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We propose an extension of the Hollenbeck, Beersma, and Schouten team context model to include a fourth dimension: virtuality—the distance between team members. Based on an analysis of 29 unique approaches to conceptualizing virtuality and a critical comparison of these approaches with the Hollenbeck et al. framework, we recommend that virtuality be measured, along with skill differentiation, authority differentiation, and temporal stability when conducting team research. We conclude that the addition of this redefined construct, virtuality, is warranted based on the following: (a) its uniqueness versus the other dimensions, (b) its impact on team outcomes, and (c) the moderating or interaction effects between virtuality and the other contextual dimensions.

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A central recurring theme in business education is the optimal strategy for improving introductory accounting, the gateway subject of business education. For many students, especially non-accounting majors, who are required to take introductory accounting as a requirement of the curriculum, introductory accounting has become a major obstacle for achieving their goal of obtaining undergraduate degree in business. This paper reviews a variety of common but underutilized strategies for presenting learning opportunities to non-accounting majors in their first accounting course. Effective teaching methodologies that will promote active learning to help non-accounting majors develop interest in accounting and enhance their critical thinking skills in the acquisition of accounting knowledge are explored. Included in this review are discussions about the adjustments that can be made relative to class size and individuality in the early pre-course stages. Teaching strategies such as the use of remedial modules, case studies, hands-on student participation opportunities, within or separate from the classroom lecture, mini-quizzes, and mnemonics are discussed. Guidance is offered to accounting academics who wish to fulfill their responsibility to students in the most difficult, rule-dominated, math-oriented, and consequently, high risk course of introductory accounting.

The relationship between self-complexity, strategic motivation, and organizational processes such as staffing seems lacking in the human resources management and organizational behavior (OB) literatures. In two studies we examined the self-complexity of potential employees with and without cross-cultural experience as determinant of preferences of employers mediated by strategic motivations of organizations. We found in a sample of 40 organizations from an emerging economy, Ghana, that employers seemed to prefer employees with cross-cultural experience who are perceived to facilitate achievement of their strategic motivations. Implications for international human resources management are discussed.

Much of the past and recent scholarly literature on faculty performance, productivity, and effectiveness for tenure and promotion has focused largely on the quality and quantity of research of over a specific timeframe and based on rigorous guidelines. Pre-tenured faculty in research-oriented institutions are expected or required to carry demanding teaching loads, serve on numerous committees, and continue to remain on the cutting edge of research. As a result, isolation, anxiety, and stress often rule the lives of pre-tenured faculty who strive to secure tenure at their respective institutions. This exploratory study uses anecdotal evidence to examine the challenges pre-tenure faculty face in the 21 st century in the area of teaching, research and service. The term pre-tenure faculty in this paper refers to faculty who have been teaching for less than five years and who are not tenured. Results of the study show that, in the area of teaching, full workload and the disproportionate demand on faculty members' time and responsibilities are major issues. In the area of research, the major problem is the inability of pretenure faculty to balance research with their teaching load due to the absence of established mentoring programs in the programs examined. Anecdotal evidence suggests that emphasis should be placed on dealing with challenges pertaining to teaching. Pre-tenure faculty also contend that the issues confronting them can be addressed through effective mentoring, relationship with tenured and senior professors, and the establishment of separate promotion tracks for teaching and intellectual contribution to name but a few in higher education. The then

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Recent ethical scandals in corporate America have brought to the fore the issue of ethics in business. Many have questioned the role of the American educational system in general and the business school curriculum in particular for failing to inculcate in students and future business leaders good ethical standards. This exploratory study examines the influence of ethics instruction on the ethical judgment of students. Business students in an accredited (AACSB International) business program who have taken at least two formal courses in business ethics were compared to engineering seniors and freshmen business students who had not been introduced to formal instructions in ethics. Respondents were exposed to realistic ethical business scenarios dealing with conflict of interest transactions and personal integrity. The results showed a significant difference between the two groups of respondents on conflict of interest scenarios but no difference on personal integrity scenarios. Implications are considered for ethics education.</span></span></p>

A comprehensive list of innovations in the semiconductor industry during 1970 to 1980 was derived. The patterns of innovation across eight organizations showed consistency between the stages of initiation, adoption and implementation. Smaller organizations compared to large implemented a lower percentage of the innovations they initiated. The value of organization net sales and the dollar amount of the R&D budget, but not the number of organization of R&D personnel were significantly related to the number of innovations. Copyright the Technology Transfer Society 1982