George A. Zsidisin, Janet L. Hartley and Wesley A. Collins
In this article, the authors aim to describe an approach used in a purchasing/supply management course at their university that provides students with a realistic, problem‐based…
Abstract
Purpose
In this article, the authors aim to describe an approach used in a purchasing/supply management course at their university that provides students with a realistic, problem‐based learning experience with client involvement while maintaining consistent learning outcomes and a manageable faculty workload term after term. Students use a standardized approach to assess commodity price risk and decide upon an effective risk management strategy. The specific commodity that students analyze is selected by client companies who then actively participate in the course.
Design/methodology/approach
An illustrative case is presented describing how universities can partner with companies to integrate student projects into the curriculum using a standardized, repeatable process.
Findings
There are numerous benefits obtained for students, faculty, universities, and companies when engaging in commodity price analysis and risk management projects. These include the applied learning for students, providing new insights to companies, networking opportunities for students and companies that may lead to hiring, fostering closer relationships between universities and companies, providing research contacts and opportunities, and ensuring that the course is repeatable each semester.
Originality/value
The authors' approach capitalizes on the realism of client involvement while reducing the variation in learning outcomes and increased workload introduced by doing different types of client‐based company projects each term.
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Ian Scott, Stuart Gronow and Brian Rosser
Examines the ability of an expert computer system to evaluateuncertainty within a valuation context and thus emulate the professionalskill of the valuer. Shows that because…
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Examines the ability of an expert computer system to evaluate uncertainty within a valuation context and thus emulate the professional skill of the valuer. Shows that because property valuation programs based on regression analysis require data input for each variable, they are unable to evaluate uncertainty and hence to apply the rational judgement which enables the human valuer to produce a valuation in the light of uncertain or incomplete information.
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Barrie O. Pettman and Richard Dobbins
This issue is a selected bibliography covering the subject of leadership.
Abstract
This issue is a selected bibliography covering the subject of leadership.
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Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and…
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Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.
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To innovatively address challenges faced by corporate entrepreneurship (CE) in this modern age of globalization and digitalization, this chapter takes a fresh look at questions of…
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To innovatively address challenges faced by corporate entrepreneurship (CE) in this modern age of globalization and digitalization, this chapter takes a fresh look at questions of learning and leadership from the perspective of organization development (OD), a field that has long studied questions of planned and emergent change. This alternate perspective adds to our knowledge and understanding of the role of individuals and teams in CE and presents opportunities to integrate learning and leadership. In particular, the OD literature provides us with multilevel measurement methods and tools to better analyze the employee and team level-of-analysis. As a result, these insights should enable us to better explain the interaction between CE strategic orientation and the performance of corporate venturing employees and teams, as well as the progress of organizational strategic renewal and market (re)creation efforts.
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AS J. L. Hobbs shows so clearly in his recent book, the interest in local history is growing enormously at present. The universities, training colleges and schools, as well as the…
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AS J. L. Hobbs shows so clearly in his recent book, the interest in local history is growing enormously at present. The universities, training colleges and schools, as well as the institutions of further education, are all making more use of local studies—geographical, economic, social and historical—in their regular courses, in their advanced work, and in their publications.
Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to…
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Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to improve measurement in the study of work organizations and to facilitate the teaching of introductory courses in this subject. Focuses solely on work organizations, that is, social systems in which members work for money. Defines measurement and distinguishes four levels: nominal, ordinal, interval and ratio. Selects specific measures on the basis of quality, diversity, simplicity and availability and evaluates each measure for its validity and reliability. Employs a set of 38 concepts ‐ ranging from “absenteeism” to “turnover” as the handbook’s frame of reference. Concludes by reviewing organizational measurement over the past 30 years and recommending future measurement reseach.
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Michael Holquist (1990), one of the commentators on Mikhail Bakhtin’s monumental work, stated flatly that “human existence is dialogue,” and Ivana Markova (2003) declared that…
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Michael Holquist (1990), one of the commentators on Mikhail Bakhtin’s monumental work, stated flatly that “human existence is dialogue,” and Ivana Markova (2003) declared that “dialogism is the ontology of humanity.” Bakhtin (1985;1986) himself said that such dialogues are conducted by using “speech genres.” From another angle Kenneth Burke asked, “What is involved when we say what people are doing and why they are doing it?” and claimed – and showed – that this question can be best answered by using what he called the “grammar of motives,” which consisted of a hexad of terms: act, attitude, scene, agent, agency, and purpose. In this chapter, I examine, by using various examples, how the Burkean grammar is used in the construction of one speech genre or the other to achieve rhetorically effective dialogic communication.