scholarly journals Блок «Корпоративное управление и корпоративные результаты: эмпирические доказательства на опыте развитых стран»

2010 ◽  
Vol 1 (4) ◽  
pp. 58-63
Author(s):  
Никита Константинович Пирогов ◽  
Сергей Урюпин
Keyword(s):  
Business School ◽  
University Of Delaware ◽  
University Of Denver ◽  
College Of Business

Среди участников Второй Международной конференции «Корпоративное управление и устойчивое развитие бизнеса: стратегические роли советов директоров» были представители зарубежных университетов. Часть исследований основывалась на данных компаний развитого рынка. Авторы в своих докладах представили эмпирические свидетельства связи факторов корпоративного управления с результативностью компаний. В предлагаемом обзоре будут рассмотрены следующие работы: - Поль Ло, профессор. Колледж бизнеса и экономики, Университет Делавера, США (Paul Laux, Professor, College of Business and Economics, University of Delaware, USA). «Структура совета директоров и привлечение капитала путем вторичных размещений акций: исследование реакции рынка». - Хью Грув, профессор. Университет Денвера, США (Hugh Grove, Professor, University of Denver, USA). «Корпоративное управление и вознаграждение исполнительных директоров: исследование реакции рынка на манипуляции с заработной платой». - Джованни Урга, профессор. Бизнес-школа CASS, Городской университет, Лондон, Великобритания (Giovanni Urga, Professor, CASS Business School, City University, London). «Когда мажоритарные акционеры живут как короли? Опыт телекома Италии». - Микеле Меоли, профессор. Университет Бергамо, Италия (Michele Meoli, University of Bergamo, Italy). «Действительно ли выпуск прав защищает миноритарных акционеров? Эмпирическое доказательство на основе кейса Италии». В обзоре будут рассмотрены основные результаты, полученные авторами, а также представлены методологические особенности проведенных исследований. Современные академические работы в области анализа факторов корпоративного управления редко являются специализированными. Все чаще они носят междисциплинарный характер, что косвенно говорит о глубокой проработке проблемы анализа факторов корпоративного управления в научной литературе.

Book Reviews

2011 ◽  
Vol 49 (3) ◽  
pp. 770-772
Keyword(s):  
Ethical Behavior ◽  
Business School ◽  
Unethical Behavior ◽  
Law School ◽  
College Of Business ◽  
Ethical Organization ◽  
The University ◽  
Traditional Approaches ◽  
Blind Spots

Daniel Markovits of Yale Law School reviews “Blind Spots: Why We Fail to Do What's Right and What to Do about It” by Max H. Bazerman and Ann E. Tenbrunsel. The EconLit Abstract of the reviewed work begins “Examines the gap between how ethical we think we are and how ethical we truly are and the ethical blind spots that perpetuate these beliefs. Discusses the gap between intended and actual ethical behavior; whether traditional approaches to ethics will save you; when we act against our own ethical values; whether we are as ethical as we think we are; when we ignore unethical behavior; placing false hope in the “ethical organization”; why we fail to fix our corrupted institutions; and narrowing the gap--interventions for improving ethical behavior. Bazerman is Jesse Isidor Straus Professor of Business Administration at Harvard Business School. Tenbrunsel is Rex and Alice A. Martin Professor of Business Ethics in the Mendoza College of Business at the University of Notre Dame. Index.”

scholarly journals Reviewer Acknowledgements

2017 ◽  
Vol 4 (3) ◽  
pp. 164
Author(s):  
Nikki Gibbs
Keyword(s):  
Applied Economics ◽  
International Organization ◽  
University Of Delaware ◽  
State University ◽  
Economic Relations ◽  
University Department ◽  
Institute Of Technology ◽  
College Of Business

Applied Economics and Finance (AEF) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether AEF publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 4, Number 3Abbas Khandan, Hafez boulevard, IranAli Massoud, Sohag University, EgyptAndrey Kudryavtsev, The Max Stern Yezreel Valley Academic College, IsraelAnna Jedrzychowska, Wroclaw University, PolandArash Riasi, University of Delaware, USAAsad K. Ghalib, Liverpool Hope University, UKAyoub Taha Sidahmed, SIU, SudanDilshodjon Rakhmonov, Tashkent State University of Economics, UzbekistanHe Nie, Jinan University, ChinaIgor Matyushenko, School of Foreign Economic Relations and Touristic Business, UkraineJose Solana Ibañez, Centro Universitario de la Defensa, SpainKembo Bwana, College of Business Education, TanzaniaLuca Giordano, IOSCO (International Organization of Securities Commissions), ItalyMagdalena Radulescu, University of Pitesti, RomaniaMagdalena Zioło, University of Szczecin, PolandMohammed Alkali Yusuf, Waziri Umaru Federal Polytechnic, NigeriaPatrycja Kowalczyk-Rolczynska, Wroclaw University of Economics, PolandPayal Chadha, University of Wales Prifysgol Cymru, KuwaitSherry Jensen, Florida Institute of Technology, USASorin Gabriel Anton, Alexandru Ioan Cuza University of Iaşi, RomaniaSzabolcs Blazsek, Universidad Francisco Marroquín, GuatemalaTaro Abe, Nagoya Gakuin University, Department of Economics, JapanY. Saidi, M’sila University, Algeria      Nikki GibbsEditorial AssistantOn behalf of,The Editorial Board of Applied Economics and FinanceRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://aef.redfame.com

scholarly journals The Ethics Of Business School Faculty: A Survey

2011 ◽  
Vol 6 (2) ◽  
pp. 89
Author(s):  
Aaron A. Hutcheson ◽  
J. F. Burney
Keyword(s):  
United States ◽  
Business School ◽  
Unethical Behavior ◽  
The United States ◽  
Job Applicants ◽  
Mail Questionnaire ◽  
Business Faculty ◽  
School Faculty ◽  
College Of Business ◽  
Faculty And Administrators

A mail questionnaire completed by business school faculty and administrators across the United States revealed that both job applicants and business faculty are engaging in unethical behavior. The paper reports this finding by type of unethical behavior, by college of business accreditation status and by degree-levels granted at the institution.

Seeking Ambidexterity in an Increasingly Turbulent Environment: The Case of the University of Denver’s Daniels College of Business

2019 ◽  
Vol 29 (2) ◽  
pp. 134-138 ◽  
Author(s):  
Paul Olk
Keyword(s):  
Academic Programs ◽  
Turbulent Environment ◽  
University Of Denver ◽  
College Of Business ◽  
The University ◽  
Phd Program ◽  
Future Growth

The Daniels College of Business at the University of Denver has shown resilience in navigating an increasingly turbulent environment. In working to transform itself, while still performing current activities, the College has pursued ambidexterity. That is, it has exploited its existing capabilities to deliver traditional academic programs and activities, while exploring new capabilities, academic programs, and activities that will help position the school for future growth. This effort started with revisions in the College’s strategy, structure, and mission, which were then followed by several operational changes. The depth and process of these changes are illustrated in the discussion of three significant initiatives: a focus on challenge-driven education, the launching of an online MBA, and the commencement of an executive PhD program. These changes have impacted enrollment as well as the College’s ability to consider and implement additional changes.

Economic informality and the venture funding impact of migrant remittances to developing countries 1 1Please contact Paul M. Vaaler regarding this paper. This research benefitted from a presentation at the Instituto de Empresa, Madrid, Spain, Simon Fraser University's Beedie School of Business, Tufts University's Fletcher School of Law & Diplomacy, the University of Illinois at Urbana-Champaign's College of Business, and the meetings of the Great Lakes Entrepreneurship Network and the Strategic Management Society. Paul M. Vaaler acknowledges financial support for this research from the Carlson School of Management's Dean's Office. He also thanks Mari Sako and Chris Flegg of Oxford University's Saïd Business School, the late Mark Janes of Oxford University's Bodleian Library for time and resources helpful to the development of this research. He is also grateful to Sebastian Plubins, Iñigo Moré Martinez and colleagues at Ria Financial for helpful comments and survey information on recent remittance industry trends. All errors are ours.

2015 ◽  
Vol 30 (4) ◽  
pp. 526-545 ◽  
Author(s):  
Candace Martinez ◽  
Michael E. Cummings ◽  
Paul M. Vaaler
Keyword(s):  
Developing Countries ◽  
Business School ◽  
Financial Support ◽  
Bodleian Library ◽  
University Of Illinois ◽  
Migrant Remittances ◽  
College Of Business ◽  
Venture Funding ◽  
The University ◽  
Industry Trends

scholarly journals Understanding Data Literacy Requirements for Assignments: A Business School Syllabus Study

2017 ◽  
Vol 2 (1) ◽  
pp. 3 ◽  
Author(s):  
Meryl Brodsky
Keyword(s):  
Literacy Instruction ◽  
Business School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Data Literacy ◽  
Hybrid Class ◽  
Teaching Faculty ◽  
College Of Business ◽  
Data Requirements ◽  
Require Data

Syllabus studies have been used to inform librarians’ work in collection development, instruction and information literacy. Syllabi also provide an opportunity to understand course requirements for data literacy. In this study, syllabi from Eastern Michigan University’s College of Business were analyzed to determine which courses require data literacy for the completion of assignments or projects. The author tested several hypotheses to identify where data literacy instruction would be most needed:Data use in online and hybrid class assignments is greater than for in-person class assignmentsGraduate students have greater data requirements than undergraduate studentsDifferent business school disciplines have different data needs (i.e., marketing has more, accounting has less)Though this was not a scientific study, analyzing syllabi and assignments can reveal both stated and implied data literacy competencies. Surfacing these competencies and making them explicit gives the librarian and the teaching faculty the opportunity to co-design relevant teaching and learning activities. Since data literacy instruction is a new initiative at the Eastern Michigan University Library, the author also used this study to bring attention to this capacity.

scholarly journals Building an Informing Business School: A Case Study of USF’s Muma College of Business

10.28945/3428 ◽  
2016 ◽  
Vol 19 ◽  
pp. 001-073
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey ◽  
Joseph E Mohr ◽  
Moez Limayem
Keyword(s):  
Business School ◽  
Environmental Changes ◽  
Business Environment ◽  
Case Study Methodology ◽  
Science Theory ◽  
Key Stakeholders ◽  
Study Methodology ◽  
College Of Business ◽  
The University

As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).

scholarly journals Building an Informing Business School: A Case Study of USF's Muma College of Business

10.28945/3427 ◽  
2016 ◽  
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey ◽  
Joseph E Mohr ◽  
Moez Limayem
Keyword(s):  
Business School ◽  
Environmental Changes ◽  
Business Environment ◽  
Case Study Methodology ◽  
Science Theory ◽  
Key Stakeholders ◽  
Study Methodology ◽  
College Of Business ◽  
The University

[This paper is published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 19.] As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

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