| The Effects of Gender Diversity And Team Coaching on Small-Group Performance in a Student Case Competition |
| | Orlitzky, Marc | Australian Graduate School of Management | marco@agsm.edu.au | 011612-9931-9437 |
| | Benjamin, John D. | American U. | jbenj@american.edu | (202) 885-1892 |
| | This quasi-experimental study reports the outcome of a case competition among undergraduate and graduate students at a U.S. university
on the East Coast. The strategic management case involved Netscape in its industry environment. Factor analysis of the dependent
variable allows us to describe the usefulness of our performance rating instrument in the context of this annual business school case
competition. Drawing on 37 student case competion teams and 198 ratings from 34 practitioner judges, we find positive additive effects of
within-team gender diversity and team coaching on team performance. Team size and graduate status are also positive predictors of overall
case competition performance (and various performance subdimensions), while aggregate team work experience is often negatively related
to the dependent variable (and its various subdimensions).
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| | Keywords: Student case competition; team performance; gender diversity |
| Changes in Attitudes of Hispanic and Anglo Management Students Surrounding a Workforce Diversity Intervention |
| | Hood, Jacqueline N. | U. of New Mexico | jnhood@unm.edu | 505-277-7279 |
| | Muller, Helen J. | U. of New Mexico | muller@anderson.unm.edu | 505-277-6471 |
| | Seitz, Patricia | Albuquerque Technical Vocational Institute | seitz@tri.cc.nm.us | 505-224-3670 |
| | This study is the first of its kind to examine changes in attitudes of Hispanic and Anglo (White, non-Hispanic) men and women during a semester long educational intervention in a required management course that addresses diversity competency. Because Hispanics are the fastest growing non-White group in the United States, research comparing the behaviors and attitudes of Hispanics and Anglos is timely. We administered standard attitude scales to one hundred and fifty students at the beginning and end of the course. Analysis revealed that individual attitudes towards diversity differ by racioethnic gender group at the start of the course, and that individual attitudes change differentially by racioethnic gender group. Anglo women's attitudes, in general, changed in a positive direction more so than the other groups. By contrast, Anglo men's attitudes generally did not change, except for becoming less favorably inclined in their attitudes toward women at the end of the course than at the beginning. Hispanic men held the highest self-esteem of the identity groups while Hispanic women were consistently the most tolerant of others, but changed the least overall in their attitudes. Implications of the results are explored with regard to management education and future research. |
| | Keywords: Attitudes; Diversity; Hispanic |
| Rethinking the Journey of Management Education: Diversity as a Natural Phenomena |
| | Crocitto, Madeline M. | State U. of New York, Old Westbury | MMCrocitto@aol.com | (516) 747-4869 |
| | This paper informs business educators about the next possible phase of integrating diversity issues in the classroom. As our classes become more heterogeneous along various characteristics, the opportunity to examine diverse perspectives and experiences arises as a natural course of class participation. The differential background of majorities, minorities and others are revealed when students discuss and write about their own experiences related to the content of various management courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs and longer personal cases. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be aired. Students and the instructor learn about different perceptions and reactions to personal and current events. Specific information about how learning logs and personal cases are used to promote diversity awareness is also included.
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| | Keywords: Diversity; Groups; Techniques |
| Older Students...Diversity...Generation X...and Now Y?:The Ever-Changing Management Education Landscape-Dealing With What's Next |
| | Hornyak, Martin J | U. S. Air Force Academy | hornyakmj.dfm@usafa.af.mil | (719)-333-4405 |
| | Anna, Alexandra | U. S. Air Force Academy | annaal.dfm@usafa.af.mil | (719)-333-4405 |
| | Miller, Daniel J. | U. S. Air Force Academy | millerdj.34cwc@usafa.af.mil | (719)-333-6841 |
| | A "Generation Y" classroom offers some unique challenges for educators in the next millennium. Among other characteristics, this group likes the non-traditional and is wide open to new ideas, but first we must capture and hold their attention. Curriculum design and instructional strategies must keep up with a changing management education landscape in order to meet our responsibilities as educators. The area of experiential learning is one technique that may allow us to capitalize on the unique characteristics of our future students, Generation Y. An introduction to this student group characterized as Generation Y is followed by a brief review of various models of experiential learning. An outdoor Adventure-Based Learning lesson involving this student group is presented along with suggestions and demonstrations for bringing similar experiential approaches right into the classroom. |
| | Keywords: Experiential; Learning; Generation Y |