Organizational citizenship behavior (OCB) refers to actions undertaken by individuals within organizations that exceed the formal role requirements associated with job positions. OCBs are undertaken voluntarily and typically have positive effects on organizational outcomes. The research on citizenship behaviors has emerged primarily in the fields of management and organizational psychology, although there has been some interest in OCBs in the field of organizational communication, as well. OCB has been studied largely as a multidimensional construct, and most studies on OCB have attempted to identify its antecedents or its consequences. Although OCB has been primarily regarded as beneficial to organizations, some research has revealed a possible dark side to citizenship behavior. Future research on OCB needs to examine whether and how perceptions and displays of citizenship behaviors have evolved, as the nature of the workplace has been transformed, especially by technology.

This chapter reports two case studies done in a teacher training university (SRTTU) in Iran to find the effects of two technology-based learning environments on EFL pre-service teachers’ learning and technology acceptance. In the first case, a learning management system (LMS) was used to support EFL learners’ writing ability in a writing course. In the second case, the effect of an educational blog on increasing students’ phonological awareness was probed into. Both studies adopted a pretest-posttest control and experimental group design. The results revealed that, while controlling for students’ entry-level ability, the experimental group out-performed the control group in their final assessment. Perceptions of students who experienced technology-based environments were assessed by a questionnaire and a semi-structured interview. It was found that most students enjoyed using both technologies for learning, accepted them as valuable educational sources, and preferred to extend using them into other university courses.

This paper elucidates how using a dialogic approach to interracial conversations supported two cohorts of campus leaders to engage in organizational change. Dialogue centralizes relationship-building as a key mechanism for addressing organizational problems collaboratively. This paper describes the processes undertaken and lessons learned in the interracial dialogue program, which could serve as a guide for institutions of higher education (IHE) interested in anti-racism work. Findings include the ways relationships supported growth in understanding of the racialized experiences of BIPOC participants, differences in emotional taxation for participants given their racial identities, and the importance of acknowledging pain before moving towards change.

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