Business Schools that Exceed Market Expectations

Meeting and exceeding standards are two different things. Fostering business schools requires meeting expectations and then moving beyond these expectations to create higher levels of performance. According to a paper in the Journal of Business Studies Quarterly there are 10 things business colleges can do to enhance their performance.

1. Look beyond today’s practices and standards and move toward future trends in business education.
2. Applying knowledge management practices to create value.
3. Acting in practice and philosophy.
4. Accept risk when moving beyond theory and practice.
5. Hire faculty and deans who think outside the box.
6. Follow Kaizen philosophy.
7. Understand the educational needs of the market.
8. Stay ahead of the market and be read to change as needed.
9. Develop a unique value proposition.
10. Listen to the needs of stakeholders.

It matters little if you are discussing a business school or any other type of school. Many of the ideas would apply to almost any business. Moving beyond standards requires finding ways to meet minimum qualifications and then push for growth. By looking to match company development to market needs and ensuring you have the right staff in place to make that happen is half the battle. The other half is getting everyone focused on the same goals.

McFarlane, D. (2014). Contemporary barriers to excellence in business education. A Journal of Business Studies Quarterly, 6 (2).

Report on Cyberbullying in Online Higher Education

Donna DiMatteo-Gibson, PhD

Paula J. Zobisch, PhD

Andree Swanson, EdD

The research in cyberbullying has been heavily focused on elementary and secondary education; however, cyberbullying permeates throughout online higher education. The challenges regarding bullying in higher education are the need to define cyberbullying, detect cyberbullying, and how to respond to cyberbullying when it is occurring. Policies and best practices must be in place to minimize these occurrences for students and professors. Procedures on what students and faculty can utilize will be recommended based on survey results.

Literature Review

Misawa and Rowland (2015) reviewed academic bullying as it takes place in adult education, higher education, continuing education, and professional education. Misawa and Rowland found that in higher education, cyberbullying frequently was focused on racism and homophobia. Unbelievably, Misawa and Rowland also found evidence of gender and race cyberbullying. In fact, they found that faculty were often mean to one another.

Morgan (2012) in a review of cyberbullying found that because of the anonymity of individuals on the Internet, they found a form of bravery by threatening others through the veil of the Internet. “The higher degree of anonymity afforded to students on the Internet allows bullies to have less fear of disciplinary action as a result of their nefarious activity” (Morgan, 2012, p. 175). Morgan stressed that a plan needs to be in place to deal with the inevitable attack. “Unfortunately, many teachers do not have enough training of knowledge on how to respond to bullying” (p. 176).

Rivituso (2014) conducted a study using Bandura’s Theory of Tradic Reciprocal Determinism and the General Strain Theory as a framework. Six themes emerged:

1) repeated instances leading to feelings of vulnerability and fear; 2) distrust of technology and mistrust of people; 3) the value of friends in college and their impact on victim self-esteem; 4) self-control in response to lack of control over cyberbullying instances; 5) feelings of stress, depression, and embarrassment; 6) frustration leading to self-blame. (Rivituso, 2014, para. Abstract)

A 2013 study surveyed 202 online faculty members who were asked whether or not the faculty member could identify what constitutes cyberbullying and if the faculty member understood how to cope with cyberbullying. The findings from the study indicated that 50% of the faculty who had experienced cyberbullying (Smith, Minor, & Brashen, 2012). Although very few studies have been conducted that assess cyberbullying at the higher education online level (Eskey, Taylor, & Eskey, Jr., 2014a; Eskey & Eskey, Jr., 2014b; Smith, Minor, & et al.), the findings were supported by Smith et al. whose study results showed 17% to 30% of faculty had experienced some type of cyberbullying.

The findings of the studies indicate educational institutions need to address the issue of cyberbullying as well as methods to cope and/or reduce cyberbullying. Methods could include faculty training as well as addressing the issue of cyberbullying in the school’s faculty and student handbooks (Eskey et al., 2014a; Eskey & Eskey, Jr., 2014b). An organization’s legal department should be able to provide insight into potential policies and protocols.

Washington (2015) specifically addressed cyberbullying and the law. “To date, 18 states have laws to address cyberbullying, compared with 49 states, all except Montana, having laws to address bullying (Hinduja & Patching, 2013)” (Washington, 2015, p. 24). Although state laws focus on the k-12 arena, nowhere (federal or state) addresses cyberbullying. In 2009, a cyberbullying prevention act was introduced into Congress, but was not successfully passed. Specifically, the business college in this current study has campuses in California, Colorado, and Iowa, thus, these states were reviewed for their legislation on cyberbullying.

Results and Discussion

Our study has shown that cyberbullying is a serious issue that must be addressed when it comes to faculty teaching at online schools. The importance of investigating cyberbullying and netiquette issues within online institutions was emphasized. Also, the complexities in regards to defining cyberbullying and how to best respond to these issues was addressed. Our study addressed that recognizing what is and is not cyberbullying is an ongoing task; however, recognizing differences between cyberbullying and netiquette was not a concern. Even though a majority of our participants indicated that they knew how to respond to cyberbullying issues, there was still a sizable percentage that did not.

Our study addressed differences between netiquette and cyberbullying. By obtaining this survey data, we highlighted the importance of schools ensuring that online faculty understand what are netiquette and cyberbullying issues as well as outlining how to respond to such instances.

Concluding Comments

The purpose of this study was to assess the knowledge and understanding of cyberbullying and netiquette within the school of business at an online university. Faculty, both part-time and full-time, were asked questions regarding their understanding of cyberbullying, netiquette, and how to respond to it and report it. Based on the data from this study, the researchers created a list of best practices for creating policies, procedures, and implementing training. The researchers developed a list of best practices for incorporating an awareness and reporting of cyberbullying and netiquette issues:

1. Review current faculty policies and procedures.

a. Are they current?

b. Do they address the procedures for faculty to report and respond to cyberbullying?

c. Provide examples

2. Review current student policies and procedures.

a. Are they current?

b. Do they address the address appropriate netiquette?

c. Provide examples

3. Create a cyberbullying email or hotline for faculty to report cyberbullying.

a. Ensure a response to faculty within 24 hours

b. Assign a trained person to respond to emails

4. Create faculty training via webinar, tutorial, and or job aid on how to recognize and report cyberbullying and inappropriate netiquette.

We had many strengths that came out of this study. The strengths were that the researchers focused on one online school of business, which helped to focus our research efforts. These results can be generalized to other schools and online faculty by replicating the study through different online colleges and universities. Another strength that we experienced was that the Dean of the school supported the study and provided the researchers with a specific database of faculty addresses. This helped to connect with this particular sample of participants. The researchers attempted another study by reaching online faculty through social media (Linkedin, Facebook, and Twitter) and did not have success that we had hoped. In regards to the limitations of the study, the participants self-reported on cyberbullying or netiquette instances. An observation style experiment may result in different perspectives on cyberbullying and netiquette especially since the literature has indicated that sometimes cyberbullying occurs but online faculty do not recognize certain instances as cyberbullying Participants may also have experience teaching at other online colleges or universities that may have different policies, procedures, and experiences and this can add to our results.

***This is an excerpt from a paper that will be presented at the DLA 2015 Conference (http://www.westga.edu/~distance/ojdla/)***

Using Adaptive Learning In Civilian and Military Education

Adaptive learning is a methodology that has been applied to both civilian and military usage. Students engaging in adaptive training learn and growth through a sequence of difficulties and feedback that help them build better models of the materials and then apply knowledge to solving problems. A study of adaptive learning in the military found that certain personalities are more able to capitalize off of adaptive learning (Spain, Pries & Murphy, 2012).

As human beings we learn from our experience and from our social networks. We adapt and change to the environment around us. As new challenges and struggles make their way into our consciousness we continue to find ways to overcome them. As each new struggle and mastery occurs new knowledge is created. 

The same methodology that occurs in our natural environment can also occur in civilian and military education. With the advent of online education it is possible to create adaptive training that becomes increasingly more difficult as one move through the course. As of yet the process is considered expensive and not easy to complete. 

This expense is based upon the need to cater training to individual students. The student becomes the center of learning and that information which helps them adapt is provided on a case-by-case basis making higher levels learning possible as they incorporate that information. Newer information is built on previously learned information to develop higher forms of knowledge. 

The information can be provided by an individual professor/trainer in a face-to-face medium or through an online system. An evaluation of the student's current understanding is made and then new information is provided to help build upon their current understandings to create a bridge to a higher levels of understanding. It is a fairly intensive process that is becoming more automated with new technology.

Adaptive learning may be intense but does produce some of the best learning. Those that are most likely to quickly adapt to situations score high on openness to experience and emotional stability. They are intellectually curious people who can control impulses to think more strategically about issues. The better able they are to experience, reflect and learn the more likely they are to learn new skills. The use of adaptive learning in both military and civilian arenas can help students to find a bridge between their past understandings and new knowledge that helps them navigate their environment. 

Spain, R., Priest, H. & Murphy, J. (2012). Current trends in adaptive training with military applications: an introduction. Military Psychology, 24 (2).

Call for Papers: 2015 Fall Global Mindset Development in Leadership and Management Conference

Date: 11th to 13th September 2015

 Location: Los Angeles, CA, United States of America

Deadline for abstracts/proposals: 4th September 2015

The Global Conference on Leadership and Management is an international refereed conference dedicated to the advancement of the theory and practices in leadership and management. The Global Conference on Leadership and Management promotes collaborative excellence between academicians and professionals from Management and Leadership disciplines.

The aim of Global Conference on Leadership and Management is to provide an opportunity for leaders and managers from various fields to bridge the knowledge gap, promote research esteem and the evolution of administrators. The Global Conference on  Leadership and Management invites research papers that encompass conceptual analysis, design implementation and performance evaluation.

Submission of an abstract, topic of interest or proposal will be accepted for the purpose of registration. Time schedule to be determined later after all the papers have been received. 30 minute presentation per paper

Website: http://www.uofriverside.com/conferences/globalmanagementconference/2015-fall-global-management-conference/

Considering Economies of Scale In Louisiana's Higher Education Budgets

Economies of scale can be applicable to higher education as it is to the business world. Improving economies of scale is result of finding value through increased production. In the higher education world economies of scale could mean a number of different things depending if you are looking at a single higher education institution or a statewide system. The need to take a better look at economies of scale are becoming apparent in places like Louisiana that have a projected $300 million shortfall this year.

A few ideas have been thrown around amongst legislators and each will debated soon as they scramble to make the numbers work. The debate cannot be complete without a discussion of economies of scale that discover new efficiencies while pushing for higher levels of value. A laundry list of rough ideas can spark thought on which ideas may or may not be beneficial as states struggle with budgeting criteria.

Consolidate Degrees: Consolidate less popular degrees into larger degrees that are less costly to maintain. If much of the curriculum is shared and similar competencies are learned it can save money by removing redundancy throughout departments.

Collaborate on Less Popular Degrees: When programs are too expensive for a university to maintain on its own it may consider finding other universities that would like to share their time and resources on these less popular programs and/or classes to reduce costs for everyone.

Collaborate With Corporations on Research: Research is expensive and collaborating with end users may not only pick up the pace of research but also encourage greater resource allocation. The more research developed that has practical use upon completion is a benefit in raising the value of higher education institutions.

Standardize Curriculum: Core courses can often be standardized while allowing more variability in upper level courses. A basic math or writing class doesn't need to be rewritten by each professor to be successful.

Move Online: Online education offers opportunities to reduce expenses associated with facilities, parking, maintenance, staff, etc... as students can learn from home without having to attend all of their courses on campus. Online education can be standardized which also reduces expenses.

Shared Services Among Universities: Universities have an expensive support network of internal and external service suppliers. Finding places where universities can share resources and services reduces costs and helps balance budgets.

Lease Unused Facilities: The legacy cost of buildings is a growing challenge among aging universities. Leasing and sharing time in facilities that are not fully utilized by universities can mitigate expenses.

Three Ideas from Louisiana Legislature on How to Reduce Their Higher Education Budget

Budget crisis recently hit Louisiana in the tune of $1.6 billion dollars with $300 million projected to be taken out of higher education (1). Lawmakers are struggling to determine which actions they can take that will lessen the burden and avoid painful cuts to educational quality. The methods they choose will likely be watched closely by other legislative bodies who are struggling with some of their own budget issues.

Ideas can be good or bad depending on its impact. In the complex higher education system not every idea works well in isolation. There are multiple factors that come to play in the complex web of political, financial, and market oriented aspects of higher education. Sometimes it is better to use multiple methods to approach a problem and adjust thereafter when needed. 

Considered three ideas proposed (2):

Tax Exemptions: One of the proposals is to remove tax exemptions for business. In the short run it will likely work but many business come to rely on those tax exemptions and new businesses will consider these exemptions when deciding a location to start a business. he end result could be loss of business to other states and cities.

What could work better is adjusting tax exemptions to support higher education. Instead of removing them to shift short term money to colleges it may be a more comprehensive solution to switch tax exemptions to those organizations that support higher education in some way; or some variation of reducing and shifting tax exemptions. It would help businesses that hire graduates, collaborate in research, provide services, or in some other way encourage a self-sustaining educational system.

How might this help higher education? As companies receive exemptions they will factor these ideas into their investment decisions. Investment decisions related to higher education service, products, or quality can reduce costs and better hedge the advantages of having universities in the area in the first place. It is not an immediate solution but it will strength the university system to be more competitive in the future. 

Variable Price Per Program: In this method it is hoped that by allowing the free market to work those programs that have worth more can charge a higher price than those that don't. Medical programs, engineering, or any other high value degree can charge more to attend and therefore reduce the reliance on state aid.

The problem with this method isn't that programs have inherently different value on the market but that programs will out price what the average person can possibly afford. Those who come from stronger financial means will be pushed into high value programs because of pay and not ability. Many of our best and brightest will be left behind and blocked by social class.

Moreover, if programs can go up in value they should also go down in value. Maybe that is appropriate. I would hate to have less poets, philosophers, and artists in society only because their programs aren't worth anything on the market but that may be life. Maybe some of these art programs shouldn't be charging the amount of money they do but that is a broader question. 

Private Contractors for University Service: Privatization is a popular method of lowering costs. Expenses associated with unionized positions that have high pay and great benefits can eat up budgets. Privatization offers an opportunity to lower those costs by transferring the jobs to a private contractor that can specialize in certain competencies with lower costs; albeit with lower wages.

Outsourcing is helpful in balancing budgets but is likely to create a lot of anger and seen as a direct attack on unions. Ultimately, without some type of change it is likely closing of programs, lay offs, and other adjustments will be made. Vested interests won't be excited about loosing even more government paid positions.

There are only a few short term solutions and all have to do with draconian cuts. It can be extremely difficult to cut so deep and quick. One of the best ways to avoid unnecessarily damaging one facet of higher education is to do a combination of a number of methods but at much less intensity. Instead of trying to take too much from one area, such as outsourcing, it may be possible to spread it around creating more of a collective adjustment.

Another solution is to adjust the higher education model to ensure that universities become more sustainable by finding new uses for facilities, starting online programs, and adjusting strategies find ways to save and earn money. It is much better to start applying the financial screws to force change now versus having a larger collapse down the road.

National Innovation Through Online Scholarship

Research is an important component of both online and ground based professorship. As matter of concern, trying to differentiate the two is dangerous as more universities move online and adjust the expectations of professors to fit online modalities. The institutions of higher learning have an important contribution to furthering knowledge through discovery and it makes no difference what modality they use. Removing this function can slow the pace of development for the nation by slowing new discoveries and innovation.

The nature of that scholarship may be a little different than that which we find in the laboratories of hard sciences. The far majority of new ideas and scholarship activities don’t require a formal laboratory setting and often can be conducted in virtual format. Modern technology allows for data collection, research, and scholarly writing on a new level. 

It could be argued that online tools could allow scholarship to flourish by connecting people, institutions and ideas to expand the body of knowledge. As more research moves online, and virtual libraries expand, information will move from theoretical conception to the practical output as decision-makers become more aware of existing discoveries.  Awareness and implementation in the private sector helps grow the nation.

It wasn’t that long ago that only printed forms of research were available and unless a person paid for, was a student, or otherwise provided with a library card to some a large university they would not be able to engage fully in scholarship. Small schools and adjunct faculty simply were not much part of the process. This appears to be changing as information becomes more available and consolidated in online libraries. 

Online scholarship can be theoretical or applied; perhaps a bit of both. On the theoretical side a mix of practical experience and scholarly writing can lead to new and profound discoveries. On the applied side those theoretical discoveries are implemented to create practical examples of the theory at work. Practical academics, or pracedemics, can do both research and practical implementation.  

Online education doesn’t need to damage, destroy, or negate the function of research in a professor’s life. As a practical matter online education can encourage higher forms of scholarship and at a faster pace than what was seen in the dusty halls of manual libraries by exchanging ideas and information for greater public consumption. The very function of research in today’s society can be enhanced by online education.