Managing Millennial Turnover in the IT Industry: Leading with an “Inside-Outfluence” Approach

This paper proposes a new perspective and approach for leaders to strategically manage millennial turnover problems in the Information Technology (IT) industry. Using a combination of interviews from experienced IT managers and existing literature, our goal was to identify and synthesize the problems and best practices for managing and retaining millennial IT talent. Based upon qualitative data, emergent themes were identified and then reviewed against the existing body of literature covering millennial employees’ retention and turnover in the IT industry. Areas of common ground were integrated to develop a new hybrid approach that we call the “Inside-Outfluence” model. In particular, this leadership approach stresses the importance of two-way communication and individual considerations. It disregards stereotypes. It views the manager’s role as that of a conversation initiator and a coach in order to mitigate millennial IT turnover through the development of meaningful relationships

Lying, Cheating, & Stealing: Strategies for Mitigating Technology-Driven Academic Dishonesty in Collegiate Schools of Business

We summarize contemporary issues related to academic dishonesty and draw from relevant organizational ethics program research to present a dual framework that business educators can use to mitigate technology-driven cheating among their students. Based on a review of the relevant literature, we develop a rationale which identifies three key observations: 1) technology-driven academic dishonesty is pervasive among college business students, 2) there are proactive steps that can be taken to address this problem, and 3) faculty, staff, and administrators in collegiate schools of business can and should do more to mitigate cheating among their students. We first provide an overview concerning the evolution of academic dishonesty and the technological advances that simplify cheating. Next, we propose a conceptual framework and list recommendations for business educators, using both compliance-based and values-based strategies, to reduce the frequency and severity of cheating

Mentorship: An Assessment of Faculty Scholarly Production, Mode of Doctoral Work, and Mentorship

Students working toward a doctoral degree have traditionally been required to maintain a residency requirement and receive mentorship from an advisor. Over time, technological advancements have led to more students receiving mentorship through remote means such as e-mail and other electronic forms of communication. The role mentorship plays in developing doctoral students can be assumed to be important; however, little research examines what role mentorship might have on the long-term success of the student’s scholarly productivity later in his or her academic career. This study used a quantitative approach through an online survey to find whether faculty productivity was influenced by different mentorship factors. This study found that graduate students who are engaged with their mentor on multiple projects during their doctoral degrees are more likely to be productive faculty members and graduate students who communicate with their mentor more often were more likely to be productive scholars. This study also found that higher scholarly productivity was found with graduates who obtained a face-to-face terminal degree versus graduates who obtained a blended or fully online degree. The authors recommend that graduate student mentors should find ways to involve graduate students in meaningful and purposeful projects that have clear connections to facets of research in online formats. Findings are unique by examining faculty perceptions of mentorship during graduate training measured against current faculty productivity adding value to the research community by noting areas where graduate student mentors might be most likely to influence the long-term success of their advisees

Creating Inclusive Dialogues with the Past for the Secondary Classroom : A Digital Humanities Class Project

Color poster with text and images.For this project, teams of students in History 288: Sophomore Seminar in Historiography and Historical Methods used Articulate Storyline software to design digital programs for the secondary classroom. Digital humanities projects have to date been primarily designed for and utilized by students and faculty in higher education. In contrast, these interactive programs are designed for middle and high school students to encourage engagement with primary sources and to provide inclusive and culturally responsive historical perspectives. Students engage in a dialogue with the past, listening and contributing to different perspectives on topics that align with standard secondary history and social studies curricula. These programs or “dialogues” are designed to be used individually and collectively within and beyond the classroom. The results of this project will be made available to the public for non-profit, educational use.University of Wisconsin--Eau Claire Office of Research and Sponsored Program