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The purpose of this study is to understand the differences in motivations, advantages, disadvantages and time of multiple-major awareness among students who pursue multiple majors based on a set of defined characteristics. The student characteristics of interest included race, gender, financial aid status, class standing, transfer status, first-generation status and the number of majors.

The authors administered a survey instrument to a random sample of multiple-major undergraduate students to gauge the prevalence of motivations, advantages, disadvantages and time of multiple-major awareness themes developed during individual interviews.

Statistical analysis revealed significant differences among multiple-major students based on characteristics of interest. Results discussed at length include transfer students deriving higher levels of motivation from degree practicality than nontransfer students and students who receive financial aid indicating multiple passions as a primary motivation more frequently than students not receiving financial aid. Similar differences between male and female students are uncovered relating to perceived advantages of diverse interactions and experiences and increased balance, as well as perceived disadvantages of time commitment and ability to grow professionally. Finally, first-generation students learned about multiple majoring later than non-first-generation students.

This study builds on previous research regarding multiple-major students, an understudied yet important population in higher education. Additionally, it delves deeper by exploring differences in this population by student characteristics.

A bivariate probit model is used to predict the choice of an economics major in a sample of first‐year, undergraduate business students. The paper examines the statistical significance of a number of student‐related characteristics on the likelihood of choosing an economics major, along with the role of student personality and perceptions of the profession. Factors analysed include secondary studies in economics, accounting and business, grade point average and attendance pattern, along with perceptions of the economics profession arrayed along dimensions of interest, independence, structure and precision. It would appear that the primary influences on the selection of a major in economics comprise student personality and level of interest in the profession.

Internships are an increasingly essential component of the educational preparation for the contemporary logistics major, and are often viewed as a “win‐win” situation for both the intern and their employer(s). Despite their growing importance, there has been limited discussion of logistics internships in either the practitioner or academic literature. In an effort to address part of this literature void, reports findings from surveys of students and employers with a particular focus on their differences concerning selected internship issues. Also discusses potential implications of the findings for various logistical constituencies.

We discuss the value of a Bachelor’s Degree in Entrepreneurship. We do this in part by responding to some of the most common criticisms for the perceived shortcoming of the degree. Some of the issues addressed include the benefit of a major over a minor; the advantage of experience versus education; and the degree’s effectiveness in preparing students for an entrepreneurial career. We base most of the responses on our experiences at Loyola Marymount University. We conclude by pointing out that the Entrepreneurship degree can serve as a powerful foundation for the right type of students.

In the UK, the vast majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether the study of a joint rather than a single honours degree had an impact on employment outcomes six months after graduation.

The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students. The authors established whether there were any differences inherent in completing a joint honours degree in a post-1992 higher education institution, by nation within the UK or within a Russell Group higher education institution.

The authors found an approximately consistent 3 per cent point negative gap nationally in the highly skilled employment rates of joint compared with single honours graduates. This gap was at its lowest in the highly selective Russell Group universities (−1.52 per cent points) and highest in post-1992, vocationally oriented universities (−7.13 per cent points) and in Northern Ireland universities (−12.45 per cent points). Joint honours graduates of Scottish universities fared well, with a +3.09 per cent point advantage over the national average for joint honours. The authors found that universities that had a higher proportion of joint honours graduates generally had a lower employability gap between their joint and single honours graduates.

This study focussed on joint honours degrees in the UK where the two or three principal subjects fall into different JACS subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. Future work will consider the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. This grouping will include, for example, pairs of foreign languages, some social sciences pairings such as politics and sociology, and pairings such as history and theology from the historical and philosophical subject area.

The potential disbenefits of studying for a joint honours degree are apparent in this study. Joint honours students may face organisational, academic and cultural challenges that require a positive, conscious and sustained effort to overcome, on both the part of the student and the higher education institution. In particular for graduates of the post-1992 universities, it appears that there is a negative relative impact on highly skilled employment. This impact is lessened if the university is Scottish (four-year degrees with in-built breadth of study) or where the proportion completing joint honours degrees is relatively high.

This paper aims to determine whether CEOs with a humanities education (e.g. English/literature, philosophy, history, languages, religion, visual arts, or performing arts) exhibit higher levels of corporate social responsibility (CSR) within their firms than those who have studied other disciplines.

This paper is an empirical examination of S&P 500 CEOs’ undergraduate education and their firms’ level of CSR as measured by Kinder, Lydenberg & Domini (KLD).

CEO undergraduate humanities education is associated with higher levels of CSR even after accounting for several firm- and individual level controls. In addition, the CSR dimensions of community and diversity were found to be key drivers of the association.

This research is limited in understanding the micro-processes of the CEOs affected by a humanities education, as it relates to CSR. However, the results imply a values-based connection that is supported by the upper echelons theory.

CSR-minded firms may seek out humanities-educated executives. In addition, the results would suggest a need for humanities education despite the recent waning interest.

First, the findings of Manner (2010) will be confirmed using a different sample. Second, the humanities education and CSR relationship will be explored using a composite measure of CSR as opposed to analyzing its strengths and weaknesses separately (Manner, 2010), thus representing a holistic evaluation of the relationship. Third, previous research will be extended by examining the specific CSR dimensions (e.g. customers, employees) that are affected by a humanities education.

The purpose of this paper is to evaluate whether black and African-American criminal justice students perceive barriers to a police patrol career differently than white students, and whether the perceptions of these barriers impact desire to enter a police patrol career.

The current inquiry uses a self-administered survey of over 630 undergraduate students in criminal justice classes across five public universities.

Findings suggest that African-American students differ significantly from white students in perceived social disapproval of patrol careers, respect for police and perceptions of whether the police engage in racial profiling. These perceptions display a significant indirect relationship indicating lower patrol career interest for black and African-American students compared to all other races.

Research limitations of the current inquiry include the lack of a nationally representative sample, the use of four-year university students as a sample to represent the potential police patrol applicant pool, and the use of a survey instrument to gauge respondent beliefs about patrol careers as opposed to actions they would take in pursuit of a police career.

Findings from the current inquiry indicate that departments may need to focus more on improving global perceptions of the police and discussing the nature of the career with recruit social support structures. Police recruiters should focus on techniques such as addressing social isolation experienced by the police rather than on decreasing standards for background checks or simply increasing awareness of police careers.

The current inquiry is one of the first to explore perceptions of barriers to entering a patrol career among CJ students. It is also among the first to examine the impact these perceptions have on patrol career interest. The findings may also help criminal justice instructors more fully discuss these barriers with students of color.

Faced with declining government funding support and rising student loan debt, recently timely graduation in higher education has become a focal point of discussion at many institutions, particularly public universities. Timely graduation requires a student to successfully enroll in and complete a set of required and elective courses, the relationship of which is bound by the courses’ prerequisite requirements. However, due to the fact that class capacity is oftentimes limited and wrongly timed, many students find it challenging to stay on track. A well-structured degree roadmap that takes all factors into consideration and specifies the right courses to take by semester will better guide students’ course selection and thus increase their chance of earning their degrees within the four-year time window. Additionally, it will also allow administrators to do better capacity planning, and hence increase course accessibility to students. The paper aims to discuss these issues.

In this research, some operational techniques such as line balancing and simulation are applied to restructure and improve degree roadmaps, and assess the resulting outcomes. Some innovative methods are proposed to improve the processes on which students proceed to degree.

The results based on historical data that contains millions of student records spanning over eight-year time window demonstrate that the improved degree roadmaps can substantially increase students’ chance of completing the degree in a four-year time window. The research findings provide university administrators with cost-effective solutions.

This research breaks a new ground in literature due to its unique approach and focus. To the best of the authors’ knowledge, this research is one of the first attempts to systematically study the impact of degree roadmap on timely graduation. This research focuses on finding solutions that are within the institution’s control, hence the proposed solutions are implementable and will provide university administrators with new tools and perspectives to enhance student success.

The object of this brief paper is to discuss the balance between business content and language proficiency in study abroad programs related to business. When blending these three activities, the challenge is to balance each appropriately. If the study abroad experience contains little or no business content, students lose out on the opportunity to learn elements of international business. If the study abroad experience contains little or no language content, students miss out on the cultural integration that is essential for international interactions. And if “study abroad” becomes too loose (i.e. party on the beach) or too rigid (i.e. no different than taking classes back home), students miss the essence of studying in a foreign location. Of course, there are excellent business study abroad programs that are conducted in English (e.g. see Keillor & Emore for the roundtable discussion regarding English language programs). The focus of this paper is the role of foreign language instruction and student proficiency in foreign language, as it relates to business study abroad programs.

This paper aims to investigate how various sales personas interacted and played a role in the early growth of Ewing Kauffman’s Marion Laboratories in the 1950s.

The approach taken is a variation of “retrodiagnosis” – wherein modern psychographic personas are used to profile historical actors. After reviewing trends in both the academic and trade literatures related to professional and entrepreneurial selling in complex environments, the foundational sales force at Marion Laboratories active in the 1950s was assessed using the five sales personas proposed in a 2011 Corporate Executive Board (CEB) study: namely, hard-workers, relationship-builders, lone-wolfs, reactive-problem-solvers and challengers.

Individual members of the foundational sales force at Marion Laboratories displayed a number of dominant persona and subdominant persona traits. The relative success and managerial challenges evidenced by individual members of Marion’s foundational sales force are consistent with the CEB sales persona performance patterns. Specifically, those with dominant challenger and lone-wolf personas were especially crucial in driving sales success – to the point that Marion rapidly rose to become the most notable sales force in the American pharmaceutical vertical.

Given that only a single firm was investigated, along with the interpretive and qualitative nature of the study, the findings are not generalizable. Additional studies in a similar vein with similar findings would add further support to the current findings. Theoretical implications related to customer development and effectuation are touched on.

The investigation lends qualitative historical support to the CEB study. The question of optimal-sales-team-persona-mix is worth founder’s consideration.

This is the first study to use contemporary sales personas to investigate a historically significant entrepreneurial sales force.