01290nas a2200157   4500008004100000245006400041210006200105260000900167300001200176490000700188520078700195653001500982100001700997700001801014856010001032       2010                        eng d00aProject Management in Real Time: A Service-Learning Project0 aProject Management in Real Time A ServiceLearning Project  c2010  a551-5730 v343 aThis article describes a service-learning assignment for a project management course. It is designed to facilitate hands-on student learning of both the technical and the interpersonal aspects of project management, and it involves student engagement with real customers and real stakeholders in the creation of real events with real outcomes. As such, it helps students internalize project management principles and value project management tools. Student teams design and implement plans for events intended to result in significant contributions in support of various charitable organizations. They create the planning and execution documents required of project management teams. The article describes the assignment and its results and discusses some cautions and alternatives.10aManagement1 aLarson, Erik1 aDrexler, John  u/biblio/project-management-real-time-service-learning-project-001896nas a2200205   4500008004100000245014600041210006900187260000900256300000900265490000600274520113300280653001501413653003201428100002001460700001701480700001801497700002201515700001701537856013601554       2009                        eng d00aBusiness Education and Its Relationship to Student Personal Moral Philosophies and Attitudes Toward Profits: An Empirical Response to Critics0 aBusiness Education and Its Relationship to Student Personal Mora  c2009  a9-240 v83 aCritics of business education (e.g., Ghoshal, 2005; Mitroff, 2004) place much of the blame for recent ethical scandals on the lack of moral development of managers and the amoral, "profits-first" theoretical underpinnings of business education. To empirically test these claims, we surveyed 1,080 business and nonbusiness students from a major research university. The results suggest that neither the personal moral philosophies of business and nonbusiness students, nor the personal moral philosophies of business freshmen and business seniors differed significantly. Based on our results, we found no evidence to support the claims of critics who suggest business education is associated with negative personal moral philosophies of students. Further, the attitudes of business freshmen and business seniors concerning profit and sustainability differed significantly, yet in the direction opposite the one Ghoshal (2005) and others would have predicted. Thus, blaming the rash of ethical scandals on the amoral and "profits-first" theoretical underpinnings of business school training might be too simplistic of an approach.10aManagement10aStrategy & Entrepreneurship1 aNeubaum, Donald1 aPagell, Mark1 aDrexler, John1 aRyan, Fran, McKee1 aLarson, Erik  u/biblio/business-education-and-its-relationship-student-personal-moral-philosophies-and-attitudes-000490nas a2200121   4500008004100000245008200041210006900123260000900192653001500201100001800216700001700234856011700251       2009                        eng d00aFund Raisers as vehicles for teaching project management principles and tools0 aFund Raisers as vehicles for teaching project management princip  c200910aManagement1 aDrexler, John1 aLarson, Erik  u/biblio/fund-raisers-vehicles-teaching-project-management-principles-and-tools-000394nas a2200133   4500008004100000245003500041210003500076260000900111653001500120653001700135100001600152700001800168856007400186       2007                        eng d00aGreen companies set an example0 aGreen companies set an example  c200710aManagement10aSupply Chain1 aWu, Zhaohui1 aDrexler, John  u/biblio/green-companies-set-example-000697nas a2200169   4500008004100000245012200041210006900163260002200232653001500254653003200269100002000301700001800321700001700339700001700356700002100373856013300394       2006                        eng d00aBusiness education, personal moral philosophies and “profits-first” mentalities: An empirical response to critics0 aBusiness education personal moral philosophies and profitsfirst   aAltanta, GAc200610aManagement10aStrategy & Entrepreneurship1 aNeubaum, Donald1 aDrexler, John1 aLarson, Erik1 aPagell, Mark1 aMcKee-Ryan, Fran  u/biblio/business-education-personal-moral-philosophies-and-profits-first-mentalities-empirical-000550nas a2200157   4500008004100000245006100041210006100102260002600163653001500189100001800204700002000222700001700242700001800259700001700277856009800294       2004                        eng d00aJournal of Management Education Reviewing and Publishing0 aJournal of Management Education Reviewing and Publishing  aNew Orleans, LAc200410aManagement1 aDrexler, John1 aJackson, J., J.1 aDean, K., L.1 aGillespie, J.1 aKonz, G., N.  u/biblio/journal-management-education-reviewing-and-publishing01321nas a2200169   4500008004100000245007800041210006900119260000900188300001200197490000700209520075500216653001500971100001800986700001801004700001801022856011101040       2001                        eng d00aPeer appraisals: Differentiation of individual performance on group tasks0 aPeer appraisals Differentiation of individual performance on gro  c2001  a333-3450 v403 aThe use of peer appraisals has been widely acclaimed, but how useful are they really? Student groups made non-anonymous ratings of peer performance on two group tasks, and the ratings contributed to the students' course grades. Groups differentiated very little among peers in their performance ratings. Individuals in non-differentiating groups reported more positive distributive and procedural justice, satisfaction, and turnover intent than did individuals in differentiating groups. In differentiating groups, no differences in attitudes were found between individuals who were differentially rewarded or penalized for their performance. Implications for peer appraisal practice and future research are discussed. © 2001 John Wiley & Sons, Inc.10aManagement1 aDrexler, John1 aBeehr, T., A.1 aStetz, T., A.  u/biblio/peer-appraisals-differentiation-individual-performance-group-tasks01773nas a2200157   4500008004100000245006700041210006400108260000900172300001200181490000800193520125700201653001501458100001801473700001701491856010701508       2000                        eng d00aPartnering:  Why Project Owner-Contractor Relationships Change0 aPartnering Why Project OwnerContractor Relationships Change  c2000  a293-2970 v1263 aOver the last decade, research in the construction industry has explored the owner-contractor relationship in project management resulting in a different paradigm called partnering. Partnering is a relationship characterized by cooperation and collaboration in contrast to the adversarial relationship more commonly experienced between owners and contractors. This study utilized data collected from 276 construction projects to examine the stability in the owner-contractor relationship. Owner-contractor relationships were classified as being adversarial, guarded adversarial, informal partners, or project partners. Fifty-eight percent of the projects experienced some fundamental change in working relationship—either positive or negative. Projects that began as formal partnerships were the most stable with over two thirds ending as they began. Guarded adversarial was the least stable with fewer than 30% maintaining this kind of relationship at the end of the project. Content analysis of the reasons stated for the change revealed factors that contribute to an improvement or deterioration in working relationships. The writers use this analysis to make recommendations for sustaining and improving partnerships between owner and contractors.10aManagement1 aDrexler, John1 aLarson, Erik  u/biblio/partnering-why-project-owner-contractor-relationships-change-001117nas a2200169   4500008004100000245009900041210006900140260000900209300001200218490000700230520050200237653001500739653001500754100001800769700002200787856013800809       2000                        eng d00aUsing total quality processes and learning outcome assessments to develop management curricula0 aUsing total quality processes and learning outcome assessments t  c2000  a167-1820 v243 aA process was designed to identify what total quality skills should be included in the authors curriculum and howto deliver them. Customer data led the authors to change their focus toward exploring and assessing what they do in the entire curriculum. The emphasis on learning outcomes is a theme in American Assembly of Collegiate Schools of Business and education reform. The authors summarize things learned that may help others avoid certain pitfalls and build on the authors progress to date.10aAccounting10aManagement1 aDrexler, John1 aKleinsorge, Ilene  u/biblio/using-total-quality-processes-and-learning-outcome-assessments-develop-management-curricula-000547nas a2200121   4500008004100000245010900041210006900150260002600219653001500245100001800260700001700278856013000295       2000                        eng d00aWebsite creation: Integrating information technology skills into the international management curriculum0 aWebsite creation Integrating information technology skills into   aToronto, Canadac200010aManagement1 aDrexler, John1 aLarson, Erik  u/biblio/website-creation-integrating-information-technology-skills-international-management-000461nas a2200145   4500008004100000245005200041210005100093260000900144653000800153653001500161100001700176700001900193700001800212856008500230       1998                        eng d00aUsing a Computer-Based Version of the Beer Game0 aUsing a ComputerBased Version of the Beer Game  c199810aBIS10aManagement1 aLarson, Erik1 aCoakley, James1 aDrexler, John  u/biblio/using-computer-based-version-beer-game-0