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The authors of this rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" (Marx, Garcia, Butterfield, Kappen, and Baldwin 2015), were invited to respond as a result of their analyses of dominant faculty recognition paradigms and questioning of their intellectual foundations. The authors of the current paper feel that the work done by Marx et al. is the best analysis of the current state of affairs they have seen. Although their data reveal broad noteworthy trends, there remains important work to be done to fully understand the problem. Hence, this rejoinder offers a logical extension of what Marx and colleagues have started. In order to capture the inadequacies of doctoral programs' educational training, and effectively alter them, the authors recognize three areas for thorough-going investigation, in raw economic language: (1) the "supply side"; (2) the "demand side"; and (3) the "throughput process". Marx et al. argue that doctoral programs should track where students are placed, and assess what they believe to be the most valuable part of their training. The authors of this paper would go deeper, believing that more attention should be paid to the supply side of doctoral programs through an evaluation of prospective students in the programs. In regard to the demand side, the authors suggest using bolder tactics in the process of hiring instructors. While the authors were impressed with the response of reported engagement in some form of teacher training, there exists a suspicion that few of those programs measure skill acquisition and performance capability. Based on this commentary and the authors' observations, the authors include recommendations to better comprehend the situation involving business school education in order to fashion meaningful reforms. [For "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?," see EJ1112595.]

As a way to achieve better alignment of the ongoing teaching-research activity gap in business schools, David Balkin and Jeff Mello suggest that schools need to hire academic administrators with significantly developed management skills. The author responds to this recommendation with two concerns. First, many of the causes of the research-teaching gap are deeply embedded in the structure of the academic reward system and beyond the control of the academic administrator. Second, if academic administrators are to achieve what they propose, we need far better selection and training of these administrators.

The article reviews the existing literature on relationship repair and develops a conceptual framework of the same. It investigates four issues that examine assumptions or overlooked topics in current research with the aim of creating a more complete conceptual foundation.

Intractable multiparty conflict is omnipresent in social life, but how do individuals in this type of dispute make sense of their situation and therefore enact it in a particular way? The current study investigated this question by examining how disputants from different stakeholder groups framed conflict situations in Ohio, Pennsylvania, Minnesota, and Texas that revolved around environmental issues. Qualitative and quantitative analyses of interview transcripts and archival data suggested that, based on their framing similarities, disputants could be grouped together in four clusters, each implying a different framing repertoire. In turn, the analyses indicated that the repertoire differences between these clusters fueled the intractability of each dispute. Keywords: Conflict; Intractability; Sensemaking; Framing

This article describes five possible techniques for negotiating conflicts and stresses flexibility as an important style. Tips for negotiators to select the best style based on the relative significance of both its outcome and its relationship with the company are presented.

The authors examined the effects of supervisory guidance (providing instruction to employees) and behavioral integrity (a pattern of word-deed alignment) on employee organizational citizenship behavior (OCB) and deviant behavior. Results revealed a pattern of Supervisory Guidance X Behavioral Integrity interaction effects, such that relationships between guidance and outcome variables were dependent on the level of behavioral integrity exhibited by supervisors. The interactions suggest a positive relationship between supervisory guidance and OCBs when behavioral integrity is high but also a positive relationship between guidance and deviant behavior when behavioral integrity is low. These results were consistent across 2 independent field samples: 1 assessing individual employee perceptions of supervisory behavior and the other assessing aggregate perceptions of supervisory behavior among employees in bank branches. Keywords: behavioral integrity, supervisory guidance, deviant behavior, citizenship, HLM

Those of us who are perpetual students of negotiation and the negotiation process are often struck by the dramatic discrepancy between what problems we choose to study in the laboratory [...]

John M. Darley, David M. Messick, and Tom R. Tyler, eds. Mahwah, NJ: Lawrence Erlbaum, 2001. 246 pp. $49.95. For too long, organizational scientists have not attended adequately to the [...]