Using a Corporate Partnership to Enhance Learning in a Sourcing Negotiation Role‐Play

Although role‐plays can be effective teaching tools for buyer‐supplier negotiation, learning can be somewhat limited because typically novices are negotiating with each other. We describe how we collaborated with a corporate partner, CACI International, to develop and implement a repeatable sourcing and negotiation role‐play that helps to address this limitation. The role play, used in a dual listed undergraduate/MBA strategic sourcing course, covers the sourcing process from strategy development, solicitation, bidding, negotiation, and supplier selection for security services. The unique aspect of the role play is that CACI supply managers assume the role of suppliers throughout the activity including during phone negotiations with student teams. Content analysis of student reflections and a student survey show that the highest degree of perceived learning from the role‐play was in the negotiation. Ways to modify the role‐play approach when you do not have strong corporate partnerships are discussed.     

The impact of an elaborated assessee’s role in peer assessment

The purpose of this study was to investigate the effects of an elaborated assessee’s role on metacognitive awareness, performance and attitude in peer assessment. Two intact groups (a total of 82 students) were randomly assigned to a treatment condition (having back‐feedback activity) or a control condition (not having back‐feedback activity). The results indicated that, regarding metacognitive awareness, when participants played the elaborated assessee role, they tended to report higher metacognitive awareness in their learning process. Regarding performance, when participants played the elaborated assessee role, they tended to receive better scores in making a concept map. Regarding attitude, when participants played the elaborated assessee role, they reported greater motivation towards the peer assessment. The findings of this study suggest instructional implications for those who want to employ peer assessment as a learning method by showing the effectiveness of a well‐developed role design, specifically one that includes the back‐feedback activity.     

公民意识的伦理价值

提高公民的道德素质,构建和谐的伦理氛围,是当代中国发展的必然要求。公民意识所内蕴的主体意识和民主精神,对伦理关系的优化、道德力量的强化、民主社会的形成与和谐社会的建设意义重大。     

“Supply Chain—Marketing Shark Tank” Experiential Lab Game in Interdisciplinary Business Education: Qualitative and Quantitative Analyses

This article provides educators in business schools with a new interdisciplinary experiential lab game called Supply Chain—Marketing (SC‐Mark) Shark Tank game, which can be implemented in both Supply Chain Management (SCM) and Marketing courses. The SC‐Mark experiential lab game is a real‐life business environment simulation that explores complexities in advertising industry service supply chains. One hundred sixty‐one undergraduate students participated in the game at two business schools over two semesters. The effectiveness of the game was measured and analyzed, qualitatively and quantitatively, based on text analysis of the feedback received from participating students. The results revealed five themes that helped student teams understand how advertising companies integrate and improve their service supply chains—buyer‐supplier relationships, supply chain functions and operations, consumer focus and orientation, community focus, and overall risk management.     

Applying Performance Measures and Process Improvements in the Classroom: The Loch Dots Company Simulation

The article describes a multi‐phase, in‐class simulation that employs problem‐based learning to teach operations and process‐improvement concepts as part of an undergraduate or graduate business course. The simulation is derived from a corporate Lean Six Sigma training activity and has been modified to introduce, demonstrate, and apply a wide range of business concepts relevant to operations and supply chain management, including the use of operational and financial performance measures in decision making. The activity is scalable for small‐ to medium‐size classes with multiple student groups and may be deployed as a stand‐alone, in‐class exercise spread over several class meetings or incorporated into a larger, semester‐long process‐improvement project for multiple student groups. The simulation emphasizes problem‐solving, teamwork, and intra‐firm cooperation in addition to 20–30 other business concepts, tools, and measures that may be incorporated.     

A re‐evaluation of the evidence for orthographic analogies: a reply to Goswami (1999)

Recently, Goswami (1999) reviewed available evidence for and against the role of phonological rime awareness and analogy theory, concluding that both rhyme awareness and orthographic rime analogy are causally related to reading acquisition. On inspection, however, much of this evidence best fits an alternative (non‐rime) interpretation. Furthermore, in a number of studies, key facts and analyses were not reported. A fuller re‐analysis of the literature reviewed by Goswami reveals that: 1) the nature of the relationship between phonological rhyme awareness and reading remains controversial; 2) significant doubt remains about the nature and relevance of demonstrations of analogy use in early reading; 3) such training studies as currently exist suggest that rime use is not important compared to the use of phonemes or other sub‐syllabic units. Implications from this evidence for teaching and the role rime analogy should play in the National Curriculum are explored.     

MBA Program Trends and Best Practices in Teaching Sustainability: Live Project Courses

This study offers a model for incorporating live sustainability consulting projects in an MBA curriculum to nurture cross‐functional faculty collaboration while offering students proving ground for solving contemporary challenges related to ethical management of all forms of capital. We attempt to first lay a foundation for the recent evolution of sustainability within business schools, and then provide evidence that an opportunity exists for decision science scholars to play a key role as facilitators of this wave of pedagogy. Our research is based on publicly available data that rank business schools relative to their integration of sustainability within MBA programs, our experiences with 39 project clients over a 3‐year period, an analysis of client and student feedback, and anecdotal evidence of success in the development of live project‐based consulting courses. The case study highlights the potential and scalability of this proposed pedagogy to deliver live projects as either a stand‐alone course or an integrated part of the curriculum.     

A Vision of Integrity and the Mission of Performance Improvement

The performance improvement professional, as well as those in Human Resource Development, Organizational Systems Development, Sociotechnical Systems Development, Total Quality Management, and Training and Education, are all uniquely positioned in their companies to facilitate the value of ethical awareness throughout the workplace. We certainly can be ethically informed and can conduct research studies on ethical issues in performance improvement. In practice, ethical standards for the practice of our craft should arise from within the membership of our profession. Ethical standards for our clients ought to arise from the organizations in which we work. We can help them. We must decide if we will pursue those challenges. Those of us who choose to work on this task should spend time grounding ourselves in the empirical research and normative ethical theory that comprise the field of business ethics. Then we ought to design and develop a more refined ethical heuristic based upon empirical and rational writings and on the work of subject matter experts and ethicists. Finally, we ought to use and model these ethical standards ourselves as we practice our craft.     

The Impact of Perception of Performance Appraisal and Distributive Justice Fairness on Employees' Ethical Decision Making in Paternalist Organizational Culture

Ethics in decision making has been an issue for academics, practitioners, and governmental regulators for decades. In the last decade, numerous scandals and consequently many corporate crises in the global business world have added credence to the criticisms of business ethics. Therefore, it is vital to understand the factors affecting employees' ethical decision making. Culture also has a strong impact on decision making. Paternalism is the combination of strong discipline, subordinate loyalty, and the superior's generous concern for that subordinate, culminating in a more intricate and dominating relationship in the organization. A paternalist culture, by its very nature, has a powerful impact on decision making. Investigating the various factors affecting the decision‐making process guides practitioners and managers toward taking the necessary steps to prevent unethical events in the future. In this study, the impacts of positive perception of distributive justice and performance appraisal fairness on employees' ethical decision making in paternalist organizational culture are investigated. The total sample (N = 107) contained white‐collar employees working in five small‐medium enterprises in Turkey. The data was analyzed using correlation and regression analysis. The results showed only perception of performance appraisal fairness has an impact on employees' ethical decision making. The study concludes by discussing the implications of the results for researchers interested in exploring ethical decision making and performance appraisal systems. Recommendations for future research are also presented.     

Operations Course Icebreaker: Campus Club Cupcakes Exercise

Campus Club Cupcakes is an in‐class ‘introduction to operations management’ experiential learning exercise which can be used within minutes of starting the course. After reading the one‐page mini case, students are encouraged to meet each other and collaborate to determine if making and selling cupcakes to fellow business students would be a viable fundraising activity for a student club interested in completing a community development project in a developing country. The exercise is a variation and extension of the popular Kristen's Cookie Co. Harvard case which addresses capacity and bottlenecks. Campus Club additionally incorporates supply chain management and risk management concepts while also revealing how operations management integrates with the functional areas of marketing, accounting, and finance.     

进城女农民工文化生活提升助力探究——以福建省为例

通过近期参与的福建省相关课题的调查分析,发现进城女农民工文化生活需求日益强烈,但城市社会针对农民工尤其是女农民工的文化供给却严重不足。这种结构性矛盾产生的原因,从客观方面说,主要是由于政府缺乏文化供给的意识和能力;企业缺乏文化供给的理念;市场缺乏文化供给的动力;农民工缺乏文化供给的自组织。改变这种状态,提升女农民工文化生活的助力可从这样着手：政府主导,强化农民工文化建设的政策支持;企业主体,发挥工会女职工组织的纽带作用;社会支持,打造社区公共文化服务平台;市场参与,建立农民工文化需求转化体系。     

语料驱动学习模式与商务英语词汇搭配教学简

随着语料库语言学的迅猛发展,新的学习模式不断呈现。语料驱动学习模式对于商务英语词汇搭配教学有积极的意义。语料库的全文检索及索引功能能够帮助学生提高词汇搭配和商务英语语块意识,进行近义词及词组的辨析,教师则可以利用语料库进行教学任务的设计,练习和试题的编写。语料驱动学习模式应用于商务英语词汇搭配教学也存在一些值得注意的问题。     

Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?

Multiround business simulation games have been gaining popularity in higher education. However, certain aspects of experiential learning of individual students in the game remain unaddressed in research literature. Team assessments, such as team papers, appear a common, “natural” choice given the team‐based nature of the games but may potentially mask individual learning outcomes. In this study we use a qualitative method to glean from individual students’ papers a deeper understanding of the process of learning of individual students in a team‐based, multiround business simulation game. Our findings indicate that individual and timely assessments are necessary to identify cases of not meeting the expected individual learning outcomes for the instructor's corrective intervention. This study contributes to the understanding of the process and outcomes of student learning in a multiround business simulation game, methods of teaching a supply chain and operations class with a simulation, and methods for better aligning course goals and assessments.     

Teaching supply chain risk management in the COVID‐19 Age: A review and classroom exercise

The COVID‐19 pandemic has undoubtedly affected every corner of the world in 2020. It has also emphasized the importance of managing supply chain risk and developing an agile supply chain. Supply chain management instructors will likely want to introduce risk management concepts and strategies into their courses to raise their students' sensitivity to the impact of supply chain disruptions. Unfortunately there is currently a dearth of coverage of supply chain disruptions and risk management in the major supply chain management text books as well as in the broader library of supply chain management pedagogical research publications. To help to close this gap in the literature for instructors, we have developed a reading and set of related discussion questions and exercises that detail the causes of the shortage in toilet paper during the pandemic and short‐ and long‐term strategies to make the supply chain more resilient in the future. By focusing on a disruption students likely experienced first‐hand, they can develop a more nuanced understanding of the complexity and interconnectedness of supply chain functions in providing products and services to customers.     

Course Design Process to Create a Coordinated,Experiential, Integrated Core Operations Management Course for Business Majors

We describe our process for transforming a traditional, core operations management/supply chain management (OM/SCM) course into an experiential, integrated, and coordinated course. We developed a vison to create a course that all business majors would find engaging and relevant and that faculty would teach consistently and at the same level of rigor. A primary result was three new learning outcomes that focused on concept integration across operations, the supply chain, and the business. We specifically focused on decision trade‐offs and the effects of OM/SCM decisions on other parts of operations, the supply chain, and the business. The redesigned course has been implemented for three semesters. Our experiences offer new insights for redesigning and coordinating an OM/SCM core course and a process that can be implemented in other redesign efforts.     

基于供应链管理视角的房地产企业的成本控制研究

本文首先构建了房地产企业的供应链模型,然后在此基础上分析了房地产企业的主要成本构成,最后从供应链管理的角度对房地产企业的成本控制进行了研究。得出对于房地产企业来说,搞好成本控制是企业降本增效,正确体现经营成果的一项重要手段这样的结论。     

供应链管理与企业业务流程再造关系之探析

实现供应链的有效管理是每个企业的梦想,然而,在当今市场需求突变、经营模式发生变化的情况下,传统的业务流程管理模式则显现出很大的不适应性。文章论述了供应链管理环境下,企业业务流程再造与企业供应链管理的关系;供应链管理环境下进行企业业务流程再造的原则、方式以及企业业务流程再造对供应链管理产生的影响和促进作用。     

Vygotsky as Precursor to Metacognitive Theory: II. Vygotsky as Metacognitivist

In this article it is demonstrated that topics discussed in contemporary metacognitive research are integral parts of Vygotsky's (1978, 1986) theory of cognitive development. This conclusion is reached through a discussion of Vygotsky's views of self‐regulation, the relationship between self‐awareness and self‐regulation, and the relationship between awareness/regulation on the one hand and cognitive process on the other. The uniqueness of a Vygotskian approach to metacognition is also specified. This uniqueness resides in Vygotsky's focus on the sign system of human language, on the linguistic tools of thought and the central role they play in mediating cognitive performance.     

Comparing the Roles,Responsibilities, and Activities of Transactional and Transformational HRD Professionals

HRD professionals engage in one of two potential roles—transactional or transformational. Transactional focuses attention on an activity strategy whose cornerstone is training. Transformational focuses on a results‐driven strategy that is performance‐centered‐a role that helps organizations achieve their strategic business goals and objectives. These strategies differ in their outcomes and contributions to organizations in that the former leads to training for training's sake while the latter seeks to maximize organizational performance and effectiveness. Thus, HRD professionals are challenged to choose either an activity strategy that embraces a business as usual approach or a results‐driven strategy that requires adopting a new and exciting role.     

Relationships between cognitive variables,memory and phonological awareness in children with a specific reading difficulty

Abstract

The aim of this study was to examine the relationships between verbal short‐term memory, phonemic awareness, and reading ability, in children with a specific reading difficulty. The results confirmed the frequently reported finding that most, if not all children with a specific reading difficulty have poor phonological awareness. In addition, poor phonological awareness in the reading‐difficulty group was associated with significantly poorer nonword reading ability, and with poorer phonological memory. When the reading‐difficulty group was further subdivided with respect to Digit Span performance there was no difference in nonword reading with respect to this overall verbal short‐term memory measure. However, poor short‐term memory, regardless of phonological awareness level, was significantly associated with a lower WISC III Verbal IQ, in particular, significantly poorer performance on the WISC III Vocabulary, Comprehension and Similarities subtests, as well as with significantly poorer reading comprehension. In addition, poor short‐term memory regardless of phonological awareness ability was associated with poorer spelling and arithmetic performance.