An Empirical Assessment Of The Determinants Of Bank Branch Manager Compensation

A model of branch-management compensation based on human capital and performance measures is tested using data on managers from eighty-two branches of a large, Eastern United States bank. Human capital factors such as managerial rank, gender, years of schooling, experience in the industry, and age are found to explain branch manager pay levels, after controlling for competition, and branch size

The Impact of Women Managers on Firm Performance: Evidence from Large U.S. Firms

Drawing on arguments from the management and human resource economics literatures, we hypothesise that the percentage of women managers employed in firms will be positively related to the performance of firms. A correlational research design is employed, and 1992 employment and performance data for 183 U.S. firms is utilised in data analysis. The hypothesis is strongly supported

An Exploratory Study Investigating Leader and Follower Characteristics at U.S. Healthcare Organizations

Leadership has been studied by a myriad of scholars in the 20th and 21st centuries. One recent stream of research focuses on the followers of leaders. Today, followership is recognized as a construct that has value, and there is a broad call for additional research in this area (Gardner et al., 2005; Howell and Shamir, 2005.) In this study, the authors propose hypotheses that focus on followers and on their adoption of characteristics that are leader-like. The central thesis in this study is that followers have the ability to share roles with leaders. To test that thesis, a model is presented of specific leader and follower behaviors that (a) are thought to be related and overlapping, and (b) are relevant to role-sharing. Borrowing from prior work in which role sharing has been discussed, this study presents hypotheses and findings from analysis of field survey data collected from employees in healthcare organizations

Does the Homework Format Really Matter? The Impact of Online Homework Assignments and Learning Style Fit on Accounting Students’ Learning Engagement and Academic Achievement

Is there a significant difference in learning engagement and academic achievement between students using online homework and students submitting written homework

Does the Homework Format Really Matter? The Impact of Homework Format and Learning Style on Accounting Students’ Learning Engagement and Academic Achievement

The experience of students submitting written homework is compared to those using online homework platforms at a college in the northeastern United States. Results indicate that online homework platforms can increase student engagement in the course when students are satisfied with the platform’s functionality and when students believe the web-based tool matches their own learning style. Findings suggest that students not inclined towards e-textbook use might be willing to set aside their preferences and try an online homework platform if they believe that the experience will be compatible with their learning style. Given the links between perceptions of learning style and platform functionality with positive student perceptual outcomes, results indicate faculty may be able to increase their students’ sense of efficacy towards online homework by demonstrating a positive attitude toward the platform, and showing their own engagement with web-based tools

Mending the Gaps: An Exercise in Identifying and Understanding Diverse and Multicultural Team Faultlines

The Faultlines Exercise, an experiential activity, introduces students to concepts of diversity attributes (surface and deep levels), social identity, and team faultlines. Through individual reflection and team discussion, students apply these concepts to their own diverse multicultural class teams with the goals of (a) preventing negative outcomes that may develop from faultlines and (b) improving team performance. Plenary class discussions reinforce key learning points that can be applied to teamwork throughout the course. Students in both face-to-face and online classes report that the exercise helps improve team performance and helps to identify and resolve problems. Instructions for facilitating classroom discussion and student handouts are provided, as are suggestions for adapting the exercise to other constructs

Most Admired Leader/Most Admired Follower

In introducing concepts of leadership and followership to students, this experiential exercise highlights qualities associated with the leader and follower roles. Various learning objectives guide the development of the exercise. They focus on identification of behavioral qualities possessed by both leaders and followers and on the importance of the leader-follower relationship to the organization’s achievement of goals. Theoretical underpinnings are stressed throughout. In the exercise, students individually develop a list of characteristics associated with their own most admired leader or follower and then share their lists in small groups. In plenary discussion, groups share all characteristics identified, and the instructor leads discussion to achieve stated learning objectives. Exercise handouts, instructions for facilitating classroom discussion, and a summary of theories that may be used as a postexercise student handout are provided

Business Students’ Learning Engagement as a Function of Reading Assigned E-Textbooks

In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The majority of participants were enrolled in either face-to-face or online sections of a business course in organizational behavior, and the textbook modality included both open (PDF) and proprietary (CourseSmart) digital formats. The key research questions focus on the degree to which students feel satisfied with electronic textbooks (e-textbooks). We also explore correlates of students’ satisfaction and their positive attitudes regarding the functionality of the use of e-textbooks by examining the impact of prior coursework and students’ concurrent use of other Internet sites, e.g., social media networks, while reading e-textbooks. Specifically, we explore the extent to which students’ positive attitudes toward the functionality of e-textbook use is sufficient to result in students’ engagement. Engagement is measured via their intentions to buy additional e-textbooks in the future, their course grades, and their perceptions of comprehension of the material over time. Students’ overall satisfaction with the e-textbook is likewise explored to determine impact on the same measures of engagement

eTextbook Exploration: Are Students Ready to Declare Their Independence From the Printed Text?

A team of faculty, library, IT, and bookstore staff collaborated on a longitudinal study to track how 50 students use e-textbooks and whether using them improves learning outcomes. The Fall 2010 pilot study, “Tracking Student Interest in e-Textbooks”, gathered both quantitative and qualitative data from students registered in online and physical sections of an upper level business course. Student participants accessed the e-textbook with their personal laptops, but several reported using a Kindle, iPad, and even an iPhone. Of particular interest to the researchers were the possible correlates of students’ successful use of the e-textbooks, e.g., their habits regarding the use of social network sites, electronic commerce, blogs, etc. Another purpose of the study was to discover the impact of assistive interventions offered students throughout the length of the study. These included: (1) e-textbook help sessions from both bookstore and IT staff; (2) e-textbook current event emails from a librarian with a reminder of help contacts, and (3) help consultations by phone, email, or in the Library. At the beginning and end of the study, participants completed pre- and post-surveys measuring their experience with and attitudes toward computers, the Internet, e-textbooks and print textbooks. Research findings indicate: (1) 65% of the students are willing to read another e-textbook and (2) cost savings is the most compelling reason to read the e-textbook. Students encountered technical difficulties (page/highlighting freezes, printing problems, and slow network) that were frustrating enough that 10% of the participants switched to print textbooks. Students acknowledge the need to focus when reading their e-textbook. Many students voiced a preference to read their next e-textbook on an e-reader because first, the reader was a physical object reminding the student to read and second, offered no distractions such as the ability to simultaneously access social networking sites. 10% of the students actively sought assistance and/or responded to email messages from the librarians. A review of recent literature indicates more needs to be learned about student digital reading comprehension, barriers to accepting e-textbooks, and the pedagogical implications for e-textbook use (as well as for online study). Bibliography available on request

Teaching Leadership : Innovative Approaches for the 21st Century

Edited by Rajnandini Pillai and Susan Stites-Doe (College at Brockport faculty member); foreword by Bernard M. Bass. Also includes a chapter by Susan Stites-Doe: On teaching gender differences in leadership. Ten contributions from educators describe their experiences with a number of innovative strategies for teaching leadership, including the creative use of film, mythology, and literature. Particular attention has been paid to the education of women for leadership positions. A sampling of topics includes leadership education for executives in the People\u27s Republic of China, transformational leadership in the U.S. Army, and leadership development as an extracurricular activity.https://digitalcommons.brockport.edu/bookshelf/1323/thumbnail.jp