<p> Recurrent corporate scandals have underscored the need for business leaders, the majority of whom were trained in business schools, to address tradeoffs between the interests of investors and those who serve the common good as an expression of socially responsible business leadership (SRBL). This study offers an integrated corporate social responsibility model (ICSRM), which displays the factors that scholarly research suggests promote and hinder corporate social responsibility (CSR) practice. However, because the CSR concept originated in the United States and the American business school model is replicated across the globe, most theories that support this conceptual framework were developed through that lens. This study addresses this weakness by exploring the impact of other cultural contexts on CSR thought and practice. </p><p> Specifically, the purpose of this exploratory mixed methods cross-national study is to examine the impact of culture on the motives and views of Master of Business Administration (MBA) students from three distinctive cultural clusters regarding the factors that support CSR. The findings, gleaned from 290 surveys and three focus groups, indicate that these MBA students have almost identical motives toward CSR, which are expressed in their eagerness to manage the tension between profitability and the common good. Additionally, the students demonstrate very similar views regarding the factors that drive CSR&rsquo;s implementation. In short, the study suggests that cultural dimensions do not seem to have a meaningful influence on students&rsquo; personal attitudes regarding these factors, providing a basis for scholars to better understand and further explore the possible relationship between cultural factors and SRBL.</p>

<p> Internal controls play critical roles in all organizations. Internal control weaknesses that have resulted in accounting fraud have global and local ramifications including job and investment losses. The ramifications have been felt globally in the United States, Britain, China, and locally, in Northern Virginia. Weak internal controls or the lack thereof was the most preeminent factor contributing to accounting fraud. Many studies have discretely and narrowly examined either internal control weaknesses or fraud. Consequently, there was a dearth of research on internal control failures that have resulted in accounting fraud. The problem addressed in this study was the need to understand accountants&rsquo; perspectives on how they detected and handled internal control weaknesses within their organizations and their perceptions of their preparedness to detect and prevent fraud based on the academic and on-the-job training they have received. The purpose of this qualitative multiple case study was to describe how accountants in the Northern Virginia area detected and handled internal control weaknesses within their organizations and their perceptions of their preparedness to detect and prevent fraud based on the academic and on-the-job training they received. In this study, informal face-to-face, open-ended semi-structured interviews and document review were conducted. Purposive snowball and criterion sampling were used to recruit 15 professional accountants. Lists maintained by professional accounting organizations were used to identify members who met the study criteria. Data were analyzed using qualitative content analyses to identify themes related to the research questions. Results indicated that lack of monitoring preeminently contributed to fraud. However, accountants shared strategies they used to detect and prevent internal control weaknesses and accounting fraud within their organizations. Additionally, accountants received inadequate internal control and fraud training both in college and from their employers. Recommendations for practical application include providing accountants with adequate internal control and fraud training in college and by employers. Future research should explore organizational managements&rsquo; perspectives on internal control weaknesses that resulted in accounting fraud to shed more light on the pervasiveness of the deficiencies identified. This study was limited to accountants in Northern Virginia, future research may replicate this study, but in different geographic locations.</p>

<p> Education policymakers in Nigeria lack the knowledge on the views of Niger Delta youths, who rely on entrepreneurship education and its contents to fight poverty and unemployment in their area. This study&rsquo;s purpose was to gain deeper understanding of the views of Niger Delta youths on entrepreneurship education, its contents, and its role in fighting their area&rsquo;s high rate of poverty and unemployment. This study was framed and guided by three key concepts that focus on the challenges of poor communities: youth unemployment in sub-Saharan Africa, entrepreneurship education, and youth entrepreneurship. To address this issue properly, a qualitative multiple-case study was designed. Data were collected from multiple sources: semi structured interviews, archival data from government labor reports , and the researcher&rsquo;s field notes.Data analysis was completed through thematic and cross-case synthesis analysis. . The findings showed that the Niger Delta is less privileged in financial availability, deepened in economic recessions under unemployment, poverty, inflation, hunger and starvations, with less chance of obtaining education, without qualification for employable white-collar jobs, neglected by the government of Nigeria, irrespective that Niger Delta region is the city of petroleum production that gives approximately 95% of Nigerian national revenue annually. With the adoption of entrepreneurship education in their school system and through training and skill acquisition, the Niger Delta would contribute to poverty alleviation, increased business career ownership, and meet the daily economic demands of their families, and be able to have a voice in social change. Social change can potentially be achieved through economic restoration and the enhancement of youths&rsquo; education and employment status, which in turn would help decrease the rate of poverty.</p><p>

Thesis (Ed.M.)--Boston University

<p> For decades, business leaders have openly inferred higher education fails to prepare graduates to perform job duties successfully. An unprepared workforce makes it difficult for businesses to compete and produce a profit. The discipline of marketing experiences the most rapid changes due to technology advances and marketplace needs. Marketers play a critical role in the financial success of a business. A descriptive, comparative study was used to determine the efficacy of college marketing program curriculum and tested the assertions from industry leaders concerned about skills gaps related to the field of marketing. Multiple university marketing programs throughout the Midwest United States were investigated to determine what the required courses included. Additional reports from LinkedIn job recruitment sites offered current marketing employment skill requirements and employer preferences. Survey recruitment encompassed a random sampling of academic business dean&rsquo;s, marketing instructors from two-year, and four-year universities across the Midwest United States. Business participants comprised of small to large Fortune 500 companies, nonprofits, business alliances and chambers of commerce within the Midwest United States. Groups completed survey questions self-ranking marketing courses for job relevancy and rated communication attributes judged essential to succeed as a marketing practitioner. Participants agreed digital marketing and social media ranked as the most relevant courses to master for job success. There existed significant differences for the remaining ranked courses between educators and practitioners. Practitioners placed greater emphasis on analytical skill attainments such as accounting, micro, and macroeconomics over educators. Principles and practices of selling, public relations, and strategic marketing courses topped requirements marketers desired for proficient job performance. Academics ranked business ethics, international marketing, new product development, and supply chain logistics, as critical courses graduates should master. Groups revealed verbal and written communication were the top two communication attributes determined necessary to perform job duties effectively. Educators perceived attire illustrated a practical element towards job success whereby practitioners placed less emphasis on appearance. The findings of this study contribute tactical knowledge towards the discipline of marketing, for it promoted curriculum relevance within university programs designed to supply a pipeline of workforce talent. This investigation uncovered several established collaborations between academia and business as of 2017. The study recommends consistent, standardized industry and academic partnerships nationwide as accreditation criteria from the Higher Learning Commission, which may also serve as a supplemental foundation for workforce talent development.</p><p>

<p> The purpose of this marketing plan is to identify the need for ASC&rsquo;s in the field of cosmetic and plastic surgery. Outlining an assessment of the market will provide a detailed overview of the industry and a roadmap to building a sustainable business. Each section in the analysis will present information that pertains to the industry, customer, and competitors. The marketing plan will help organize all of the data and research about the business and is useful tool for business owners or potential investors. Beverly Drive Surgery Center intends on offering patients seeking cosmetic or plastic surgery with the optimal surgical environment and exceptional care.</p><p>

<p> This quantitative research study was developed in response to challenges small-business owners face with high stress, corporate devastation, and burnout. The research examines burnout and self-care practices among small-business owners to foster psychological well-being. Many studies exist on professional burnout; however, to date, the researcher has not been able to uncover published research related to small business owners&rsquo; exhaustion and burn out. Theories in academic literature on self-care, managing transitions, and psychological well-being can be applied to small-business owners experiencing burnout, while leading through corporate life cycles. </p><p> This research study utilizes a quantitative, correlational, design approach to examine the levels of burnout in the domains of exhaustion, cynicism, and professional efficacy. Purposive sampling was used for small-business owner selection. The Maslach Burnout Inventory-General Survey (MBI-GS-4^th Edition) was conducted to assess burnout and demographic data was collected from 66 participants. Pearson Correlations determined the relationship between levels of burnout among small-business owners and whether relationships exist between the burnout domains and participant&rsquo;s demographic characteristics. </p><p> Results from this study indicated two significant findings. Correlations indicated higher levels of exhaustion for small-business owners who were younger. Secondly, correlation analysis indicated a significant negative correlation between respondent&rsquo;s length of time in business and their level of exhaustion. The results of this research study may provide direction to where further research may be needed. Recommendations include the development of long-term workable stratagem for small-business owners to manage corporate life cycles, and enhance professional performance. Findings from this quantitative research can be used to enhance the quality of life, and improve corporate success of small-business owners, in the United States.</p><p>

<p> The challenges of entrepreneurship make learning integral to the entrepreneurial process. However, many entrepreneurs work in relative isolation and lack opportunities to engage with peers in ways that promote meaningful reflection and learning. This study explores the experience of group coaching as a setting for meaningful learning and change in entrepreneurs. Scholars studying similar group settings have shown that social processes, including those related to peer learning and identity work, contribute to entrepreneurial learning (EL) and identity construction in important ways. Still, relatively little is known about how these social processes unfold or about the different types of social contexts in which EL occurs. This study advances the literature through a narrative exploration of eight entrepreneurs&rsquo; experiences navigating challenges related to entrepreneurial learning and identity in the social context of their coaching groups. </p><p> Data collection was accomplished via one-on-one, semi-structured narrative interviews with each participant. The data were interpreted using separate and sequential narrative/performative and thematic analytical methods to produce an in-depth, multi-dimensional understanding of the data. Participants&rsquo; stories depicted group coaching as a viable context for supporting entrepreneurial learning and change on multiple levels. In addition, the study findings contribute to an understanding of <i>where</i> or <i>under what conditions </i> EL unfolds within group coaching, and <i>how</i> or <i> in what ways</i> participant entrepreneurs experience learning in this context. Finally, the relational context of the interview itself was found to contribute to participants&rsquo; meaning making, directly influencing their constructions of past events and their meaning. The study presents practical implications for coaches, coaching educators, and entrepreneurs, as well as recommendations for future research.</p><p>

<p> The purpose of this qualitative exploratory case study was to examine the significance of participation in a six-session innovation training program on participants&rsquo; perceived creative behaviors in a military research and development organization in eastern Maryland. This study included an introduction and background of the problem, thorough literature review, declaration of design and methodology, data collection and analysis, and presentation of the findings. Data collection included an online qualitative survey of past program participants, theoretical literature, and innovation training course materials. The survey responses showed evidence through individuals&rsquo; perceptions, beliefs, and lived experiences that may encourage leadership to utilize innovation-training programs and similar creative behavior training to improve organizational culture, communication, and experience. Four common themes emerged through data analysis relative to influencing creative behaviors as follows: Essential to Innovation, Applicable to Daily Activities and Organization, New Skills and Methodologies Learned, and Significant Perceptions and Beliefs. These themes were analyzed to formulate responses to the guiding research questions of this study. The data presented in this study has shown the potential value of innovation training by presenting both positive and negative outcomes, allowing leaders to understand current issues with organizational creative behaviors, and the potential opportunity to bolster these behaviors through innovation training. Organizational leaders have an opportunity to potentially utilize innovation training as a means of reinforcing or improving the quality and productivity of organizational innovative projects through enhancing individual perception in areas including critical thinking and problem solving, communication, collaboration and team building, and creativity and innovation.</p><p>

<p> This exploratory study identified the types of experiential field-based learning (FBL) courses included in the top 20 U.S. two-year MBA programs identified by the <i>2015 U.S. News &amp; World Report</i> ranking. The foci of FBL courses are consulting projects in which students work outside the classroom to develop recommendations for solving a real business problem posed by a company or organization. This research analyzed the organizational structure of these courses and in particular, how business librarians, faculty, career services professionals, and other expert advisors supported the student teams in these courses. The research utilized a mixed methods approach, which began with an online survey of business librarians from the 20 programs, and continued with interviews, website analysis, and the development and analysis of six in-depth case studies. Theoretical support for this research drew from the field of sociology, with a dual focus on role theory and the concept of &ldquo;jurisdictional claim&rdquo; posed by Abbott&rsquo;s 1988 theory of professions. </p><p> This research informs new ways to conceptualize the design of FBL courses and the structure of embedded librarianship support with social network models that represent the engagement levels of various roles. Beyond the opportunity to work on real business projects, some additional benefits to students of FBL identified were practicing teamwork and learning from the field of consulting to apply to this work. The diverse roles that provided team support also helped the students learn how to make effective use of knowledge experts. Constraints to this pedagogy included working within an academic timeframe and having access to enough individuals with the right expertise to provide the customized attention required. Other factors included contending with project sponsors that changed their project focus, adapting roles and infrastructure to support FBL, and adequately communicating learning outcomes to all stakeholders.</p><p>