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This paper examines the relation between several attitudinal and performance measures and the decision to file a grievance in an organizational simulation. Results were consistent with predictions derived from previous research. Employees who valued their compensation and were satisfied with their performance were likely to file a grievance against their manager. Conversely, employees who were highly satisfied with their job and judged the selection process and performance evaluation systems to be fair were not likely to file a grievance. Implications of these results for future research are discussed.

The purpose of this paper is to describe development of a component in a management principles course to develop university students' virtual team skills. There were several challenges in creating and implementing this new component. The paper aims to describe how these challenges were addressed and discusses outcomes associated with this virtual team component.

This paper primarily presents a case study of the evolution of a virtual team education module. Descriptive data and regression analysis are presented to support specific outcomes.

After completing the course, participants indicated the virtual team experience helped them gain useful professional skills. Hierarchical regression analysis indicated satisfaction with the virtual experience and perceptions that the virtual team experience built useful skills that were related to willingness to use this technology in the future (controlling for age, gender, working experience, and team performance).

The training method was implemented in only one institution. Additionally, limited empirical data is presented.

Results can be used by others interested in implementing a virtual team training/education component in a university setting. Non‐educational organizations may find the information helpful in successfully introducing virtual teams to employees.

While computer mediated technology is increasingly utilized to educate and train students and employees, the process of effectively training people to optimally utilize technology, especially in a team setting, is not well documented. Additionally, this paper highlights factors that influence the acceptance of technology and willingness to use technology in the future.

The purpose of this paper is to examine antecedents and consequences of parental involvement and over-parenting as it relates to college students’ college experiences and workplace expectations.

An online survey was completed by 482 undergraduate college students; the survey contained questions about parenting behaviors, personality and demographic items, and workplace scenarios to which participants responded.

Statistical analyses revealed that over-parenting was more common when college students lived at home and had fewer siblings. Additionally, over-parenting (but not parental involvement) was associated with lower student self-efficacy as well as maladaptive responses to workplace scenarios.

Data are correlational and were collected from students only. Future longitudinal research that includes the parent and employer perspective is needed.

This is one of the first studies to empirically examine the antecedents and outcomes associated with over-parenting. Over-parenting is assessed in relation to college and workplace outcomes.

This paper reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Higher education institutions are working hard to prepare their students for the reality of business life beyond the classroom. As business technology continues to shrink the global community, so these institutions attempt to keep pace by educating their students in best business communication practice. The authors of “Utilizing virtual teams in a management principles course” describe one such attempt to create a course which gives students experience in virtual team work.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

Existing entrepreneurship literature has provided mixed evidence as to whether resource providers discriminate against female-led innovative start-up ventures in their resource commitment decisions either in terms of the likelihood or conditions of resource provision. While some studies revealed evidence indicative of negative discrimination against female entrepreneurs, others have provided evidence suggestive of positive discrimination. In light of these divergent findings, the purpose of this paper is to develop a more nuanced and integrative approach to studying gender biases in entrepreneurial resource provision with greater attention paid to both moderating contingency factors and mediating mechanisms.

The authors develop a conceptual model and empirically testable propositions describing whether, how and when entrepreneurial resource providers are likely to under-, over- and equivalue female-led innovative start-up ventures relative to equivalent male-led start-up ventures. The model applies not only to institutional or private investors as providers of financial capital to start-up ventures as discussed extensively in extant entrepreneurship literature but also to prospective employees as providers of human capital and prospective consumers as providers of money in exchange for an entrepreneurial product or service. The authors discuss the gender-typing of the entrepreneur's core product/service offering as a key contingency factor likely to moderate the proposed relation. The authors further delineate the importance of what they refer to as the “first”- and “second-order” mediating mechanisms underlying the hypothesized relation between resource provider evaluations of the male versus female founder-CEO, the attractiveness of his/her start-up venture and the (conditions of) resource provision to their start-ups.

Building on social-psychological theories of descriptive and prescriptive gender stereotypes and extant entrepreneurship literature, the authors establish that gender biases are likely to occur because of resource providers' perceptions of women entrepreneurs at the helm of male-typed start-up ventures to be less competent and agentic, as well as less warm and other-oriented than equivalent male entrepreneurs leading male-typed start-up ventures. The authors discuss the implications of such gender-biased evaluations for the application of stricter performance standards to female-led-male-typed start-up ventures and the likelihood and conditions of resource provision to their companies. The authors further discuss why and when female founder-CEOs of a female-typed (gender-neutral) start-up venture are likely to be overvalued (equivalued) compared to equivalent male founder-CEOs. The authors also develop propositions on additional contingency factors and mediators of the gendered evaluations of founder-CEOs and their start-up ventures, including resource providers' “second-order” gender beliefs, the high-cost versus low-cost resource commitment, individual differences in gender stereotyping and the perceived entrepreneurial commitment of the founder-CEO. The authors conclude by suggesting some practical implications for how to mitigate gender biases and discrimination by prospective resource providers.

Discussing the implications of descriptive and prescriptive gender stereotypes on evaluative decisions of entrepreneurial resources providers, this study advances not only the women's entrepreneurship literature but also the more-established scholarship on the role of gender stereotypes for women's advancement opportunities in the corporate world that has traditionally viewed entrepreneurship as the solution for women fleeing the gender-stereotype-based discrimination in the corporate setting to advance their careers.