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Students often complain about doing group work, which may lead them to be less engaged as a group and to seek shortcuts in developing their presentations. The purpose of his essay is identify and preferentially rectify student behavioral errors arising from placing too much trust in technology that can lead to too little personal interaction and engagement. The authors present their viewpoint on the classroom presentation outcome of a student group that used Google Docs to “prepare” for their presentation.

In a recent organizational behavior course, the authors had one such group arrive for their in-class presentation, only to discover that one group member was absent. The group had used Google Docs to share their research, yet no member read what the others had submitted. As a result, none of the group members could present the missing student’s material, with the obvious negative grading and finger-pointing outcomes.

The authors recognized that students needed more management direction than simply being proficient with technology. They lacked engagement behaviors leading to project responsibility. Engagement behaviors would include voice/face-to-face communication and content-related discussions questioning assumptions while strategically planning and operationalizing their topic of presentation.

The educational implications suggest an expanded role for the instructor to emphasize the role of student engagement behavior and the over-reliance on technology. Practical implications suggest making stronger connections to workplace expectations, making the student experience more transferable to their incipient workplaces and promoting the concept of team over group in terms of responsibility and conscientiousness and ultimately justifying their participation in providing value for their employer.

One of the most important, least-known documents of the American Revolution was a 25-page pamphlet published in Amsterdam early in 1787: An Explanatory Message Concerning the Funds by Pieter Stadnitski.¹ Within a year of its publication Peter Stadnitski's Message quite literally revolutionized American sovereign finance. My paper will summarize in detail the report's content and analyze its arguments in light of Dutch archival materials including deeds, newspaper reports, and letters, as well as congressional records from American sources. It will describe what Dutch investors knew (and did not know) of the state of American public finance and American political landscape, and the Dutch financial community's view of the American future. Its essential argument is that thanks initially to Stadnitski's persuasive case and ultimately to the success of the trusts he pioneered, Dutch investment specialists came to see the American republic as a safe haven at a time that Dutch Republic's own future seemed increasingly perilous. If their dream of achieving a new Golden Age through trade and investment with the new nation ultimately proved illusory, the effects of Dutch capital in creating financial stability for the United States government and igniting the first peacetime economic expansion in American history were revolutionary indeed.

The purpose of this paper is to highlight how the new transdiscipline of ecological economics (EE) provides a very useful supporting scientific base for Buddhist traditions and their provision of practical wisdom for economics and management.

The key relevant theoretical and methodological features of EE are explained and related to the Buddhist world view. The strong consistencies between the two perspectives are highlighted. The complementary nature of the practical philosophy of Buddhism and the guiding paradigm of EE can contribute to change in contemporary management approaches aligned with sustainable and welfare-enhancing economic systems.

EE provides a very appropriate scientific base to complement and broaden the positive contribution of Buddhist traditions to sustainable economic systems and consistent management practices.

Despite some very clear parallels and complementarities, the mutual benefits of integrating and strengthening the cross-over between Buddhism and the influential new “sustainability science” of EE are yet to be realised. This paper is focused on this goal. The potential interplay promises significant benefits for both perspectives – EE needs more development of its sustainability ethical basis, and Buddhist perspectives would be enhanced by support from a highly consistent and influential scientific paradigm in a world where secular market economics continues to prevail.

Macroeconomics has an important role to play in understanding the forces at work in the world today, and how they can be harnessed to meet national as well as industrial economic goals. Mr. Smith sorts out popular macroeconomic theories into schools, explains their forecasting limitations, and highlights a few public issues where the media and policymakers tend to want answers instead of forecasts.

The legacy of the last 50 years of development economics is not very inspiring. In the 1960s and 1970s, instead of looking at the real causes and viable solutions to poverty and underdevelopment, development economics was preoccupied with the politically‐charged debate over the superiority of either state‐controlled or market systems. In the 1980s and 1990s, economists expected that globalization would come to be a panacea for all developing countries. They advocated the abandonment of traditional industries and occupations and their replacement by modern sectors modelled after or imported from the developed countries. Such policies have generally failed with few exceptions–those being countries which chose to implement their own specific policies of development. These countries skillfully combined government interventionism with market system incentives. Despite its past problems, development economics has recently evolved to better reflect the realities of developing countries. For the first time, development economics is on the verge of becoming a real social science in which analysis of traditional institutions, community life, and religious and ethnic factors is not only important but decisive in developing new social and economic growth objectives and economic policies.

Philip Kotler is one of the pioneers who has contributed to the broadening of academic inquiry in the field of marketing. He has had a significant role in shaping how marketing is taught to and practised by students and managers of marketing. By examining the personal and macroenvironmental influences that have come to shape his work, this paper seeks to explore how Philip Kotler has achieved such influence in the field of marketing.

The research was driven by a desire to understand the context in which Kotler developed his work, including the personal influences on his life as well as the macroenvironmental forces within which his work has emerged. To this end, the reseaerch employed qualitative techniques to analyze a number of data sources including depth interviews with Philip Kotler and nine of his colleagues, participant observation at Kotler's 75th birthday celebration hosted by the Kellogg School, a review of marketing textbooks, and a review of relevant literature.

The research reveals the keys to Philip Kotler's success are his ability to learn from the people around him and the events of the times, and his ability to integrate this knowledge into succinct, well‐communicated, timely lessons for others to follow. Kotler's work emerged within a period of time that has witnessed a thrust towards marketing as a science and the rise of the managerial school of thought. Given this context, the significance of Kotler's work is that it has contributed to the legitimacy of the field of marketing as both a rigorous academic discipline and a managerial domain of strategic importance within organizations.

Gaining an understanding of Philip Kotler and his work contributes to our understanding of how the marketing field has been shaped, including the kinds of academic inquiry marketers deem legitimate and the nature of how we teach students to practice marketing management.

Little attention has been paid to the factors that have influenced the work of Philip Kotler and how he has, in turn, come to shape the field of marketing. This research allows the reader to see the man behind the work and the influences on his thinking.

This chapter intends to provide a reflexive discussion of the experience I loosely refer to as the ‘supervisory relationship breakdown’, which led me to withdraw from a Professional Doctorate in the penultimate year of completion. The event left an indelible impact upon me; a reminder of my blackness, the contrast between that and the ivory tower of academia and the emotional toil I endured as each incident unfolded, ultimately leading to my exit and the shattering of my emotional wellbeing. The term ‘supervisory relationship breakdown’ is a superficial reference to a complex entanglement of what I deemed to be dysconscious racism and attempts situated historically to control people of colour through education. I will explore how I as a black woman in academia believe I am perceived through a dysconscious racial lens, a lens shaped by a perception to maintain white privilege. I posit how a misalignment existed between who I am and who I was perceived to be by my doctoral supervisor. The space between this misalignment became filled with inequity, tension and oppression, culminating in the relationship breakdown. I present an ‘implosion’ of the relationship as a metaphor for the embodied affect having to withdraw from the doctorate had on me; it felt as though my ‘self’ – body, mind and spirit – were broken, in a state of collapse which I did not know how I would recover from. I conclude with support and renewed hope, I returned to academia and found an alternative approach for completing my doctorate.