Work, ethics & occupational choice survey – Information Sheet.

Why is this research being conducted?  This survey is being conducted to determine if there are relationships between an individuals personal ethical position (whether they demonstrate ethical characteristics that align with the position of a subjectivist, a situationist, an absolutist or an exceptionalist), and the value they place on work choices (i.e their preference for a job, a career or a calling), and the extent to which they engage in vocational ideation or career planning. The study utilises a survey instrument developed by R.L Forsyth in 1980 to identify personal ethical positions, and a question from Wrezniewski et al. (1997) to determine work values.

Why am I being asked to take part?  Understanding one’s dominant personal ethical position or disposition is a crucial part of developing self-awareness which can impact on how students engage with the subject of business ethics.  In this research, an attempt is being made to test whether this position can influence other important areas of concern to students, such as occupational choice, and work ethics and values.

What will participation involve?  You will be asked to complete an online questionnaire which should take no more than 15 minutes to complete. No further studies are planned at present, but if you would like to indicate that you are willing to participate in future studies, it will be possible to provide an email address at the end of the study.

What will you ask me about? The first five questions will collect demographic information related to your current programme, your year of registration, age, gender and nationality.  Then you be asked to read three short pieces of text and identify which position you identify with most.  This is followed by three short questions about your current career or occupational planning activities.  Finally, you will be presented with 20 statements and asked to indicate your level of agreement with each of these.

What are the possible benefits of taking part in this research? This is an opportunity to participate in a research project and learn (from the inside) about how such studies are undertaken.  It also means that you will get a deeper appreciation for the research which informs portions of the business ethics modules in Maynooth University School of Business.

Do I have to take part?

Participation is entirely voluntary. You are under no obligation to take part.  If at any stage during the research you feel that you no longer wish to take part, that is completely fine and you are free to withdraw from the survey.

Is the study confidential? Yes.  The data will not be reported in a way that will make any individual or group visible or identifiable.

What will happen to the data?

All data collected will be treated in confidence and will be held anonymously and securely. Any potentially identifying details will be removed.  It is possible that some of the data from this research might be included in academic reports, articles or academic presentations.

As per Maynooth University’s Research Integrity policy ‘all primary data (anonymised where relevant and feasible) [will] be held for a minimum period of ten years following publication.’  This anonymised data will be stored on USB device in a locked cabinet to which only the researcher will have access.    The data will be encrypted and password protected. When this timeframe has elapsed the data on the USB will be overwritten.

It must be recognized that, in some circumstances, confidentiality of research data and records may be overridden by courts in the event of litigation or in the course of investigation by lawful authority. In such circumstances the University will take all reasonable steps within law to ensure that confidentiality is maintained to the greatest possible extent.


Who can I contact to find out more about this research or the project?

You can contact the researcher at


Journal of Management Education

It was nice to be mentioned with my colleague Dr. Olga Ryazanova in the current issue of Maynooth’s Univeristy News

University News

The piece also mentions a forthcoming session with Professor Paul Hibbert & Professor Kathy Lund-Dean on August 25th.  Paul is editor of Management Teaching Review and Kathy is co-editor of the Journal of Management Education.  Places are limited and are filling up very fast, so for information on how to book your place, please see here.

Publishing in Management Education Teaching and Learning Practice: Publication Development Workshop with the Editors of the Journal of Management Education and Management Teaching Review.

A publication development workshop with Professor Kathy Lund Dean (Gustavus Adolphus College, St. Peter, Minnesota) hosted by School of Business, Maynooth University and Professor Paul Hibbert (University of Saint Andrews, Edinburgh)

Venue: Rye Hall Extension,  Maynooth University.

Thursday 25th August 2016 (10.00 – 13:00)

The scholarship of teaching and learning (SOTL) research domain has dramatically advanced over the last decade, bringing the Journal of Management Education (JME) to the forefront of SOTL journal outlets. JME, with an historical acceptance rate of between 12-15%, continues to serve the management education community’s scholarly needs. The OBTS Board and JME Editors recognized, however, an opportunity for a new double blind, peer-reviewed publication outlet that would serve management instructors interactive, timely, and community building ways.

Management Teaching Review (MTR) leverages interactive technology and the SAGE journal platform to allow for a new community of practice outlet complementing and offering authors an additional peer-reviewed choice for their management education work, serving a different but related audience. MTR publishes short (2000 word maximum), targeted, and immediately useful resources for management educators, trainers and coaches.

In this workshop, JME editor Kathy Lund-Dean and MTR editor Paul Hibbert will discuss details about the types of articles MTR seeks to publish, and how MTR differs from JME and other SOTL outlets. Bring your ideas and your work in progress!  After a brief introduction to both journals aims and scope, workshop participants will discuss their own ideas and current working papers with Kathy, Paul and other session participants. Workshop time will also include whole-group discussion and Q&A, ending with developmental suggestions for participants’ possible JME and MTR submissions.

There is no charge for the seminar and places are allocated on a first-come, first served basis.  The workshop is expected to fill-up quickly, so please book your place by emailing

Professor Kathy Lund Dean holds the inaugural Board of Trustees Distinguished Chair in Leadership & Ethics in the Dept of Economics and Management at Gustavus Adolphus College.  She has held a number of long-term leadership positions in the Academy of Management and the OBTS Teaching Society for Management Educators.  She is co-editor of the Journal of Management Education, one of the most influential journals in the field of management education, and is founding co-editor of Management Teaching Review.  Her research streams are diverse and range across ethical decision-making in new managers, and spirituality and religion in the workplace and she has published in a number of highly ranked management publications including Academy of Management Learning & Education, Journal of Business Ethics, Journal of Management Inquiry, Organisational Research Methods, Journal of Organisational Change Management, and Academy of Management Executive. 

Professor Paul Hibbert is Professor of Management and Dean of the Faculties of Arts and Divinity at the University of St Andrews. His research is principally focussed on collaborative and relational processes of organizing and learning. His work is published in leading journals in the field such as Academy of Management Learning and Education, Journal of Management Studies, Leadership Quarterly, Management Learning, Organizational Research Methods, and Organization Studies. He has also contributed to a range of scholarly edited collections, such as the Oxford Handbook of Inter-Organizational Relations. His research has also received awards from the Academy of Management, the Australia and New Zealand Academy of Management, and the British Academy of Management.

He is actively involved in service to journals and learned societies. He an Associate Editor of both Management Teaching Review and the Journal of Management Education, a former Associate Editor of Management Learning, and serves on the editorial board of Organizational Research Methods. He was elected to the leadership team of the Academy of Management’s Management Education and Development Division in 2015, and has previously led the British Academy of Management’s Inter-Organizational Collaboration group. He is also a Fellow of the Higher Education Academy and has contributed to their research in the fields of undergraduate management education, and interdisciplinary teaching and learning.

Paul has also been active in translating research insights to practice; he has provided developmental support and executive education for a variety of agencies in the local government and healthcare sectors, to help them to develop their capacity in collaborative learning and leadership.

‘The experience of being a university student, which often attracts us to this profession, is very different to that of being a university teacher.’

‘For me, assessment is what makes teaching in Higher Education different.  Whenever challenges to the university model are proposed, they do not deliver the encouragement and individual development that are afforded through well-designed assessment strategies. In my opinion, assessment is where we can most influence the formation of the intellectual abilities of students through the various modes of feedback and encouragement we can provide to students.’

I discuss this perspective in my review of Enhancing Teaching Practice in Higher Education which has just been published on the London School of Economics Book Review blog.

Game of Thrones and the Spectre of Climate Change

A looming climate event that will fundamentally change entire civilizations.

Global elites exclusively concerned with their own power who view everyone ‘below’ them as expendable.

Wars over resources, masquerading as religious disputes, which turn millions into refugees.

Homes destroyed and crops burned in the field as an environmental crisis approaches.

Discrimination and persecution on the grounds of gender, sexuality, disability, race and religion.

Many bloggers and academics have found the troubles of Westeros (the central geography depicted in Game of Thrones) to be too similar to our own.  One particularly lively thread of discussion has arisen in relation to the topic of what Game of Thrones has to say about climate change and global warming.   Here’s a collection of some contributions to this discourse (including, of course, my own!).

Is Game of Thrones Climate-Fiction?

Is a ‘Game of Thrones’ Winter coming?

‘Winter is Coming’Is Game of Thrones an Analogy for Climate Change?

Explaining the Seasons on Game of Thrones.

Does the Climate Science in Game of Thrones Make Sense?


Many of this of writing variously points out the importance of paying attention to nature, as it undoubtedly impacts on our social world.  They relate Game of Thrones to physical geography, human geography, organisational studies, politics, sociology, etc.   More importantly they highlight the fact that the characters in King’s Landing, Casterly Rock or wherever are willingly indifferent to the events at, and north of, The Wall, where the hardened Night’s Watch witness the impact of the coming Winter first hand.  Game of Throne’s audience, however, cannot claim to share the scepticism of the Westerosi who are fortunate to live in milder climes (for now).   We know a deeper level of climate change than we have already experienced is coming and that it will change our social, political and cultural world when it arrives.

I don’t want to suggest here that it’s scriptwriters (or even George R.R. Martin) are attempting to embed a cli-fi curriculum into the show. Game of Thrones is one of the most watched TV shows in the world, and each new episode and series is eagerly anticipated by it’s growing number of devotees. When the response of politicians to ongoing destruction of a natural world remains wanting, and when certain vested interests produce ‘science’ which creates confusion about the subject, producers of popular cultural products can bridge-the-gap where others have failed.  Game of Thrones is certainly doing that.

Nursing management, religion & spirituality

Articles on spirituality and nursing management often claim that these fields have grown over the past 20 or so years. I sought to rigorously test these claims by conducting some detailed bibliometric research.  The results have just been published in the Journal of Nursing Management. The data supports claims that research activity and interest in both spirituality and religion in the field of nursing have grown steeply over recent years, and indeed continues to accelerate.

It’s not surprising that the research identified spirituality as a beneficial variable in management, training and care scenarios, and the field provides ample opportunities for much more research in the future.  Most of the research supports the view that considerations of patient spirituality and/or religious beliefs (when present) are important elements of care.

One of the key implications of the chapter is that nurse managers be equipped to foster not only a broader understanding of the variety of faith traditions found in multi-cultural societies, but also to develop an understanding of the ways in which individuals engage in spiritual practice outside traditional religious settings.