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This paper aims to examine the influence of future and past negative time perspectives on job satisfaction and organizational commitment. The effect of national culture (Mexico versus the USA) as a moderator of the above baseline relationships is also analyzed.

The research model is tested using survey data drawn from a sample of 287 Mexican and 274 US MBA students (N = 561). Regression analyses were used to test the hypotheses.

Future time perspective has a positive relationship with job satisfaction and organizational commitment. Past negative time perspective has a negative association with both job attitudes. The effect of future time perspective on job satisfaction was significantly stronger in Mexico than in the USA. No other significant differences between the countries were found in terms of the time perspective and job attitudes association.

The results have implications for managing dispositions that affect work-related attitudes and behaviors with consequences for organizational effectiveness.

The findings suggest that time perspective affects job attitudes. Further, they also suggest that the interplay between future time perspective and culture influences job satisfaction.

Only in the search tor answers to disruptive questions will you find the means to build an Extraordinary Organization

This article discusses static hedges for installment options, which are finding broad application in cases where the option‐buyer may reduce up‐front premium costs via early termination of an option. An installment option is a European option in which the premium, instead of being paid up front, is paid in a series of installments. If all installments are paid, the holder receives the exercise value, but the holder has the right terminate payments on any payment date, in which case the option lapses with no further payments on either side. The authors summarize pricing and risk management concepts for these options, in particular, using static hedges to obtain both no‐arbitrage pricing bounds and very effective hedging strategies with almost no vega risk.

As a team of eight scholars at the University of Texas, we collaborate to research issues that directly focus on the development, training, and experiences of anti-racist and social justice leaders in urban secondary schools. Each of us considered a personal event, or series of events, that significantly influenced our thinking about social justice. We share experiences of personal and institutional racism, and reflect on how these experiences continue to shape our awareness of race. Our perspectives capture how issues of race and racial discrimination persist in a status quo educational system and how past experiences directly influence our work.

The purpose of this chapter is to study the mathematisation of finance – excessive use of mathematical models in finance – which has been widely blamed for the recent financial and economic crisis. We argue that the problem might actually be the financialisation of mathematics, as evidenced by the gradual embedding of branches of mathematics into financial economics. The concept of embeddedness, originally proposed by Polanyi, is relevant to describe the sociological relationship between fields of knowledge. After exploring the relationship between mathematics, finance and economics since antiquity, we find that theoretical developments in the 1950s and 1970s lead directly to this embedding. The key implication of our findings is the realization that it has become necessary to disembed mathematics from finance and economics, and proposes a number of partial steps to facilitate this process. This chapter contributes to the debate on the mathematisation of finance by uniquely combining a historical approach, which chronicles the evolution of the relation between mathematics and finance, with a sociological approach from the perspective of Polyani’s concept of embedding.

Repression is an integral part of a class-based society. In these societies a relatively small number of people own a very large share of productive resources. This concentration of asset ownership inevitably leads to a highly unequal distribution of income and with it a division of society into a small number of haves and a much larger number of have-nots. The haves constantly fear that the have-nots will seize their property either by outright force or through legislation. Over the centuries they have devised methods of social control to preserve the existing property relationships.

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).

This case is based on a real-life consulting engagement with a major Fortune 100 telecommunications company. The name of the firm has been disguised for confidentiality reasons. Completing the case teaches students how to develop a cost-containment ROI analysis and develop a business case for a large enterprise technology project. The class discussion focuses on strategies to understand and manage the risks of the project and organizational issues. In addition, the case teaches students good questions to ask when reviewing a complex project business case, and how to present a project for funding approval. This case is the second in a series of three cases designed to teach students ROI analysis for technology projects; the first is “B&K Distributors: Calculating Return on Investment for a Web-Based Customer Portal” and the third is the case “ROI for a Customer Relationship Management Initiative at GST.”

The case objective is for students to learn how to compute a return on investment (ROI) analysis for a large cost-containment technology project. Students learn the best practice of computing the range of possible outcomes (the best, worst, and expected case), and how to present the results to senior management. In addition, students learn how to incorporate important management issues of personnel reduction and technology project risk into an ROI analysis.

In this return on investment (ROI) for customer relationship management (CRM) case scenario, students must calculate the ROI for analytic CRM enabled by an enterprise data warehouse. The case is based upon a real-life consulting engagement with a major Fortune 100 telecommunications company. In this case the executive management team's strategic objective is to grow the customer base by 5 percent annually by customer acquisition. The internal rate of return calculated from the data given in the case is more than 800 percent for one year, and sensitivity analysis shows this is a robust projection, suggesting it should be funded without question. However, the strategy of the firm is customer acquisition in an environment of high customer churn. As a result of these dynamics, the revenues and net income of the firm are actually decreasing by hundreds of millions of dollars each year. A better solution would realize that the executive team has the incorrect strategic objective. Customer acquisition is the wrong approach in an environment of high customer churn and executives should focus on customer retention and cross-sell and up-sell to high-value customers. The case discussion therefore takes students beyond CRM ROI to focuses on the key strategic concepts of customer relationship management.

Students learn how to calculate return on investment (ROI) for analytic customer relationship management (CRM) initiatives. The case also discusses in detail the difference between operational CRM and analytic CRM. The case solution is relatively straightforward with a very good ROI. However, the true learning of the case is for students to understand the strategic context of analytic CRM and to question assumptions in any ROI model.