Suchergebnisse

Beginning management students often hesitate to participate in class because they lack confidence and are afraid of saying something "wrong." This article describes and illustrates a technique that gently forces students to participate by making them physically move to a place in the room that expresses their viewpoint on a topic. This movement opens the door to greater participation as students then informally debate the reasons for their physical choices. Reasons for the success of the technique are discussed and limitations of the technique are considered.

The social accounts of 19 management faculty concerning communication challenges with younger undergraduate students are examined in this interpretive/critical/post structural qualitative inquiry. Key stakeholder groups to the educational process, young undergraduate students, and managers who have hired and supervised recent college graduates are also studied to determine their perceptions of generational communication challenges and their reactions to faculty views. The goal of this qualitative study is to encourage more critical awareness or reflexivity of management educators concerning their often taken-for-granted assumptions concerning students and classroom communication potentials.

The negative physical and psychological effects of job loss are well‐documented. Much less research has explored factors that might help people cope with job loss and become reemployed quickly. Individuals who became reemployed within 3 months of job loss were more "internal" in locus of control, had greater self‐efficacy, and possessed better problem‐solving skills than did individuals who remained unemployed.