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In psychological theory and research, compliance is generally seen as the most superficial and weakest form of behavioral adaptation. The current contribution examines how the social context of work – the organizational culture – can be organized to stimulate ethical business conduct. By reviewing social psychological theory and research, we illustrate how an ethical culture can be developed and maintained through ethical leadership and by mainstreaming ethics into existing business models. This is markedly different from more common legal approaches. It requires that a commitment to ethical business conduct is visible from the tone at the top, that organizational leaders “walk the talk” on the work floor, and that this matches the implicit messages that organizational members receive on a day-to-day basis about what really matters and what should be prioritized. Attempts to increase rule compliance are bound to fail when organizational incentives and rewards focus on individual bottom-line achievement regardless of how this is done. Empirical evidence supports the claim that organizational culture is an important factor in stimulating ethical conduct. By creating an ethical culture, organizations develop an “ethical mindset” in organizational members, which helps them not only to understand and internalize existing guidelines in their current work but also to apply the “spirit” of these guidelines to new dilemmas and emerging situations. This makes investing in an ethical culture a sustainable business solution.

Contemporary technologies enable students to be "connected" with friends, family, student peers, and their study materials 24/7. This study aimed to examine how college students' boundary management enactment (BME; ranging from segmentation to integration) related to school-to-home conflict and home-to-school conflict and, subsequently, to school performance, satisfaction with home life, and home-school balance. Moreover, this study aimed to establish whether these relationships depended on students' boundary management preferences for segmenting school from home, and home from school. A diary study was conducted among 122 students from a major university in the Netherlands. Students completed an online questionnaire and online daily surveys over a period of 5 consecutive days of study. Results supported that students experienced more school-home and home-school conflict when they integrated rather than segmented school and home. Also as predicted, integration related to lower school performance, lower home life satisfaction, and lower balance, and these relationships were mediated by increased conflict between home and school life. Students' preferences did not moderate these relationships. This indicates that segmenting school and home life roles seems to be the advisable strategy for students, irrespective of their preference for segmentation. Students would benefit from increased awareness of the advantages of segmentation and 'how to' training sessions that teach them how to set boundaries between school and home. (PsycINFO Database Record

An abundance of research shows the benefits of participation in volunteer work for individuals, employers and the society as a whole. However, relatively little is known about the precursors of volunteer work. In this study, we aim to fill this gap by investigating to what extent work-related well-being can function as a driver of volunteer work. Moreover, building on the Conservations of Resources Theory (Hobfoll,), we propose that the relationship between work-related well-being (burnout and engagement) and volunteer work is mediated by the work–home interface (work–home enrichment and work–home conflict). This hypothesis was tested in a large Swiss sample (N = 1947). Consistent with our expectations, structural equation analyses revealed an indirect relationship between (i) work engagement and volunteer work via work–home enrichment and (ii) between burnout and volunteer work via work–home conflict. In conclusion, it seems that well-being at work indeed functions as a precursor for volunteer work because of the consequences it has for the work–family interface.

This research investigated how and for whom experiences of the workday spill over into relationship functioning at home. Two correlational studies and one experimental study were conducted among Dutch dual-earners with children. Moderated mediation analyses showed that work demands spill over into relationship behavior through the depletion of temporary self-regulatory resources and subsequently a decrease in psychological availability for the partner. Whether work demands spill over into relationship behavior was dependent on dispositional self-control in that evidence for negative spillover was only found for individuals low in dispositional self-control. The experimental study showed that the induction of gratitude for the partner after the workday helped individuals low in dispositional control to prevent negative spillover into the partner relationship.