The Theory/Applications Balance in Management Pedagogy: Where Do We Stand?

Business schools are expected to be "professional" in the sense that their mission is primarily to prepare people to practice their skills in the business world. Various critics, however, claim that management professors overemphasize theory and research and neglect the practice and applications students need to transfer classroom theory to the world of practice. This study compared an earlier sample with a more recent sample of Academy of Management members concerning the relative emphasis they believed should be placed on theory and applications in management pedagogy and the techniques they used to bring applications into the classroom. Current respondents believed that more emphasis should be placed on applications than the earlier respondents. An unexpected finding, however, was that the more recent respondents reported a lower mean usage of pedagogical techniques that are appropriate for developing students' ability to apply course concepts than the previous group. Possible reasons for these incongruent findings are discussed as well as the implications for management pedagogy.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Employer and Employee Ignorance in Developing Countries: The Case of Trinidad and Tobago

The authors examine the degree of employer and employee ignorance about reservation and offer wages in Trinidad and Tobago and find this to be considerable. On average employers pay more than 26% above workers' reservation wages, while employees earn 22% less than the maximum wage on offer, ceteris paribus. However, there are some differences across sub-groups of jobs, particularly with regard to individuals' lack of information about the best wage offers. Some differences are also found compared to previous results for developed nations, although the level of ignorance does not appear to be higher in Trinidad and Tobago. Copyright � 2008 The Authors.

INTERGENERATIONAL MOBILITY IN EDUCATION: IS AFRICA DIFFERENT?

This study analyzes the intergenerational transmission of education in nine Sub-Saharan African countries, using nationally representative household survey data on parents of adult individuals. It provides the levels and trends of intergenerational persistence of years of schooling over 50 years, and it also ranks the nine countries relative to other nations. There is a declining cohort trend in the intergenerational persistence of education, particularly after the 1960s. Nevertheless, the education of parents remains a strong determinant of the educational outcomes of children. The analysis also documents country heterogeneity (intergenerational educational mobility varies significantly across countries) and a marked gender effect: daughter's education attainment is more correlated with her parents' education than that of sons. From a policy perspective, our result points to the importance of targeted redistributive policies and the expansion of secondary education to improve mobility.http://wileyonlinelibrary.com/journal/coeppm2021Economic