Comment: Right signals to applicants, wrong incentives for deans: business school rankings and the challenges to management education
Based on the findings by Dewinney, Dowling and Perm-Ajchariyawong, we point out that, while MBA rankings provide useful signals to students about their salary prospects, they also create misleading incentives for business school administrators. The inbuilt bias in favor of the traditional model of business education discourages innovation and therefore stifles responses to major challenges – such as the globalization of the business education market, the advent of life-long education and the need for more relevance to management practice.
Presidential Address: Embracing the Sacred in Our Secular Scholarly World
I am honored to speak to you as our sixty-fifth president. Sitting down to prepare my remarks, I realized that I could talk with you about absolutely anything. I decided to talk about us. I hate to say it, but I fear that we are not all that we can be. Please don’t worry—this will not be another presidential address that will call on us to be relevant. We are plenty relevant. The fact is this should be our Golden Age. But something is very amiss. Something is keeping us from being all that we can be. As you can tell from my title, I think that “something” is our reaction to what I am calling our secular world. My goal here is to at least provoke us—and who knows, maybe even to inspire a few of us—to live our lives differently. My address comprises three parts. I will briefly talk about why I think this should be our Golden Age. I will then take a look at our secular world and share what gives me pause. In so doing, I will talk about the audit culture that has emerged around us, our problematic reaction to it, and the consequences of that reaction. And I will close by reminding us of the sacred nature of our work. But I will not just leave it at that. I want to share an idea or two about how to move forward. Some of us will need to summon some courage if we are to live in a world where we can thrive.
In-services and empty threats: The roles of organizational practices and workplace experiences in shaping U.S. educators' understandings of students' rights.
This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators' conceptions of students' rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975). We then examine whether individual characteristics and participation in organizational processes are associated with educators' understandings of students' due process rights. Findings suggest that educators' understandings of students' entitlements to due process vary with educators' level of education, experience of school-related legal threats, and participation in district or diocese in-service training programs on students' rights. Results point to organizational climate as a key factor in shaping educators' rights conceptions and the role of law in American schools.