Existing research suggests that human resource (HR) practices and corporate ethics, both of which are orchestrated through human resource development (HRD), enhance employees' work attitudes. Consequently, this study examined the degree to which employees' perception of organizational ethics mediates the relationship between their perceptions of quality‐related HR practices and work attitudes. Results obtained from structural equation modeling of data acquired from 187 professionals in a financial services firm showed full mediation. Stronger perceptions of quality‐related HR practices were associated with increased perceptions of organizational ethics, and stronger perceptions of organizational ethics were associated with more positive work attitudes. The results suggest that quality‐based HR practices can be used in companies to advance an ethical context, ultimately yielding more favorable work attitudes.

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The case study in this chapter explores the author’s experience in flipping introduction of new course topics from in-class lectures to students’ coverage outside the classroom. The author shares related techniques and an analysis of student access rates to materials on new course topics. The case takes an initial step to answer one question often posed by instructors concerned about the flipped classroom approach: Is it reasonable to expect students to access course content on new topics before an instructor-led introduction lecture? The materials reviewed were online narrated PowerPoint slides accessed prior to the initial class discussion on new topics. Data reviewed by the author shows an average access rate of 91% for 149 students in a junior-level business course. Limitations of the analysis and future instructional plans are discussed.

The case study in this chapter explores the author's experience in flipping introduction of new course topics from in-class lectures to students' coverage outside the classroom. The author shares related techniques and an analysis of student access rates to materials on new course topics. The case takes an initial step to answer one question often posed by instructors concerned about the flipped classroom approach: Is it reasonable to expect students to access course content on new topics before an instructor-led introduction lecture? The materials reviewed were online narrated PowerPoint slides accessed prior to the initial class discussion on new topics. Data reviewed by the author shows an average access rate of 91% for 149 students in a junior-level business course. Limitations of the analysis and future instructional plans are discussed.