"Servant-leadership" is a philosophy of leadership and a belief system. At its core is the belief that to "grow" others, one must serve others. Several successful organizations profess adherence to servant-leadership; however, it has received little attention empirically and in the classroom. In 2001, in response to a newly articulated vision for the university and a revised, "tailored" MBA curriculum, I suggested a course in servant-leadership and taught it in 2003. This paper provides a review of the servant-leadership philosophy, including criticisms of it, and a description of the development and delivery of an MBA course in servant-leadership

11  Enhancing Online Learning: Constructivist and Collaborative Asynchronous Discussion by Gregory R. Berry

This paper examines the challenges in creating effective collaborative student-centered online classrooms. The substantial differences between online and face-to-face classrooms are examined. Student-centered online classrooms are heavily dependent on cohort discussion for student learning, and the argument is made that these differences require changed expectations and behaviors from both students and faculty. The differences between online asynchronous discussion and face-to-face synchronous discussion are also examined, with these differences also creating opportunities and problems for students and professors. Finally, best practice in the student-centered online classroom is identified, and suggestions made as to how this effectiveness can be achieved

20  Online Education and Learning Achievement: The Case of a Graduate Accounting Class by Lee Revere, Cynthia Heagy and Doug Rusth

30  The Relationship Between Locus of Control and Religiosity and Business Students' Perceptions of Cheating by Rafik Z. Elias

Although many undergraduate and graduate programs offer a variety of courses online, relatively few studies have examined an accounting course to determine whether online instruction provides the same degree of learning achievement as face-to-face instruction. This study compares the learning achievement of MBA students in an online accounting course with students in the same face-to-face course. The results of this study indicate that students in a face-to-face course have a higher degree of learning achievement than students in an online course.

50  Managing the High Cost of Litigation: A Business Law Class Exercise by Jeffrey B. Van Duzer

Law courses offered to students pursuing a general business management degree often end up being taught like a law school sampler - a light, once-over of a number of law school courses. This has at least two unfortunate consequences; it ends up teaching law as a series of disembodied concepts and it minimizes the importance of settlement and thereby unduly encourages the use of litigation to solve business problems. This article describes a quarter-long, web-based exercise designed to redress these consequences by inviting students to apply legal principles to hypothetical cases while managing for the high costs of litigation.

68  Fraud Education for Business Majors by Bonita K. Peterson Kramer and Gregory R. Durham

Leaders in the accounting profession are calling for more fraud-related education for accounting students, yet fraud is a problem hardly unique to accountants and auditors. Given the staggering costs of fraud, everyone in business should have an understanding of fraud prevention and detection strategies. In this paper, we present the details of the fraud class taught at our university – a class that requires little accounting background for either the instructor or the students – and we document the positive student response. Selection of course content and learning activities is driven by AACSB-International standards, the accounting literature, and prior fraud research.

87  Students as Fiduciaries: An Examination of the Performance of Student-Management Portfolios by Mohmoud M. Haddad and Arnold L. Redman

This paper is a description of the program and performance of student-managed portfolios that compose the TVA Investment Challenge. The Tennessee Valley Authority established a program in 1998 for university students, both undergraduate and graduate, to invest and manage $100,000 initial portfolios. The program is described, and the structure of the Investment Challenge program we utilized is discussed along with the use of web-based portfolio tracking programs to simulate the portfolio management experience for undergraduate students. The students perform their functions as fiduciaries responsible for earning a return superior to that of a selected stock index benchmark. Students are given full responsibility for managing their portfolios under constraints similar to those imposed by the TVA on its professional money managers. Reported are the performance results and portfolio characteristics of the stock portfolios of the nineteen original universities in the Investment Challenge program