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Undertaking the theoretical lens of “The need to belong” theory, the present study intends to explore the aftermath of internal whistleblowing and the behavioral outcomes that follow by linking it to the literature on workplace ostracism, loneliness and intentions to quit.

The respondents were hotel employees in the Delhi NCR region of northern India. A hypothesized sequential mediation model was tested on a sample of employees from a hotel using a three-wave time-lagged multistudy design.

The findings of the study established that internal whistleblowing leads to intentions to quit via workplace ostracism and loneliness at work.

The unique contribution of this study lies in understanding the underlying mechanisms and discussing the behavioral outcomes that follow post-whistleblowing. HR managers need to develop a work environment that protects whistleblowers and has a zero-tolerance policy against employees engaging in any form of retaliation or unethical business practices. Managers must be more proactive and sensitive to the social cues that will make them aware of the presence of acts of ostracism. Upon encountering such acts, managers can consider counseling employees engaging in such unhealthy practices.

Purpose – These last three years, the global reputation of microfinance has been damaged by some major crises, notably in India. The Microfinance Investment Vehicles (MIVs), funded by public money and socially inclined investors, are believed by observers to be part of the causes of the crises (von Stauffenberg & Rozas, 2011). As a consequence, they now have to demonstrate their commitment to the social mission of microfinance. This chapter aims at putting forward the debate on MIVs’ ability to effectively contribute to the social mission of microfinance by analyzing how they integrate social performance in their investment decisions.

Methodology/approach – Analysis of interviews with microfinance fund managers based on a framework of recognized impediments to a socially responsible approach in investing.

Findings – While social performance is recognized by respondents to be an important topic for the industry, fund managers still do not give a strong role to social criteria in investment decisions. The findings of the qualitative analysis in the chapter demonstrate that this is linked to a number of major impediments such as the tendency to believe that microfinance is social per se, the lack of standardization in social performance tools, and also a loose regulation regarding social reporting.

Research limitations/implications – The findings of the study are limited due to the relatively small sample size and the focus on fund managers’ answers only. Future research could investigate the viewpoints of different stakeholders in the investment process, such as the back investors of microfinance funds or the regulatory institutions.

Originality/value – To the best of our knowledge, this is the first attempt to get insights on the impediments to a stronger focus on social performance by MIVs, with the application of a recognized framework from the Socially Responsible Investment (SRI) literature.

The impact of globalization is undeniable; yet, it is so pervasive that we as researchers are still seeking answers to its impact and how to bring it to use most effectively. This chapter studies the role of global values in higher education of Pakistan and the amalgamation of global values in the practices of higher education institutions (HEIs) of Pakistan. For this purpose, 18 educational leaders and institutional heads of public and private HEIs of Pakistan were interviewed. Through thematic analysis, it was found that the educational leaders of Pakistani HEIs believe that global values such as integrity, creativity, fairness, unity, freedom, connection, sustainability, empowerment, reverence for life, human rights, civil rights, mutual trust, and honesty are responsible for harmony and peace in the world, and that universities are the best centers for promoting these values. However, they had concerns regarding Colonization by Western Values and conservation of national, regional, cultural, and religious values within a nation state.

Government appointed and sponsored committees of every description—select, ad hoc, advisory, inquiry—such a prominent feature of the public scene since the last War, are understandable, even acceptable, reflect the urgency of the times in which we live. In the gathering gloom of more recent twilight years, they have flourished inordinately, especially in the socio‐political field, where most of their researches have been conducted. Usually embellished with the name of the figure‐head chairman, almost always expensively financed, they have one thing in common—an enormous output of words, telling us much of what we already know. So much of it seems dull, meaningless jargon, reflecting attitudes rather than sound, general principles.

The purpose of the present analysis is to show that HR systems are not always designed in ways that consider the well‐being of employees. In particular, performance metric methods seem to be designed with organizational goals in mind while focusing less on what employees need and desire.

A literature review and multiple case‐study method was utilized.

The analysis showed that performance metrics should be revaluated by executives and HR professionals if they seek to develop socially responsible organizational cultures which care about the well‐being of employees.

The paper exposes the fact that performance appraisal techniques can be rooted in methodologies that ignore or deemphasize the value of employee well‐being. The analysis provides a context in which all HR practices can be questioned in relation to meeting the standards of a social justice agenda in the area of corporate social responsibility.

The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.

Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.

Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.

However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.

Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.

Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.

The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.