Suchergebnisse

Today@NPS ; Lt. Will Beaumont presents a summary of his operations research (OR) thesis to a panel of judges during the Military Operations Research Society (MORS) Tisdale Competition in Glasgow Hall, Aug. 31. The competition for top OR student thesis is named in honor of Lt. Cmdr. Stephen A. Tisdale, a past graduate who was lost in a military aircraft accident in 1991 while serving with Patrol Squadron 50.

Immigration is an important and contemporary topic in management education given its impact on labor, wages, innovation, and diversity. However, extant research offers few insights into the antecedents to student immigration attitudes. Survey data from undergraduate students taking business courses at two large public universities in the southeast U.S. reveal that while student attitudes toward immigration are more moderate than the general U.S. population, these attitudes differ by gender, political affiliation, and immigration background. Following realistic conflict theory and social identity theory, these student immigration attitudes are a function of both fear and competition. First, their attitudes are confounded by conflicting antecedents in perceived personal competition for resources with immigrants (e.g., jobs, wages) versus immigration benefits (e.g., costs, labor base, innovation). Second, xenophobia (fear of immigrants) is a remarkably powerful influencer of one's immigration attitude and its antecedents. With these points, management educators must engage students in critical thinking about immigration to prepare them to effectively work with diverse colleagues and business partners while leading global organizations. We, therefore, present four cross-disciplinary areas of intersection between immigration and management education, including diversity and cultural intelligence, human resource management and ethics, entrepreneurship and innovation, and finally, economic and socioeconomic impacts.

This longitudinal study examined how the initial levels and change rates of competition contingent self-worth (CSW) predicted changes in materialistic values among college students during their first two college years. Participants were 948 students (607 females; M age = 18.61, SD age = .71 years, at Wave 1) from eight Chinese universities. Students' competition CSW was measured annually across three waves, and their materialistic values were assessed at the last two waves. Latent growth analyses showed that Chinese college students generally experienced a mean-level decline in competition CSW from their freshmen to junior year. Students with higher initial levels or slower declining rates (or faster increasing rates) of competition CSW obtained greater increases in materialistic values over time. The results highlighted the potential role of competition CSW in contributing to the development of materialistic values among Chinese college students, which may pose threat to their well-being and comprehensive development in college.

This paper analyzes in a two-country model the impact of students' mobility on the country-specific level of higher educational quality. Individuals decide whether and where to study based on their individual ability and the implemented quality of education. We show that the mobility of students affects educational quality in countries and welfare in a very different way depending on the degree of return migration. With a low return probability, countries choose suboptimally differentiated levels of educational quality, or even no differentiation at all. ; Nous nous intéressons à l'impact que la mobilité des étudiants, promue par le processus de Bologne, peut avoir sur les niveaux de qualité de l'enseignement supérieur. L'analyse est effectuée dans un modèle à deux pays, où les étudiants et les travailleurs éduqués sont parfaitement mobiles et les gouvernements décident du niveau de qualité dans leur pays. La mobilité des étudiants, de capacité différente à bénéficier de l'éducation, exerce des incitations de sens variée les choix de qualité : force vers la différentiation afin de capter une certaine catégorie des étudiants, force vers l'uniformisation afin de capter les étudiants les plus profitables pour le pays. Nous montrons que ces forces résultent dans des équilibres très différents suivant le taux de retour des étudiants dans leur pays de naissance. Lorsque ce retour est faible, l'issue est très inefficace, sans différentiation et avec un niveau de qualité trop élevé.

This paper analyzes in a two-country model the impact of students' mobility on the country-specific level of higher educational quality. Individuals decide whether and where to study based on their individual ability and the implemented quality of education. We show that the mobility of students affects educational quality in countries and welfare in a very different way depending on the degree of return migration. With a low return probability, countries choose suboptimally differentiated levels of educational quality, or even no differentiation at all. ; Nous nous intéressons à l'impact que la mobilité des étudiants, promue par le processus de Bologne, peut avoir sur les niveaux de qualité de l'enseignement supérieur. L'analyse est effectuée dans un modèle à deux pays, où les étudiants et les travailleurs éduqués sont parfaitement mobiles et les gouvernements décident du niveau de qualité dans leur pays. La mobilité des étudiants, de capacité différente à bénéficier de l'éducation, exerce des incitations de sens variée les choix de qualité : force vers la différentiation afin de capter une certaine catégorie des étudiants, force vers l'uniformisation afin de capter les étudiants les plus profitables pour le pays. Nous montrons que ces forces résultent dans des équilibres très différents suivant le taux de retour des étudiants dans leur pays de naissance. Lorsque ce retour est faible, l'issue est très inefficace, sans différentiation et avec un niveau de qualité trop élevé.