The University Of Alabama Faculty Jazz - 887 Words

The University of Alabama Faculty Jazz Band along with guest player, Bill Peterson the jazz pianist, made up a chamber ensemble and performed beautiful and upbeat jazz music. The faculty members include Tom Wolfe, the guitarist, Chris Kozak, the bass player, and Mark Lanter, the drummer. The entire concert was played in a major key and had nothing but positive energy. The pieces and players were extremely creative and they managed to tell a story and create beautiful imageries through the changing sounds, rhythms, melodies, keys and texture. The first part of the jazz concert had three sections. The first section began subito (abruptly) with everyone playing in sync and the guitarist as the main player. He played with a vivacious tempo,†¦show more content†¦As we moved further along, the bass player, Chris Kozak took over. He slowly emerges from the silence as he carefully tapped the cymbals. The dynamic remained piano as the tempo gradually gets faster (accelerando). This heightened the tension before they all began to play together at 12:26 and returned to the initial mezzo forte dynamic of the piece. Towards the end, a characteristic of African music was highlighted where they performed a series of call and response. It was thrilling to hear this. My favorite part of the concert was the second part. The group played a song called â€Å"Body and Soul.† The guitarist played slowly before the others joined. They created a relaxed atmosphere with an old-school effect. All the notes were legato except the melodies of the drum which was staccato. The combination added character to the piece and made it entertaining. At 19:00, the pianist played briskly but beautifully, then the guitarist did the same. The notes became high pitched and the tempo and dynamics increased. After the guitar stopped, everything went into decrescendo and the melodies from the bass and drums became choppy (staccato). Overall the piece surrounded the theme of dependence and how it affects one’s happiness or strength. The piano and the guitar brought the happy aspect to the piece and without it, everything weakened and became uncoordinated. Initially it celebrated peace,Show MoreRelatedHuntingdon College. Huntingdon College Has A Tiny Campus1017 Words   |  5 Pagesthree acres in a pleasant neighborhood of Montgomery, Alabama. The campus is listed on the National Register of Historic Places. Around 1,100 students attend the traditional day and adult evening degree completion programs. Students from almost every county in the state attend Huntingdon College. Huntingdon College is consistently listed among the top best colleges in the region. They are a member of the Tree Campus USA program. The student to faculty ratio is 14 to one and the average class size isRead MoreLangston Hughes Research Paper25309 Words   |  102 Pagesmarried Charles Langston, the son of a white plantation owner and a slave. 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Post-Impressionism and Van Gogh The Incomparable...

Visual opulence, creativity, inimitable vision, and a style that is highly influential are the many characteristics of an admired movement in art history called Post-Impressionism (1875-1892). This movement, which was the by-product of the Impressionism movement, is the bridging gap between the two movements known as Realism and Expressionism. Post-Impressionism takes on some of the stylistic characteristics of these movements; however, it does not contain the all too glossy visuals of Realism or the heavily fantastic visuals of Expressionism, rather it is the intermediary of these two poles. My paper will discuss why this link was absolutely essential to the history of art movements, and I will be specifically using the artworks of†¦show more content†¦Nonetheless, over time, it became universally lauded as one of the seminal movements in art history. According to David W. Galenson and Bruce A. Weinberg in their article, Creating Modern Art: The Changing Careers of Painters in France from Impressionism to Cubism, the goal of the Post-Impressionism artists was to symbolize, rather than describe nature. Therefore, this in turn, allowed them to use more innovating techniques to express their emotions rather than just being an observer. Gauguin and van Gogh were particularly zealous about using their emotional state to convey the content and symbolism of their paintings. A quote taken directly from Galenson’s and Weinberg’s article perfectly describes this attitude of emotion, rather than observation, as the key artistic foundation for Post-Impressionistic artists: â€Å"Vincent van Gogh and Paul Gauguin drew their inspiration from emotions. Van Gogh declared that instead of trying to reproduce what I have before my eyes I use color more arbitrarily in order to express myself forcibly, whereas Gauguin advised a fellow painter: Go on working, freely and furiously, you will make progress.... A strong emotion can be translated immediately† (Maurice Malingue, qtd. in Galenson and Weinberg_2). Consequently, this notion of an imposing vision creates the truly compelling, haunting artworks of Post-Impressionism; particularly in the works of the artist, who needs no

Convocation Better and Dr. Wilson Free Essays

Convocation 2012 Response Paper Quam Onigbanjo As students poured inside of the auditorium, and the Morgan State alumni and faculty made their entrance, the first convocation of the 2012 school year began. The air was filled with peaceful music from the choir, as well as buzz of noise from the crowd. The aisles and staircases were packed with students trying to get seated near their friends. We will write a custom essay sample on Convocation: Better and Dr. Wilson or any similar topic only for you Order Now After most of the students were situated and the choir stopped singing, Dr. David Wilson began his introductory speech. Dr. Wilson began with greeting the new and or returning students and faculty. Then, Wilson starts to get into the depth of his speech by talking about how Morgan can, and is expanding into a generally better place. Wilson speaks of the newly built CBETS Building and about plans to build the Earl G. Graves business building. Wilson also talks about starting to improve the Jenkins building and softball fields. As Dr. Wilson spoke about the physical improvements that are planned for the campus, an aura of excitement came about the crowd. The part that seemed to excite the crowd the most was the announcement of the demolition of Montebello and the Soper library in order to create a new building that would take over Montebello’s duties. A general sense of pride filled the auditorium. The idea that Morgan was on its way to obtaining a better campus pleased everyone. As, a small HBCU in the middle of Baltimore city, Morgan’s campus does not compare to that of UMD College Park, which many students at Morgan would prefer to go to. However, it is clear that as Morgan is expanding into an even more beautiful campus, students and staff will be more confident in their school and will be encouraged to represent Morgan with some pride. As, the president continued his speech, the auditorium remained quiet with all eyes focused on him. Dr. Wilson then started talking about respect and conduct. This topic was guareanteed to come up as Morgan has been in the news is the past weeks due to a shooting in the student center. Dr. Wilson made a general message that was meant for everyone when he says to â€Å"respect yourself with the highest dignity and don’t accept things that go against who you are†, implying that you should have respect for yourself and one another in order to create a better environment for everyone. Due to the events in the past few weeks, Morgan’s name has been in the news for very bad reasons. These reasons were due to students at Morgan involved in murder and cannibalism, as well as stabbings and shootings. Although these events show a negative image to the outside world about Morgan State University, it is understood that Morgan is a school that is advancing and on its way to being a prestigious college. As a closing remark, Dr. Wilson wanted his staff and students to know that everyone should conduct themselves in the highest manner. This is to ensure that unfortunate events such as the ones that have occurred in the recent past do not occur again and that we as a university can restore our name contrary to what media portrays us. He closes his speech with encouraging his audience to find a deep respect for knowledge, learning, and education, as these should be the primary goals of any institution. After the choir sang the Alma Matter, a sense of inspiration seemed to have spread through the room as people were exiting the auditorium. The President has sent his message for the 2012 school year, which was to make Morgan a better place together. How to cite Convocation: Better and Dr. Wilson, Papers

To Teach Others Essay Research Paper In free essay sample

To Teach Others Essay, Research Paper In life, it is really of import to assist and learn others in any manner possible. During my past four old ages in high school, I have used my endowments and abilities in order to assist benefit others and better my community. Since childhood, I have ever been really originative and artistic in all of my enterprises # 8212 ; both academic and extra-curricular. In add-on, I have ever been a really enthusiastic pupil and hold had a strong involvement and desire to assist learn other people. As I have grown older and more mature, I have begun to recognize the value and significance of assisting others and lending to my environing community. Furthermore, I have recognized that the best manner to assist others is by making something that I personally have an involvement and strong ability in. By affecting myself in worthwhile voluntary and community activities, I can farther develop my involvements and endowments while functioning others. We will write a custom essay sample on To Teach Others Essay Research Paper In or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One of my most alone voluntary activities was painting wall paintings on the schoolroom walls of a local simple school. The South Plainfield Riley School summer painting undertaking took topographic point during the summer of? 94 and was a fantastic experience for all who participated. Originally, I was offered a place to paint in the school as a summer occupation, in which I would be paid on an hourly footing by the South Plainfield Board of Education. Due to prior misinterpretations and miscommunication on behalf of decision makers, I was so informed that I could no longer be paid to take portion in the picture undertaking. Unable to fid summer employment, I decided to volunteer my artistic abilities and assist pigment in the school anyhow. I had my bosom set on painting all summer, and I decided that was more of import than merely doing money. That undertaking was one of the best things I have of all time done. Sometimes I spent 10 hours a twenty-four hours at the school, standing on top of ladders and tabular arraies to make the country I was painting. I came home exhausted and ill from pigment exhausts about mundane, but I had the clip of my life. The undertaking was a immense success, and all of the kids were overjoyed to see Charlie Brown and Mickey Mouse semen to life one their schoolroom walls. Bing involved in that undertaking enabled me to run into fantastic, dedicated people, and it gave me the chance to heighten my artistic endowment. Most significantly, I helped do some pupils # 8217 ; instructions a small brighter and a small more interesting.

Racism During the Depression free essay sample

Racism during the Depression Describe how racism seems to have been a factor in how people fared during the Depression. Racism has had an effect in almost every episode in American history, including today. However, during the depression of the 1930’s there was no question of racism, not only that it existed, but also it was openly practice. Blacks and other minorities were struggling in their effort to compete for jobs and social programs that were in place to help the people who were having a tough time finding work and putting food on the table for their families. There were times when violence erupted against blacks to the extent that they (blacks) lost any hope of any social and economic gains. Whites were so against blacks getting jobs because they thought Blacks should not be on the same level as Whites. By being denied equal opportunities to be able to get jobs and to be able to receive help from social programs, blacks begin to fight back in order to achieve some form of dignity. We will write a custom essay sample on Racism During the Depression or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Blacks suffered considerable more when whites begin to take jobs that were traditionally held for blacks only. The type of jobs whites considered beneath their dignity became a commodity to them. In my opinion, racism is still as great a factor in people’s economic success today. Although, the American economy has grown steadily since the days of the depression but Blacks in America are still struggling and lagging well behind their whites counterparts. The growth in the number of Blacks achieving educational success, gaining job status in such areas of school professors, doctors, lawyers, key military position, CEOs, and a host of other promising positions that has brought about a significant change in the economic status of Blacks in America. In spite of all accomplishments, racism is still lurking in one of the covert ways than one can imagine. It is almost like yes, my Black brother and sister, you have made progress, but I will not allow you to be achieving the same social and economic status as me. Look at what is going on with the President of the United States of America, who happens to be a Black American. President Obama and his wife, Michelle, are working very hard to bring American back to the forefront of being the most powerful and respected government in the world. Yet, the White regime is doing everything possible to ensure when they leave office that their legacy will not compare to a President Bill Clinton or a George W. Bush. The handwriting is on the wall from the White GOP Congress; I will not allow the opportunity of a successful presidency for four years and do not even think about another four-year term. How can one be successful when being fought every step of the way? In conclusion, if I knew why I would be doing everything possible to change the hearts and minds of those who falls in the category of defaming Blacks in America? I truly believe that one day Doctor Martin Luther King’s dream will come true, but now we are still playing on an un-level playing field of justice. Sources: Text Book, page 192-198

Market Imperfections With Internet Travel †Economics Essay

Market Imperfections With Internet Travel – Economics Essay Free Online Research Papers Market Imperfections With Internet Travel Economics Essay The Internet is clearly a marvelous technological advance. It helps millions of people from all over the globe to exchange information almost instantly which certainly has big effect on markets throughout the world. It makes the markets more competitive and more customers related. You might say that the internet is creating a â€Å"new† economy which is based on more information and communication. Many businesses know that in order to stay competitive they need to follow this new trend and many of them have. Today you can buy almost everything through the internet and it certainly is very convenient and easy. One of the markets that is particularly affected by the internet and the e-commerce is the travel industry. Before people, such as my parents, where more used to book a holiday through a travel magazine or a travel shop but that time has passed and nowadays most of my family holidays are booked through the internet. The reason to this is because it is easier and the amount of products and services is bigger. The e-commerce also makes the possibility of comparison between the different products much higher. All these factors have made the market better but the market is far from perfect and this i s due to market imperfections. In order for any market to be perfect the market should have a so-called â€Å"Perfect Competition†. If this would be the case there would be no market imperfections. But this is not the case and in the real world there are many market imperfections. In the real market there are market imperfections such as â€Å"Consumers Lack Perfect Knowledge†. This means that consumers are not completely aware of the products or services their buying. In most markets there exist entry barriers which make it hard for new companies to come in, due to such factors as high costs and brand loyalty to existing companies. While operating in the market the companies have the possibility to collude and keep up the prices. They may also differentiate their products and use advertising which makes it hard for the consumer to get a true picture of the products. But the market imperfections have certainly been reduced since the launch of the e-commerce. The travel industry has changed in dramatic ways since the advent of the internet. The e-commerce has added many new things to the knowledge of the consumers. Now days there is a greater price transparency, with the consumers able to compare different flight tickets and vacations on-line. There is greater information on the quality of the products since it is possible to read reviews of people already used the service. Travellers now use this medium of e-commerce to plan and prepare trips. The suppliers are trying to offer cheaper trips in order to stay competitive and the internet helps to avoid the service charges added by the companies. The e-commerce has helped new travel agencies enter the market and has diminished the control by large firms to overcharge prices. The technical components that make up the travel industry have changed as well since the Internet’s arrival. The emergence of travel web sites such as Planet Rider and online travel companies such as My Travel ha s taken the web by storm and forced travel agencies to rethink their approaches and adapt to the popularity of the Internet. The arrival of a homepage like My Travel has changed the travel market in many ways. The homepage offers everything to satisfy a customer needs. They offer a variety of products such as Ski Holidays, Sun Holidays, and Cruises. By using their homepage a customer can easily find out everything about the company from their history to their board of directors. The homepage enables the customer to ‘Shop around’ and compare prices with their competitors such as Expedia. The customer can easily compare the prices of the different trips and it makes the planning of the trip very easy. The customer saves time and nerves on waiting in telephone cues. The page is very easy to use and it should not be a problem for a person even with low knowledge of the internet. A homepage like this helps to lower entry barriers and increases competition which results in better quality and lower cost products. It also enhances the use of travel since the price are low and this attract new customer s. A homepage like EasyJet.com under eases the long process of ticket booking. Before the process of ticket booking was either done through telephone service or ticket shops. Now days a ticket can be booked through a simple click on the mouse button. The customer is provided with a long range of products and can easily compare prices between rivals. And you might even notice that even though Easy Jet is a low price carrier it might sometimes charge more than normal airline carriers (see appendices). The homepage constantly updates new special offers and has features that help the customer to create a trip just the way he wants it. The homepage is translated into 7 different languages and is therefore easy to use for a person with low language skills. The homepage provides services to customers to find out everything about the routes even such things as the weather. The online ticket booking does not online benefit the customers but also the companies. It helps the companies to reduce th eir overall costs allowing them to invest in ways to improve their market presence. Due to the low costs offered by the company the competition increases and other air carriers such as British Airways are forced to cut down their prices. This surely makes the market more competitive and benefits the customer. The Travelocity homepage is another example of a very simple and straight forward homepage. It offers a wide range of products such as flights, hotels, cars/rail, vacations, cruises and last minute deals. It is a very good homepage that is easy to use and offers and impressive variety of products. The homepage offers good information about the company as well as their products. The homepage even gives you ideas of what to do when you arrive to your destination. The consumer benefits from the homepage since it is open 24/7 and the prices are fairly low. The homepage in general helps the company to lower their distribution costs and gives them the potential to expand considerably and create a direct relationship with their customers. It helps the market to be more competitive and gives the customers a higher knowledge and possibility to compare products (see appendices). A homepage like this also helps lowering the entry barriers since the set up costs for such a homepage are very low . Obviously the internet has improved not only the travel market but the market in general. The booking of travel online is perhaps the most successful niche of all of the world’s e-commerce efforts. It has benefited the consumer in many ways. Now days the consumer has the possibility of buying a wide range of products to lower prices, easily compare the prices of suppliers, finding useful information about the products and easily buying the products by simple mouse clicks. The internet has helped to reduce the costs for both consumers and suppliers. It has helped to reduce the entry barriers and increase the competition. But the Internet is far from being perfect due to several factors such as technical problems and credit card scams. There has been the last few years, a growing problem with credit card scams using the internet. This is a world wide fraud and uses debit and credit cards. This is certainly a big problem for the e-commerce and costs several millions every year. B ut in general the advantages of the e-commerce overcome the disadvantages. In future I think that the companies within the travel industry which do not take the e-commerce into account will find it very hard to compete and will probably be left out of business. Bibliography: * My Travel Available at URL: uk.mytravel.com/ * Easy Jet Available at URL: easyjet.com/ * Travelocity Available at URL: travelocity.com/ * British Airways Available at URL: britishairways.com/travel/fx/public/en_gb?eId=111011timestamp=0602011151 * Easy Jet Available at URL: easyjet.com/en/book/step2.asp * Sloman J., (2003) Economics (fifth edition) UK: Pearson Education Limited Appendix Research Papers on Market Imperfections With Internet Travel - Economics EssayAnalysis of Ebay Expanding into AsiaDefinition of Export QuotasMarketing of Lifeboy Soap A Unilever ProductOpen Architechture a white paperTwilight of the UAWBionic Assembly System: A New Concept of SelfPETSTEL analysis of IndiaThe Project Managment Office SystemNever Been Kicked Out of a Place This NiceHip-Hop is Art

A Study Of Lewins Model Management Essay

A Study Of Lewins Model Management Essay In the refreezing stage the company stabilized changes by establishing systems that can establish behavioural pattern in the organisation. A new performance appraisal system based on behaviour and results was introduced to encourage customer service. (Goodstein., D., L. & Burke, W., W., 1991) 14 It is not easy for an organisation change its structure and business processes since any change may lead to some level of resistance by the employees. One of the main causes for resistance is the fear of the unknown and loss of what is familiar. There are four reasons of resistance from employee to organisational change including 1) Parochial self-interest, 2) Misunderstanding and lack of trust, 3) Contradictory assessments, and 4) Low tolerance for change. (Buchanan D. & Huczynski A., 2004) BA tried to change behaviour by changing the management style from authoritative to participative. BA wished employees participate more in management decision but since this was unfamiliar employers woul d fall back to the old patterns. 15 A tactic that was used in BA to manage resistance to change was the HR policy which included training guidelines. Such an HR policy is important in making the employees understand and react positively to change. There is also an example where resistance to change hindered the organisations goals and objectives. In an attempt to cut down cost can compete with low cost airlines BA tried implementing a new payment system and also hiring workers for lower salaries. This created insecurity among the employees which ended in a strike that cost the company in millions in 2000. Therefore handling resistance and the HR aspects of the company is vital to a successful change process. 15 REFERENCES 16 Wilson, C.D., (1992), A Strategy of Change, Thomas Learning, London 16 British Airways, 2006, Leaders For Business: What are we looking for?, http://www.britishairwaysjobs.com/baweb1/?newms=info196 (22 December 2006) British Airways, 2006, Our Recruitment Proces s: The Assessment Process, http://www.britishairwaysjobs.com/baweb1/?newms=info48 (22 December 2006) 16 Paton, R.A. & McCalman, J. (2008) Change Management 2nd ed. Sage Publications, London 16 Cellars, T. (2007), Change Management Models: A Look at McKinsey’s 7-S Model, Lewin’s Change Management Model and Kotter’s Eight Step Change Model, Associated Content, [Online], http://www.associatedcontent.com/article/237685/change_management_models_a_look_at_pg5_pg5.html?cat=3, accessed on 30 November 2009 16 Green, M. (2007), Change Management Masterclass, Kogan Page Limited, Philadelphia 16 Syque. (2007). Lewin’s freeze phases. Retrieved April 12, 2007, from Changing Minds 16 12Manage. (2007, April 9). 7-S framework (mckinsey). Retrieved April 12, 2007, from 12Manage Web site: http://www.12manage.com/methods_7S.html 16 Chapman, A. (2006). Change management. Retrieved April 12, 2007, from Business Balls Web site: http://www.businessballs.com/changemanagement.htm 16 Mind Tools. (2007). Lewin’s change management model: Understanding the three stages of change. Retrieved April 12, 2007, from Mind Tools Web site: http://www.mindtools.com/pages/article/newPPM_94.htm 16 Morgan, O. (n.d.). Organization management part 1. Retrieved April 12, 2007, from Oliver Morgan Web site: http://www.omorgan.info/download/Part%20I/organisation_management_Part_I.pdf 16 Recklies, D. (2007). The 7-s-model. Retrieved April 12, 2007, from Recklies Management Web site: http://www.themanager.org/Models/7S%20Model.htm 16 Johnson G and Scholes k (2002) Exploring Corporate Strategy, Prentice Hall, 6th ed. 17

Concurrent Engineering Essay Example | Topics and Well Written Essays - 3500 words

Concurrent Engineering - Essay Example The rapid growth and expansion of various organizations into different parts of the world has made it necessary for organizations to form a reliable process that supplies raw materials to the company and distributes the finished products to the vendors all over the world. Another major factor is the impact supply chain management has had on customer service. Supply chain management ensures that the right amount of a certain product is made available to the customer at the right time. In addition proper supply chain management also ensures that the product is where the customer expects it to be. Other than that supply chain management help Company’s cut down on costs by cutting down the use of assets such as warehouses, transport and manufacturing plants (Mentzer et al., 2001). According to La Londe and Masters (1994), supply chain management is a process in which different companies provide raw materials. Multiple organizations use those raw materials to manufacture a product and placing that product in the hands of the customer. Wholesalers, transportation, raw material, producers and assemblers all fall under the category of supply chain management (La Londe & Masters, 1994). Concurrent Engineering: Concurrent engineering is a type of work approach where different processes and tasks are carried out at the same time. The main aim of concurrent engineering is to reduce the time it takes to manufacture and distribute a product. Concurrent engineering in the recent past has experienced a number of changes. With each change companies have tried to refine and shape the processes of concurrent engineering to suit their needs (Ma et al., 2008). It is for this reason that concurrent engineering has gained a lot of popularity amongst different organizations. Concurrent engineering is based on two main concepts. The first concept states that the nature and lifespan of all the resources being used must be taken into account during the design phase. The lifespan o r the lifecycle of all the resources can vary in amount and in type. Information regarding any resources can be qualitative or quantitative and can be sometimes very difficult to manage. The variation in volume and type causes different designers to focus on a particular subject or a particular domain of the product being manufactured the rest of the information is either ignored or is handed over to someone else to ponder over. Second concept revolves around the fact that the later stages of design phase must be carried out simultaneously that is concurrently. Any errors would be discovered early on in the design phase and would be rectified without any significant delay and without any trouble. Early detection of these errors also reduces the number of costly mistakes that the company can encounter in the latter stages of production. In 2006, a study showed that concurrent design process can help organizations save large amounts of money (Quan & Jianmin, 2006). Concurrent engineer ing is opposite to the traditional and sequential waterfall method. Waterfall method moves in a sequence with the sequence already defined. Any mistakes within the waterfall method could lead to the heavy alteration in the design which eventually leads to wastage of time. Concurrent Engineering in Supply Chain Management In the last decade, various organizations and governments have made a lot of effort within framework of research and development of concurrent eng

Literature review one and two Example | Topics and Well Written Essays - 2000 words

One and two - Literature review Example The study focuses on the issues of child abuse on three main age groups that it, parents of children below 11 years, teenagers between 11 – 17 years and a group between 18- 24 years. The sample on these three groups included 2,160, 2,275, and 1,761 subjects respectively (Radford et al. 2011, p. 218). However, the study does not give details on the sampling techniques, which were used at arriving in the stated representative sample. However, the fact that all ages were represented indicates that the findings were objective and credible. This study was an improvement of previous studies, which lacked in terms of objective representative samples. In their definition, child maltreatment is concerned with physical, emotional, and psychological ill-treatment. It also referred exploitation of children by certain members of the society including their parents, close friends, and strangers. Physical maltreatment included hitting, kicking, spanking and slapping of their children. Issues of neglect were also said to cause emotional problems to children. Neglect included denying children parental love, access to quality education and healthcare, and failure to provide them with general basic needs (Children’s Taskforce, Department of Health 2012, p. 865). The study findings indicated that 1.2% of the children less than 11 years were severely punished. However, it appeared that severe punishment increased as the ages increased. For instance, in the 7.1% of the group between the ages brackets 11-19 had been severely punished (Radford et al. 2011, p.300). This increased to 11.5% in 17-24 age brackets. In addition to that, it was indicated that over 0.5% of the children under the age of 11 had been sexually abused. This would however rise to 4.8% in the age bracket 11-19. In the final bracket of 18 – 24, 11.3% of the subjects had been exposed

Licensed Casino Gambling Essay Example for Free

Licensed Casino Gambling Essay Individual effects: Is gambling generally harmful to the individual gambler?| Yes * Gambling is irrational and reckless and should, therefore, be regulated by the government. There may be the possibility of winning a big prize, but the overwhelming likelihood is that a gambler will lose money. This is ensured by the fact that Casinos are profit-minded organizations, and calculate their odds so that they will always make a profit. Because gamblers are always likely to lose and suffer as a result, the activity can be seen in many ways as an irrational engagement. Gambling attracts people with little money who are desperate for a windfall. These are the people who can least afford to lose money. They should be protected from the temptation to gamble.| NoContention that the general individual losses from gambling are justified by it being a fun and leisurely activity worth paying for: Gamblers know that, overall, they are likely to lose money. They gamble because it is a leisure pursuit that they enjoy. There is nothing irrational about this. Some people get an enjoyable thrill from the remote possibility that they might win a huge prize – even if they lose, they enjoy the experience. Some forms of gambling are highly sociable. For example, many people go to bingo halls to spend time with friends. Society accepts people spending (â€Å"wasting†?) money on other leisure pursuits with no material benefits (e.g. cinema tickets, watching sport) – gambling should not be any different. It is patronizing to suggest that people, including those on low incomes, should not be able to choose how they spend their money. * Psychological benefits of gambling: Some argue that gambling offers psychological benefits. The psychological benefits may include: 1. A feeling of control (which some describe as God-like). 2. Confidence that extends from feelings of executive control in decision-making. 3. Benefits in the ability to psycho-analyze other peoples thoughts, and placing mone yed interests and incentives behind the results of such psycho-analysis.[1] 4. Total engagement and peak experience. It provides the gambler with peak experience, that godlike feeling when all of ones physical and emotional senses are go.'[2] 5. The release from daily tension. 6. Feelings of exercising the adventurer within us that part of ourselves which lusts for change, the wooing of the unknown, change, danger, all that is newIt is part of what makes us human.[3] 7. Feelings of engaging in a ubiquitous, historical human tradition. 8. Emotions of non-conformity and freedom. One source quoted a gambler who said, All day long you do what them dumb bastard supervisors tell you. Dont make no difference whether it makes sense or not. Sometimes you just gotta get out of line.[4] * Gambling increases individual efficiency: Studies show that, contrary to popular belief, gambling is by and large beneficial to the gambler and increases rather than decreases his efficiency. It is beneficial in that it stimulates, offers hope, allows decision making, and, in many cases,| Crime effects: Does gambling cause an increase in various kinds of related criminal activities?| [][Edit]Yes * Casinos are often associated with criminal activity. Drug dealers and prostitutes ope rate near casinos – they know that there are a large number of potential clients in the area. Casinos can therefore be devastating to neighborhoods.| [][Edit]No * People committing crimes should be prosecuted. The existence of criminals does not make nearby businesses (including casinos) immoral. It is perverse to punish people who just want to gamble (and not take drugs or use prostitutes) by taking away their chance to do so.| Bad industry? Are casinos an industry with bad merit? Is nothing of value produced by casinos?| Yes * Casinos dont produce any product: Many contend that gambling is inappropriate because it does not generate any tangible product. One commentators says that gambling is an ethereal substancea biological substancethat produces highsgenerated usually by anticipation.[5]| No * Contention that casinos are involved in the entertainment business, and need not produce a tangible product: Gambling is a form of entertainment that is similar to many other forms of entertainment; the objective is merely to foster a desired emotional response from the audience. Mo vies, theater, fair-grounds, concerts, sporting-events, and casinos are all similar in that their primary function is to foster an environment of entertainment. That is their product, which need not be physical in order to be viewed as valuable.| Addiction: Is gambling commonly addictive, and would this be a reason for regulating it?| Yes * Gambling is addictive. Many people end up gambling to try to recover money they have already lost. This is known as ‘chasing losses’. It results in people staking more and more money, most of which they will lose. Gambling addicts often turn to crime to feed their addiction. Addiction is highly damaging to families, since gamblers will spend whatever money they can on gambling. People start to gamble without thinking that they will become addicted. Once they become addicted, it is too late. As with drugs, it is better to ban gambling to stop people getting started in the first place. * Analogy that gambling truly is like a drug, and should be treated as a controlled substance: * It is drug-like in the way that it dramatically utilizes human chemicals: William M. Thompson, Gambling: A Controll ed Substance, PBS Interview, 1994 Is the comparison of drugs and gambling unfair? Consider the words of Thomas R. OBrien, formerly Director of Gaming Enforcement for the state of New Jersey. In 1984 he told a conference on gambling that the success of Atlantic City was tied to how well it sold its only products. He then said: That product is not entertainment or recreation or leisure. Its really adrenaline: a biological substance capable of producing excitementhighs and generated usually by anticipation or expectation of a future event, especially when the outcome of that event is in doubt. According to chief regulator of the industry, gambling was not only a drug, but a mind-altering drug. * The addictive and destructive nature of gambling is also drug-like:William M. Thompson, Gambling: A Controlled Substance, PBS Interview, 1994 Where governments do not prohibit, the majority can exercise self-control. Seventy-five percent gamble responsibly. They find it an entertaining diversion. But another 20 percent overindulge. They incur debts that impair abilities to support their families, unless they stop. Usually they can. Four percent cannot stop without intervention of others. Then there are the one-half to one percent (and these are conservative estimates) who fall into destructive behaviors when exposed to gambling. Families are destroyed, friendships broken, employment disrupted. Cycles of deception and crime lead to ruined livesand in many cases, suicide.| No * Contention that gambling is not physically addictive: Unlike drugs, gambling is not physically addictive. It is only psychologically addictive in some people. Only a small percentage of gamblers have an addiction. Many more get enjoyment from gambling without problems – why should these people suffer because a few others get addicted? The risks of gambling addiction are well known. People can make a conscious choice to start gambling, and are aware of the risks of addiction. Treatment programmes can address the problems of those who are addicted.| Economic harm? Do casinos casinos cause economic harm or provide ver y few economic benefits?| Yes * The long-term economic negatives outweigh the short-term economic gains: John Warren Kind, The Business-Economic Impacts of Licensed Casino Gambling in West Virginia: Short-Term Gain but Long-Term Pain, PBS, 1994 While the dollars invested in various legalized gambling projects and the jobs initially created are evident, the industry has been criticized for inflating the positive economic impacts and trivializing or ignoring the negative impacts (Goodman 1994). The industrys tendency to focus on specialized factors provides a distorted view of the localized economic positives, while ignoring the strategic business-economic costs to the state as a whole (such as West Virginia) and to different regions of the United States (California Governors Office 1992, Kindt 1995). In 1994, all of the various experts who testified before the U.S. House of Representatives Committee on Small Business criticized the impacts that casino-style gambling activities inflict upon the criminal justice system, the social welfare, system, small businesses, and the economy (Congressional Hearing 1994). Utilizing legalized gambling activities as a strategy for economic development was thoroughly discredited during the hearing. * The actual economic benefits of casinos are exaggerated. They generally only create low-paid jobs for local people; the casino companies usually bring in managers from elsewhere. * There are too many economic externalities surrounding gambling , which nullify the benefits: * Crime * Risky behavior Compulsive gambling may foster poor, sometimes risky money-management habits. These habits may transfer over to other areas of the economy, where risky behaviors translate into a higher likelihood of loss in various markets. * Time consumption Compulsive gambling often entails significant time consumption, which detracts from more productive ends. * Jobs could be created through many other industries that cause fewer moral and practical problems (e.g. theme parks). * Any economic benefits would not matter, if the industry is deemed immoral: * Estimated losses from compulsive gambling: William M. Thompson, Gambling: A Controlled Substance, PBS Interview, 1994 Conservative numbers suggest it costs society $13,000 per year for each compulsive gambler. The losses include treatment costs, lost productivity, criminal activity and judicial costs. Estimating that widespread gambling across America would create one million compulsive gamblers, the resulting annual economic loss would exceed $13 billion.| No * Casinos cause money to be spent on transport infrastructure, which is very beneficial to economies: * Casinos help the tourism industry of a place: The jobs are not just in the casino itself. More jobs are created in hotels and other parts of the tourism industry. * Examples in which casinos have helped to regenerate many places that previously had considerable poverty and social problems: * Atlantic City. * New Jersey. * Legalized gambling on reservations is very important to Native American tribes: Anthony Pico, Chairman of the Viejas Indians, explains the benefits to his tribe of legalized gambling on his tribes reservation in a PBS interview.[6]| Social welfare effects: Are the charitable generations from gambling substantial, and can this go toward justifying their existence?| Yes * It is immoral for the state or charities to raise money by exploiting people’s stupidity and greed. * Gambling is regressive (this means that the poor pay a greater proportion of their income in tax than the rich). This is because poor people are more likely to gamble. Regressive taxation is deeply unfair. * Legalized gambling activities act as a regressive tax on the poor (Clotfelter and Cook 1989). Specifically, the legalization of various forms of gambling activities makes poor people poorer and can dramatically intensify many pre-existing social-welfare problems. Demographic analyses reveal that certain disadvantaged socioeconomic groups tend to gamble proportionately greater amounts of their overall income and marketing efforts, particularly by state lotteries, have allegedly been directed at these target groups. John Warren Kind, The Business-Economic Impacts of Licensed Casino Gambling in West Virginia: Short-Term Gain but Long-Term Pain, PBS, 1994 * Contention that education is harmed by gambling practices: Kind, PBS, 1994 Legalized gambling activities also negatively affect education both philosophically and fiscally (Better Government Association 1992; Clotfelter and Cook 1989). Adherence to a philosophy of making a living via gambling activities not only abrogates the perceived need for an education, but also reinforces economically unproductive activities (and is statistically impossible since the house always wins eventually). In states with legalized gambling activities which were initiated allegedly to bolster tax revenues to education, the funding in real dollars has almost uniformly decreased.| No * Gambling is often used to raise money for the state or good causes. Charities use prize draws to raise funds:| Should online gambling be banned?| Yes * Internet gambling is especially dangerous. Someone can become addicted very easily – they don’t even need to leave their home. This also means that they are gambling in private. They may therefore be less reluctant to wager very large sums they cannot afford. It is very hard to know the identity of an online gambler – there have been several cases of people (including children) using stolen credit cards to gamble online. Online gambling may be hard to control but that is not a reason to try – making an activity more difficult to pursue will still reduce the number of those who take it up. It is not impossible to put effective deterrent steps in place, such as the recent US ban on American banks processing credit card payments to internet ]\.| No * It is impossible to stop online gambling. When it has been banned, people have just used sites based in other countries. It is better to legalize and regulate online gambling than to drive gamblers to poorly-regulated foreign operators. Regulation can reduce the problems identified by the proposition. For example, online gamblers can be required to give personal details when registering (e.g. occupation, income). If this information suggests they are spending more than they can afford, the company can block their credit card. In any case, most online gamblers do not get addicted. Why should they be denied an activity that they enjoy?|

Business Plan for Internet Site - Crowdz.com Essays -- essays research

Business Plan for Internet Site - Crowdz.com 1. 0 Executive Summary   Ã‚  Ã‚  Ã‚  Ã‚  There are 3 major elements that helped incubate the idea behind Crowdz.comâ„ ¢Ã¢â€ž ¢. The first element would be individuals, the average Joe on the street. The second, organizations that cater solely to entertainment more specifically, Clubs. Third the banning of cigarette companies from advertising direct nor indirectly in Malaysia.   Ã‚  Ã‚  Ã‚  Ã‚  Crowdz.comâ„ ¢Ã¢â€ž ¢ has its total idea, image, and vision to thank for by the presences of individuals, specific age group 18 – 35 years old, with no idea as to where to party for the weekend or any other day for that matter. A group of four guys were sitting down at a cafà © down town at Bangsar. Then the question came, â€Å"Where shall we party tonight?† There were silence for the next 10 minutes, serious brainstorming was at work. However none had a clue as to where to go. Hence ending up in a lousy joint where they had partied last week. Spending at a place, which cannot really give the satisfaction that, they were really looking for.   Ã‚  Ã‚  Ã‚  Ã‚  Now, this is a true story. Clubbers, partygoers in general don’t really know where to go for a good night out. It’s boring to be venturing the same old place. There is not much advertisement for new and up coming clubs, even if there is, it doesn’t really hit the market that well, as due to lack of funds to be splurged on advertising. The advertising would be minimal and hence not create a big BANG so to speak to the masses. A few questions had been thrown in for the idea behind Crowdz.comâ„ ¢Ã¢â€ž ¢. Questions pertaining to Clubs: 1)  Ã‚  Ã‚  Ã‚  Ã‚  In what ways can small middle and even large scale clubs able to adve... ... Office Fixtures and Portal Designing.   Ã‚  Ã‚  Ã‚  Ã‚  Cost / Month is RM 28,500 inclusive of Salaries. Actual initial 3 months is projected not to have any Sales.   Ã‚  Ã‚  Ã‚  Ã‚  A sponsored cigarette company will gain from indirect advertising via the internet, which complies to the banning of advertisments by cigarette companies, under the Malaysia Law. Hence providing the Sponsored Capital of RM 2 Million.   Ã‚  Ã‚  Ã‚  Ã‚  Projected Balance Sheet and Income statements are based on a tax projection of 28%   Ã‚  Ã‚  Ã‚  Ã‚  A projected assumption of how many members and club that will sign up with Crowdz.comâ„ ¢ is provided. This is vital to comprehend as it will give a basic understanding of the Projected Income Statement and Balance Sheet that is provided.

Reading Response: Kindred

Timothy Kramer  |  Literature & Composition  |  January 10, 2013 Timothy Kramer  |  Literature & Composition  |  January 10, 2013 Reading Response Kindred Reading Response Kindred LT02 Summarize the Text In Olivia Butler's novel, Kindred, an African American woman, Dana, is unexpectedly pulled back to the Slave Era where she struggles to face the inequalities that existed at that time. After moving into her new apartment with her newly wedded husband, Dana is unexpectedly pulled back in time to finds herself in 1800, Maryland where she sees Rufus drowning in a river.After rescuing the young white boy, she is then terrified by the father of the boy, threating to take her life, which literally scares her back to the future. It didn’t take very long for another dizzying time travel phenomenon to occur this time, she is pulled back to 1815. She finds Rufus watching his curtains. Dana quickly puts out the fire, talks to Rufus about it, and escapes from the house bef ore Weylin, Rufus’s father, finds her. Dana goes to Alice’s house because she believes that she is an ancestor.Before she was able to arrive at the cabin, a group of white men break down the door whips Alice’s and beat him. They also beat Alice’s mother. After the men leave, Dana comes out from where she was hiding and helps out. When Dana leaves, a white man finds her, beats her, and attempts to rape her†¦ Following with another dizzying effect, where she is returned home to her own time†¦ Thirty minutes later of course. The next time Dana time travels, Kevin comes with. Back at the plantation, Rufus has broken his leg. Rufus refuses to let Dana leave, so everyone returns to the house together.Kevin and Dana stay on the plantation for a while, But when Dana gets caught teaching Nigel to read, Weylin whips her. Dana receives the â€Å"oh so familiar† dizziness and is returned to her normal timeline†¦ without Kevin. After about a week of Dana impatiently waiting and preparing for another infamous dizzying, time travel, extravaganza, she is transported back to 1820 in a forest not far from the plantation. Rufus had gotten into a fight with Isaac, Alice's newly wedded husband, because he had raped her and wants her all to himself. Dana tells Isaac to leave Rufus alone and run away with Alice. Alice and Isaac are caught.After Rufus doesn’t mail her letters to Kevin, who has gone way up north, she tries and fails to escape the plantation, she is punished for her â€Å"crimes† and â€Å"earns† a whipping. Kevin shows up, and they both escape, were they escape a near death by time traveling back to the future. When Dana time travels back to the plantation, she learns that Rufus has sold Alice’s children. Alice soon after kills herself. Rufus attempts to commit suicide as a result. A few days following the â€Å"incident† Rufus confesses his â€Å"love† for her. She leaves plan ning to cut her wrists in order to get home, but Rufus follows her and attempts to rape her.Dana stabs him twice with her knife, killing him. She returns home immediately. Her arm is severed and crushed in the spot where Rufus was holding it. Wrapping the ending that was expressed in the prologue of the book. LT10 Expand Beyond the Text Education is one of the most important opportunities that we could possibly have. In the Olivia Butlers novel, Kindred, it is expressed this opportunity is not available for African Americans back in the 1800’s. Dana is constantly reminded and criticized because of this due to her superior knowledge from the 1970’s.This is expressed as a good thing expressing the fact that we have overcome our past inequalities and allowed this supreme opportunity, but this is only true in a few select countries. This opportunity has not expanded across the states to individuals that reside in third world countries due to extreme poverty. To them, this opportunity is a virtue they cannot afford, in fact it’s looked upon as a privilege that only a select few can experience. Back in the 1800’s, being a African American woman with knowledge was strange and unfamiliar to the people of that time, Which has indeed improved but not at all for what it could be.

New Developments in Technology Management

The teaching of technology management has a long history in business schools. However, the nature and focus of such curricula have changed in recent years, due to several trends. The rise of a knowledge-based economy has brought greater attention to the management and commercialization of intellectual property (Markman, Siegel, & Wright, 2008).Questions regarding the appropriate business models to foster successful commercialization have been further complicated by the rise of â€Å"open-source† innovation (e. g. , Linux, a software company that has captured substantial market share). And new institutions (e. g. , incubators and science parks; Phan, Siegel, & Wright, 2005) and new organizational forms (e. g. , research joint ventures [RJVs], and technology alliances) have emerged that may also have profound effects on technology management education.Nonprofit institutions, most notably universities and federal laboratories, have become much more aggressive in protecting and ex ploiting their intellectual property (Siegel & Wright, 2007). Such institutions, es324 Copyright of the Academy of Management, all rights reserved. Contents may not be copied, emailed, posted to a listserv, or otherwise transmitted without the copyright holder’s express written permission. Users may print, download or email articles for individual use only. pecially universities, are also working much more closely with industry and government.These trends and growing involvement of government and nongovernmental institutions in innovation and commercialization have led to growing international recognition of the narrowness of technology management education as it is practiced today. Some business and engineering schools have responded to these developments by designing new courses and curricula related to technological entrepreneurship. Some countries with centralized educational systems (e. g. , Japan, Singapore, and Ireland) are graduating â€Å"bilingual engineers† with capabilities in technology and business.Yet, this trend of marrying technology with management education is still far from being in the mainstream. Another important development in stimulating and changing the nature of the demand for technology management education is the rise of knowledge and intellectual property management as a professional field. In many countries, national governments have supported these initiatives by en- 2009 Phan, Siegel, and Wright 325 acting legislation to facilitate public–private research partnerships, technology transfer (through patenting and licensing) from universities to firms (e. g. , the Bayh–Dole Act of 1980), and collaborative research.For example, the EU, China, and Singapore have established technology-based venture funds to stimulate the development of technologybased start-up companies. In the United States, the national â€Å"public sector venture capital† for technology-based new ventures, the Small Business Inn ovation Research (SBIR) program and numerous state-level programs with similar goals (e. g. , Ben Franklin Technology Partners, Pennsylvania, and the Massachusetts Technology Development Corporation) have propelled technology transfer issues to the forefront of university technology management curricula.Government is also providing subsidies for research joint ventures involving universities and firms (e. g. , the Commerce Department’s Advanced Technology Program/Technology Innovation Program), shared use of expertise and laboratory facilities (e. g. , the National Science Foundation’s Engineering Research Centers and Industry– University Cooperative Research Centers), and programs to promote management and entrepreneurship education among scientists and engineers (e. g. the Science Enterprise Challenge in the U. K. ). These and other trends discussed here have led to experimentation and innovation in technology management pedagogy and content, which is the focu s of this special issue. For example, it is obvious that the rise in collaborative research and commercialization has important educational implications, since it implies that team-work has become more important in science and engineering, especially when both innovation and commercialization are involved.This has resulted in the increasingly popular use of real-life team projects as the primary method of delivering discovery-based learning. Our purpose in this special issue is to assess the implications of these trends for technology management curricula in business schools. In spring 2008, we issued an open Call for Papers on the Academy of Management website, the Social Science Research Network, and other venues. We received 38 manuscripts, which were reviewed according to AMLE standards for the Research & Reviews section.Papers were also solicited for the Essays, Dialogues, & Interviews and Exemplary Contribution sections, which were subject to the usual peer-review process. Bas ed on the results, we selected several manuscripts for inclusion which are summarized in Table 1. The remainder of this essay is organized as fol- lows: First, we describe recent public policy changes, which have promoted university– industry partnerships, collaborative research, and technology transfer from universities and federal labs to the private sector.Then, we discuss the educational implications of these trends, drawing on some of the lessons learned from the papers in special issue. Finally, we outline an agenda for additional research on technology management education. PUBLIC POLICY INITIATIVES INFLUENCING TECHNOLOGY MANAGEMENT In recent decades, we have witnessed rapid growth in the incidence of a variety of research partnerships and technology commercialization involving corporations, universities, nonprofit organizations, and government agencies.This growth can be attributed to three policy initiatives: †¢ Policies promoting the transfer of technology from universities and federal labs to firms †¢ A large increase in the incidence of public– private partnerships †¢ Relaxation of antitrust enforcement related to collaborative research Examples of such technology partnerships are research joint ventures, strategic alliances and networks involving high-technology organizations, industry consortia (e. g. SEMATECH), cooperative research and development agreements (CRADAs) involving federal labs and firms, engineering research centers (ERCs), and industry– university cooperative research centers (IUCRCs) sponsored by the U. S. National Science Foundation, federally funded research and development centers, science parks and high-technology incubators (many of which are located at universities), and licensing and sponsored research agreements involving universities, government laboratories, firms, and university-based start-ups. Table 2 summarizes the key U. S. egislation promoting government– university œindustry partnerships, collaborative research, and technology transfer/commercialization. The most important legislation in this regard is the Bayh–Dole Act of 1980, which dramatically changed the rules of the game with respect to the ownership of intellectual property rights of technologies emerging from federal research grants. Bayh–Dole conferred the right to universities to patent and claim the scientific discoveries arising from U. S. government-funded research, instituted a uniform patent policy across federal agencies, and lifted numerous restrictions on technology licensing.As a result of this legis- 326 Academy of Management Learning & Education September TABLE 1 Summary of Papers Authors Barr, Baker, Markham, & Kingon Key Research Question Discovering how to teach technological entrepreneurship skills that will help bridge the â€Å"valley of death† in COT between creation of technology and emergence of a commercial venture. Theory/Framework Van Burg et al. (2008) science-based design framework of five factors critical to enhance science-based start-ups; cognitive theory; theory of planned action.Data/Methods Analysis of development of a COT program for MBA, PhD, and master’s students at North Carolina State over 14year period. Findings/Conclusions Enactive mastery experiences have to be perceived as authentic and real to have desired effect; importance of loosely structured handson engagement; program needs to be real, intensive, interdisciplinary and iterative; need to create temporal checkpoints, decenter business plans, to structure large blocks of time, to emphasize and balance team diversity, generate technology flow, beware of idiosyncratic heuristics.Significant positive effects of the program on student perceptions of the multidisciplinary capabilities needed to operate in a technological business environment. Thursby, Thursby, & Fuller What are the benefits and challenges of integrated approaches to graduate edu cation in technological entrepreneurship? Theory of the Firm—Economic Approach to Evaluation. Austin, Nolan, & O’Donnell How to design a student experience in technology management that addresses the learning cycle more completely, while maintaining very high levels of student engagement. Experiential learning theory.Ordered logit analysis of program assessment data including pre- and postsurveys and a control group relating to a NSF-sponsored integrated program at Georgia Tech and Emory University involving PhD, MBA, and JD students. Programs at universities in two countries, MNC executives, and open enrollment course at a business school; combination of case and traditional lecture-based approaches; narrative approach based on monomyth; student course feedback and follow-up 1 year later. Verzat, Byrne, & Fayolle Boni, Weingart, & Evenson What teaching methods can be used to create entrepreneurial engineers that have a keen sense of teamwork?Are games an appropriate p edagogical device to meet the specific learning needs of engineering students? Can games help engineering students learn about teamwork? How to teach skills of creating disruptive innovations and develop new business opportunities through blending entrepreneurial thought and action, design thinking, and team building. Education science and team process; Kirkpatrick’s 4level hierarchy of evaluation. Use of team games in a traditional elitist French teaching context that emphasizes individual learning; evaluation data collected from 111 groups on initial reaction to the game and interviews 3 months later.Approach works at multiple student levels with same materials but emphasis differs across groups; able to use with introductory and capstone courses; approach acts as a leveler in class as all can engage with the ‘story’; issues concerning integration of supplementary materials, lack of ‘closure’ in each class, use of fictionalized cases. Games rated a positive reaction from students despite being an informal departure from normal formal approach; real learning outcome in exposing students to importance of team working.Disruptive innovation, entrepreneurial leadership, design thinking, and team building. Capstone course for MBA Entrepreneurship in Organizations & Design master’s students at Carnegie Mellon involving team teaching; Multidisciplinary teams of designers, technologists, and business student entrepreneurs. It is important to blend three perspectives for effective commercialization of innovation: (1) entrepreneurial thought and action, (2) design thinking, and (3) teambuilding.A key feature of this project-based course is the collaboration between MBA students and School of Design students, which leads to the development of new business opportunities. (table continues) 2009 Phan, Siegel, and Wright 327 TABLE 1 Continued Authors Clarysse, Mosey, & Lambrecht Key Research Question What are implications for developm ents in technology management education of contemporary challenges such as globalization, open innovation, and the need for corporate renewal (and venturing)? Theory/Framework Technology management skills provision.Data/Methods Qualitative analysis based on interviews with 10 technology management education demand- and supply-side actors in universities, consultancies, and corporations across Europe. Findings/Conclusions Technology Management Educations is a dynamic field moving from traditional MBA focused programs towards more entrepreneurial ‘bootcamps’, from a case study oriented teaching style towards a mentoring approach and from an emphasis upon general business towards working across disciplines yet being sensitive to underlying technologies; a shift from general to specific skills; Linkages between business schools and technology chools is an important element of this change. Courses in IP management, management of industrial R&D, systems architecture and engin eering could only be offered by transfer to School of Engineering; traditional professional degrees can be enhanced by integrating management of technology programs into core engineering curriculum; advantages of offering part-time courses for those in employment.Need to find a subtle balance between traditional didactic courses, presentations of leading edge research, workshops and meetings with practitioners, field studies and involvement in real projects through internships (including outside France); need for faculty to have close links with industry both domestically and abroad; important use of concurrent teaching modes. Hang, Ang, Wong, & Subramanian How can management of technology programs & curricula be designed to meet the needs of a small newly developed Asian country?Action learning as a foundation for curriculum design in technology intensive technology management programs. Qualitative analysis of transfer of MSc in Management of Technology from business school to a sc hool of engineering in Singapore Mustar How to develop a highly selective technology management course for students in a leading French engineering school, in an institutional and country environment traditionally resistant to the notion of entrepreneurship, that develops their entrepreneurial skills but which goes beyond an introductory course on how to start a business.How to combine the acquisition of knowledge and the development of skills. How to develop their entrepreneurial skills and their ability to take responsibilities. How to encourage imagination, creativity, involvement, and risk taking. Qualitative analysis of the case of innovation and entrepreneurship in Mines Paris-Tech, a leading French engineering school. lation, U. S. research universities established technology transfer offices to manage and protect their intellectual property.The Stevenson–Wydler Act, enacted in the same year as Bayh–Dole and then extended in 1986, required federal labs to adopt technology transfer as part of their mission and also authorized cooperative research and development agreements (CRADAs) between the labs and private organizations. The National Cooperative Research Act (NCRA) of 1984 and the National Cooperative Research and Production Act (NCRPA) of 1993, promoted collabo- 328 Academy of Management Learning & Education September TABLE 2 Key U. S.Legislation Promoting Government–University–Federal Lab–Industry Partnerships, Collaborative Research, Technology Transfer/Commercialization Legislation Bayh–Dole Act of 1980 Key Aspects of Legislation Transferred ownership of intellectual property from federal agencies (which sponsor most basic research) to universities; Spurred the growth of university technology transfer offices, which manage university patenting and licensing. Required federal labs to adopt technology transfer as a part of their mission; Authorized cooperative research and development agreements (CRADAs) be tween federal labs and private organizations.Created the Small Business Innovation Research (SBIR) and the Small Business Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budget to small business research with commercial potential. NCRA and NCRPA actively encouraged the formation of research joint ventures and joint production ventures among U. S. firms. Institutions Affected by Legislation Universities; teaching hospitals; firms Stevenson–Wydler Technology Innovation Act of 1980; Federal Technology Transfer Act of 1986 Federal labs; firms Small Business Innovation Development Act of 1982Universities; small firms; venture capital firms National Cooperative Research Act (NCRA) of 1984; National Cooperative Research and Production Act (NCRPA) of 1993 Omnibus Trade and Competitiveness Act of 1988; America COMPETES Act (2007) Firms; universities The 1988 act established the Advanced Technology Program (A TP), a public–private research program. In 2007, the America COMPETES Act created the successor to ATP, the Technology Innovation Program (TIP). Firms; universities rative research by eliminating antitrust concerns associated with joint research even when these projects involved firms in the same industry.The NCRA created a registration process, later expanded by the National Cooperative Research and Production Act (NCRPA) of 1993, under which research joint ventures (RJVs) can disclose their research intentions to the Department of Justice. The most notable research joint venture established via the NCRA registration process was SEMATECH (SEmiconductor MAnufacturing TECHnology), a not-for-profit research consortium, which provided a pilot manufacturing facility, where member companies could improve their semiconductor manufacturing process technologies.Other legislation created two key publicly funded technology programs: (1) the Small Business Innovation Research (SBIR) and the Small Business Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budgets to small businesses with commercial promise, and (2) the Advanced Technology Program (ATP), a public– private research program, which funds collaborative research on generic technologies. In 2007, the America COMPETEs Act created the successor to ATP, the Technology Innovation Program (TIP).Universities are actively involved in both programs, working closely with large firms on ATP/ TIP research projects, as well as with small companies on SBIR/STTR, sometimes founding these firms. As a result, many technology management curricula in the United States are now infused with a public policy dimension that was previously missing. Table 3 presents global evidence on key policy changes relating to the legislative and support environment for technology commercialization in five nations: France, Germany, Italy, Singapore, and the Un ited Kingdom.For example, according to Meyer (2008), Austria, Denmark, Finland, Germany, Italy, and Japan have adopted â€Å"Bayh–Dole like† legislation, emphasizing a â€Å"patent-centered† model of university and national laboratory technology transfer. The United Kingdom and Israel have always had a system of university-owned 2009 TABLE 3 Legislative and Support Environment for Technology Commercialization in France, Germany, Italy, Singapore, and the U. K. Germany 1999 Public researchers receive the right to be the owner of their IP.This is the opposite of the Bayh–Dole Act, but oftentimes the university makes a formal contract on an individual basis to give the IP rights to the university. 2002 Employer Invention Law: Invention belongs to the employer not to the professor. 2000–2006 Restructuring of various laws to make it easier to commercialize technology from universities, get part of the royalties as an academic, take equity in start-ups, etc. Italy Singapore U. K. No formal Bayh–Dole Act. In the case of UK public research organizations the IP is owned by the institution and the royalties associated with the IP are distributed between the relevant parties.The distribution of royalties is organized on an institutional basis. Milestone France I. University Ownership of Intellectual Property Arising From Federal (National) Research Grants (e. g. , Bayh–Dole Act in U. S. ) Not relevant as all IP belongs to universities/public research institutes following the â€Å"code intellectuelle de la propriete. † II. Other Key Changes 1999 Innovation Act gives the possibility to academics who are civil servants to participate as a partner or a manager in a new company and to take equity (previously illegal for civil servants).This Act encourages the creation of new start-up firms by students. 2002 Decree that regulates and increases the personal income an academic can receive from IP (50%). Phan, Siegel, and W right III. Financial Support 1999 11 (pre-) seed capital funds created to invest in innovative start-ups and take equity (investment in 150 spinoffs in 8 yrs). Creation of the annual National Competition for the creation of technologically innovative startups (grant from 45,000 to 450,000 Euros); 12,927 projects have been presented between 1999 and 2007: 1,879 have been funded.Creation of 29 incubators between 1999 and 2007; they hosted 1993 projects giving birth to 1,239 new firms. Between 1999 and 2007, these 3 schemes have benefited 1,760 new firms (taking into account that a company can benefit from different schemes). Around 50% are academic spin-offs. 2000 EXIST: public program that assists spin-offs through preseed capital and management support. 2002 EEF-Fund: Researchers can receive a scholarship to start a spin-off. 2002 22 TTOs established which take care of IP management. 999 National Research Commission created, which annually funds about 5-10 proposals for spin-offs, a mounting to 30,000 Euro, on average. 2005 Quantica Fund. First interuniversity seed capital fund (a form of public–private partnership) is created. 2005 Italian University technology transfer offices have to join together in groups of four and bid for money (100,000 Euro/university) to sponsor their day-today operations. 1963 Forms tripartite macroeconomic structure of industry, labor, and government as basis for funding innovation and economic development. 001–2008 National initiative to focus on microelectronics, biotechnology, nanotechnology, materials science, healthcare and life sciences as part of national innovation initiative. The right to commercialize IP are assigned to the faculty. 2001 Economic Development Board charged with the implementation of the 5-Year Science and Technology Plan which includes initiatives to target key technology sectors, attract foreign investment and human capital, and accelerate technological entrepreneurship and technology commerc ialization.Agency for Science, Technology and Research or A*STAR) created to fund and create infrastructure of industry– university joint research efforts in strategic technology sectors. 2005 The government’s funding plan is to increase R&D expenditure to 3% of GDP by 2010, from the 2004 R&D expenditure of $2. 5 billion US (about 2. 25% of GDP). 2007 Public sector R&D budgets more than doubled to $13. 55 US billion from 2005, comprised of $5 billion US for the National Research Foundation (NRF), $5. 4 billion US for the Public Research Institutes housed in the Agency for Science, Technology and Research (A*STAR). 1. 05 billion US for academic (universitybased) research. $2. 1 billion US for the Economic Development Board (EDB) to promote private sector R&D. 1970 onward Various schemes to promote collaborative projects between universities and industry, including Knowledge Transfer Networks. 1998–2004 Higher education reaches out to business and the community to provide funding to establish corporate liaison offices and collaborative projects. 1998 University Challenge Funds (UCFs): Universities were granted funds to support spin-off and limited incubation support. 001 onward HEIF (Higher Education Innovation Fund) provides permanent flow of funding to support & develop universities’ capacity to act as drivers of growth in the knowledge economy (various rounds up to 2008). (table continues) 329 330 TABLE 3 Continued Germany Italy Singapore UK Milestone France In 2005, six â€Å"Maisons de l’entrepreneuriat† in different universities have been created. They aim at facilitating the promotion of the entrepreneurial spirit and mind-set and â€Å"sensitization† to the new business start-up or new activities.Academy of Management Learning & Education Science Enterprise Challenge funding (1991/2001), to encourage culture open to entrepreneurship required for successful knowledge transfer from science base. Teaching ent repreneurship to support the commercialization of science and technology to produce graduates and postgraduates better able to engage in enterprise. Establish a network of UK universities specializing in teaching and practice of commercialization and entrepreneurialism in science and technology. 005 Medici Fellowship Scheme, pilot providing 50 fellowships over 2 years focusing on commercialization of biomedical research; fellows required to have significant prior research; local training in host institution in finance, marketing, IP, & business strategy; fellows encouraged to develop links with practitioners; postpilot further funding obtained to extend remit to include engineering researchers from 2007–2009; analogous schemes subsequently created by Research Councils and Regional Development Agencies and from 2007–2009 mainly focused in life sciences.Regional Development Agencies providing broad spectrum of assistance to develop more productive links between universit ies and industry. 2007–2011 Technology Strategy Board strategic plan envisages investing ? 1 billion of public funds plus matched funds from industry over 2008-2011, in doubling number of innovation platforms, a strategic review of Knowledge Transfer Networks, doubling number of Knowledge Transfer Partnerships, developing strategy to rapidly commercialize new and emerging technologies, piloting a new Small Business Research Initiative.September Information sources: Clarysse et al. (2007); Mustar & Wright (2009); and Koh & Phan (In Press). 2009 Phan, Siegel, and Wright 331 intellectual property. An increase in funding for technological entrepreneurship in many countries (see Table 3) has also stimulated greater interaction among firms, universities, and national labs, as well as the rise of intellectual property management curricula and courses at these institutions (for detailed comparison of France and the U. K. , see Mustar & Wright, 2009).EDUCATIONAL IMPLICATIONS OF THESE TRENDS The end result of these global trends is an increased emphasis on collaborative research, commercialization of intellectual property, entrepreneurship, venture capital, and research centers dedicated to emerging technologies, such as Organic LEDs, nanotechnology, biotechnology, materials science, MEMS, and so on. Such trends have brought new issues and perspectives, propelling the role of education to the forefront of discourse (e. g. , the recent AMLE special issue on entrepreneurship education).Conventional technology management and management of innovation curricula have focused largely on understanding the technology and innovation strategies of multinational firms (Nambisan & Willemon, 2003). There has been, until recently, less emphasis on start-up and entrepreneurial technology-based firms. The differences can be significant. For example, in the traditional curriculum, the role of teamwork, especially linking interdisciplinary teams of agents (scientists, technology ma nagers, and entrepreneurs) and institutions (firms, universities, government agencies) have not been stressed.That is, the individual and institutional levels of analyses have been ignored, such that technology management education curricula have been confined to how organizations respond to technological challenges. The developments in technology management education considered in this special issue can be seen as a response to the challenges leveled at business schools to be relevant to the practice of management (Pfeffer & Fong, 2002, 2004; Starkey, Hatchuel, & Tempest, 2004).At the same time, such programs that reside in business schools, when detached from the engineering and science faculties of their universities, run the risk of treating the technology component as a special case of general management. Our review of the literature and the lessons learned from this special issue suggest that a fully matured technology management program should treat technology with a capital â€Å"T† rather than the small one it has been to date. To accomplish this design goal, business schools eed to appoint program directors with strong boundary-spanning skills that can link up with technology-based units on and off campus by colocating or partnering with such institutions. We note that the challenge of integration is not easily solved. Over the years, business schools in the United States and United Kingdom have chosen to remain independent from the rest of their universities. This was partially enabled by the largesse of endowments in the 1980s and 1990s pouring in from private foundations and industrialists seeking to establish their names in perpetuity.Clarysse, Mosey, and Lambrecht (this issue) hypothesize that this is not a wise strategy for business schools administering technology management curricula. The authors conclude that business schools should expand their educational mission to include the education of engineering and science professors and res earchers, and the training of postgraduate science and engineering students, since these individuals are more likely to choose an industry or technology-specific master’s degree, instead of a traditional MBA.More generally, business schools need to have a stronger connection to schools of engineering and the sciences, and other technology-orientated organizations in the areas of medicine, public health, and pharmacy, as well as science-based business incubators and science parks. While acknowledging Clarysse et al. ’s points, we are concerned that each of these institutions has different paradigms, norms, standards, and values, as well as diverse languages and codes. Thus, it may be necessary to develop a shared syntax of boundary objects that include repositories, standardized forms, objects and models (Carlile, 2002).These communication devices enable individuals in business schools and technologybased schools to learn about their differences and dependencies, as wel l as jointly to evolve their knowledge bases about how things work â€Å"on the other side. † Hence, the recruitment and development of boundary spanners (such as program managers, center directors, or interdisciplinary faculty members) who can communicate across schools are important to facilitate such integration (see e. . , the Medici Scheme, Table 3). Another concern regarding the optimal design of technology management curricula arises in relation to the overall configuration of business schools. Ambos, Makela, Birkinshaw, and D’Este (2008) have argued that for universities to be effective at technology commercialization there is a need for ambidexterity in the organizational structures of these traditional research and teaching institutions.Similarly, with respect to technology 332 Academy of Management Learning & Education September management education, business schools must make their organizations more porous, for example, through the hiring and promotion of faculty with science and engineering degrees. Such ambidexterity configurations will enable business schools to more tightly bind the traditional business disciplines to science and engineering disciplines. The papers in this pecial issue challenge the proposition of Suddaby and Greenwood (2001), who asserted that business schools can sustain demand for new managerial knowledge through the education and accreditation of a continuing stream of management students. While it is true that there has been substantial growth in demand for courses in entrepreneurship and innovation in MBA and undergraduate programs, the ability of business schools to deliver these programs beyond an introductory level is open to debate, especially when faculty in such schools traditionally lack exposure to the hard sciences and technology disciplines.A third concern in the design of technology management curricula raised herein is the notion of avoiding polar extremes in content coverage, which are emphasiz ing theoretically rigorous, but highly abstract research or stressing practical content based on â€Å"war stories† and conventional wisdom. Placing too much emphasis on practical experience may have negative consequences since the mental models that such pedagogies create can quickly become obsolete, particularly in light of the fast evolving technologies the curricula are supposed to address (Locke & Schone, 2004).In ? other words, practice-oriented technology management curricula may inspire students to become more entrepreneurially oriented, but without the concomitant development of critical thinking skills, such as the ability to assess risks and recognize the inevitable downsides of entrepreneurial activity. Technology management curricula that are light on practice, however, can produce students who may find the challenge of boundary spanning, a key skill for successful technology managers, too great to scale.Van Burg, Romme, Gilsing, and Reymenk (2008) have outlined a design science-based model for the development of academic spin-offs that is grounded in both theory and practice. As noted by Barr, Baker, Markham, and Kingon (this issue), new developments in technology management education stress the importance of active involvement (experiential learning) models that are authentic and real. Many technology management curricula mimic those of entrepreneurship, in that they include a ealthy dose of business plan writing, ostensibly as products of courses on commercialization and opportunity search. There is considerable debate over the usefulness of business plans in practice, even though venture capitalists and banks demand them. Indeed, Barr, Baker, Markham, and Kingon (this issue) challenge the effectiveness of teaching the preparation of a business plan. They suggest that it is preferable to deemphasize the writing of a plan because it tends to restrict creativity and the search for more appropriate solutions.Yet, as a pedagogical tool, we t hink that business plans, when used appropriately, can be a useful way to garner a student’s attention on a comprehensive set of issues that should be considered when commercializing an invention. A shift is taking place from traditional technology management curricula toward more entrepreneurially based courses that require interdisciplinary skills. As part of this development, there is a need for interdisciplinary team-learning activities to be a central part of curriculum development in technology management education.Team composition needs to be addressed carefully to enable participants to gain full benefits. Thursby, Thursby, and Fuller (this issue) present an interesting example of teams of law, business, science, and engineering students converging to commercialize innovations developed at Emory University and the Georgia Institute of Technology. Developments in technology management education also pose major faculty recruitment challenges. Many business school facult y members do teaching, research, and service (including consulting) that is focused on large corporations.Traditional business school academics typically lack the appropriate context-specific business creation skills that are increasingly demanded as central to technology management education (Wright, Piva, Mosey, & Lockett, 2008). As noted in Barr, Baker, Markham, and Kingon (this issue), the recruitment of adjunct faculty members should be focused on those who can serve as mentors to students. There is also a need to consider recruitment and training of faculty who can act as boundary spanners.The time-consuming nature of developing interdisciplinary curricula raises a concern about possible conflicts with the promotion-and-tenure process, which also needs to be addressed in recruitment and retention. AGENDY FOR FURTHER RESEARCH ON TECHNOLOGY EDUCATION To build on the findings of this special issue, we identify a number of areas for further research. 2009 Phan, Siegel, and Wright 333 These are summarized in Table 4, where we identify a series of research questions relating to institutional issues, the interaction between education and practice, the advancement of business schools, and evaluation.Universities typically have well-established conventions and practices concerning the management of their activities. The traditional academic culture of the university (the classic â€Å"ivory tower†) embodies a system of values that opposes the commercialization of research through company creation. When university administration is decentralized, with no mechanism for integration, links between business schools and technologyoriented units of universities may be weak or in- formal.This suggests a need for the development and implementation of clear and well-defined strategies, processes, and policies regarding new venture formation and approaches to technology management education that incorporate entrepreneurial activities. Institutional frictions and thei r impact upon intraorganization knowledge transfer are wellknown (Szulanski, 1996). These frictions in the interactions between different elements of the university may frustrate the development of interdisciplinary technology management curricula.Transferring personnel across organizational boundaries has been identified as an important mechanism to effect knowledge transfer (Inkpen & Tsang, TABLE 4 Research Agenda Institutional Issues How do incentive systems for faculty encourage the time-intensive development of effective technology management courses? What institutional challenges constrain the cross-disciplinary development of technology management education? What are resource implications for universities attempting to develop interdisciplinary technology management education?Interaction Between Education and Practice How can technology management education processes be transferred to promote the creation and development of spin-offs? How can universities develop integration processes among technology management education and technology transfer offices, incubators, and science parks? How can business schools enhance (effective) engagement with leading-edge technological entrepreneurs? Advancement of Business Schools How can the necessary specific skills now required for technology management education be developed within business schools?Do business schools have the requisite career structures for faculty involved in technology management education? (e. g. , adjunct, nontenure track faculty). What is the role of business school faculty in contributing to the development of technology management education? Evaluation Issues How effective are different developments in technology management education? Is it possible to have a valid control group in evaluation of technology management education? From a corporate perspective (since many students are sponsored by companies), how effective are technology management programs?What are the most appropriate metho ds for evaluating the effectiveness of technology management education? What decision making processes are most effective in promoting interdisciplinary teaching and research, and integration in technology management education (top-down vs. bottom-up)? Does development of technology management education represent a need to reevaluate the whole position of business schools within universities, or is there a need for ambidexterity? What are the roles of different competitors within the segments of the broad technology management space?What challenges arise in addressing â€Å"language barriers† between business school and technology/ engineering faculty and how can they be overcome? What is the best way to train technology managers who must engage in boundary spanning among industry, the entrepreneurial community, academia, and government? What challenges arise in integrating research with new developments in technology management education? Is it possible to build evaluation i nto the design of technology management education programs, so we can identify â€Å"best practices† and benchmark comparable programs? 34 Academy of Management Learning & Education September 2005). Universities may need to consider the facilitation of exchanges of staff between schools or the development of faculty with boundary-spanning skills. Academics may identify more closely with their discipline than with the business school or university and may seek to marginalize â€Å"tribes† from â€Å"outside disciplines† (Becher & Trowler, 2001). This concern is especially salient if the objective is to integrate research with new developments in technology management education.Differences in language and goals between business schools and science- and technology-based departments exacerbate these problems. Business schools may also lack credibility with conventional, â€Å"pure† scientists, who perceive them as professional schools with little research tra dition. This may be a major issue in universities with strong science departments and weak business schools (Wright et al. , 2008). However, even this effect is likely to vary between disciplines, as some departments, for example, engineering and medicine, may be closer in the sense of being professional schools than the pure science departments.It may also be important to focus on the role of technology managers within the university. Siegel, Waldman, and Link (2003) found that the key impediment to effective university technology transfer tended to be organizational in nature. In a subsequent field study (Siegel, Waldman, Atwater, & Link, 2004), the authors found there are deficiencies in the technology transfer office and other areas of the university involved in technology commercialization with respect to marketing skills and entrepreneurial experience.This finding has been confirmed with more systematic data by Markman, Phan, Balkin, and Gianodis (2004), who explained this res ult by reporting that universities were not actively recruiting individuals with such skills and experience. Instead, representative institutions appear to be focusing on expertise in patent law and licensing or technical expertise. To develop effective curricula, the expertise that business school faculty need to interact with science and technology departments may be discipline specific.Yet the background of business school faculty typically makes it difficult for them to convey sufficiently context-specific material for different groups of technologists. To this end, Siegel and Phan (2005) suggest the creation of formal training programs for university personnel on the issue of technology management. Thursby, Thursby, and Fuller (this issue) report that an integrated graduate program on technological entrepreneurship has a positive impact on student perceptions of the multidisciplinary capabil- ties needed to operate in a technologically oriented business environment. Taking a pa ge from Souitaris, Zerbinati, and Al-Laham (2007), who drew on the theory of planned behavior to demonstrate that entrepreneurship programs raised risktaking attitudes and inspired entrepreneurial intention among students, we suggest that technology management curricula can similarly inspire students to think creatively about how they can convert science to commercial ventures by immersing them in the experience of technology and opportunity evaluation early on in the program.Authors of evaluation studies need to find ways of incorporating the measurement of postprogram outcomes, such as new venturing and career trajectories, through more longitudinal studies. More specifically, it would be extremely useful to build evaluation into the design of such programs, so that we can identify â€Å"best practices† and benchmark comparable programs as we do for other types of programs. A critical methodological issue in evaluation concerns whether it is possible to have a viable contro l group for such a study. The papers in this special issue represent a number of different institutional contexts worldwide.A final question one can ask, after reading these papers, is whether there are developments that suggest a convergence in program design towards a universal model, or are we likely to experience a wide variation due to adaptations to the local contexts? Locke and Schone (2004) highlight ? important differences in the interaction between business schools and industry in Europe compared to those in the United States. They suggest that the relations between business school faculty and other scientists have traditionally been stronger in the United States than in the United Kingdom and France.Further, subjects taught in business schools in France, the United Kingdom, and the United States tend to be close to praxis, and professors have usually had practical experience. To contrast, in Germany management education has always been strongly oriented toward science, wi th academics having little business experience/ contact with industry; this pattern appears to have persisted despite pressure for convergence to an Anglo-Saxon business school model (Muller-Camen & Salzgeber, 2005).Mustar (this issue) and Verzat, Byrne, and Fayolle (this issue) illustrate the challenges of introducing entrepreneurial elements to the traditional approach to technology and engineering training in France. Hang, Ang, Wong, and Subramanian (this issue) argue that there was a need to design a program to meet the needs of a small newly developed Asian country. In sum, while the elements of technology man- 2009 Phan, Siegel, and Wright 335 agement curricula appear to be very similar, in part driven by the institutional hegemony of U. S. ased models, there is some indication of local adaptation in pedagogy, delivery mechanisms, and sequencing of content, based on government initiatives, types of corporations that employ the local graduates of such programs, and the capabili ties of the universities delivering them. REFERENCES Ambos, T. , Makela, K. , Birkinshaw, J. , & D’Este, P. 2008. When does university research get commercialized? Creating ambidexterity in research institutions. Journal of Management Studies, 45: 1424 –1447. Becher, T. , & Trowler, P. R. 2001. Academic tribes and territories.Buckingham: The Society for Research into Higher Education and Open University Press. Carlile, R. 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Journal of Product Innovation Management, 25: 114 –128. Wright, M. , Piva, E. , Mosey, S. , & Lockett, A. 2009. Academic entrepreneurship and the role of business schools. Journal of Technology Transfer. Phillip Phan is professor and vice dean for Faculty and Research at The Johns Hopkins University Carey Business School.Between 2000 and 2007, he was the Warren H. Bruggeman ’46 and Pauline Urban Bruggeman Distinguished Professor of Management at Rensselaer Polytechnic Insti tute. Phil is associate editor for the Journal of Business Venturing, the Journal of Financial Stability, and the Journal of Technology Transfer. His most recent books are Theoretical Advances in Family Enterprise Research (InfoAge Press); Entrepreneurship and Economic Development in Emerging Regions (Edward Elgar); and Taking Back the Boardroom: Thriving as a Director in the 21st Century (Imperial College Press).Donald Siegel is dean of the School of Business and professor of management at the University at Albany, SUNY. Don is editor of the Journal of Technology Transfer, associate editor of 336 Academy of Management Learning & Education Journal of Business Venturing, Journal of Productivity Analysis, and Academy of Management Learning & Education. His most recent books are Innovation, Entrepreneurship, and Technological Change (Oxford University Press); and the Handbook of Corporate Social Responsibility (Oxford University Press).He has received grants or fellowships from the Slo an Foundation, National Science Foundation, NBER, American Statistical Association, W. E. Upjohn Institute for Employment Research, and the U. S. Department of Labor. Professor Siegel is a member of the Advisory Committee to the Secretary of Commerce on â€Å"Measuring Innovation in the 21st Century Economy. † Mike Wright has been professor of financial studies at Nottingham University Business School since 1989 and director of the Centre for Management Buy-out Research since 1986.He has written over 25 books and more than 250 papers in academic and professional journals on management buy-outs, venture capital, habitual entrepreneurs, corporate governance, and related topics. He served two terms as an editor of Entrepreneurship Theory and Practice (1994 –1999) and is currently a consulting editor of Journal of Management Studies and an associate editor of Strategic Entrepreneurship Journal. Mike is also program chair of the Academy of Management Entrepreneurship Divisi on. His latest books include Academic Entrepreneurship in Europe and Private Equity and Management Buyouts. September