A B S T R AC T As business students graduate and obtain jobs in the global market, corporations are complaining that students employed in entrylevel management positions lack critical thinking or creativity skills. Creativity involves the ability to break out of established patterns and try new approaches. A truly creative individual is not lost in his or her own world, oblivious to all that goes on around them; rather, they combine broad knowledge and imagination to stimulate adventurous (and very likely unconventional) thinking versus merely generating a taxonomy of ideas leading to only one conclusion. How can a university business faculty incorporate 'critical thinking' and 'creativity' into their courseware? This article discusses an encompassing active learning matrix with examples of exercises, projects, and simulations to foster critical and creative thinking skills in business courses. K E Y WO R D S : active lear ning, active lear ning matrix, business courses, creativity skills, critical thinking active learning in higher education

BPMJ is the leading international journal devoted to publishing articles that provide insight into the management and best practices of key business processes. It does this by staying at the leading edge of theoretical advances in the field, and illustrates the practical relevance of these through case studies and applied examples. The journal helps to build a deep appreciation of how to manage business processes through critical evaluations of the experience of others. BPMJ is published six times a year. Interested readers may subscribe by going to the publisher's website. Readers may also go to the Emerald site and buy and download specific articles. BPTrends will publish the Table of Contents of BPMJ each time BPMJ is published to allow BPTrends readers to determine if there are articles they should read.

Technology is integral to carrying out many types of business transactions and has become entwined in the very fabric of everyday life. In the educational environment-particularly higher education-technology is underutilised as a pedagogical tool and in many cases remains largely untapped. Winona State University and its laptop programme learned some valuable lessons from the marriage between the application of the Seven Principles of Good Practice in Undergraduate Education and technology. The transformation into a leading laptop university was neither smooth nor easy, but it is a successful case about principle-centred technological change and improved student learning outcomes. IntroductionIn response to ongoing and predicted changes in student demographics, employer requirements, and institutional funding, "a new pedagogy more relevant to the twenty-first century has been evolving" (Lewis, 1999, p. 141) in higher education. Technology is a recognised part of the overall tools for supporting and enhancing teaching and learning. Many colleges and universities have responded by making technology more ubiquitous. The assumption behind most ubiquitous computing initiatives has been that mere access to technology would lead to its usage directly. After several years and substantial investment, many universities are reviewing their technology strategy and asking important questions such as, "Did our investment in technology support our institutional mission and vision or were we simply responding to a

A B S T R AC T As business students graduate and obtain jobs in the global market, corporations are complaining that students employed in entrylevel management positions lack critical thinking or creativity skills. Creativity involves the ability to break out of established patterns and try new approaches. A truly creative individual is not lost in his or her own world, oblivious to all that goes on around them; rather, they combine broad knowledge and imagination to stimulate adventurous (and very likely unconventional) thinking versus merely generating a taxonomy of ideas leading to only one conclusion. How can a university business faculty incorporate 'critical thinking' and 'creativity' into their courseware? This article discusses an encompassing active learning matrix with examples of exercises, projects, and simulations to foster critical and creative thinking skills in business courses. K E Y WO R D S : active lear ning, active lear ning matrix, business courses, creativity skills, critical thinking active learning in higher education

The Federal government has initiated an executive order to address quality measurements and incentives promoting quality and efficiency. Healthcare organizations are using Toyota Production System's Lean continuous quality improvement to provide a framework for this. Though large healthcare organizations have the resources to embrace Lean, few rural hospitals have been known to use Lean's process improvement philosophy. This paper discusses the journey a 99-bed rural hospital took to integrate Lean into its organization and the outcome.