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The purpose of this paper is to proffer a reconstructed theoretic model of entrepreneurial generatively that accounts for personal and social identities in the narrative construction of entrepreneurial identity..

The authors followed general analytically structured history processes using the life of Andrew Carnegie to understand how generativity scripts aid in aligning personal and social identities in the formation of entrepreneurial identity.

The authors argue that Carnegie used entrepreneurial generativity as a form of redemptive identity capital during the narrative reconstruction of his entrepreneurial identity.

This paper extends Harvey et al.’s (2011) model of entrepreneurial philanthropy motivation by including forms of self-capital (psychological capital and self-identity capital) as part of the co-construction of entrepreneurial identity and proposing a reconstructed capital theoretic model of entrepreneurial generativity.

Scholars have begun calling for broader conceptualisations of moral disengagement processes that reflect the interaction of dispositional and situational antecedents to a predilection to morally disengage. The authors argue that collective leadership may be one such contingent antecedent. While researching leaders from the Gilded Age of American business history, the authors encountered a compelling historical case that facilitates theory elaboration within these intersecting domains. Interpreting evidence from the embittered leader dyad of Andrew Carnegie and Henry Clay Frick, the authors show how leader egoism can permeate moral identity to promote symbolic moral self-regard and moral licensing, which augment a propensity to morally disengage. The authors use insights developed from our analysis to illustrate a process conceptualisation that reflects a dispositional and situational interaction as a precursor to moral disengagement and explains how collective leadership can function as a moral disengagement trigger/tool to reduce cognitive dissonance and support the cognitive, behavioural, and rhetorical processes utilised to justify unethical behaviour.

In the space of just a few months or so, there has been nothing short of a tectonic shift in the expected approach to sexual harassment allegations especially where the alleged harasser is in a position of power in relation to the accuser. The allegations against Harvey Weinstein, MPs and other public figures together with the #metoo campaign arguably mark a step change in public perception. HR professionals are no strangers to this issue. The authors look at what, if anything, has changed when handling sexual harassment complaints in the workplace.

The authors examine whether this is just a media news story or is it backed up by evidence. They look at statistics from a Trades Union Congress (TUC) survey and the Everyday Sexism Project. The authors define “what is sexual harassment” from a legal view point and provide advice to HR professionals in dealing with such complaints and in examining risk to their organisation.

There are solid business and ethical reason to stamp out discriminatory practices. Organisations with good equality and diversity practices are in a good position but should guard against complacency.

The allegations against Harvey Weinstein, MPs and other public figures together with the #metoo campaign arguably mark a step change in public perception. HR professionals are no strangers to this issue. Time spent examining your organisation’s vulnerability to such claim and refreshing your knowledge could be time well spent when considering the potential costs and reputational damage of a case.

This paper explores the role of accounting and accountability techniques in contributing to Australia’s border industrial complex.

We use the political thought of Behrouz Boochani to explore the role that accounting techniques play at the micro and macro level of his dialectic of alienation and freedom. Firstly, we explore the accounting and accountability techniques detailed in Boochani’s No Friend but the Mountain, which gives an account of his life in Manus Prison, and the accounting techniques he experienced. Secondly, we explore the discourse of alienation created within the annual reporting of the Australian Federal Government regarding the border industrial complex.

We argue that the border industrial complex requires the alienation of asylum seekers from their own humanity for capital accumulation, and that accounting and accountability techniques facilitate this form of alienation. These techniques include inventorying, logging and queuing at the micro level within Manus Prison. This alienates those trapped in the system from one another and themselves. Techniques also include annual reporting at a macro level which alienates those trapped in the system from the (White) “Australian Community”. However, these techniques are resisted at every point by assertions of freedom.

We illustrate the role of accounting in accumulation by alienation, where the unfreedom of incarcerated asylum seekers is a site of profit for vested interests. But also that this alienation is resisted at every point by refusals of alienation as assertions of freedom. Thus, this study contributes to the accounting literature by drawing from theories of alienation, and putting forward the dialectic of alienation and freedom articulated by Boochani and collaborators.

As part of a larger study into the influence of a Writers in the Schools (WITS) professional development consultancy, this narrative inquiry began just as Hurricane Harvey, the second most costly hurricane to hit the United States, devastated the Texas Gulf Coast in August 2017 and drew to a close in late 2020 during the COVID-19 global pandemic. This chapter explores the 2017–2018 school-year interactions between WITS Collaborative writer, Mary Austin (pseudonym), and six writing teachers with whom she worked at McKay High School (pseudonym) in the aftermath of Hurricane Harvey. With record flooding and widespread damage causing school-opening delays, teachers, students, and WITS consultants navigated a rip tide of emotions as they strived to balance educational/professional needs and duties with personal loss and unexpected financial burdens. This inquiry examines how WITS teacher professional development was carried out in the midst of these trying circumstances.