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Despite the benefits of delegation, anecdotal and survey-based evidence suggests that firms do not optimally delegate decision-making authority. However, to date, no…
Despite the benefits of delegation, anecdotal and survey-based evidence suggests that firms do not optimally delegate decision-making authority. However, to date, no quantifiable evidence supports this claim.
We design an experiment to explore the superior’s choice between delegation and information elicitation. We also examine the effect of the superiors’ choice on the amount of effort provided by subordinates to gather decision-facilitating information.
We find that, compared to economic predictions, superiors delegate less often than they should. Subordinates exert lower effort when superiors elicit information than when superiors delegate the decision to them. As a result, superiors earn lower profit when they elicit information than when they delegate decision-making authority.
Our empirical evidence supports two main tenets espoused in the literature on the allocation of decision rights. First, the evidence of under delegation contributes to the literature which maintains that superiors’ tendency to under-delegate leads firms to become overly centralized.
By designing a novel experimental, we identify systematic ways in which behavior deviates from economic theory and contribute to the discussion on how firms utilize information. In particular, under delegation prevents firms from exploiting economies that arise from local capabilities and task specialization, and results in forgone profits.
The origin of the learning community, in higher education in the US, began over a century ago. In contemporary higher education, living-learning communities (LLCs) have…
The origin of the learning community, in higher education in the US, began over a century ago. In contemporary higher education, living-learning communities (LLCs) have become a strategic way to foster student development, engagement, and success as well to advance key tenets of diversity and inclusion. Within this work, a historical narrative of the learning community is provided, in addition to a discussion of relative student development theory. Finally, this chapter positions diversity and inclusion as central to this educational intervention and frames the utility of this student engagement model within the Dynamic Student Development Metatheodel, a modern theory of student success and development.
This research is a 6-year extension of Bernardi's (2005) initial ranking of the top ethics authors in accounting; it also represents a broadening of the scope of the…
This research is a 6-year extension of Bernardi's (2005) initial ranking of the top ethics authors in accounting; it also represents a broadening of the scope of the original data into accounting's top-40 journals. While Bernardi only considered publications in business-ethics journals in his initial ranking, we developed a methodology to identify ethics articles in accounting's top-40 journals. The purpose of this research is to provide a more complete list of accounting's ethics authors for use by authors, administrators, and other stakeholders. In this study, 26 business-ethics and accounting's top-40 journals were analyzed for a 23-year period between 1986 through 2008. Our data indicate that 16.8 percent of the 4,680 colleagues with either a PhD or DBA who teach accounting at North American institutions had authored/coauthored one ethics article and only 6.3 percent had authored/coauthored more than one ethics article in the 66 journals we examined. Consequently, 83.2 percent of the PhDs and DBAs in accounting had not authored/coauthored even one ethics article.
Bridge programs constitute institutionalized interventions to provide equitable educational opportunities for low-income, first-generation, and disadvantaged traditional…
Bridge programs constitute institutionalized interventions to provide equitable educational opportunities for low-income, first-generation, and disadvantaged traditional undergraduate students (Gullatt & Jan, 2003). These are typically pre-college transition programs that serve to facilitate college access and readiness. This chapter discusses the role of bridge programs at American colleges and universities and the recommends integration of the Dynamic Student Development Metatheodel (DSDM) student success model (Frederick, Sasso, & Barratt, 2015). This chapter outlines the typology of bridge programs at the federal, state, and campus levels and highlights the target populations of these programs. Evaluation and outcomes regarding the efficacy of these programs are also highlighted. Implications and considerations for practice are provided integrating specific constructs from the DSDM to inform the further development of bridge programs to increase student development.