AN INTEGRATIVE SUMMARY OF DOCTORAL DISSERTATION RESEARCH IN QUALITY MANAGEMENT

Since 1980, practitioner interest in the field of quality management (qm) has grown significantly, resulting in academic researchers embracing QM as a legitimate discipline of study. One approach to evaluating the intellectual health of a discipline is an examination of doctoral dissertation research. This work both complements and extends other published reviews of the quality management discipline by analyzing doctoral dissertation research since 1981, categorizing this research, examining shifts in major research themes, evaluating data collection and analysis methodologies, and discussing general trends in this research area. Our findings suggest that the challenges in QM have become more interdisciplinary and integrated, and reveal an encouraging trend toward more rigorous research methodologies and the increased use of theories from other disciplines, leading to a more mature body of research in this field.     

Environmental Risk Assessors as Honest Brokers or Stealth Advocates

Risk assessment ought to provide a solid, evidence base to risk management in the development of environmental policy and decisions, where the risk assessors act without advocacy as honest brokers of science advice. But there are concerns that the values of the risk assessors might undermine the objectivity of the process. For similar reasons, there is suspicion that more interaction between risk assessors and risk managers might contaminate the science. On the contrary, here the argument is that making risk assessment more management‐ and value‐relevant, through more effective dialogue, provides a better foundation for objective science advice.     

PhD Graduates with Post‐doctoral Qualification in the Private Sector: Does It Pay Off?

Abstract. In this paper, we address the question of the early careers of French PhD graduates in science and engineering sciences in 1996. Post‐doctoral training was initially developed for PhD graduates wishing to embark on a career in the public sector. However, a large proportion of post‐doctorate graduates turn to the private sector, and in particular to occupations that do not involve research. The question we raise is that of the wage premium on post‐doctoral training. To control for selection bias arising in the case where unobservable elements are correlated between participation and wages, we first estimate a treatment effect model. The main finding is that when selection bias is not controlled for, post‐doctoral participation increases earnings; however, when selection bias is controlled for, the participation in a post‐doctoral programme has no positive effect. With regards to this finding we show that post‐doctoral programmes play much more the role of a signal in the first stage of a career. This finding is also reinforced when we use a bivariate selection rule to control for the endogenous nature of having been recruited in the private sector.     

When managers become leaders: The role of manager network centralities,social power,and followers' perception of leadership

We explore how formal managers' centralities in both positive and negative networks predict followers' perceptions of their leadership. By incorporating social networks and social ledger theory with implicit leadership theories (ILTs), we hypothesize that formally assigned group leaders (managers) who have more positive advice ties and fewer negative avoidance ties are more likely to be recognized as leaders by their followers. Further, we posit that managers' informal networks bring them greater social power, an important attribute differentiating leaders from non-leaders. We conducted two survey-based studies in student and field teams to test the hypotheses. Based on nested data in both studies, we found support for our hypotheses. These results remain robust across the two studies even though they used different designs (cross-sectional versus longitudinal), different samples (field versus students) across different countries (United States versus India), and a host of control variables at both the leader and follower levels. We find that managers who are central in the advice network are socially powerful and are seen as leaders by individual followers. In contrast, managers who are avoided by followers lack informal social power are not seen as leaders. We conclude by discussing the theoretical and practical implications of our findings and the ways in which our theory and results extend ILTs and social network theory.     

Assigning students to academic majors

We address here the problem of assigning undergraduate students to academic major areas at a Middle-Eastern business school, which is quite different from what one usually faces in the West. Our formulation considers the student's preference in the light of his/her performance in certain bellwether courses and various practical constraints in arriving at an initial solution. We present a linear program that maximizes the overall value of the assignments to the students as well as the academic units concerned. We show through a real example how this approach has been implemented as one step in the major-assignment process.     

The board advisory tasks in small firms and the event of crises

In this article we examine what affects the board of directors’ involvement in the advice to management, with emphasis on the influence of crises on the board advisory tasks performance. Based on a survey of 881 small Norwegian firms, we analyse responses from CEOs in order to determine whether and to what extent the board is actively involved in the governance process during crises through providing advice. The study has two major contributions to board research in general and research of into small firms in particular. The first is the go beyond the “usual suspects” of board size, CEO duality, and board independence when looking for determinants of board involvement in advice. The second contribution is a clearer understanding of board involvement during crises. Our results show that board member diversity becomes particularly important during crises, since this provides the CEO and firm access to a more diverse pool of competences and experiences. We also find that crises moderate the effects of incentive on the board’s involvement in advice. This evidence sheds new light on the determinants of directors’ involvement in board tasks, suggesting that directors’ incentive to perform certain board tasks vary according to the contingent situation the firm is experiencing.     

Bridging the awful gap between strategy and action

This article describes the lessons learned from a study carried out within British Telecommunications as part of the author's doctoral research programme. It was found that strategy was formulated and implemented, with direct action taken and resources commited, by Divisional managers at all three organizational levels in BT so that implementation did not always follow the lines intended by the HQ strategic planners. Implementation was found to be an interactive rather than a rational/sequential process. Marked variations in practice were observed and explanations for these are offered. The relative success of the strategies differed widely, both overall and within the divisional field units. The manner of implementation and factors managers perceived to help and hinder it were studied. Success or failure was felt to hinge on getting a few basics right: resources, organizational ‘fit’, historical performance and the expectations it generated (track record), information and support, market acceptance, technical competence, consistent goals and top management support.     

The business of education: a new paradigm

Business as usual is not the answer these days. But how do you create a new paradigm for academic educational and research endeavors? There is increasing pressure to separate the costs of providing care to patients from those of educating students and residents. It is evident already that we will not enjoy the flexibility of the past to cross-subsidize the academic effort. Presented here is a case study--a joint venture between Harvard Medical School and Beth Israel HealthCare created to sustain the academic mission, as distinct from its clinical business, and promote innovation in medical education and research through intellectual leadership, dedicated state-of-the-art facilities, and a focused development effort.     

Who is it That Would Make Business Schools More Critical? Critical Reflections on Critical Management Studies

We suggest in this paper that whilst exploring how to make business schools more critical we must also turn a critical and reflexive lens upon ourselves, critical management thinkers. Our endeavour is outlined here as a 'reflexive journey' in which we turn upon ourselves, academics who identify as 'critical' thinkers, the theories we use to analyse others. Our focus is upon critical management education. We use three vignettes drawn from our previous research. One is of graduands from the postgraduate programmes on which two of us teach, the second an analysis of knowledge transfer programmes in which we have participated, and the third a study of the construction of academic identities. The first study shows the academic teacher may become an internalized, judgemental gaze, the second that what we see as a critical approach may be construed by our students as another 'truth' that fails to encompass the complexities of organizations and management, and the third encourages us to ask some questions about our own positions. This causes us to ask some uncomfortable questions about our own positions as critical management scholars and the ways in which we conceptualize business schools and our colleagues who work in them.     

Promotionscoaching. Von einer Privatangelegenheit zum institutionellen Support

The process of attaining a doctorate is influenced by paradoxes. Who ever gets involved in it must learn to manage this process independently and to overcome the arising crises and challenges. Coaching for doctoral students is the result of a didactical concept in higher education with the goal to professionalize consultation in the graduation phase and to establish an institutional support structure.     

The Role of Task Uncertainty in IT Project Team Advice Networks

Advice seeking is often the most critical success factor in today's IT project teams. To understand how advice seekers are motivated, we integrate the antecedents of advice seeking—as defined by network theory (Granovetter, 1983)—into a cost/benefit model based on expectancy theory (Vroom, 1964). To contribute to the research on advice network formation, we integrate the role of task uncertainty—one of the defining characteristics of IT projects—into that research (Wallace & Keil, 2004). Based on a controlled quasi‐experiment, this study demonstrates that when task uncertainty is low, individuals with attractive personalities and similar demographics will be sought out for advice more frequently, regardless of their knowledge and resources (i.e., the benefits to the advice seekers). However, when task uncertainty is high, individuals with greater knowledge and access to resources are sought out more often in an advice network. These results provide clarity to prior research that has found mixed results concerning the effectiveness of the traditional antecedents to advice seeking (e.g., knowledge, power, and transactive memory) (e.g., Xu, Kim, & Kankanhalli, 2010a). In addition, project managers may choose to alter their team structure in order to optimize the advice network based on the anticipated level of IT project risk or task uncertainty.     

An Experimental Evaluation of Articulation of Preferences in Multiple Criterion Decision-Making (MCDM) Methods

This paper describes the results of a study done to determine how well multiple criterion decision-making methods perform in helping a decision maker arrive at a preferred solution to a multicriterion problem with conflicting objectives. The study used a factorial experiment and doctoral students as subjects. Two competing methods for solving multicriterion problems were compared along with the influence of problem complexity. The methods differed in the way preferences were articulated by decision makers. The results showed that there was no difference between the methods for several performance measures, disaffirming some prior expectations. From an actual use point of view, the study suggests that methodological improvements to existing techniques must be matched by efforts to improve information presentation and interpretation to facilitate preference judgments.     

Benchmarking of secondary schools based on Students’ results in higher education

The performance of secondary schools is usually assessed based on students’ results on national exams at the end of secondary education. This research uses data on academic achievements by first-year university students to benchmark secondary schools on their ability to lead students to success in higher education. The analysis is conducted using data of University of Porto and Catholic University of Porto, Portugal, for a three-year period, corresponding to more than 10.000 students from 65 degrees, for which the school of origin is known. A number of variables representing students’ success in Higher education were constructed for each school in our sample and aggregated through a Benefit of the Doubt indicator. Results suggest that the schools’ ranking based on schools’ ability to prepare students for university success is quite different from the ranking based on results on national exams. Given these findings, we propose complementing schools’ performance assessments (traditionally based on national exam results or indicators of value added) with indicators that account for the preparation of students for success in future challenges, which is indisputably a key objective of secondary education. We propose a composite indicator for the analysis of these complementary aims as well, and results show that frontier units indeed exhibit trade offs between traditional measures of performance and our new measure of performance.     

Too Scared or Too Capable? Why Do College Students Stay Away from the H1N1 Vaccine?

Although college students were among the populations that had the highest frequency of infection for H1N1 influenza, only 8% of them received H1N1 vaccine this past flu season nationwide. During the peak of this pandemic, information about H1N1 vaccine was widely available. However, knowledge test and behavioral data indicated that most college students were not equipped with basic facts about H1N1 and the H1N1 vaccine. To investigate socio‐psychological factors that might have deterred this high‐risk population from learning about and getting the H1N1 vaccine, this study tested the utility of a risk information seeking model in addressing this health communication problem. Data collected from an online survey of 371 college students showed that respondents seemed to overestimate how much they knew about the vaccine. Risk information seeking, however, positively influenced their intentions to get the vaccine. Results suggested that to communicate effectively to this population, it is important to emphasize the difference between perceived knowledge and actual knowledge, monitor emotional responses to potential risks, and promote getting flu vaccination as a socially desirable behavior.     

Fish for Dinner? Balancing Risks,Benefits, and Values in Formulating Food Consumption Advice

Many and complex factors underlie seemingly simple decisions about what to eat. This is particularly so for foods such as fish, which present consumers with both risks and benefits. Advice about what type of and how much fish to consume is abundant, but that advice is often confusing or contradictory, reflecting the differing mandates and orientations of those advising. We survey a range of issues that can and should be incorporated into dietary advice, and offer tools for health agencies tasked with providing it. We argue that risks and benefits should not be limited to direct physical health. Rather, socioeconomic and community factors, unintended or indirect effects, and nonhuman‐health outcomes such as animal welfare and planetary health should also be considered and weighed. We provide examples of existing fish consumption guidance to highlight the conflicting messages that emerge when different sources of advice with singular aims of avoiding risk, gaining nutritional benefit, or sustaining fish populations are juxtaposed. We then offer tools borrowed from health and other fields to guide health agencies toward developing more comprehensive advice and targeting that advice for specific populations.     

Learning through communicating with the public

Abstract

In 2012, ETH Zurich, in collaboration with Swiss Society of Engineers and Architects (SIA), organized a travelling exhibition on the theme Darum Raumplanung (Spatial Planning: Here’s Why!), which was hosted by 37 Swiss cities (with 42 stops in sum) over the last three years. Through this exhibition and its parallel events, such as grand openings, guided tours, debates, visits in schools and a website, we wanted to raise public awareness of the public’s responsibility, both individual and collective, for the living spaces and the environment. Guided tours for adults, as well as for primary and secondary school students, were conducted by undergraduate planning students and recent graduates of a master’s programme in planning. We discovered that planning students had gained considerable experience in communicating with the public through this exercise.     

Debiasing illusion of control in individual judgment: the role of internal and external advice seeking

This paper builds on behavioral strategy and strategic decision making literatures to propose a stronger integration of information acquisition behaviors in debiasing research. We argue that the advice-seeking behavior of executives—as their dominant way of information acquisition—may have a fundamental effect on cognitive biases in individual judgment. Empirical results of a vignette-based survey of 186 top executives in German SMEs support this claim. We posit that internal and external advice affect individual judgment differently and that external advice, in particular, is likely to be effective for debiasing. These results suggest new avenues for debiasing research that go beyond the active intervention techniques that have been the focus of debiasing research thus far.     

西部大开发战略与西部经济影响因素分析

建立了一个理论函数和计量模型,对影响我国西部经济增长的五个因素(劳动、资本、对外开放程度、从业人员素质和财税政策)进行实证分析;并且使用Beta系数法、弹性分析法分别分析了以上五个因素的相对重要性和敏感性;在此基础上,对我国实施西部大开发战略提出了一些参考意见。     

How managers’ risk perceptions affect their willingness to blame advisors as scapegoats

Managers spend considerable amounts of corporate money to hire consultants. The research proposes two potential benefits of consultants' advice: increasing decision accuracy and sharing responsibility with the advisor. In contrast to previous research, which has predominantly focused on factors influencing decisional accuracy, this paper evaluates the sharing of responsibility in the form of using an advisor as a scapegoat. We conduct an online experiment with 175 managers from German-speaking countries in an investment setting. We find that the presence of a potential scapegoat positively affects advice utilization in an economic boom but negatively affects such utilization in an economic crisis due to managers' varying risk perceptions. Managers' risk perceptions are the main drivers of scapegoating as a form of managerial blame avoiding decision-making. We contribute to management research and highlight managers’ opportunistic motives behind consulting (costly) advice.     

TOWARD TEACHING EXCELLENCE IN THE DECISION SCIENCES*

Recently the National Commission on Higher Education Issues found serious problems with college-level teaching and recomended educational reforms. This paper describes one attempt at reform—namely, a course at Georgia State University on university teaching for College of Business doctoral students. The 45-hour seminar, based on a university teaching model, covers setting instructional objectives, lecture and discussion methods, teaching methods for higher-level learning, test construction, course evaluation instruments, and instructional and technological innovations. Previous studies have demonstrated repeatedly that teaching improvement seminars can improve teacher and student performance in the classroom. This paper discusses how the seminar could be implemented at other colleges of business administration, extended to faculty development workshops, and ultimately result in a master teacher or instructional professorship.