Search results

Posits that traditional text‐book‐oriented auditing education is not enough to provide students with the necessary background to become an internal auditor. Proposes that by forming a partnership, in order to enhance internal auditing education, educators and internal auditing professionals can improve a student′s learning. Investigates how this can be done. Suggests that an auditing course provided by the Institute of Internal Auditors (IIA) and the University of Central Florida (UCF) could be the answer.

Examines the requirements of future internal auditors within the business community. Proposes that it is in the interests of all within that community to prepare individuals as well as possible in the principles and practice of internal auditing. Concludes that these principles, if well‐maintained, lead to a well‐run organization and can be beneficial to careers in internal and external auditing.

The aim of this paper is to introduce this special issue of Management Decision by exploring the themes of the issue and the contribution of each of the articles in the collection.

The paper reviews notions of ethics, justice and responsibility. It then uses the framework developed through this review as the basis for an appreciation of the articles that constitute the issue.

Finds that it is an important reminder to managers and employees who constitute the entities to which “responsibility” is generally attached, that responsibility, ultimately, is irreducible beyond the individual, who cannot simply “follow orders”.

This article provides an introduction to, and suggests an overarching framework for, this special issue on questions we ask about ethics in a global marketplace.

The purpose of this paper is to describe the methods used and the qualitative success of organizational development (OD) supported efforts to alter the culture and enhance agency outcomes of an academic health center.

Myers‐Briggs, FIRO‐B, and DISC assessments plus consultations conducted by OD professionals determined emphasis should be targeted on people, structure, and processes to create a more strategic and action‐oriented environment. The OD process accomplished: the alignment of managerial and personal styles with job responsibilities; the development of a change ready culture; the initiation of a coaching/mentoring system for individual development; the identification and ownership of core values; the reestablishment of more transparent communications; and the redistribution of power within the institution.

The OD process created an environment where performance was valued and rewarded. The institution has experienced record growth in the number of physicians attracted to the institution and in the number of patients served. Operational and fiscal performance measures also achieved record results. Beyond the metrics achieved, the institution developed a high‐performance organization with relationships based upon trust and mutual respect.

OD provides the ability to challenge people in a collegial and a highly competitive environment. Thus, the capacity to continually improve and change is now built into the organization so it can adapt to changes in the external environment.

The aim of this paper is to present the author's findings from eight conferences, organized over the course of four years by two major management education organizations in the USA, and pertaining to the trend of management education.

This paper offers a constructive critical review of the trend of management education, and the need for greater interaction and more hands‐on approaches, against the reality of adhering to requirements of accrediting bodies.

The trend toward more interaction and a broader variety, as well as greater inclusion of art and other areas in management education is unstoppable. The growing interest in workshop submissions and attendance at major conferences is proof of that. However, it may take a while before all stakeholders will support this reality optimally.

Management educators may get encouraged to explore alternative ways of engaging their students, and seek outlets to share these new findings on a larger scale. The fact that academic publishers also seem to follow the trend of deviating from strong theoretical foci could be considered hopeful.

Management educators may get encouraged to explore alternative ways of engaging their students, and seek outlets to share these new findings on a larger scale. The fact that academic publishers also seem to follow the trend of deviating from strong theoretical foci could be considered hopeful.

This article presents comparative data of two major conferences, which are highly popular within the world of management education, but have never been placed alongside one another as such. Furthermore, the article reveals a trend that has thus far only been discussed as an experience‐ based or research‐based one, but was not yet brought within the scope of its implementation on globally attended forums as the ones discussed in this article.