Decisions are core transactions of organizations and their outcomes have a cumulative effect on organizational performance. Business students gain a basic understanding of decision-making concepts and processes, yet this level of awareness may not be sufficient to address complex issues. A course design is presented that provides students with an opportunity to develop holistic thinking skills that will enable them to create cross-functional solutions that address situation interdependencies. The design is based on concepts drawn from systems thinking, dialogue, holistic question development, visual diagramming, and self-awareness.

Teaching and learning in the online classroom is different from teaching and learning in the lecture-based face-to-face classroom. Online teaching and learning requires a redefined set of teaching skills and learning skills from both professors and students. This paper outlines the differences between the online and face-to-face classroom, and then analyzes the discussion-based online classroom. The role of online students is described and examined, then compared to the student role in traditional lecture-based classrooms. The online professor’s role is described and examined, then compared to the professor’s role in many lecture-based classrooms. Conclusions are drawn regarding best practice in the collaborative discussion-based online classroom.

Nations differ in regards to what individuals value in the workplace and how they communicate and view time. While scholarly research has been examining cultural aspects in the context of organizations, a direct practical transfer of these concepts to the classroom is necessary. This paper describes a classroom exercise designed to familiarize students with the intricacies of cross-cultural differences in an international business setting.

Today’s educators are faced with the challenge of preparing undergraduate students to be productive employees that can communicate effectively, work well in teams, and quickly solve problem. Client based group projects are one tool that educators can use to help students develop these key skills. In this paper we investigate whether student learning styles and students’ skills influence their perceptions regarding client-based learning. A convenience sample of 110 undergraduate students evaluated client-based learning. While students could be classified into different types of learners with different skills, they overall evaluated client-based learning positively which suggests they can overcome some of their limitations and differences.

Many colleges and universities already have or are considering switching from a traditional in-class teaching evaluation to an online evaluation process. Faculty tend to be resistant to this as they believe the students will be less likely to take their personal time to do the evaluations and thus the lower participation rate will not accurately reflect their teaching effectiveness. This study uses three research methodologies to determine whether there is a difference in how students rate faculty using the traditional versus the online method. In addition, the issue of non-response bias is examined.

The authors used a longitudinal approach to social network analysis to examine developmental relationship formation in the context of a small group student project and the effect of developmental relationship formation on small group performance. Empirical results indicated that students were more likely to form strong relationships within the small group than they were to form weak relationships with members of the larger class. The formation of trust relationships and helping relationships was related to small group performance. Helping relationship formation mediated the effect of trust relationship formation on small group performance.

The authors used a longitudinal approach to social network analysis to examine developmental relationship formation in the context of a small group student project and the effect of developmental relationship formation on small group performance. Empirical results indicated that students were more likely to form strong relationships within the small group than they were to form weak relationships with members of the larger class. The formation of trust relationships and helping relationships was related to small group performance. Helping relationship formation mediated the effect of trust relationship formation on small group performance.