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Controversies are a potentially powerful teaching tool in the management classroom enabling students to explore different perspectives on an issue and to develop their skills in areas such as critical thinking and communication. Controversy is implicit to learning and to leadership and management roles in workplaces where multiple opposing views inevitably exist. Prior research asserts that constructive controversy resolution skills are important to management students. This multipart study presents a model and measure of controversy teaching approaches and explores evidence of their reliability and validity using confirmatory factor analysis and correlations with relevant outcomes and measures. The three studies, with samples of management and leadership students across several U.S. institutions, provide initial evidence of the validity of the model and measure. Multiple perspectives and avoidance were found to be underlying dimensions of instructors' observed approaches to teaching controversial topics. The controversy teaching approaches model and measure used in this study have potential to support instructional development for management educators, as well as further research on controversy teaching. This study also has practical implications for how instructors approach controversies in the classroom and may aid effective teaching and learning.

In 1821, Percy Shelley argues that "having enslaved the elements, [Man] remains himself a slave," and that our cleverness conceals the "Poetry of life." He asserts that "Poetry" itself can dig humankind out of this mess and imagine free life. Surprisingly, however, he makes no call for more verse. In fact, Shelley does not conceive of "Poetry" as text or credo. Nor does he claim that it can be dormant or dead. I propose that Shelley's late art detaches "Poetry" from the sterile merry-go-round of mystery and demystification, enchantment and disenchantment.

In a recent edition of this journal, Borgatta et al. (1986), using hypothetical data, illustrated how the results produced by principal components analysis can be substantially different from those of common factor analysis. The present article, using seven well-known data sets, extends their work into the empirical domain, and also compares the results of the maximum likelihood factor analysis model with those of the principal components model. The results strongly support those of Borgatta et al. Indeed, the discrepancies in the empirical results reported here are often larger than their hypothetical example suggests. It was found that, when comparing the performance of the principal components model with the common factor and maximum likelihood models, differences can be expected to occur in (1) the magnitudes of the factor loadings, (2) the signs attached to the factor loadings, and, most important, (3) the interpretation of the factors themselves.

This study examined a model of servant leadership's relationship to organizational commitment through structural and psychological empowerment, focusing on leader–follower dyads in a nonprofit organization. Survey data was collected from 128 employees of a nonprofit organization in a northeastern U.S. city. After model re‐specification, a well‐fitting model emerged, indicating that structural empowerment mediates the relationship between servant leadership and organizational commitment. Moreover, the model suggests that structural empowerment's effect on organizational commitment is both direct and indirect—the latter occurring through the meaning dimension of psychological empowerment. This study provides initial support for structural empowerment being a mechanism through which servant leadership impacts organizational commitment in nonprofits. In addition, the role of meaningful work is highlighted as an antecedent to organizational commitment for nonprofit employees. Servant leaders are suggested to create structurally empowering working environments, which support employees' stronger commitment to the organization.