Decomposition as a Complex-Skill Acquisition Strategy in Management Education: A Case Study in Business Forecasting

Graduate business education has been criticized for utilizing simplistic teaching strategies that compromise the presentation of real-world complex skills in the classroom. In this article, we propose that complex management functions can be effectively taught using decomposition strategies. We demonstrate the usefulness of this strategy in the domain of business forecasting by comparing the forecast accuracy of students instructed in decomposition ( RBF - Instructed ) with that of students not exposed to such instruction ( Uninstructed ), as well as with an expert system called Rule-Based Forecasting (RBF). RBF-Instructed students demonstrated significant improvements over Uninstructed students and were at least as accurate as the RBF system. Our findings suggest that academics engaged in teaching complex domains can benefit from building their teaching environment on a decomposition framework. We further suggest strategies for measuring the effectiveness and endurance of classroom knowledge thus imparted. Implications for academia and practice are discussed and a research framework is proposed.     

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs.     

Developing the next generation of engaged youth: Inspire Aspire – Global Citizens in the Making

School-based character education (CE) programs provide an opportunity to increase the moral fortitude of adolescents. This study is a preliminary evaluation of Inspire Aspire, a CE program that was implemented with 13- to 14-year-olds in Scotland. A relational developmental systems meta-theoretical approach and person-centered analyses were employed to understand whether teacher implementation variability is associated with student outcomes. The study aimed to: assess variation in program implementation across teachers; assess student poster quality, which served as a youth outcome measure; and, assess the relationship between variations in program implementation and poster quality. Teachers who fully integrated Inspire Aspire with the broader curriculum (as opposed to using it as a standalone program) as well as teachers who made more modifications to Inspire Aspire tended to have students with higher quality posters. This finding stands in contrast to the common narrative regarding evidence-based programs that requires teachers to strictly adhere to program guidelines in order to maintain implementation fidelity.     

Where do alliances come from?: The effects of upper echelons on alliance formation

Alliances with established organizations provide young firms with resources necessary for survival. We build on recent organizational research examining the effect of upper echelons on attracting powerful intermediaries to understand how young biotechnology firms establish alliances with established organizations. Drawing upon the concept of homophily, we test hypotheses regarding the extent to which young firms and partners match along specific homophily dimensions. Our findings from an event-history analysis of 3,200 career histories of managers who took biotechnology firms public between 1979 and 1996 show that alliance formation is related to status homophily and role-based homophily between young and established organizations.     

Developing relationships, being cool, and not looking like a loser: social goal orientation predicts children's responses to peer aggression

This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = .34) were followed from 2nd to 3rd grades. Validity of the social goal orientation construct was established through correlations with situation-specific goals and social adjustment. Development goals predicted adaptive responses (more effortful engagement, problem solving, advice seeking; fewer involuntary responses); demonstration goals predicted maladaptive responses (less effortful engagement, problem solving; more disengagement, retaliation). This study contributes to theoretical understanding of the process of peer aggression and interventions to promote optimal social health.     

Leveraging Library Technology: Non-Library Uses of Library Technology

The library has experienced many conversations with colleagues at the college in different departments lately related to the library tools and services it offers. Some of these conversations have included senior administrators, who have at some point directly supervised the library. In order for senior administrators to advocate for the library, librarians must educate them on the tools and services the library offers to its customers. Springshare’s LibApps is one such tool that has been integral to library operations. In the few years since the library has subscribed to Springshare’s LibApps’ suite of tools, Office of Institutional Research & Training (OIRT) has successfully utilized this library-specific tool, which has justified the annual renewal of this software tool by senior administration. For more departments at the college to adopt these tools and integrate them into their day-to-day tasks, librarians must educate customers (student, staff, and faculty) as well as administration about this and other library-specific tools. Since Springshare markets to and for librarians and as more librarians write about how this tool can be used for a variety of different applications, then other departments college-wide will become aware of and then adopt Springshare’s LibApps’ suite of tools.     

Infant Crying Levels Elicit Divergent Testosterone Response in Men

SYNOPSIS

Objective. Lower baseline testosterone (T) among men is generally associated with more sympathetic and nurturant responses to infant stimuli. The effect of exposure to infant crying on men’s levels of T, however, is not well understood. The present study aimed to measure men’s T responses to high and low levels of infant crying. Design. Changes in fathers’ (n = 18) and non-fathers’ (n = 28) salivary T levels from baseline were measured in response to caring for an infant simulator programmed to cry often (high-demand condition) or infrequently (low-demand condition) during a 20-min caregiving simulation. Results. Men exposed to low-demand conditions exhibited significant T reductions from baseline, whereas men in high-demand conditions exhibited increases in T. Compared to men who displayed decreases in T following the caregiving simulation, men who displayed increases in T provided less sensitive care. Conclusions. Results suggest a potential role of high levels of crying in provoking physiological reactions among men that may set the stage for hostile or aggressive responses. More research is needed to illuminate contextual factors that contribute to men’s variable responses to infant crying.     

University–school collaboration based on complementary needs

This paper discusses school development as collaboration between local schools and universities based on complementary needs. I examine a 10 year case study of a long-term relationship between an elementary school and a university in a town in Sweden. The relationship is jointly constructed and mediated by local, national, and international projects. Such jointly constructed and shared projects represent innovations of both the school’s and the university’s pedagogical practices. The significant actors in the collaborative relationship have been teachers, undergraduate and graduate students, school pupils, and researchers. The collaboration, which still exists, started in 1996 and has experienced stages of varying intensity and scope conceived metaphorically as a thin string. Analysis of the case and collaborative process suggests an answer to the question: Why does this collaboration exist and what makes it sustainable? This case suggests that the collaborative projects provide solutions to problems intrinsic to the respective educational institutions.