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Full-Text Articles in Business
Values-Driven Leadership Development: Where We Have Been And Where We Could Go, Mary C. Gentile
Values-Driven Leadership Development: Where We Have Been And Where We Could Go, Mary C. Gentile
Organization Management Journal
This essay revisits the premises upon which business ethics education has been based and then “flips” them, in an effort to help transform management education’s approach to valuesdriven leadership development. Previous assumptions about what we teach, who we teach, and how we teach ethics are described, and a summary of how the Giving Voice to Values (GVV) pedagogy/curriculum flips these assumptions is provided. A brief review of the impact to date of this experiment is included, along with reflection on some of the new opportunities and challenges GVV has begun to face as a result of the rapid take-up of …
Dynamic Dialogue: A Multi-Perspective Approach Towards Cultural Competence, Daria C. Crawley, Rex L. Crawley
Dynamic Dialogue: A Multi-Perspective Approach Towards Cultural Competence, Daria C. Crawley, Rex L. Crawley
Organization Management Journal
Interculturalism and race relations are becoming more complex as America becomes more diverse. Recent attention focused on universities’ admissions programs aimed at diversifying the student body only convey a segment of campus efforts addressing diversity. Curriculum development initiatives speak to diversity concerns through course topics centered on issues such as race and gender by stimulating conversations among students and the instructor. This article presents two models for integrating dynamic dialogues/conversations about race across academic curricula. These perspectives shed insight into the challenges of communicating in an intercultural environment. One model highlights attempts at integrating dynamic dialogue programmatically and the other …
Academic Ethics, Martha C. Spears
Academic Ethics, Martha C. Spears
Organization Management Journal
With an increased emphasis on the topic of ethics in business, more attention has been focused on the college campus and how students are introduced to ethical issues. The question often asked is how ethics is being taught in business school classrooms and whether students are receptive to these messages. Are faculty members considered ‘‘more ethical’’ and, therefore, able to teach students to be ethical citizens? Alternatively, is it the experience and broad knowledge rather than the individual’s behavior that qualifies a professor? Students, in turn, are influenced by the opinions their professors express in classroom discussions. This paper recognizes …
All I’M Askin’ Is For A Little Respect: How Can We Promote Civility In Our Classrooms?, Susan D. Baker, Debra R. Comer, M. Linda Martinak
All I’M Askin’ Is For A Little Respect: How Can We Promote Civility In Our Classrooms?, Susan D. Baker, Debra R. Comer, M. Linda Martinak
Organization Management Journal
Across geographical regions and academic disciplines, faculty members are lamenting the rise in behavior problems in the classroom. We present here a review of the literature on classroom incivility and a categorization of uncivil behaviors. Next, attributing classroom incivility, in part, to cultural characteristics of our current undergraduates, we compare Millennials to earlier generations and discuss the impact of specific cultural characteristics on their classroom behavior. Then, using transactional and transformational leadership theories to frame our recommendations, we combine insights from research on Millennial culture to offer pedagogical methods for helping to prevent incivility, as well as how to respond …
A Strategic Management Learning Laboratory: Integrating The College Classroom And The College Human Resource Management Environment, Theodore D. Peters, Jeffrey S. Yanagi
A Strategic Management Learning Laboratory: Integrating The College Classroom And The College Human Resource Management Environment, Theodore D. Peters, Jeffrey S. Yanagi
Organization Management Journal
This capstone course extended the classroom to include practitioner-focused research projects and presentations to senior-level campus management. The course served as a student learning laboratory for experiencing working-world settings, problems, and expectations, using the controlled environment of a college human resource management office, working with the Director of Human Resource Management. Learning outcomes included 1) effectively using multiple business communication skills, 2) applying quantitative and qualitative reasoning for problem solving to integrate, synthesize and apply complex information for addressing practical problems; 3) experience in adapting to a real-life, changing environment, and 4) making management decisions that reflected the dynamic interrelationships …