterns. The classical, impactful yet underutilized in business studies instructional techniques such as storytelling and theatre are also discussed comprehensively. A cross-disciplinary approach of the handbook speaks to scholars aiming to research and implement business education, which connects social, environmental, and economic dimensions in quality education that promotes sustainable development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Moral Economy of Diversity: How the Epistemic Value of Diversity Transforms Late Modern Knowledge Cultures(SAGE Publishing, 2023-05-09)We may well be witnessing a decisive event in the history of knowledge as diversity is becoming one of the premier values of late modern societies. We seek to preserve and foster biodiversity, neurodiversity, racial diversity, ethnic diversity, gender diversity, linguistic diversity, cultural diversity, and perspectival diversity. Perspectival diversity has become the passage point through which other forms of diversity must pass to become epistemically consequential. This article examines how two of its varieties, viewpoint diversity and educational diversity, have come to transform the moral economy of science. Both aim at multiplying perspectives on a given subject, but their political subtexts differ markedly. The valorization of educational diversity followed a US Supreme Court decision in 1978 that enabled universities to advance social justice, if they justified race-conscious admissions in terms of the pedagogic benefits of a more diverse student body for all. By contrast, the proponents of viewpoint diversity aim at the reform of scientific knowledge production and distribution rather than the reallocation of status and power among different social groups. We examine the political epistemology of viewpoint diversity by analyzing a controversy between social psychologists who, amid the American culture wars of the 2010s, debated how to rein in their political biases in a scientific field supposedly lacking political diversity. Out of this scientific controversy grew Heterodox Academy, an activist organization promoting viewpoint diversity in higher education. By relating and comparing viewpoint and educational diversity, we clarify what is at stake epistemically in the US-centric moral economy of diversity. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Diversity Paradox: The Unintended Consequences of Gender Diversity on Gender Pay Equity(Wiley, 2025-09-01)We examine how gender diversity and employees' internal pay position interact to explain gender differences in pay raises. Integrating equity theory and institutional theory, we argue that pay raises are guided by equity‐based reward allocation policies. Further, we expect a decoupling between these policies and their implementation if other gender diversity goals, such as a balanced ratio of female and male employees at the work‐unit level, are achieved. Specifically, gender diversity at the work‐unit level provides legitimacy that corporate diversity goals are being pursued. This makes the implementation of reward allocation policies aimed at increasing gender pay equity less salient in work units with high levels of gender diversity. We test our hypotheses using a multilevel moderated mediation model on a longitudinal sample of 9,246 observations from 4,003 employees in a large German company. Our results show an indirect effect of gender on pay increases over 3 years via compa ratio (i.e., the relative pay position for a given job grade). In support of equity theory, the results show that women receive higher pay increases than men over time to compensate for a lower compa ratio. Moreover, in work units with high gender diversity, the indirect effect of gender on pay raise is weaker, suggesting a decoupling between equity‐based reward allocation policies and their implementation. Our results offer valuable insights into the interaction of equity and institutional theory‐based explanations of reaching corporate diversity goals.1