Online shopping has increasingly replaced traditional retail shopping, as a large number of consumers have adopted it on a global scale. However, while it is well established in developed countries, e-commerce is still at an early stage in emerging markets, hence there is a need to unveil which factors contributes to its adoption. The main objective of this study is to integrate the theory of planned behavior, the theory of reasoned action, and the technology acceptance model using a Bayesian approach to determine the key predictors of online purchase intention among internet users in Colombia. The results demonstrate the pertinence of the theory of reasoned action and technology acceptance model, models to explain online purchase intention, confirming that the intention to purchase online is mostly determined by the attitudes to e-commerce which, in turn, are explained by perceived usefulness, perceived ease of use, and the subjective norm related to online shopping.

This paper reports a review of studies on admission criteria for MBA programs. The method consisted in a literary review based on a systematic search in international databases (Emerald, ABI/INFORM Global, ProQuest Education Journals, ProQuest European Business, ProQuest Science Journal, ProQuest Research Library, ProQuest Psychology Journals, ProQuest Social Science Journals and Business Source Complete) of studies published from January 1990 to December 2013, which explore the academic performance of students or graduates of MBA programs. A quantitative review was performed. Results show that most researchers studied relations between GMAT (Graduate Management Admission Test) and UGPA (Undergraduate Grade Point Average) as predictors of GGPA (Graduate Grade Point Average). On the other hand, work experience and personal traits (such as personality, motivation, learning strategies, self-efficacy beliefs and achievement expectations) and their relation with GGPA had been less studied, and results are not consistent enough to consider them valid predictors of student performance at this time.

This article reports two studies evaluating the impact of moral intensity, work experience, and gender on the propensity (attitude, behavioral intention, and subjective norm) for unethical behavior of Venezuelan students and employees responding to different organizational scenarios, and controlling the effects of moral disengagement and empathy. One study singled out moral disengagement as a covariate, and the other did the same with empathy. In both studies, moral intensity, work experience, and gender acted as independent variables. Each study consisted of around 400 participants (totaling 801 participants in both studies): one-half were students without work experience and the other half were employees. For manipulating moral intensity, we used six scenarios describing ethically questionable situations. After reading each of the scenarios, participants answered the Multidimensional Ethics Scale to measure propensity for unethical behavior. After completing this phase, participants responded to the moral disengagement scale in Study 1 and the empathy scale in Study 2. This research did not find concluding, significant effects of moral intensity on the measures of the propensity for unethical behavior. Employees expressed higher intentions of acting unethically than students, though the effect was small (ε2 Study 1 = .016. ε2 Study 2 = .026). Gender had no significant effect on attitude and subjective norm; but, in behavioral intention, men's scores were significantly higher than women's in Study 1, but not in Study 2. Moral disengagement had a stronger effect than empathy on the propensity for unethical behavior (ε2 moral disengagement: attitude = .225, behavioral intention = .179, subjective norm = .159. ε2 empathy: attitude = .016, behavioral intention = .011, subjective norm = .010). The authors highlight the relevance of contrasting findings from less-developed countries with those from developed countries, commonly found in the literature, and suggest avenues for further research.

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La formación impartida en las escuelas de gerencia, las enseñanzas de los gurús de los negocios y reconocidas publicaciones describen los roles de líderes y gerentes de maneras que, más allá de lo estrictamente cognoscitivo, inducen actitudes asociadas con valores e ideales de carácter normativo. En este trabajo se estudian empíricamente los significados atribuidos a los conceptos de líder, gerente y emprendedor por un grupo de participantes en programas de una escuela de gerencia, mediante la aplicación de un cuestionario del tipo diferencial semántico. Se encontró una afinidad de los significados observados de líder y gerente con las concepciones expuestas por Warren Bennis y autores de similar orientación. Un hallazgo inesperado se refiere al concepto de emprendedor, al cual se atribuyeron con mayor intensidad los rasgos que reflejan una concepción idealizada del líder. Los resultados sugieren que, más allá de un fenómeno localizado en un grupo específico, los significados de líder, gerente y emprendedor responden a un patrón cultural en la sociedad contemporánea y llaman la atención acerca del papel de las escuelas de gerencia en la formación y legitimación de actitudes hacia estos roles. Se concluye que el concepto de emprendedor se encuentra más cercano al de líder, mientras que la mayor diferenciación ocurrió entre los conceptos de emprendedor y gerente.