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The article presents the results of a survey designed to assess the value of the types of assigned writing in the Davidson College's Writing-Intensive (WI) economics courses in North Carolina. The author contends that the WI courses evaluates the corporate finance, econometrics, economies of Latin America, environmental economics, industrial organization, labor economics, money and banking, and public sector economics. The author assessed the writing assignments in WI courses. The school administration decided to require WI courses in an effort to encourage students to become flexible, critical thinkers.

This article presents abstracts of the manuscripts presented in a national conference on professional selling and sales management. The manuscript titled "Leadership Behaviors in Sales Managers: An Investigation of Individual and Work Group Effects," by Mary E. Shoemaker presents a study which examines leadership behavior in sales manager. Sales management literature on compensation, motivation, training, etc. suggests that managers make decisions for each individual salesperson at the dyad level. However, sales supervisory behaviors are usually studied using group-based leadership theories indicating that sales managers use a single leadership style with all their salespeople. Another manuscript titled "Taking the Advanced Professional Selling Class to the Field," by Ramon A. Avila, Joseph D. Chapman and Scott A. Inks discuses the need for improved preparation of undergraduate marketing students for careers in selling. A method for gaining sales experience within the framework of an advanced professional selling course is presented.

This article celebrates the life, career, and intellectual contribution of Leslie Hannah, while also summarising the other papers of this festschrift. We discuss Hannah's early life, the development of business history prior to the launch of the London School of Economics' Business History Unit (BHU), together with Hannah's contribution to business history research and disciplinary development during and after his time as BHU director. We conclude with brief summaries of the other eight articles in this special issue. [ABSTRACT FROM AUTHOR]

The article looks at the study and teaching of integrated marketing communication (IMC). The need to find ways to bring together the discipline knowledge of the social and behavioral sciences with marketing and business is emphasized. The author also feels that IMC needs to be recognized and treated as an emerging discipline. The seven areas that comprise the current view of IMC are identified as brand equity, strategic integration, message integration, multiple audiences, managing contact points, database communication, relationship building, and synergy.

Presents the author's opinions on educational courses in economics. Information on a seminar on macroeconomic policy that is intended for students majoring in economics; Views on student evaluation questionnaires; Information on teaching methods that are used in economics education.

In this paper, an understanding is sought of how and why Foucault was to become such a major figure within UK organization studies. Setting the argument within a fashion frame, the text addresses the possible reasons behind Foucault's journey into organization studies. The key currents in Foucauldian thought within British business schools are summarized, and an understanding is sought of what it was about the context of the time that made Foucault so attractive to organization studies. Demonstrating the spread of Foucault into this field, the text highlights various means through which Foucault became institutionalized into organization studies. The translation of Foucault that happened when the French philosopher became fashionable in organization studies is discussed, and speculations are made about the retranslation to French organization studies. The paper concludes by speculating about the future of Foucault's thought within organization studies. [ABSTRACT FROM AUTHOR]

This article aims to understand the process of production of knowledge in the field of business organisation and in problems of administration. It argues that the acquisition of this type of knowledge is greatly assisted by the developments of dialogue between academics and industrialists. It looks at a method which has been applied in England during the period late 1940s to early 1970s in three academic seminars: the Seminar in Problems of Administration at the LSE (1947–1972); the Industrial Seminar at Birmingham University (late 1950s‒1972); and the BPhil Seminar in Economics of Industry at the University of Oxford (1957–1974). By the mid-1970s, these three seminars had ceased to exist and left room for the rapid development of management studies, on the one hand, and the formalisation of industrial economics (game theory), on the other. [ABSTRACT FROM AUTHOR]

Typically, the core-required undergraduate business statistics course covers a broad spectrum of topics with applications pertaining to all functional areas of business. The recently updated American Statistical Association's GAISE (Guidelines for Assessment and Instruction in Statistics Education) College Report once again stresses the pedagogical importance of topic and application relevancy in an increasingly data-centered world. To this end, only two introductory textbooks have incorporated some financial investment measures (Sharpe ratio and beta coefficient) in the teaching of numerical descriptive measures and simple linear regression analysis, respectively, while a few others include them as real-data application exercises at the end of their respective chapters. Although this latter coverage is in compliance with GAISE College Report recommendations on the importance of using relevant real data applications in the teaching of introductory business statistics, it forgoes an opportunity to provide more detailed discussion within the text itself and add value to a business student's learning. Given that all business students will have an opportunity to learn about financial investment, regardless of their functional area major, this paper offers a more proactive use of these and other financial investment measures as part of the current, traditional course or as part of a suggested dedicated introductory business statistics course for finance majors. [ABSTRACT FROM AUTHOR]

The authors provide an overview of papers presented at The Scholarship of Teaching Economics conference that was held at The University of Melbourne in July 2000. The objective of the conference was to bring attention to research being conducted in economic education at the tertiary level and to engage academic economists in discussion about the scholarship of teaching economics. The presentations of seven of the keynote speakers are discussed using the framework of who, what, and how of teaching economics. Who should determine the curriculum? What should be taught? And how should it be taught? [ABSTRACT FROM AUTHOR]

Changes to student funding, in parallel with the introduction of new technologies into teaching and learning, and a blurring of traditional boundaries between full and part time study have brought an increased focus on retention in higher education. As more providers look towards offering online portfolio options, this is likely to increase; with some evidence that drop-out on online-led modules can be higher. As many classroom-based behavioural indicators of student retention are reduced or absent in the online environment, institutions can be slower to understand that students are considering dropping out, with the first indication of problems being when withdrawal takes place. This paper draws on data from online interactions among 3000 students studying an introductory Business Studies module at the Open University to identify early online indicators of potential drop-out. Findings suggest that both erratic interactions, and/or marked reduction in activity level from previously active students are predictors of subsequent withdrawal. Existing demographic data (on age, gender, etc.) used by the institution has historically allowed broad 'at risk' categories of student to be identified; coupling this information to some of the online behavioural indicators revealed through new tracking technology allows more precise targeting of individuals more promptly than historically. This may potentially change a student support model from reactive to proactive; allowing the institution to offer additional support as soon as such signs emerge which improve student retention. Universities seeking to increase student retention may find early warning of vulnerable students useful in targeting appropriate interventions. [ABSTRACT FROM AUTHOR]

The article presents the report of the Committee on Economic Education of the American Economic Association on economics instruction in the U.S. The committee worked closely with the Joint Council on Economic Education (JCEE) in promoting improved economics instruction at all levels of education. The committee typically meets once each year, and it carries on its activities largely through informal interactions between the chair and the various members. Its work with the JCEE is accomplished in several ways. The chair serves on the Executive Committee of the JCEE Board of Trustees, and the chair works closely with the JCEE president and JCEE director of research on matters of mutual interest. The committee reviewed the condition of the "Journal of Education," based on the annual report of the Journal prepared by its editor, Kalman Goldberg. He reported that the volume and quality of the submissions continue to increase, with the backlog of accepted papers expanding. The Journal should be of particular interest to faculty members whose principal activity is teaching as well as to those who are interested in research on the effectiveness of economics instruction at the college level.

The tensions and challenges facing business education frame this paper, which takes a critical look at the historical evolution of business school education in the context of the present conjecture, with a particular emphasis on the role social theory can play in the analysis of strategy and ethics. Flyvbjerg's phronesis and Selznick's sociology are deployed to address the challenges facing business schools and their place in higher education. Kant's moral anthropology opens common grounds to both approaches. Our aim is to provide a platform from which business and university leaders can debate and discuss the current and future role and impact of business school education, particularly focusing on linking and cultivating ethical and strategic capabilities in management and organizational practices. [ABSTRACT FROM AUTHOR]

Correspondence education has received very little attention from business historians. Therefore, the purpose of this paper is to draw attention to The Sheldon School and the work of its entrepreneurial founder, Arthur Frederick Sheldon. Sheldon's correspondence course was studied by thousands of students in the early twentieth century. His interests, as reflected in his correspondence course materials and related articles, range from a focus on facilitating exchange relationships through to concerns with distributive justice, sales ethics and the promotion of an American economic and political vision across the globe. As a key figure in the sales education industry, Sheldon had a major impact on the social environment of the twentieth century via his involvement with the Rotary Club. Courtesy of his influence at Rotary, his ideas continue to shape the way prominent scholars have reflected on the consumer and marketing concept. [ABSTRACT FROM AUTHOR]

This paper examines the current state of green education by identifying the top graduate business programs that offer high quality education, relevant coursework, and sustainable campus-wide operations. The paper brings to light a strong need for more comprehensive and integrated coursework within the core curriculum of our nation's top programs. The paper provides the opportunity for enhanced thought leadership by introducing a series of four classes that represent a cross-section of the most important concepts of sustainability. [ABSTRACT FROM AUTHOR]

This article focuses on the abstracts of the papers which were presented at the National Conference in sales management, that was held in March 16-20 in saint Louis. One of the abstract is , the U.S. news and world reports reported that 1.1 million students graduated from our universities last spring. Less than 20 percent had obtained full-time employment by graduation. This article will make a case for the development of student portfolios to enhance the job interviewing experience. A student portfolio is a document that presents pieces of evidence portraying educational experiences, development of skills and extracurricular activities highlighting a student's strengths. over their academic career. Historically used by students in other academic areas such as art, photography and architecture, business schools have largely ignored this important strategic interviewing tool. Another abstract explores the importance of classroom behaviors of marketing professors to the success of the students. One hundred fifty marketing students from three universities were surveyed to determine which professor behaviors students perceived as contributing most to their academic success.

There is a view that knowledge management (KM) is primarily a business concept that can bring increased profitability for commercial organisations. However, the management of processes such as knowledge creation, capture, sharing and use are not exclusive to business; good KM practices can bring benefits to all organisations. Given higher education's (HE) priority of developing knowledge assets, a culture that prioritises KM can be used to underpin a university's organisational processes including, not least, its teaching activities. This paper illustrates how attention to a particular part of the KM cycle, the knowledge creation (KC) process, can inform the delivery of a KM module; in turn, it shows how the author attempts to practice what she teaches. Evaluation of the module from various perspectives has provided very positive feedback. Lessons for the design and delivery of other modules (KM-based or otherwise) can be drawn from this paper. [ABSTRACT FROM AUTHOR]

This paper describes a programme of innovative changes in enterprise education and a subsequent evaluation, brought about by the introduction in 2005 of the Centre of Excellence in Learning and Teaching (CETL): Institute for Enterprise at Leeds Metropolitan University. This paper discusses that programme, namely: the Innovation North Foundation and Progression Project, which was one of the first significant developments following its inception. The project was designed to embed enterprise skills into the core curriculum in level one of Computing and Information Management studies, based on the belief that these skills will form not only a part of students' whole University education, but also play an important role in the support for, and performance in, students' subsequent careers. The paper, which expands on the practical paper presented at the ISBE 2006 conference in Cardiff in November, includes evaluation data collected from students and staff from two consecutive years that the module has been delivered. This paper suggests that the project, now in its second year, is going some way to being embedded within the curriculum, is subtly introducing students to enterprise and enabling them to reflect on how they apply their skills in a project based scenario. Results from the evaluation show a positive acceptance of the innovative changes from both students and lecturers with only minimal improvements suggested to design and delivery. [ABSTRACT FROM AUTHOR]

This paper reports on an application a multivariate analysis technique called Co-Plot. It replicates a study conducted among leading MBA programmes in the United States using the same technique; a statistical method especially suited for this type of analysis where there are samples with relatively few observations (business schools) and large numbers of variables (subject modules, core and elective). Using Co-Plot the paper presents a mapping of the structure of 32 Association of Masters of Business Administration (AMBA) accredited MBA programmes in the United Kingdom and compares the characteristics of the resultant groupings of MBA programmes and the relationship between group membership. The patterns of core and elective modules offered by the selected MBA programmes are then compared with the rankings of UK business schools. The research shows that in the UK, unlike in the US, the clustering is not as strong and clear. Five groups/clusters of schools are identified together with four main clusters of core and electives modules offered. Differentiation is only significant when the electives modules are taken into account unlike the US where differentiation is evident between programmes with the core modules. [ABSTRACT FROM AUTHOR]

Over the last decade, there has been an increasing drive towards the promotion and development of enterprise education in Scottish schools. This has involved much debate about the nature of enterprise and how it may be addressed and applied within primary and early secondary school settings. The recent renewed interest in citizenship education and New Labour's drive towards creating a ‘third way’ between capital and welfare has opened up new and wider debates about educational practice. This paper examines the enterprise and citizenship agendas, drawing upon evidence from the English National Curriculum model and recommendations recently published in Scotland, and opens up new debates about the potential for enterprise education to contribute towards the citizenship agenda in Scottish schools. [ABSTRACT FROM AUTHOR]

The case for adopting a proficiencies approach to instruction and learning in the economics major is reiterated. This approach focuses on what graduating majors should be able to do with the knowledge and skills they acquire in the major, that is, their ability to demonstrate their learning in practical ways. The author's list of five proficiencies, advanced in the mid-1980s, is reviewed and revised; one additional proficiency is added and several others are refined. The author discusses the emphasis given to these proficiencies with top economics undergraduates at two major research universities, the author's experience with incorporating these proficiencies into his instruction, and the challenge of assessing the ability of economics majors to demonstrate these proficiencies. [ABSTRACT FROM AUTHOR]

This article examines various aspects of the high school economics curriculum in the U.S. High school economics is not a homogeneous product. Students have not rigorously identified what high school economics ought to be; consequently it is difficult to measure teaching and learning effectiveness. In recognition of the above two problems, the evaluation of the high school economics course given in this paper deals first with an identification of the course product in terms of its conceptual content. The two purposes of this study are to identify common characteristics among inputs and to determine the relationship between the conceptual content of the course and groups of explanatory variables that characterize "the teacher," "the course structure," and the institutional framework provided by the school and the school district. The use of the principal components model permitted the computation of factor scores from the matrix of factor loadings, making it possible for a limited number of variables to be carried over in further analysis. The two variables found to be significant were the number of students per grade level and course length measured in class hours. The number of students per grade level loaded high on factor 4.

he extant literature acknowledges the dominance of U.S.-based theories and institutional models in research and teaching on management (Chanlat, 1994; Whitley, 1988). Postwar U.S. influence on academic management studies in Europe, for example, is now well documented (e.g., Amdam and Norstrom, 1994; de Man and Karsten, 1994). There is also a growing awareness, however, of the problematic nature of treating the development of management and organization theories as a global phenomenon and an increasing interest in studying national variations (e.g., Guillen, 1994; Lammers, 1990; Üsdiken and Pasadeos, 1995). These studies have sought to understand the conditions and the dynamics involved in the international transfer of theoretical orientations. Clearly, more research is needed for a better understanding of the international diffusion of theories in management and its local ramifications. Moreover, the empirical scope of the extant literature has been limited; much work has focused almost entirely on developments within and the interactions among the United States and some European countries. Research exploring the processes and the impact of theory taking in management studies in late-industrializing countries in Europe or elsewhere is almost nonexistent. This paper addresses these issues within the context of Turkey, a postwar late-industrializer. Late industrialization means industrial development that takes place within an international context of advanced economies and through dependence on foreign technology (Buğra, 1994). It also implies the late-coming of management studies as a discipline and a prevalent disposition to import--very much like technology and capital equipment-management methods and procedures from more developed economies. Given this context, this explores the evolution of thinking and research of Turkish academia on management and organizations. More specifically, it traces the diffusion and persistence of theories developed elsewhere and their impact on indigenous contributions and research traditions. [ABSTRACT FROM AUTHOR]

In this paper I intend to explore the validity of this interpretation of the significance of the institutional developments that have taken place, paying particular, but not exclusive, attention to the business schools. I shall argue that the expansion of provisions for formal management education cannot, in itself, be held to signify changes in business (2) recruitment and promotion practices even though, on the surface, the continued existence of institutions that certify managerial competence seems to imply that business recognizes the validity of this mode of assessment. I shall suggest that a simple demand model, in which the education system has merely responded to a new demand from business for "trained" managerial recruits, is insufficient to explain the growth of management education. [ABSTRACT FROM AUTHOR]

The article focuses on entrepreneurial history. One of the more interesting problems for business historians in Great Britain is why so little business history is taught at undergraduate level. The most that seems to happen is that an odd question or two on company history or on entrepreneurship is inserted in a finals examination paper usually in the subject specialism of economic history. There are few if any complete undergraduate courses devoted to the study of business history and even at post-graduate level it can scarcely be called a flourishing industry. At a conference held at Cranfield in March, 1973, on the theme of business histories and their use in management education it was apparently Manchester Polytechnic rather than a university college who presented a scheme of work destined for undergraduate students yet the distinguished university contributors among business historians who attended that conference would presumably hardly agree that business history was somehow academically at a level different from their own.

The article presents information on the annual meeting of the Standing Conference on studies in education which was held in the Council Room of the College of Preceptors, in London, England. Professor Roger Wilson, of Bristol, was elected Chairman in succession to Professor A. V. Judges, as from next October. Professor Judges was elected Vice-Chairman. The offices of Secretary and Treasurer do not yet fall vacant under the Constitution. They continue to be held by Professor J. W. Tibble and Mr. Alan Milton respectively. Professors Eric Ashby, John Fulton and Geoffrey Crowther were invited by the Meeting to become members of the Standing Conference. After the business meeting of the conference devoted the rest of the day to a discussion on "The Training of Graduates for Teaching." Two papers had been circulated in advance as conference-documents: one by Professor Eaglesham on "Graduates in Training Colleges," the other by Professor Roger Wilson on "The Teaching Function of University Departments of Education."

Over the last decade, the importance that Society has attributed to sustainability has grown exponentially – to the point of becoming one of its main concerns. The scientific community, albeit with differing opinions regarding the foreseeable evolution of possible scenarios, unanimously agrees that a rapid, joint, global and coordinated response must be acted upon in order to reverse the current situation. The research work that is presented here focusses specifically on identifying the necessary changes to be implemented both in universities and business schools (BSs), in order to significantly contribute to moving society towards a more sustainable scenario. Although this research work was on the Spanish market, it seems that most of the conclusions could be applicable to other countries. A combination of techniques, both quantitative (questionnaires and data analysis of reports, webs, etc.) and qualitative (focus groups, interviews, etc) has been applied to obtain important conclusions, among which the following should be highlighted: specific education programmes should be introduced for business schools and university lecturers; key programmes such as MBAs should include a number of sustainability-specific subjects, and these moves should be implemented as a mid- to long-term strategy policy. [ABSTRACT FROM AUTHOR]

A biography for advertising executive Seymour Banks from Leo Burnett Co. is presented. The article explains that Banks' most important quality is that he is a working professional. Beyond his role at Leo Burnet Co., Banks is also an educator of advertising and marketing at the University of Chicago. He is also an author of many well-known texts within his field.

Describes the master's in business administration (MBA) degree program for Vietnamese graduate students at the National Economics University (NEU) in Hanoi, Vietnam. Diary entries of the author about the program; Assessment of opportunities for doing business in Vietnam; Curriculum content of MBA program. INSET: Postscript, August 7..

The development of the strategic management field has been outlined in many ‘histories’ in recent years. This article analyses a sample of those histories using a Critical Discourse Analysis framework in order to understand how they are constructed, what common textual features they exhibit and what effects they may have on the future development of the field. Our analysis shows a neglect of historiographic method in the construction of the histories and a tendency to present the field as progressing in a teleological, evolutionary fashion. We suggest that the histories are constructed in order to support the continuing development of the field and to secure its demarcation from other fields, and that this may demonstrate a degree of self-interest on the part of strategy scholars. [ABSTRACT FROM PUBLISHER]

This article gives an introduction to the Executive Master of Public Governance degree program in Copenhagen, Denmark--a joint effort by the University of Copenhagen and Copenhagen Business School, aided by Aalborg University-- which in the winter of 2012 had enrolled 600+ public managers from Denmark as executive master students. The average age of participants is 45 years. The degree program itself began its first intake of participants in August 2009. To understand the context of the program, the article gives an introduction to the background of the establishment of the program that was a result of a government reform--the Quality Reform--agreed upon by the Danish Parliament in 2008. The second part of the paper describes the organization and purpose of the program. The third part presents the content of the program. The article ends by pointing to lessons learned. Four lessons are highlighted: (a) Sustained dialogue is important; (b) Engage in a multiple sector project to improve public management; (c) Public funding helps fuel enthusiasm; and (d) Efficient organizing and alignment with faculty interests are crucial to success. [ABSTRACT FROM AUTHOR]

The development of student-learning assessment systems is a resource- and time-intensive process. Instituting a comprehensive assessment system is especially important in Master's of Public Administration (MPA) programs, due to the emphasis on skill-based education. This paper details the development of an assessment system in the MPA program at California State University, Long Beach, and reports some preliminary data collected from this new system. An argument is presented for the use of a holistic, rather than a layered, assessment system. [ABSTRACT FROM AUTHOR]

This paper describes the design and implementation of an information literacy module for first semester undergraduate students at Loughborough University. These students were taking Information Management and either Business Studies or Computing, or a degree in Publishing with English or Publishing with E-business or Web Development and Design. The purpose of the module was to enable them to work effectively in the higher education context and be able to research topics, using the resources around them and conform to the norms associated with student work. In addition, the module provided an opportunity for students to become familiar with the discipline of information science. Specifically, they were expected to identify an area where the systematic management of data, information and knowledge enabled people to learn and make better decisions. This provided the inquiry based context within which information literacy was developed in the sense that they chose the area to investigate rather than researching a closely defined question. Students mapped the subject domain, became familiar with learning resources, made use of information and created a poster to communicate their findings. A combination of lectures, practical sessions, pointers to learning resources and assignments, as well as, pre and post diagnostic tests, were used deliver and evaluate information literacy learning. It is argued that a similar approach could be taken to foster information literacy within other disciplines. [ABSTRACT FROM AUTHOR]

Teaching hospitality financial accounting can be more interesting and more effective if instructors employ computer software applications in their classrooms. This paper illustrates the use of one such software application, the Prentice Hall General Ledger (PHGL) Program, and explains the merits of using PHGL as a pedagogical tool in hospitality financial accounting classes. [ABSTRACT FROM AUTHOR]

In some schools and universities, students must sometimes be divided into several teams in such a way that each team provides a good representation of the classroom population. In this paper. two different ways of measuring the balance among teams are proposed: min-sum and min-max objective functions. For the first function and the L1-norm used in the space of attributes, an exact solution method based on a set partitioning formulation and on the enumeration of all possible team patterns is presented. For the second objective function, a set partitioning formulation is also considered, but as an approximation. In order to solve large problem instances, we have also developed metaheuristics based on variable neighbourhood search. Models and methods are tested on data from an MBA programme. [ABSTRACT FROM AUTHOR]

The Fourth Industrial Age (4IA) is likely to be accompanied simultaneously by an increase in technology-mediated learning and an urgent need for people to learn rapidly, effectively and collaboratively. This study investigates the potential of vicarious learning from videoed tutorials as a pedagogical tool suitable for the challenges of 4IA. Undergraduate Business students observed videos of student tutees responding to tutor prompts as they tackled open-ended and conceptually challenging problems. The results revealed that student observers self-reported: gains in their conceptual understanding from watching videoed tutorials; preferences for watching tutorial dialogues over alternative learning methods; and that watching videoed tutorials had positive impacts on their affect and access to additional learning-related information. The study concludes that vicarious learning from videoed tutorials is an accessible technology-mediated pedagogy that is achievable by mainstream educators and is effective in developing conceptual understanding, engaging students and providing access to additional learning-related information. [ABSTRACT FROM AUTHOR]

In this paper we argue for the importance of a sociologically informed study of organizational accounting practices. By making the nexus between accounting and decision making problematic. instead of given, we move issues of interpretation and hierarchical control to the center stage of understanding the social construction of accounting practices. We suggest that inductive case studies of the organizational setting is a promising methodological strategy for identifying how accounting operates as an organizational control system. We focus on debates and proceedings of the board of directors as an overlooked source of data on decision making and organizational practices. We show how accounting practices are part of the strategic control system that functions to interpret the environment and direct the adaptation of the organization in a manner particular to the substantive rationality of corporate decision makers. We illustrate these contentions with a case study of accounting practice changes over a six year period. [ABSTRACT FROM AUTHOR]

The article refers to the American Economic Association-commissioned report "The Status and Prospects of the Economics Major," which states that in order to reach the central pedagogical goal of helping students learn to "think like economists," the instructors could integrate the writing across the curriculum approach into the teaching of economics. Traditionally, the writing process has been taught as a series of discrete linear steps: analyze the assignment, research the available information, create a central controlling argument, make an outline of the points to be included, write a draft, and then edit. Students usually presume that as each step is completed, the writer moves on to the next without ever returning to previous ones. In adhering strictly to a linear writing approach, students revise only by editing at the sentence and word level. This limited conception of revision not only produces weak papers, but more important, fails to take advantage of writing as an act of idea generation.

The article focuses on the new Business History Unit in London, England. Professor Leslie Hannah who is Fellow of Emmanuel College, Cambridge, took up the Directorship of the Business History Unit on a part-time basis from August 1, 1978. This will become a full-time appointment, of professional status, on January 1,1979. A second post in the Unit was advertised at the end of September 1978 and further posts will be advertised during 1980. The idea of the Unit dates back to the period 1972 to 1973 when professor L.S. Pressnell, professor T.C. Barker and professor W.J. Reader got together to discuss how best to move from the writing of company history, which had made such great strides in Great Britain during the previous fifteen years, to the broader study of business history itself. There was general agreement that Business History was a branch of academic study, which had been rather neglected by British universities. It was agreed from the outset that the relation of science and technology to the growth of industry should form part of the proposed Unit's activities.

This article presents information about the announcement made by the Baylor University regarding the establishment of the Center for Professional Selling and Sales Management. This Center will pursue the following mission: 1) to expand the frontiers of knowledge in the areas of professional selling and sales management, 2) promote personal selling and sales management as vital to business organizations, both large and small, and 3) to provide high quality student and business education in selling and sales management through curriculum and professional development offerings. The Selling/Sales Management Center has the following purposes: to focus research, teaching, and service interests in the Marketing Department on the areas of personal selling and sales management, to expand the quality and quantity of course offerings in the areas of selling and sales management so that Baylor would be preparing some of the best professional salespeople and potential sales managers possible and to provide leadership in the innovation of teaching methodology in sales-related courses. INSET: INTEGRATED MARKETING IS IMPORTANT AT PEPSI-COLA AND BLUE BELL....

E-learning has seen tremendous growth in recent years. More and more, university courses are now available online to a potentially global audience. However, a significant shortcoming of e-learning technologies has been poor support for group-oriented learning. We believe that virtual worlds offer a potential solution. Unlike videoconferencing (for instance), virtual worlds provide a shared visual space for students to meet and interact (via avatars). Not only do students share the quasi-realism of a 3D environment where participants can see and hear one another, they also have the capability to manipulate artifacts together. These factors provide a strong sense of group presence, which leads to engaging group learning interactions. [ABSTRACT FROM AUTHOR]

The article examines the graduate economics programs in the U.S. A nationwide study conducted by the authors involved mailing an eight-page survey to 240 schools with graduate economics programs; the usable response rate was 38 percent. Approximately 40 percent of the responding colleges indicated that their masters or doctorate programs were offered in an economics department located in a business school. Another 45 percent reported that their economics department was located in a liberal arts college. The most prevalent masters degree offered in economics was the M.A. Eighty percent of the responding schools offered this degree. The requirements for becoming a student for an advanced degree in economics varied widely among the responding institutions. Some schools required an undergraduate grade point average of at least 2.25; others required an average above 3.0. Several schools required principles, intermediate macro and micro economics, calculus, and statistics. Most interesting, perhaps, was the explosive growth in the masters programs.

This article presents information on periodicals that presents quantitative methods about the recent history of economic journals. It attempts an empirical verification of the prevailing conventional wisdom among economists about the recent history of their subject. Recent studies have investigated various aspects of the publications of economists without examining this proposition. This article attempts to approximate the publications structure of professional economics journals in general on the basis of an analysis of the three leading nonspecialized journals--the American Economic Review, the Journal of Political Economy, and the Quarterly Journal of Economics. The extent to which these journals are not representative of economics journals in general is an empirical question requiring further research. In view of the limited sample, there is a need for further investigation if researchers wish to be less tentative about the pattern over time of the published output in economics journals. This would involve a larger project than the present one, involving more journals over longer time periods and a more detailed study of the composition of these journals. But there would still remain the need for an arbitrary definition of what constitutes quantitative methods.

A mail survey was conducted of 145 A.A.C.S.B. schools. Responses were received from 113 schools with undergraduate programs indicating that 62 offer an MIS core course. Information provided by the professors sheds light on the prerequisites, topics, experiential approaches, perceived success factors, and anticipated trends. At present the course has a systems analysis emphasis. In the future the material will be more related to small-scale computers and will increasingly be integrated into the curricula of the business disciplines. [ABSTRACT FROM AUTHOR]

Are creative copywriting advertising students more empathic than their peers found in the non-creative classes in their schools or colleges? This study shows test results which indicate that creative copywriting advertising students are not more empathic than students in noncreative courses in two schools of journalism. They are more empathic than students found in noncreative courses or groups in a college of business. [ABSTRACT FROM AUTHOR]

Business analytics continues to become increasingly important in business and therefore in business education. We surveyed faculty who teach statistics or whose institutions offer statistics to business students and conducted web searches of business analytics and data science programs that are offered by these faculties associated with schools of business. The intent of the survey and web searches was to gain insight on the current landscape of business analytics and how it may work synergistically with data science at institutions of higher education, as well as inform the role that statistics education plays in the era of big data. The study presents an analysis of subject areas (Statistics, Operations Research, Management Information Systems, Data Analytics, and Soft Skills) covered in courses offered by institutions with undergraduate degrees in business analytics or data science influencing statistics taught to business students. Given the notable contribution of statistics to the study of business analytics and data science and the importance of knowledge and skills acquired in statistics-based courses not only for students pursuing a major or minor in the discipline, but also for all business majors entering the current data-centric business environment, we present findings about who is teaching what in business statistics education. [ABSTRACT FROM PUBLISHER]

This article explores the emergence of European business education in the mid-nineteenth century. Drawing on archival analysis the typological study which this article proposes, attempts to show that business education before 1870 seems to have been a geographically and institutionally broader expression than has been described up to now. It identifies four organisational models of business education and reveals that higher business education was not limited to the Higher Schools of Commerce alone. It concludes that the European states took, directly or not, an interest in business education well before the end of the nineteenth century. [ABSTRACT FROM PUBLISHER]

The article presents an interview with writer Adrian Slywotzky. He explains the characteristics of a good business design. He describes the idea of developing multiple options for leveraging business design. He refers to unique value proposition using customer-centered innovation and design thinking.

This research explores whether, and if so, how an effective relationship is created from both supervisor and doctoral student perspectives in the context of internationalisation of business and management studies in higher education. Interviews were conducted with 12 supervisor--student dyads, totalling 24 interviews, to explore both student and supervisor perspectives on their own lived experiences of their expectations during the journey through the PhD. The research revealed four main dimensions that the interviewees expressed during the interview process: (a) their perceptions of the role of the primary supervisor on the doctoral student's work; (b) what they expect from their counterparts in terms of intellectual capacity; (c) in terms of emotional intelligence; and (d) in terms of resources or logistics. New findings related to intellectual capacity and emotional intelligence will be useful for both doctoral students and supervisors. [ABSTRACT FROM AUTHOR]

Due to larger class sizes in business education, a common assumption amongst business teachers is that using a student-centred approach is more difficult. However, an important development in business education is the increased learning possibilities brought by ICT that suggest a more individualised learning experience for students is possible. Nonetheless, many business teachers appear reluctant to embrace technology in the classroom. An online teacher training programme in a cross-institutional partnership was followed by 16 business teachers from three institutes, working with 49 teachers from other disciplines. Data were gathered in an explorative, quantitative manner using the Teacher Beliefs and Intentions questionnaire and TPACK questionnaire using a pre-post test design. The results indicate that business teachers are more persistent in their beliefs and intentions towards knowledge transmission, while teachers from other disciplines became more student-centred. Given that this intensive innovative training programme seemed to have limited impact, this implies that business schools may need to reconsider their professionalization activities for academic staff. [ABSTRACT FROM AUTHOR]

The article discusses how to educate undergraduates in business and management. Topics discussed include undergraduate programme using the functional nature of the MBA which includes finance, marketing, psychology, and statistics, the parallelism between the undergraduate education in UK schools and the MBA, and what a college business education should provide to students and approaching opportunities through engaging in liberal learning.