We identify a normative paradox of responsible management education. Business educators aim to promote social values and develop ethical habits and socially responsible mindsets through education, but they attempt to do so with theories that have normative underpinnings and create actual normative effects that counteract their intentions. We identify a limited conceptualization of freedom in economic theorizing as a cause of the paradox. Economic theory emphasizes individual freedom and understands this as the freedom to choose from available options. However, conceptualizing (...) individuals as profit-maximizing actors neglects their freedom to reflect on the purposes and goals of their actions. We build on the work of pragmatist philosopher John Dewey, who distinguishes between habitualized and creative problem-solving behaviors, conceptualizes knowledge construction as a process of interdependent scientific social inquiry, and understands actors as having the freedom to determine what kind of people they wish to be. We apply pragmatist theory to business education and suggest equipping students with a plurality of theories, supplementing neoclassical economics with other economic perspectives and views from other disciplines on economic behavior. Moreover, we suggest putting students into learning situations that require practical problem solution through interdependent social inquiry, encouraging ethical reflection. In doing so, we contribute by linking the problematic conceptions of freedom identified in economic theorizing to the debate on responsible management education. We conceptualize a pragmatist approach to management education that explicitly re-integrates the freedom to discursively reflect on the individual and societal purpose of business activity and thereby makes existing tools and pedagogies useful for bringing potential freedom back into business. (shrink)

This article presents two separate but closely related studies. We used a first sample to investigate the relationships among individuals’ reports of their income and their subjective well-being, and their approval of unethical behavior in 27 countries and a second sample to investigate the relationship between corruption in 55 countries and their populace’s aggregated feelings of subjective well-being (happiness). Analysis of data from 27,762 working professionals showed that, although reported feelings of subjective well-being were negatively related to their approval of (...) unethical behaviors, income was positively related to their approval of unethical behaviors. In addition, the effects for feelings of subjective well-being were particularly strong for high-income people. Analyses also showed that, after controlling for economic development and other country-level factors, corruption was negatively related to a country’s feelings of happiness. These findings suggest that feelings of subjective well-being may lead to more ethical, less corrupt behavior and that the tolerance of unethical, corrupt behavior may lead to less collective happiness and subjective well-being. (shrink)

Inspired by a framework of multi lingual sequent calculus, we introduce a formal logical system called locally continuous sequent calculus to represent _L_-domains. By considering the logic states defined on locally continuous sequent calculi, we show that the collection of all logic states of a locally continuous sequent calculus with respect to set inclusion forms an _L_-domain, and every _L_-domain can be obtained in this way. Moreover, we define conjunctive consequence relations as morphisms between our sequent calculi, and prove that (...) the category of locally continuous sequent calculi and conjunctive consequence relations is equivalent to that of _L_-domains and Scott-continuous functions. This result extends Abramsky’s “Domain theory in logical form” to a continuous setting. (shrink)

To clarify the relationship between higher vocational students’ liking of teachers and their learning engagement, based on the theory of social exchange, 1,279 vocational students in the Yangtze River Delta and the Pearl River Delta in China are used as the research objects. From the perspective of students and teachers, SPSS and AMOS are used to conduct a two-stage linear regression analysis. The results show that students’ liking of their teachers has a positive effect on learning engagement; liking positively affects (...) students’ psychological empowerment; liking of teachers indirectly influences learning engagement through psychological empowerment; teacher’s support positively moderates the indirect relationship between liking of teachers and learning engagement through psychological empowerment. This study attempts to provide practical guidance for college students to provide learning engagement. (shrink)

The political environment has a significant impact on the sustainable development of enterprises. This manuscript aims to investigate the effect of policy uncertainty and official social capital on enterprises’ effective tax rate due to the change of officials. Based on the panel data from the Chinese Industrial Enterprise Database from 1998 to 2009, it is shown that the policy uncertainty caused by the change of local government officials significantly increases the ETR of enterprises. Meanwhile, municipal officials who have social ties (...) with provincial officials in their province also tend to raise the ETR of industrial enterprises, and this tendency is more evident when the officials take office. Further research shows that the effects vary in many aspects for policy uncertainty and social capital on the ETR of enterprises. The findings of this manuscript provide support for a deeper understanding of the change in local government fiscal policies and give suggestions to strengthen political environmental governance for the sustainable development of enterprises. (shrink)

Closure space has been proven to be a useful tool to restructure lattices and various order structures. This paper aims to provide an approach to characterizing domains by means of closure spaces. The notion of an interpolative generalized closure space is presented and shown to generate exactly domains, and the notion of an approximable mapping between interpolative generalized closure spaces is identified to represent Scott continuous functions between domains. These produce a category equivalent to that of domains with Scott continuous (...) functions. Meanwhile, some important subclasses of domains are discussed, such as algebraic domains, _L_-domains, bounded-complete domains, and continuous lattices. Conditions are presented which, when fulfilled by an interpolative generalized closure space, make the generated domain fulfill some restrictive conditions. (shrink)