https://dc.etsu.edu/etsu_books/1224/thumbnail.jpg

Traditional methods for teaching negotiation have required both instructor and student to be physically present in the same location. With the advent of the Internet and associated technological advances, however, instructors may now transcend geographical barriers and effectively deliver the same content virtually. In this article, we present an exploratory study comparing two masters-level negotiation courses: one taught using a traditional in-person method and the other taught online. Results showed no significant difference in knowledge acquisition as quantified by objective measures, including mean grades. In addition, self-report data indicate that, although students' skill and mastery of negotiation improved in both courses, online students reported that they experienced less interaction and social engagement with their classmates and instructor. Several course development strategies and best practices are discussed.

Book Summary: Ever-evolving technological innovation creates both opportunities and challenges for educators aiming to achieve meaningful and effective learning in the classroom and equip students with a well-honed set of technology skills as they enter the professional world. The Handbook of Teaching with Technology in Management, Leadership and Business is written by experienced instructors using technology in novel and impactful ways in their undergraduate and graduate courses, as well as researchers reporting and reflecting on studies and literature that can guide them on the how and why of teaching with technology. Combining insights from research and practice, this comprehensive Handbook provides a state-of-the-art reflection on the role and effectiveness of technology in management, leadership, and business education. It offers a variety of resources and guidelines for the application of technology across different educational contexts and courses, and explores how specific digital tools, software, and applications have been used in the classroom to promote student engagement, assessment, collaboration, learning, and leadership. The broad range of chapters will support educators, administrators, instructional designers, researchers, chief information officers, and teaching technology developers seeking to expand their knowledge on the use of teaching and learning technologies in higher-education level management, leadership, and business programs.

Job satisfaction is a topic that garners quite a lot of attention in the literature as researchers and practitioners alike seek to understand, predict and improve employees’ contentment with their jobs. Similarly, in the decade and a half since its introduction, affective events theory (AET, Weiss & Cropanzano, 1996) is also gaining attention as it is recognized as a theoretically rigorous framework (Humphrey, 2006) and the prominent theory relating to workplace affect (Ashton-James & Ashkanasy, 2005). AET supplies a framework for investigating the relationship between work events, emotions and the resulting attitudes and behaviors – a structure which several investigations have empirically tested. The current paper reviews research conducted on job satisfaction within the AET framework and identifies areas in need of additional investigation.

No description available.

No description available.

No description available.

No description available.

No description available.

Dr. Kelly Price analyzes the evidence on how becoming a mother can impact an LPGA player's productivity, performance, and earnings.