Gary J. Summers and Christopher M. Scherpereel
This paper proposes a relationship between decision making and key qualities of business systems.
Abstract
Purpose
This paper proposes a relationship between decision making and key qualities of business systems.
Design/methodology/approach
The authors explore the relationship between decision making and systems by contrasting the decision making in two well‐known systems: MRP and JIT. The two systems present two sets of opposing qualities. By considering the relationship between a decision and its environment, we propose that these sets of qualities are not unique to MRP and JIT. They arise from two general approaches to decision making. Having introduced the two approaches, we analyze three product development systems: Stage‐Gate, Agile and Lean.
Findings
In manufacturing, MRP is a push system; JIT is a pull system. MRP seeks perfection; JIT seeks consistency. MRP gives decision makers great discretion; JIT constrains decisions. These opposing qualities, and others, arise from two general approaches to decision making: outside‐in and inside‐out. As the difficulty of decisions increase, relative to a decision maker's ability, the cost of mistakes becomes significant. In these situations, the inside‐out approach should outperform the outside‐in approach. The inside‐out approach constrains decision making to limit the cost of errors. The outside‐in approach embraces complexity, exposing itself to more decision errors. In product development, the Lean and Agile systems exploit the inside‐out approach. They constrain decisions and reduce the cost of errors that arise from two sources. Lean addresses interactions, which add complexity to business systems. Agile addresses unpredictability, which adds uncertainty to business systems.
Originality/value
The relationships the authors propose show how decision making affects the development, control and performance of business systems.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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This index accompanies the index that appeared in Reference Services Review 16:4 (1988). As noted in the introduction to that index, the articles in RSR that deal with specific…
Abstract
This index accompanies the index that appeared in Reference Services Review 16:4 (1988). As noted in the introduction to that index, the articles in RSR that deal with specific reference titles can be grouped into two categories: those that review specific titles (to a maximum of three) and those that review titles pertinent to a specific subject or discipline. The index in RSR 16:4 covered the first category; it indexed, by title, all titles that had been reviewed in the “Reference Serials” and the “Landmarks of Reference” columns, as well as selected titles from the “Indexes and Indexers,” “Government Publications,” and “Special Feature” columns of the journal.
Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these…
Abstract
Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.
Allison Dunn, Lori L. Moore, Krista J. Bailey, Summer F. Odom and Gary A. Briers
Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student…
Abstract
Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student affairs managers and Group B – 20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education.
Allison L. Dunn, Lori L. Moore, Summer F. Odom, Gary E. Briers and Krista J. Bailey
Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not…
Abstract
Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not part of a student affairs preparatory program, nor is leadership education a commonly discussed professional competency. Using two simultaneous Delphi panels, Group A: Student Affairs Practitioners/Managers (n=17) and Group B: Student Affairs Preparatory Program Faculty/Directors (n=20), this study sought to ascertain the competencies required of entry-level student affairs leadership educators. Between the two panels, 128 unique competencies were identified. Four recommendations are provided to strengthen the professional development of student affairs leadership educators.
Allison L. Dunn, Gary E. Briers, Lori L. Moore, Summer F. Odom and Krista J. Bailey
Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the…
Abstract
Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators.
Margaret S. Crocco, Ching-Fu Lan, Hui Soo Chae and Gary Natriello
This paper deals with two types of educational reform related to teaching and learning the traditional school subject of social studies. First, we consider the importance of…
Abstract
This paper deals with two types of educational reform related to teaching and learning the traditional school subject of social studies. First, we consider the importance of teaching about controversial issues by examining the impact of Hurricane Katrina, the record-setting, natural disaster, which struck the Gulf Coast of the United States in late August 2005. Using this episode as their foundation, the authors demonstrate how the common practice of avoiding controversy within the social studies arena can be addressed. Since Katrina represents a topic for which no warrant exists within state standards for teaching the subject, it can be considered a true “teachable moment”. Second, we analyze a case study involving the use of technology to spark discussion relative to the issues of race and class tied to Katrina, primarily for the two-year period after the hurricane struck. While the use of digital technology has been slow to gain popularity in the field of social studies, the authors use the case study to demonstrate how it can be utilized to generate democratic dialogue and civic engagement.
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Gary Garrison, Michael Harvey and Nancy Napier
This paper examines the role of managerial curiosity as a critical factor in determining the future impact of disruptive information technologies in a global organization…
Abstract
This paper examines the role of managerial curiosity as a critical factor in determining the future impact of disruptive information technologies in a global organization. Specifically, this paper presents curiosity as a managerial characteristic that plays an important role in identifying disruptive information technologies and facilitating their early adoption. Further, it uses resource‐based theory as a theoretical lens to illustrate how managerial curiosity can be a source of sustained competitive advantage. Finally, it examines the individual decision styles that are best suited in assessing disruptive information technologies.
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Gary L. Frazier and Sudhir H. Kale
The differences that exist in manufacturer – distributorrelationships across diverse markets and countries have been largelyignored in the marketing channels literature. A…
Abstract
The differences that exist in manufacturer – distributor relationships across diverse markets and countries have been largely ignored in the marketing channels literature. A conceptual framework is built designed to explain how the initiation, implementation, and review of manufacturer – distributor relationships are likely to vary, based on whether such relationships take place in buyers′ markets in developed countries or in sellers′ markets in developing countries. Several cultural and structural dimensions of markets in developing countries also play an important role in the conceptual framework. A comparative channel systems approach is taken and a number of propositions are developed that require empirical testing in the future.