Temporal Spans in Talk: Doing Consistency to Construct Fair Organization

It is generally understood that time, among its other aspects, is a resource in organizational life. In this paper, we take an interpretive perspective to this notion by considering temporality as a verbal resource in the work of organizing. We introduce the concept of \u27temporal span\u27 and discuss the ways in which temporal spans serve to establish consistency as an ongoing attribute of organizational reality. Empirical examples drawn from an ethnomethodological study of human resource managers demonstrate interactions during which these managers invoke temporal spans to construct \u27fair organization\u27. We discuss the use of temporality as a verbal resource with respect to the interactional practices of human resource managers and the quality of consistency in organizational iife

Think global, act local: a methodology for investigating international business curriculum priorities using stakeholder feedback

Business schools are engaged increasingly in the development and improvement of international business programs at both undergraduate and graduate levels. Often, such efforts are based on ‘‘how to’’ recommendations from experts in the field or ‘‘best practices’’ from other institutions. In an effort to better address the specific needs of individual institutions, this article suggests an evidence-based methodology for curricular design and describes one study of local constituency needs used to inform improvement efforts of an existing undergraduate international business program at a small, private college in the Northeast. Based on the findings, the authors describe changes in their school’s approach to internationalization, and discuss the importance of using an evidence-based process that links school mission and stakeholders in curriculum and program design

Outcomes assessment in a capstone management course: engaging multiple stakeholders

In this article, we present a program assurance of learning method (“RealTest”) that engages multiple stakeholders in a one-day assessment center (AC) design integrated into our management majors’ capstone course. In addition to involving graduating seniors, department faculty, and College of Business administrators, the day-long process engages individuals from the local business community and alumni who serve as assessors (“coaches”) for the activities included. During the RealTest experience, we collect data for use in our program review’s process for continuous improvement of the curriculum and provide career networking opportunities for the participants. We share data from several years’ worth of events and 2017 feedback survey data from coaches, student participants, and alumni who participated in the most recent capstone experience. We describe how the AC approach works, its contribution to our program review process, and the ways in which it supports student development and community engagement