The values-driven startup

Study level/applicability The case is suitable for both undergraduate and graduate business students. The suggestions in the teaching note would suit classes of varying sizes and can be organized by teams or for individual work. Subject area The case is suitable for classes discussing a range of topics including business ethics, values-based leadership and entrepreneurship. The case is told from the perspective of a Hispanic, first-generation female CEO in tech – a male-dominated field. As some of its decision points include discussions with other female entrepreneurs in similar positions, this case is also suitable for discussions on gender and minority leader representation. Case overview This case tells the story of a female tech entrepreneur in Baltimore, how her personal values influenced the values of her company and how she successfully applied those values even in the early stages of her venture. It includes a discussion of her former career in the military and her experiences as a first-generation American. Expected learning outcomes The case offers several decision points where students are invited to anticipate and discuss the protagonists’ values and their application of them in her work. It likewise invites students to reflect on their own values and how they influence their business decisions. As the case is based on true events and uses real names, students may also perform research on the real business and its context to extend this case even further. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Social implications Women are chronically underrepresented in leadership positions and some choose to become entrepreneurs because it offers a surer path to CEO roles. Additionally, this case offers some perspective on the different leadership styles of women, such as this protagonist’s choice to allow her personal and corporate values to drive important early decisions for her business. The instructor and students also may wish to focus on aspects of the case related to the protagonist’s ethnicity and her family’s status as recent immigrants to the USA. Ideally, class discussions will consider the protagonist holistically, and her identities as intersectional. Subject code CSS 3: Entrepreneurship.

An exploratory study of academic writing literacy and research skills of graduate business students

The paper investigates the state of academic writing literacy and research skills of graduate business program students based on an evaluation of assessment rubric evaluations. Results indicate that graduate business program students have sufficient general writing skills, but struggle when applying these to academic writing for a specific discipline. Results also show that students have significant deficiencies when it comes to research skills. This paper discusses the implications of these outcomes and proposes a number of recommendations for program managers

Starting Your Career at an Accounting Firm: The Role of Personality in Explaining Career Starts

This study investigates whether personality affect graduate business students’ decisions to start their career in the accounting profession, and at a Big 4 accounting firm. We analyze survey data from 348 graduate students. Results show that students with lower levels of openness to experience are more likely to seek careers in accounting. Further, results show that students with higher levels of narcissism are more likely to start their careers in a Big 4 firm. Additionally, we show that this effect of narcissism is fully mediated by students' attitudes towards the Big 4. Compared to students who seek careers at non-Big 4 firms, Big 4 career seekers believe that the Big 4 offer higher salaries, better opportunities for training, experience, and networking, more advancement opportunities, better career prospects, more interesting, challenging, and fulfilling work, more friendly colleagues, a better relationship with supervisors, more job security, and higher prestige.

Not all students are online: The case of business graduate students in Kazakhstan

Graduate students who are on the go prefer to have research help virtually for convenience. But, not in the case of Kazakhstan. Our two-year data would show that almost half of the transactions we recorded are face-to-face encounters. While business graduate students use e-mail and chat for research help, they mostly prefer physical interaction. They visit the library on-site for multiple reasons. This study will provide us insights that despite the provision of technological enhancements for online communication and virtual reference, graduate students show up in the library to ask in-person research assistance. This article will describe the types of transactions received from graduate business students.

Procrastination And Its Relationship With Business Students’ Cheating Perceptions

The epidemic of college cheating is evolving to include more sophisticated schemes that are more difficult to detect. Business students’ cheating is even more concerning because such behavior in college predicts workplace cheating (Nonis & Swift, 2001). The current study examines procrastination as a personality variable that affects business students’ perceptions of cheating ethics. A survey of 370 undergraduate and graduate business students was conducted. The results showed that low procrastinators were more likely to view cheating actions as more unethical compared to high procrastinators. Low procrastinators also had higher academic performance.

The Influence of Performance Reporting Attributes on Managers' Capital Allocation Decisions: An Examination of Reporting Audience and Location

This article reports two experiments testing how managers' capital allocation decisions are affected by where and to whom they report corporate social responsibility (CSR) information. Drawing on accountability theory, I predict that managers allocate more money to CSR activities when that information is reported in a dedicated CSR report that is intended for all stakeholders, compared to settings where it is reported in a financial report or when the information is intended specifically for capital providers. I find support for this prediction using graduate business students (Experiment 1) as participants, but not Mechanical Turk workers (Experiment 2). However, exploratory analyses indicate that my prediction is supported in Experiment 2 among millennial participants and that this result is attributable to participant age rather than work experience or preferences for CSR. This generational difference between millennials and non-millennials is consistent with recent research suggesting millennials are particularly sensitive to accountability pressures. JEL Classifications: G31; G41.

Teaching Peace and Marketing Education

This chapter presents a peace-centered process of teaching marketing that the author has implemented during 2002-2015 academic years with undergraduate and graduate business students in various marketing courses at two Christian Universities in the United States. The peace-centered process is related to the development of a unified world view about human life in a culture of peace and culture of healing and the development of virtues in a marketing career. The chapter discusses (1) the manifestation of violence in marketing, (2) the concept of a peace-centered process of teaching marketing, (3) the responsibility of marketing educators, and (4) the seven pedagogical strategies for this approach.

Educating for Peace

The author presents a peace-centered process of teaching marketing that she has implemented during 2001-2016 academic years with her undergraduate and graduate business students in various marketing courses, corporate social responsibility course, and summer seminars in the United States, Hong Kong, and China. The peace-centered process is neglected in the conventional norms of marketing education even though marketing is considered to create values to stakeholders through the exchange processes and creates a peaceful world through business activities. The peace-centered approach is related to the development of a unified world view about human life in a culture of peace and culture of healing, and the development of virtues in a marketing career. She discusses (1) the critique of marketing education, (2) the concept of a peace-centered process of teaching marketing, (3) the role of marketing educators, and (4) the seven pedagogical strategies for this approach.

Creative Approaches to Teaching Graduate Research Methods Workshops

Engagement and deeper learning were enhanced by developing several innovative teaching strategies delivered in Research Methods workshops to Graduate Business Students. Focusing primarily on students adopting a creative approach to formulating a valid research question for undertaking a dissertation successfully. These techniques are applicable to most subject domains to ensure student engagement. Addressing the various multiple intelligences and learning styles existing within groups while ensuring these sessions are student centred and conducive to a collaborative learning environment. Blogs, interactive tutorials, online videos, games and posters, are used to develop student’s cognitive and metacognitive abilities. Using novelty images appeals to a groups’ intellectual curiosity, acting as an interpretive device to explain the value of adopting a holistic rather than analytic approach towards a topic.

Effect of Personality on Conflict Resolution Styles

<div><p><em>The purpose of the present study was to examine the relationship between personality and conflict handling styles. The study was conducted using a sample of 270 post graduate business students in the Chandigarh region. While NEO-FFI was used to measure the big five dimensions of personality, ROCI II was used to measure the scores of students on the five conflict handling styles. The findings show a strong relationship between the big five personality dimensions and the five conflict handling styles.</em></p></div>