Purpose -The purpose of this paper is to examine the effects of gender identity on protégés' satisfaction with mentoring relationships. More specifically, it aims to investigate whether or not a protégé's feminine or masculine identity, by virtue of emphasizing different criteria, roles, and preferences, impacts his or her satisfaction with the performance of a mentor. Design/methodology/approach -Managers and/or professionals, identified by in-career MBA students at large universities in the East, completed surveys to assess relationship satisfaction as a mentoring outcome. Findings -The results of this study indicate that masculine protégés, who strongly identify with their career roles, report being more satisfied with mentors who provide career development support. Conversely, feminine protégés, who measure career success using socio-emotional-based criteria, report being more satisfied with mentors who provide psychosocial support.Research limitations/implications -The study is limited in its generalizability due to the type of sample studied. The sample consisted of managers from a variety of male-dominated occupations. In addition, since the data were self-reported on a single survey, common method bias may also be an issue. Practical implications -Despite limitations, the study implies that assessment of gender identity and related skills can provide organizations with more effective guidance and matching of mentors and protégés to maximize perceived satisfaction on the part of the protégé. Originality/value -Although many studies have investigated a variety of factors that affect mentoring, few have examined the influence of gender identity on the functioning of these relationships.
Purpose Team-based assignments must be constructed to contribute to the effective development of teamwork skills, an important learning objective for most schools of business. The purpose of this paper is to understand how students view the usefulness of team assignments in order to inform more effective pedagogical techniques related to team-based assignments and the development of student teamwork competencies. Design/methodology/approach Data were collected from Likert-scale online surveys administered to students upon completion of the first-year team-based introductory business course. Survey items were developed to assess the team-related activities and components in the course and students’ perceived usefulness of team-based assignments. Results from exploratory factor analyses are presented. Findings Data analyses indicated that survey items contributed to students’ perceived usefulness of team-based assignments. Across three studies, the authors developed a new measure to evaluate effectiveness of team-based assignments. Practical implications For those educators who utilize team-based assignments in their courses, this study provides a much needed measure to assess the effectiveness of assignments intended to develop students’ teamwork competencies. The findings also serve to provide evidence of assurance of learning, and evidence of how students are developing in the area of interpersonal skills and abilities to manage interactions that most schools of business and universities deem as essential learning outcomes as a result of Association to Advance Collegiate Schools of Business requirements. Originality/value Evidence from online surveys of 755 students in a pilot study and two additional studies conducted longitudinally over a two-year period support a new measure to assess the usefulness of specific team assignments.
For colleges and universities, the expectation for excellence in teaching and
Increasingly, as part of a desire to improve student understanding of the integrative nature of business, more and more schools are introducing interdisciplinary courses into the curriculum. These courses may also assist students with their choice of major. Generally, courses of this type are offered at the introductory level and may be structured in a variety of ways. Many questions still exist about the overall effectiveness of these courses with respect to teaching an understanding of integration, the appropriateness of alternative course designs, and how they might influence the selection of a major. Our institution has had such an Introductory Business Course for more than a decade. The course has always contained a process of continuous quality improvement .The course has evolved rather significantly during the last decade. One of its most recent and substantive changes has been to move from having multiple faculty members teaching each section to having each section taught by a single instructor. We felt that it was critical to examine the effectiveness of this change with regard to teaching, and also to see if the use of the single instructor model impacted student selection of a business major. The paper evaluates the effectiveness of faculty members to teach material outside their discipline. It also examines for the possible influence by instructors on selection of majors in the instructor’s discipline in an introductory business course.
With the popularity and resulting demand for online courses growing, many educators have developed at least a component of their courses, if not the entire course, online. These online courses, or components thereof, present many challenges to educators. Of the challenges faced, none is more important than learning. If we are not returning to the static model of learning but instead we are increasing the number of online courses then as educators, we must deliver online courses in which students learn through active participation. In developing online courses, one of the first challenges facing the instructor is to identify and communicate the learning outcomes of the course. Without identification of learning outcomes, instructors will not be able to assess learning. Once learning objectives are identified and assessments match these outcomes, faculty should find ways to create an active learning environment. This paper describes the progression of an online introductory accounting course and how it evolved to improve the learning experience and create an active learning environment for students. Our experiences may provide useful examples that could be followed by others. The paper specifically describes the identification and communication of learning outcomes with related assessments and the use of the discussion board to foster an active learning environment.
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