Read the New Issue of Administrative Science Quarterly!

Current Issue CoverThe June 2016 issue of Administrative Science Quarterly is now available online and can be accessed free for the next 30 days. The June issue includes articles covering a range of topics, including an article that explores why cultural omnivores get creative jobs, and an article on task segregation as a mechanism for within-job gender inequality. William Starbuck’s piece, “60th Anniversary Essay: How Journals Could Improve Research Practices in Social Science” opens the new issue by exploring how improvements can be made to editorial policies to make research practices in the social sciences more accurate and reliable. The abstract for the paper:

This essay proposes ways to improve editorial evaluations of manuscripts and to make published research more reliable and trustworthy. It points to troublesome properties of current editorial practices and suggests that editorial evaluations could become more reliable by making more allowance for reviewers’ human limitations. The essay also identifies some troublesome properties of prevalent methodology, such as statistical significance tests, HARKing, and p-Hacking, and proposes editorial policies to mitigate these detrimental behaviors.

Click here to access the table of contents for the June 2016 issue of Administrative Science Quarterly. Want to know about all the latest from Administrative Science Quarterly? Click here to sign up for e-alerts!

Have we got treats for you!

LS6

Today we wanted to mention some great resources that are available to you.

Have you visited our Leadership Solutions portal? Whether you’re a student, professor, practitioner or researcher, you can…

  • Search for a textbook by discipline or topic area
  • Demo an e-book
  • Read recent SAGE journal articles – Free
  • Hear from some of the biggest names in the field
  • Learn about upcoming events in the field

Visit SAGE Leadership Solutions

On the portal this month:

Peter Northouse’s Introduction to Leadership 3rd edition is available as an ebook. Experience the Leadership Profile Tool and Interactive ebook demo here

Read these free articles through December:

* Journal of Management – Group Ethical Voice: Influence of Ethical Leadership and Impact on Ethical Performance

* Leadership – Paradoxes of authentic leadership: Leader identity struggles

* Organizational Research Methods – Best Practice Recommendations for Designing and Implementing Experimental Vignette Methodology Studies


Speaking of articles…

Today is the last day for the annual Free Trial to all SAGE Journals. Click to register and enjoy unlimited access for a few more hours!

Click to register for the SAGE Journals trial!

SAGE Open


You don’t need a free trial for this!

Want to read Open Access Management articles? Or Psychology? Or Sociology? Or any from dozens of other subjects?

SAGE Open has published more than 700 articles spanning the full spectrum of the humanities, behavioral  and social sciences.


See what 3,000+Management scholars and practitioners have found on Twitter Twitter@SAGEManagement

Follow us for the latest info on SAGE Management and Business books and journals, as well as general news and items of interest.

  • Free articles from top-ranked journals
  • Free sample chapters from the latest books
  • Conference news and related articles across the disciplines                                                                                                   and so much more!

If you’re into Research, there’s also Methodspace, where the research community meets.  Join them today.

 Thanks for your support of the blog! We hope you enjoy these resources.

The SAGE Management Team

Grad Rates: It’s About the Students

How can we improve college graduation rates? According to a study recently published in SAGE Open , we’ve been searching for that answer in the wrong place. Looking at for-profit universities, author Tim Gramling of Colorado Technical University finds that student characteristics including race, GPA, and enrollment status play a far more dominant role than institutional factors in predicting graduation odds. The article identifies five significant factors that policymakers need to take into account:

SAGE OpenPresident Obama’s goal is for America to lead the world in college graduates by 2020. Although for-profit institutions have increased their output of graduates at ten times the rate of nonprofits over the past decade, Congress and the U.S. Department of Education have argued that these institutions exploit the ambitions of lower-performing students. In response, this study examined how student characteristics predicted graduation odds at a large, regionally accredited for-profit institution campus. A logistic regression predicted graduation for the full population of 2,548 undergraduate students enrolled from 2005 to 2009 with scheduled graduation by June 30, 2011. Sixteen independent predictors were identified from school records and organized in the Bean and Metzner framework. The regression model was more robust than any in the literature, with a Nagelkerke R2 of .663. Only five factors had a significant impact on log odds: (a) grade point average (GPA), where higher values increased odds; (b) half time enrollment, which had lower odds than full time; (c) Blacks, who had higher odds than Whites; (d) credits required, where fewer credits increased odds; and (e) primary expected family contribution, where higher values increased odds. These findings imply that public policy will not increase college graduates by focusing on institution characteristics.

Read the article, “How Five Student Characteristics Accurately Predict For-Profit University Graduation Odds,” in SAGE Open, and click here to browse more articles by topic.

The Diversity Challenge: Part 2 of 5

Editor’s note: Today we’re continuing our series on diversity, targeting specific questions to invite discussion and exploration of related topics. If you have a question that you’d like to see addressed, add it in the comments below!

***

Part 2: Why do men outnumber women in academic leadership positions?

It’s been almost fifty years since gender discrimination in employment was outlawed in the U.S., but it’s been a lot longer since many of our nation’s patriarchal academic institutions were established.

Niki Murray, Marianne Tremaine, and Susan Fountaine, all of Massey University, published “Breaking Through the Glass Ceiling in the Ivory Tower: Using a Case Study to Gain New Understandings of Old Gender Issues” in the May 2012 issue of Advances in Developing Human Resources.

The abstract:

The Problem.

Universities are patriarchal institutions. More males reach upper levels of the academic hierarchy than females. The authors were concerned that their university had a marginally lower percentage of female professors than others in their country and used a survey and interviews to explore the facts behind the figures.

The Solution.

Statistics showed that though fewer females applied for promotion, proportionately more female applicants were successful. The authors researched what helped female professors and associate professors gain promotion and explored views on the spillover between work and family/community roles. Promotion enhancement factors included encouragement from department heads and senior colleagues. Family/community roles were seen to spillover positively to work, though work could negatively affect time for family and community involvement.

The Stakeholders.

These findings could encourage proactive mentoring of female academic staff by managers, and increase HR and HRD support for family-friendly policies and training programs.

To learn more about Advances in Developing Human Resources, please follow this link. To receive email alerts about newly published articles, click here.

Up next in the series: Which “minority” group is possibly the most underrepresented in the HRD diversity literature?

Advances in Developing Human Resources: February 2012 Issue Now Online!

Volume 14, Number 1 (February 2012) of Advances in Developing Human Resources is now available online. This special issue highlights Women and Leadership in Higher Education. We hope you will find it enjoyable and thought-provoking. You can view the Table of Contents here.

The lead article, “HERS Institutes: Curriculum for Advancing Women Leaders in Higher Education,” was published by Judith S. White, University of Denver.

The abstract:

The Problem.

At this critical time, higher education needs more women prepared to assume senior leadership roles, both to fill the openings from anticipated presidential retirements and to provide higher quality decision making through more diverse perspective at all levels of leadership.

The Solution.

Higher Education Resource Services (HERS), founded in 1972, has provided leadership development opportunities for more than 4,300 women faculty and administrators sponsored by1,100 institutions in the United States and abroad. HERS has recently implemented significant revisions of its signature HERS Institutes to address the new circumstances and challenges women leaders will face in guiding institutions in the decade ahead. This article examines the historical development of HERS, recent revisions, and future plans for expanding programs.

The Stakeholders.

Revisions to HERS Institutes suggestimplications for those developing women in HRD, conducting research on leadership development, or concerned about higher education as a new leadership cadre faces the demands of the future.

To learn more about Advances in Developing Human Resources, please follow this link.

Are you interested in receiving email alerts whenever a new issue or article becomes available? Then click here!

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Are Universities Creating Millennial Narcissistic Employees?

James W. Westerman, Jacqueline Z. Bergman, Shawn M. Bergman and Joseph P. Daly, all of Appalachian State University, published “Are Universities Creating Millennial Narcissistic Employees? An Empirical Examination of Narcissism in Business Students and Its Implications,” in the May 2011 issue of the Journal of Management Education. Professor Westerman and Dr. Daly kindly provided the following responses on the article.

Who is the target audience for this article?

This article was targeted toward business instructors and business school administrators at the undergraduate and graduate levels – particularly instructors of management.  We also believe that there are implications from this research for business school career services and career development professionals.

Were there findings that were surprising to you?

One of our biggest surprises was a non-finding, that narcissism was not associated with better classroom performance among students.  We had thought that, since business courses are a short-term instructional setting and narcissists have been shown to excel in short-term learning settings, that they would outperform their non-narcissistic counterparts in that context.  The fact that the hypothesis was not supported by the data was a heartening development – it suggested that business professors in our sample are not cutting any slack or catering to their narcissistic students.  I think the other big surprise was the enhanced salary and career opportunities anticipated by narcissists, which were unrelated to their academic performance.  It seems interesting that narcissists expect to prosper in the business world.  

How do you see this study influencing future practice?

We see this study as influencing future management educators, raising their awareness of narcissism and its effects in the classroom.  In the article, we suggest some interventions that educators can try.  A more extensive discussion of corrective actions that includes administrative interventions is presented in our 2010 article in Academy of Management Learning & Education.

How does this study fit into your body of work/line of research?

Our previous work on narcissism in the business classroom extrapolated from previous research in other disciplines that narcissism was likely to be an increasingly difficult problem in management education.  This study was the first to test that proposition with regard to preparing students for managerial positions.

 How did your paper change during the review process?

One issue that kept coming up among reviewers was, given that our young professors are increasingly coming from Generation Y, what effect would that have on one’s teaching style?  We did measure narcissism levels among the instructors of our sample, but there were not enough observations to draw any meaningful conclusions. 

 What, if anything, would you do differently if you could go back and do this study again?

We would like to replicate this study, only with a Chinese sample to compare to our existing American sample.  China is a land of contrasts.  One the one hand, we would expect narcissism to be lower among the Chinese because their culture is a collectivistic one, which would mitigate against the self-absorption that is a hallmark among narcissists.  However, on the other hand, Chinese students in Generation Y are overwhelmingly from one child families.  Many of their countrymen refer to them as “little emperors” because their parents dote on them so much.  Parental doting is thought to be a root cause of narcissism.

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