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.
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.
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