Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

Purpose Employee reward is central to contemporary debates about work and employment relations; and in the context of ongoing wage stagnation, benefits represent a growing proportion of total reward value. Past studies have shown that when employees perceive benefits as unfair, this has a negative impact on engagement, performance and retention. Yet no previous studies have explored the components of a benefits system that influence employees’ fairness concerns. Using organisational justice as a theoretical lens, the purpose of this paper is to examine how dimensions of an employee benefits system influence the fairness perceptions of employees. Design/methodology/approach This paper reports on a qualitative, inductive case study of the benefits system in a large finance and insurance company, drawing on three data sources: interviews with the company’s benefits managers, organisational documents and open-text responses from a benefits survey. Findings Three dimensions of the benefits system strongly influenced fairness perceptions – constraints on accessing and utilising benefits; prosocial perceptions about the fairness of benefits to third parties; and the transparency of employee benefits. Practical implications The study informs organisations and benefits managers about the important role of supervisors in perceived benefits usability, and how benefits may be managed and communicated to enhance employee fairness perceptions. Originality/value This study makes a conceptual contribution to the benefits literature through a detailed exploration of the type of organisational justice judgements that employees make about benefits; and identifying for the first time prosocial fairness concerns about the impact of benefits on third parties.

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