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Purpose: The paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India. Design/methodology/approach: The research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset. Findings: Although the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection. Research limitations/implications: The paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research. Practical implications: The paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense. Social implications: The purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious. Originality/value: Given the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.

The pursuit of sustainable development goals (SDGs) extends beyond governmental responsibility, demanding active engagement from businesses and managers. This study systematically reviews SDG‐related research within the fields of business and management to elucidate their roles in advancing this global agenda. By analyzing a corpus of pertinent studies from Scopus and Web of Science through bibliometric–content analysis, this study not only identifies publication trends, prominent contributors, theories, contexts, and methods but also uncovers the evolving roles of businesses and managers in driving the SDGs. The main themes emerging from this analysis include (1) forging sustainable partnerships, practices, and policies, reflecting businesses' role in stakeholder collaboration and policymaking; (2) addressing contemporary sustainability challenges like artificial intelligence and the dynamics of emerging economies; (3) balancing economic advancement with environmental sustainability, highlighting businesses' impact on ecological footprints and the importance of green finance; (4) integrating financial development considerations with ecological responsibility; (5) promoting equity and well‐being, underscoring the influence of businesses and managers on societal welfare; and (6) shaping governance frameworks for sustainable production and consumption. These themes collectively paint a comprehensive picture of how business and management practices are crucial in achieving the SDGs, offering insights into current contributions, and charting potential pathways for future research and implementation. [ABSTRACT FROM AUTHOR]

This research aims to study the effectiveness of online teaching, from student and faculty perspectives, during the Covid‐19 Pandemic in higher education institutions across India. Using the Student's Evaluation of Online Teaching Effectiveness (SEOTE) scale, a survey was conducted among 1042 students in different Indian universities. The scale measured student faculty contact (SFC), cooperation among students (CAS), active learning (AL), prompt feedback (PF), time on task (TT), high expectations (HE), and diverse talents and ways of learning (DTWL). The research instrument also included three open‐ended questions. The quantitative data were analyzed using descriptive statistics and Human Development Index (HDI). The Online Teaching Effectiveness Index (OTEI) value was moderate at 0.62. Challenging aspects of online education were found to be access, learning experience, technology, resources, and infrastructure, the need for face‐to‐face interaction, and the health hazards of long screen time. The survey of 60 faculty members recorded online teaching to be sustainable, backed by institute support, flexible, and creates the possibility of peer learning. Lack of training resources, unsuitability of course design and practical courses for online mode, and the need for an overhaul of pedagogy were the challenges. Policymakers and digital companies should include infrastructural changes and investments at both the institutional and digital platforms level. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to identify challenges for management education in India and explain their nature, significance and interrelations using total interpretive structural modelling (TISM), an innovative version of Warfield's interpretive structural modelling (ISM). Design/methodology/approach: The challenges have been drawn from literature and validated by an empirical study conducted through questionnaires administered electronically and personally to 250 management graduates. TISM has been applied to 14 finalised factors. Findings: All the identified factors, except accreditation, were found to be important. Ineffective regulatory bodies and ineffective leadership emerged as the biggest roadblocks. Several significant interrelations were found which were sometimes not revealed by plain observation. Originality/value: The existing literature has discussed the challenges for management education but not their interrelations. This paper uses TISM to demonstrate the relationships between different challenges and to explain the logic behind the relationships. The results would be useful for the owners (or managers) of management institutes faced with the same challenges.

Employing the conservation of resources theory as a theoretical framework, the present research investigates a model that studies the influence of distributive and procedural justice on work–family conflict, work–family enrichment, and mental health. The model also evaluates the impact of work–family conflict and enrichment on mental health. The purposive sampling technique and a survey instrument were used to collect data from Rajasthan (India) police and analyzed using structural equation modeling. The results indicate that perceptions of justice (distributive and procedural) reduce work–family conflict and foster work–family enrichment in the police. Additionally, work–family conflict and enrichment predict mental health. The results further suggest the mediating mechanisms of work–family conflict and enrichment between distributive (partial), procedural (full) justice, and mental health. [ABSTRACT FROM AUTHOR]

Purpose – The purpose and value of management education was always under the critics’ scanner but the proliferation of institutes impelled a serious debate on its quality. The purpose of this paper is to identify the factors affecting quality of management education in India and explains their nature, significance and mutual influences using interpretive structural modelling (ISM). Design/methodology/approach – The factors were listed through literature review. They were then validated by empirical research conducted through questionnaires administered electronically and personally to 220 master of business administration students and alumni. On 13 such factors finalised, a qualitative and interpretive tool, ISM was applied. Findings – Leadership emerged as the most important factor followed by organisational structure and practices. Interrelations otherwise not easily observable established their prominence. An important fact that evolved is that almost all the factors have strong interdependence and have to be seen in coherence when analysing their impact on students. Originality/value – The literature until now has been highlighting the factors and their association with management education largely in isolation. This paper contributes to the existing literature by proposing a framework of the interrelationships of the factors which have a role in improving the quality of management education. [ABSTRACT FROM AUTHOR]