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This study examined the relationship between the individual difference variables of personal moral philosophy, locus of control, Machiavellianism, and just world beliefs and ethical judgments and behavioral intentions. A sample of 602 marketing practitioners participated in the study. Structural equation modeling was used to test hypothesized relationships. The results either fully or partially supported hypothesized direct effects for idealism, relativism, and Machiavellianism. Findings also suggested that Machiavellianism mediated the relationship between individual difference variables and ethical judgments/behavioral intentions.

This study was intended to update the work of Tomkiewicz, Bass, Adeyemi-Bello, and Vaicys (2002), which examined organizational conflict that could result when Hispanics and African-Americans were integrated into predominately white workforces. In the present study, groups of African-American and white business students' perceptions of Hispanics as managers relative to both African-Americans and whites as managers were investigated. Results showed that African-American students held less favorable attitudes toward Hispanics as managers relative to African Americans as managers. Results of the white student sample showed no difference in attitudes comparing Hispanics as managers to whites as managers.

This dissertation investigates necessity in Luke’s bios of Jesus using rhetorical and audience-oriented criticism. New Testament scholarship has reached a consensus that the gospels are examples of ancient Greco-Roman biography (bios). According to the guidelines in rhetorical handbooks and the progymnasmata, most ancient biographies are written using the encomiastic topoi lists produced by theorists such as Aristotle, Quintilian, Cicero, and Theon. These guidelines, with the support of ancient ethical material, say that a person should not be praised for acting due to a compulsive necessity. In the ancient Mediterranean world, necessity (in its literary and philosophical dimensions) was thought to be a limiting element on a person’s choice. Of utmost concern for biographical and encomiastic works was the person’s choice and intention that led to particular actions and deeds. In some respects, however, necessity could also be a requirement or an expectation. If a person wants to be a musician, then it is necessary to learn how to play an instrument. Another component of the guidelines for writing ancient biography was how to treat a person’s external goods, such as a good birth. A biographer should show that a person uses any advantage that comes from external goods, like a good birth, “as is necessary.” This is the necessity of requirement or expectation. A person is not praised for being born into a wealthy family, but if she chooses to use her wealth for the benefit of others, she may be praised. Repeated examples of the same kind of behavior (doing good for others) demonstrate intention, according to ancient theorists. Jesus is born the Son of God. Luke shows Jesus repeatedly using his great power and offering his great wisdom to others for their benefit. In many cases, necessity is used when Jesus encounters someone whose expectations run counter to his own understanding of his life. Although he is the Messiah, his actions often run counter to popular expectations. When used of Jesus’ actions, necessity in Luke’s bios reorients the audience to see that his purpose is to give life and meaning to others: to seek and to save the lost.

A national sample of professors was used to investigate four research questions concerning faculty members' practices and perceptions about using total quality management (TQM) principles to improve classroom teaching. The findings suggest that few universities have formal plans for applying TQM principles in the classroom, although most respondents apply them in teaching. Also reported are respondent choices of TQM actions to apply to classroom teaching and measures that could be used to evaluate the effectiveness of TQM applications in university classrooms.

Total Quality Management activities are gaining prominence in higher education. Many universities and colleges are implementing these activities across their institutions and incorporating them into the curriculum. Total Quality Management adoption by academia may enerally be attributed to pressures from industry. This research studies the views and expectations of industry managers across the United States on the subject of Total Quality Management in business education. The related literature is reviewed and from it research questions are posed concerning managers’ views of Total Quality Management adoption in business education. Managers were surveyed, and their views in general align well with those of prominent industry advocates. Industry managers in the study, however, are sending the message that knowledge of Total Quality Management is not a prerequisite for employment. In addition, given their opinion that industry is not the primary customer of the business school, managers may be neglecting the supplier-customer relationship with area business schools. This is a gap that needs to be bridged if business schools are expected to embrace Total Quality Management practices.

The purpose of this research was to examine current attitudes toward women and managerial abilities of graduating business school students and compare these findings with those of a former study by Tomkiewicz and Brenner, (1988). Both studies employed the Attitude Toward Women Scale (Spence, Helmreich, and Stapp, 1973) and the Self Description Inventory (Ghiselli 1971). In contrast to the earlier study, no differences were found between females and males on any of the managerial attributes. There were significant differences between females' and males' attitude toward women. Males in the 2001 study were significantly more profeminist than the earlier sample of males. Groups of individuals who scored above the median on the Attitude Toward Women Scale were compared with the group of subjects who scored below the median. Significant differences were found among the groups on three of the six Self Description Inventory items. [PUBLICATION ABSTRACT]

In this article, we present a procedure that uses student personal value data and sociometric nominations to optimize the influence of work group formation on student learning. Resulting work group formations are used to enhance the effectiveness of traditional course content as well as to increase students' sensitization to important group process issues in business policy. This approach was developed in response to the somewhat unique needs of the capstone business policy course, but it may also be useful in other business and management education contexts.

This paper evaluates possible relationships between individuals' just world beliefs and their ethical judgments of potentially unethical situations. For the scenario that subjects judged to be the most unethical, significant differences were found between the groups in both ethical perceptions of an unethical issue in the situation as well as in ethical judgments of the issue. No significant differences in perceptions or judgments were found for the scenario judged to be less unethical.