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This article describes problem-based learning (PBL) at the subsystem level, namely, the application of PBL in a project management course that empowers student teams to solve problems in nonprofit organizations. Faculty members teaching in project-based disciplines can employ the authors' approach to introduce PBL and document its effectiveness, possibly using this to move their university toward system-wide PBL. Faculty members teaching in other disciplines can adapt portions of the authors'approach to their courses. This article explains the course objectives, the project selection, the deliverables, and how students direct their own learning. The authors describe their assessment process in which expert judges evaluate completed projects and award a prize to the best team project.

Wrongful firings in violation of public Policy have received inadequate attention from managers and researchers. Such firings involve ethical issues, including employees for refusing to engage in wrongdoing, reporting organizational wrongdoing, or exercising a legal right or duty. We develop a model of the wrongful firing in violation of public policy process, based on our qualitative analysis of 63 legal cases. The model specifies that these firings arise when managers confuse an organizational problem with the employee who raises the issue. Management either fires the employee immediately or labels the employee a "deviant," often harassing or pressuring the employee to conform and then firing the employee when he or she does not comply. We outline ways researchers can test and extend our model, and we offer specific recommendations for managers interested in preventing firings in violation of public policy

Corporate misconduct is of increasing concern to society ‐ and researchers. Despite this increased research focus, little is known about the factors that lead to such wrongdoing, the consequences of such behavior, and consequently of meaningful remedies and deterrence measures. A large factor in this information problem is the ambiguity surrounding the definition and use of the terms "corporate crime" and "illegal corporate behavior." Researchers use them interchangeably despite the fact they are two different phenomena. This article reviews some of the definitions and uses of these terms, and points out the confusion which results. It then discusses major differences between illegal corporate behavior and corporate crime, and the positive implications of treating them separately.

The use of self-assessment instruments to determine students'entrepreneurial characteristics represents a well-accepted practice in entrepreneurship courses, and many professors are only now beginning to embrace Web-based instruments. We describe how we use a comprehensive array of online self-assessments in an undergraduate New Venture Creation course required of Xavier University entrepreneurship majors. We illustrate how we designed in-class and out-of-class assignments around these self-assessments using Bandura's social learning theory. Our approach can be adapted to other types of management courses by modifying the set of self-assessments and the design of assignments to the particular course objectives.

Previous research on whistle-blowers has tended to focus on the individual as the unit of analysis rather than on the organization or its subunits. Subunit level analysis of survey data from 15 subunits of the U.S. government was used to examine the relationship between members' values concerning wrongdoing and whistle-blowing and the organization's practices. We conclude that "positive" organizational climates may discourage serious wrong-doing and encourage whistle-blowing under some conditions, but the relationship is not as straightforward as might be expected.