scholarly journals The Best Course of Action

2019 ◽  
Vol 6 (1) ◽  
pp. 15
Author(s):  
Louis Peter D'Elia ◽  
Richard Gunter ◽  
Timothy R. Wiseman
Keyword(s):  
Business School ◽  
Master's Students ◽  
Business Programs ◽  
Mba Program ◽  
Course Of Action ◽  
Legal Challenges

This case describes the ethical and legal challenges facing Dr. Caroline Webster, Director of Graduate Business Programs at MNU.  She was facing one of the more unpleasant tasks of her job in determining how to proceed with a complaint by one of the university’s master’s students by the name of Bob Golden.  Although a solid and intelligent student in his own right, Bob continuously challenged his grades, causing some faculty and administration to grow weary of his seemingly constant complaints. Dr. Webster wistfully recalled no less than a dozen unrelated prior instances.  However, this current complaint was beyond Bob’s normal grievance.  During a conversation with Dr. Webster, Bob claimed that the instructor for his current course, Adjunct Professor Joe Thomas, had a criminal past.  After a quick and rather basic search, it turned out that Professor Thomas had indeed been convicted of a felony approximately a decade and a half earlier.  Naturally, Dr. Webster took the matter up to Dr. Donald Hess, Dean of the MNU Business School, who was now faced with the decision of whether or not he needed to terminate the employment of Adjunct Professor Joseph Thomas.  Collectively and apart from the grading complaint, they also had to decide on the proper course of action as a follow-up to Bob Golden’s allegation.  The class which Adjunct Professor Thomas taught was the final and capstone class of the MBA program at MNU.  Ironically, the class was one with a considerable focus on ethics and morals in business. 

The Study

2016 ◽  
Author(s):  
James C. Oleson
Keyword(s):  
General Population ◽  
The Self ◽  
Self Report ◽  
Eysenck Personality Questionnaire ◽  
Differential Detection ◽  
Personality Questionnaire ◽  
Legal Challenges ◽  
Prison Studies

Little is known about high-IQ criminals because they are statistically rare. Only 2 percent of the general population has an IQ score of over 130 and only one in two thousand possesses an IQ of over 150. Another reason little is known is that few are caught. The differential detection hypothesis suggests that people with high IQs are less likely to be detected, arrested, prosecuted, convicted, and incarcerated than others. Prison studies, therefore, are of limited utility, and to study elite crime, self-report is essential. There is, however, little advantage for high-IQ individuals to participate in self-report research—and potentially much to lose. High-IQ individuals often possess the means to block research inquiries. This chapter describes the methodology of the study, including ethical and legal challenges associated with adult self-report research. It describes the study’s sampling, the design of the self-report questionnaire, the rationale and logistics of the follow-up interviews, and the structure of the Eysenck Personality Questionnaire (EPQ-R).

scholarly journals Listening and learning: myths and misperceptions about postgraduate students and library support

2019 ◽  
Vol 47 (4) ◽  
pp. 594-608 ◽  
Author(s):  
Shiobhan Alice Smith ◽  
Antje Lubcke ◽  
Dean Alexander ◽  
Kate Thompson ◽  
Christy Ballard ◽  
...  
Keyword(s):  
Focus Group ◽  
Support Services ◽  
Master's Students ◽  
Student Preferences ◽  
Content Type ◽  
Postgraduate Students ◽  
Seeking Help ◽  
Library Support ◽  
The University

Purpose The University of Otago Library conducted a review of its postgraduate support program in 2018. The purpose of this paper is to report on the findings of a questionnaire and follow up focus group undertaken as part of the review. It highlights postgraduate student preferences for learning about support services, their ideas on marketing these services effectively and the kind of engagement that works best for them. Design/methodology/approach A questionnaire was developed and deployed in July 2018. It contained 20 questions and was emailed to 2,430 enrolled Otago doctorate and master’s students by the University of Otago (GRS). A total of 564 responded, 391 completing all questions. A follow-up focus group was held in August 2018. Quantitative data were collected and analyzed using Qualtrics software and qualitative data were coded and analyzed using NVivo software. Findings Respondents highlighted the difficulty they have learning what support services are available to them. In some cases, they also feel a stigma when seeking help because of their status as postgraduate students. They suggest practical ways libraries can better reach out to them. The findings confirm previous literature about the need for libraries to improve marketing of their services to postgraduate students, communicate via supervisors and departments where possible and provide a variety of engagement options. Originality/value Before (re)developing postgraduate programs, libraries can gain valuable insights and test assumptions by surveying students.

scholarly journals Successful Limb-Sparing Wide Excision of a Giant Lipofibromatosis in a 5-Year-Old Girl

2018 ◽  
Vol 11 (1) ◽  
pp. 179-184
Author(s):  
Putu Anda Tusta Adiputra
Keyword(s):  
Operating Room ◽  
Distal Femur ◽  
Surgical Decision ◽  
Left Tibia ◽  
Course Of Action ◽  
Left Limb ◽  
Set Up ◽  
Painless Mass ◽  
Bony Erosion

A 5-year-old girl presented with a big painless mass, sized 24 × 37 × 35 cm, in her lower left limb. MRI revealed a huge heterogeneous mass splaying from the left distal femur to the calcaneal region without bony erosion but compressing the arteries and causing bowing of the left tibia and fibula bones. The difficulty was to determine the best course of action taken which would either be limb salvation or amputation. Considering that only a few muscles could be saved, the author initially recommended amputation but still considered a limb-sparing procedure. After a double set-up examination in the operating room, the author ultimately decided to save the affected limb. The salvaged limb was found to be viable after the surgery, and there was no further recurrence over a subsequent 6-month follow-up period. The careful surgical decision is vital in giving the best possible care to the patient.

scholarly journals Investigating Adaptive Nonresponse Follow-up Strategies for Small Businesses through Embedded Experiments

2017 ◽  
Vol 33 (3) ◽  
pp. 835-856 ◽  
Author(s):  
Katherine Jenny Thompson ◽  
Stephen J. Kaputa
Keyword(s):  
Small Businesses ◽  
Census Bureau ◽  
Similar Data ◽  
Business Programs ◽  
Annual Survey ◽  
Economic Census ◽  
Promotional Materials ◽  
Reminder Letters ◽  
The U.S

AbstractThe U.S. Census Bureau is investigating adaptive Nonresponse Follow-Up (NRFU) strategies for single unit businesses in the 2017 Economic Census. These collection protocols require a suite of viable alternative procedures that can be implemented. With business surveys, the majority of cognitive research and nonresponse follow-up procedures focus on collection methods that obtain valid response data from the larger businesses, and there is relatively little quantitative or qualitative research for small businesses. Moreover, the contact methods for small businesses are often constrained by budget limitations. Business programs at the U.S. Census Bureau rely on mailed reminder letters and supplemental promotional materials, with options for certified and bulk mailings. To explore the benefits and disadvantages of the proposed alternative nonresponse follow-up procedures for small businesses, we conducted a field experiment embedded in the 2014 Annual Survey of Manufactures, an annual program that has similar data collection procedures and sampling units as the Economic Census. This article describes the study and presents the results, then discusses how the recommended nonresponse follow-up procedures are implemented in an adaptive collection design test presently being conducted in the 2015 Annual Survey of Manufactures.

scholarly journals Use Of A Real World Business Panel To Assist In MBA Program Outcomes Assessment And Curriculum Refinement

2011 ◽  
Vol 2 (4) ◽  
Author(s):  
Joseph G. Glynn ◽  
Richard A. Shick
Keyword(s):  
Cultural Diversity ◽  
Real World ◽  
Business School ◽  
Dynamic Environment ◽  
Business Community ◽  
Program Outcomes ◽  
Global Issues ◽  
Mba Program ◽  
The World ◽  
School Curricula

The world of business operates in an extremely dynamic environment. Domestic issues (competition, cultural diversity, regulation/deregulation) global issues (competition, economic, cultural/social, and political), and rapidly changing technologies all require business school curricula that are designed to be flexible and proactive as well as reactive. An ever increasingly important responsibility of schools of business is the assessment of outcomes of their programs. Outcomes may be measured on several dimensions. One such measurement is the assessment of the skills/abilities of its graduates. This work will describe the efforts of a business school to engage the local business community in that undertaking.

scholarly journals The Potential and Pitfalls of Collector Collaboration in Southeast Arizona

2021 ◽  
pp. 1-8
Author(s):  
Mary E. Whisenhunt
Keyword(s):  
Community Involvement ◽  
Local Community ◽  
Private Property ◽  
Critical Evaluation ◽  
Archaeological Sites ◽  
Property A ◽  
Ethical Implications ◽  
Course Of Action ◽  
Legal Challenges ◽  
Crucial Information

ABSTRACT In locales where much of the archaeological record has been destroyed or heavily impacted by pothunting and development, engaging with collector informants—including those who legally excavated sites on private property in the 1980s—can help fill crucial information gaps. However, such collaboration can pose ethical, and potentially legal, challenges. In this article, I outline research goals and results from a survey project in southeast Arizona's York-Duncan Valley, discuss the legal and ethical implications involved in working with former pothunters, and offer a critical evaluation of project practice. Finally, I offer a set of recommendations for those considering similar collaborations. I argue that the rejection of individuals who are knowledgeable about damaged or destroyed archaeological sites effectively silences the sites forever. Data acquired from former pothunters led to the identification and recording of 25 of 87 archaeological sites in the York-Duncan Valley. These individuals also served as interlocutors with others in the local community, helping us foster the trusted relationships necessary to promote site preservation on private property. A long-term engagement strategy that incorporates an assessment determining whether collector informants are responsible or responsive and that nurtures community involvement in preserving local archaeology offers a more productive course of action.

scholarly journals A Pillar For Successful Business School Accreditation: Conducting The Curriculum Review Process A Systematic Approach

2011 ◽  
Vol 4 (5) ◽  
pp. 39-48 ◽  
Author(s):  
David E. Gundersen ◽  
Susan Evans Jennings ◽  
Deborah Dunn ◽  
Warren Fisher ◽  
Mikhail Kouliavtsev ◽  
...  
Keyword(s):  
Business School ◽  
Business Schools ◽  
School Administrators ◽  
External Validation ◽  
Quality Standard ◽  
Business Programs ◽  
Curriculum Review ◽  
Affinity Group ◽  
Wide Range

The Association to Advance Collegiate Schools of Business (AACSB) describes their accreditation as the hallmark of business education. According to information at BestBizSchools.com (n.d.), AACSB accreditation represents the highest standard of achievement for business schools worldwide. Being AACSB accredited means a business school is able to continuously pass a strict set of standards that ensure quality. As of December 2010, only 5%, or 607, of the academic business programs globally were accredited by AACSB. This number represents schools in 38 countries where the majority of programs incorporate both undergraduate and graduate education covering business, accounting, or both. An institution must be a member of AACSB in order to apply for accreditation. It is important to note, however, that membership does not imply that the program is accredited (The Association to Advance Collegiate Schools of Business, n.d.-a). Recent emphasis demanding external validation on the quality of Business Schools has resulted in the promotion of AACSB accreditation as the de facto quality standard. Earning this quality seal of approval, business programs can verify they have met the 21 AACSB standards that cover strategic, participant, and assurance of learning achievements and processes. Programs with AACSB accreditation are encouraged to promote the standard using it to externally validate their quality and to market their programs to external groups including students, employers, and contributors (The Association to Advance Collegiate Schools of Business, n.d.-b). Despite established standards, no single approach to meeting standards for accreditation is suggested by AACSB. Rather, varying approaches to meeting standards should be developed to fit individual programs of institutions (Bryant & Scherer, 2009). This position by AACSB underscores its recognition of the diversity across accredited programs and allows educators wide latitude in developing and implementing approaches to excellence. Small programs are not disadvantaged so long as their students, faculty, graduates, and the employers who hire them receive the quality outputs that help them meet the external competitive requirements (Olian, 2007). In recognition of member institutions diversity, the AACSB has established the Affinity Group program where school administrators from schools sharing similar characteristics can interact, exchange ideas, and present views on a wide range of issues (Olian, 2007). This allows AACSB member schools, who have varying missions and constituents, to find and link with other programs of a similar nature where creativity and synergy can more easily occur. The AACSB wants the accreditation process to help facilitate creativity in designing business school strategies rather than being viewed as an impediment to a programs push to quality (Romero, 2008).

Performance management system – Core Business School

2017 ◽  
Vol 13 (2) ◽  
pp. 294-307
Author(s):  
Rekha Attri ◽  
Rahul Bairagi
Keyword(s):  
Performance Management ◽  
Performance Appraisal ◽  
Business School ◽  
Appraisal System ◽  
Content Type ◽  
Core Business ◽  
The Core ◽  
Mba Program ◽  
Depth Interview ◽  
Elective Course

Synopsis This case about the Core Business School enunciates the development of a performance appraisal criterion for the faculty members. The case highlights the situation when despite the administration of an appraisal process for the academic year 2012-2013, there was a uniform increment announced which was lower than the previous year’s increment on the pretext that the admission numbers for the next academic session were much low. The faculty and staff were in a dilemma of whether to continue in such an organization where the absence of a formal appraisal system would hamper their career progression or wait for another year for things to change. Research methodology This case is developed after an in-depth interview with the dean academics and the HR faculty of the Core Business School who headed the designing of the performance appraisal system and thereafter its implementation. Relevant courses and levels This case can be used for the elective course on performance management or human resource management course in MBA program.

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