SUMMARY
In today's environment, businesses are increasingly dependent on the relationships they have with their suppliers and are demanding that they adhere to high standards. It is increasingly important that buyers have strong relationships with their suppliers to stay ahead of competition. The establishment, development, and maintenance of relationships between exchange partners is crucial to achieving success (Morgan and Hunt 1994). The goal of this research is to further investigate the nature of buyer‐seller relationships from the buyer's perspective and to address the question — what determines the quality of buyer‐seller relationships? Many factors may contribute to the quality of a buyer‐seller relationship. Quality may depend on the nature of the organizations involved, the individuals in the organizations, and the nature of the situation. This study considers two main sets of variables, interpersonal and aspects of the relationship. Interpersonal variables describe the characteristics of individual company representatives, while aspects of the relationship variables describe the situations buyers and sellers face. A unique aspect of this study is that it considers the role both of individuals and of the organizations they represent.
This study is a feasibility test of whether incorporating trauma-sensitive yoga into group therapy for female victims of partner violence improves symptoms of anxiety, depression, and posttraumatic stress disorder (PTSD) beyond that achieved with group therapy alone. Seventeen (9 control, 8 intervention) adult female clients seeking group psychotherapy were enrolled.
A 12-week trauma-sensitive yoga protocol was administered once weekly for 30–40 min at the end of each group therapy session. The control group received typical group psychotherapy. Feasibility was assessed through recruitment and retention rates as well as participants’ self-reported perceptions of the safety and utility of the study. The study enrolled 85% (17/20) of those screened eligible. Loss to follow-up was 30% (5/17). No one reported emotional or physical harm. All of the respondents reported that the study was personally meaningful and that the results would be useful to others.
Today's educators are faced with the challenge of preparing undergraduate students to be productive employees who can communicate effectively, work well in teams, and solve problems, as well as demonstrate content knowledge. Group projects are one tool that educators can use to help students develop these key skills. Educators may be tempted to try client-based projects in which students consult with real companies, an approach that may involve extensive preparation for the faculty member, or opt instead for a less labor-intensive option, such as having students work on hypothetical problems for established companies. Faculty must decide what type of project will most benefit their students and, at the same time, will not be too complex to administer. In this article the authors discuss literature regarding group projects using real world clients (client-based learning) and they empirically test whether the nature of the project has any influence on how the students perceive the project as a motivational tool, a learning device, and a contributor to their skill development, and the personal benefits they receive from completing the project. Understanding these issues will help instructors to better design and administer group projects.
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