In this essay, we offer two personal narratives of how we innovated in our approaches to teaching and learning-our pedagogical epiphanies. The first narrative, triggered by the COVID-19 pandemic, focuses on innovating and moving from the use of a single learning process to the use of a portfolio of learning approaches that align with the learning objectives for the course. The second narrative, triggered by the instructor's inner dissatisfaction with the level of student preparation and engagement, focuses on innovating and moving from the use of a different case each class session-a surface approach to learning-to the use of two cases for the entire semester and eventually just one-a deep approach to learning. We describe the temporal and experimental character of the caring and innovating relational processes in each narrative, the insights gained across the narratives, and the implications for pedagogical practices and pedagogical research in management education. We ground our narratives in the conceptual literatures on a process-relational ontological view of teaching and learning, pedagogical caring, and innovating. We conclude with our desire to encourage others to embrace their own pedagogical epiphanies.

By considering our experiences of a crisis at our own organization-the Jerry Sandusky child sexual abuse scandal at Penn State-we argue for the value of leveraging diverse, personally relevant insider views to better understand difficult-to-study organizational phenomena, including those that are ambiguous, contested, or emotional. Researchers tend to study organizational dynamics from the outside in, seeking a dominant dispassionate interpretation. In contrast, we advocate for inside-out perspectives that give voice to introspective and reflexive views-including of researchers themselves-to account for cognitive and emotional experiences of those directly affected by events. We encourage researchers to overtly reflect on their cognitive and emotional responses to research. Such personally engaged research comes with potential biases, which researchers must mitigate. Yet such research also has distinct advantages. Researchers working from the inside out are motivated and positioned to employ deep, long-term, real-time engagement, with access to many types of sensitive data that are often unavailable to outsiders. Researchers for whom events have direct personal relevance as insiders to a phenomenon or organization, thus, have the means to bring different and deeper insight and richer understandings to organizational research by including their experiences.

We describe a unique co-curricular honor and integrity program at a large, research university’s business school. We discuss the evolution of the program as well as the array of stakeholders who were involved in its early development and sustenance. We use an ethical culture template to highlight the formal and informal systems, and we discuss ongoing efforts to assess its effectiveness. We also reveal multiple challenges associated with building and sustaining a culture of honor and integrity for students, faculty, and staff. This program overview provides members of any business school community with a theory-based, but practical, roadmap for moving beyond finding a space in the academic curriculum to promote ethical behavior to developing and implementing a co-curricular honor and integrity program.

We investigate how the temporal effects of past, present, and future influence organizational identification. We examine an underrepresented but important stakeholder group-organizational alumni-whose prior organizational experiences can leave a "legacy identification," such that alumni continue to define themselves in terms of the organization's ideals and values, even after leaving. We examined alumni responses to the Jerry Sandusky child sexual abuse scandal at Penn State by analyzing a subset of more than 25,000 communications sent by more than 14,000 alumni in the year following the scandal. We found that alumni drew upon their legacy identification as they went through an emotion-laden struggle involving predominantly positive experiences in the past, predominantly negative experiences in the present, and uncertain experiences in the future. We show how targeting processes toward insiders and outsiders affect identification states, including three previously undocumented forms of ambivalent identification: "reconciled identification," "selective identification," and "conditional identification." Our grounded model illustrates the broad applicability of the legacy identification concept, which has strong implications for studying the temporality and complexity of identification processes.

While many cite the importance of having a mentor, focusing on the quality and nature of specific interactions between students and faculty can lead to better strategies promoting student agency. This chapter presents narratives from students who work with the same mentor, focusing on their interactions and how they shaped students’ experiences and outcomes.