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The quality of printing produced by computers is often of a poor standard. Most people can tell at a glance which parts of their bills, or bank statements, are printed by a computer — the parts that are awkward to read and of poor quality. In general, computer printed documents are inferior to typed documents. This may not matter too much for bills, but the current explosion in office word‐processing computers means a corresponding explosion in the number and variety of badly printed documents being produced.

This case is one of a pair of cases used in a merger negotiation. It is designed to be used with “British Petroleum, Ltd.” (UVA-F-1263). One-half of the class prepares only the British Petroleum (BP) case, and one-half uses this case. BP and Amoco are considering a merger, and are in the process of negotiating a merger agreement. Macroeconomic assumptions, particularly forecasting future oil prices in an uncertain environment, and assumptions about Amoco's ability to reduce exploration and production costs make Amoco's future cash flows difficult to predict.

This case is one of a pair of cases used in a merger negotiation. It is designed to be used with “Amoco Corporation” (UVA-F-1262). One-half of the class prepares only the Amoco case, and one-half uses this case. BP and Amoco are considering a merger, and are in the process of negotiating a merger agreement. Macroeconomic assumptions, particularly forecasting future oil prices in an uncertain environment, and assumptions about Amoco's ability to reduce exploration and production costs make Amoco's future cash flows difficult to predict.

This study aims to understand how marketing faculty become reference-educators of business executives by exploring the factors that contribute to their teaching performance.

Exploratory qualitative research, using in-depth interviews in which the object of the study was the marketing educator, based on three Brazilian business schools.

The teaching performance depends on the teaching practice, which is influenced by technical knowledge, pedagogical factors and personal features. The development of a practitioner-educator is a complex process that arises from both formal and informal learning.

Deepens the understanding of marketing educators’ individual factors, proposing a model to expand the knowledge of the factors shaping a reference-educator.

Raises awareness among managers of Higher Education institutions of the relevance of the development of its educators considering not only pedagogical skills but also marketing and social skills.

Improvements in education generate a positive contribution to society. Better marketing educators may result in better professionals, which could, ultimately, generate more benefits both for corporations and for society.

Existing literature has neglected the understanding of how marketing educators’ individual factors may impact on good teaching to create a well-rounded practitioner-educator. This study seeks to address that gap by exploring how marketing faculty, especially practitioners of marketing, become reference-educators, that is, educators identified as exemplars of good practice by their students and peers.

In this article, the authors aim to achieve a deeper understanding of the aspects that influence academic faculty's subjective well-being (SWB). For this purpose, the authors focus on scholars who work in a business school that not only is located in Latin America, but is in a transition process, changing from being solely a teaching-oriented to a research-oriented model due to Association to Advance Collegiate Schools of Business (AACSB) accreditation purposes.

Twenty in-depth semi-structured interviews were conducted with professors at a private business school in Mexico. The interviews took place between November 2018 and late 2020.

Scholars of business schools who are transitioning from being teaching-oriented to becoming research-oriented in order to comply with AACSB requirements face heightened institutional pressures that can generate negative effects on professors' SWB; especially on three dimensions: health, a sense of lack of self-efficacy and apprehension due to the lack of resources.

This paper studied a particular context; however, even when the findings of this article are relevant, they cannot be generalized, as each context will have its own peculiarities.

More attention needs to be given to scholars' SWB, particularly of those working in business schools located in the Global South. This is especially relevant since faculty members of business schools in emerging economies are aiming to compete in the international arena; therefore, they face heightened institutional pressures since they need to be more academically productive without neglecting teaching and administrative tasks and despite having less access to resources than their counterparts working in business schools in developed economies. The authors believe that hearing researchers' stories about their concerns and desires can raise awareness and lead to better work conditions.

In the West, just as much as in Eastern civilisations, a concern for respect and civility, and therefore mutual and complementary development of all the parts involved in an action, has been a philosophical driver for more than two millennia. In a practical way this implies, for the ‘human individual’, that the consideration of others’ realisation and accomplishments are as equal and important as her/his own. As an example of this mutual co-development, European humanistic thinkers have written and reflected about the need of having a humanistic orientation on any social action; in this respect the work of Rousseau (1712–1778) and Montaigne (1533–1592) are especially notable. This line has also been explored more recently by the American philosopher Dewey (1909). Moreover, within this humanistic concern, other philosophers such as Socrates (in Plato's works – 399–384 B.C.) and later Kierkegaard (1851) reflected on the responsibility of action regarding the whole, for which it is necessary to consider the meaning of existence as the representation of the soul – in a spiritual context – that affects this ‘whole’ inter-related development. We talk then about the need to explore the sense of actions, the results pursued and their consequences.

A slight acquaintance with the writings of Walker Percy probably would not lead someone to link his thought to the world of business. Indeed this Catholic existentialist might seem as far from the market place as possible. Nor would Percy's life immediately suggest that this Southern doctor turned writer was either interested in the world of business or had anything of significance to say to those who labor in the business vineyard. It would seem that Percy never had a regular job that enabled him to support himself, his wife, and their two daughters. Can someone so distant from and perhaps disinterested in the world of commerce have anything important to say to those who labor daily as business people? Indeed he can, perhaps precisely because, in his life, circumstances distanced him from the world of commerce and gave him the leisure time to reflect on just what is and what is not important in life.

The potential displeasure (e.g. strain, uncertainty and lack of control) involved in the process of obtaining eudaimonic outcomes (e.g. becoming healthier or more knowledgeable) may turn consumers away from a transformative service or hinder their coproduction. This paper aims to propose a service design that could overcome this conflict.

To allow for concrete discussions of service design, the proposed design is developed in the context of a specific transformative service: the higher educational service.

It is possible to transform the relationship between hedonic and eudaimonic outcomes from conflicting to complementary goals by replacing passive pleasure that is irrelevant or in conflict with eudaimonic well-being with active pleasure that is complementary to eudaimonic well-being. To facilitate simultaneous attainment of active pleasure and eudaimonic well-being, the transformative service provider needs to structure the elements of the service to create the conditions for the optimal experience to occur.

The proposed design is extendable to other human service contexts.

To the best of the author’s knowledge, this research is the first that shows how a transformative service can be effectively designed to overcome the potential conflict between its eudaimonic versus hedonic outcomes, such that the service will be well received by consumers while remain faithful to its transformative goal.