Relevant bibliographies by topics / Georgia State University. School of Business Administration

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Academic literature on the topic 'Georgia State University. School of Business Administration'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Georgia State University. School of Business Administration"

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Thomas, P. A., and B. V. Pennisi. "A MULTI-INSTITUTIONAL APPROACH TO HIGH SCHOOL EDUCATION IN FLORICULTURE—CONCEPTS." HortScience 40, no. 3 (June 2005): 878b—878. http://dx.doi.org/10.21273/hortsci.40.3.878b.

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In Georgia, horticulture is now the number two commodity in the state. The labor needs of the industry is increasing, however, enrollment in horticulture classes at UGA has been dropping. Most entry-level employees joining horticulture firms are completely without training or understanding of the industry, the type of work or the basic skills necessary to be functional. If horticulture was taught, it was by persons with Vo-Ag training in small engines, or animal husbandry etc. Students reported teachers had very little enthusiasm for the subject, no school facilities and that the school principle/administration had no vision for, or understanding of, horticulture. We are addressing this situation through an innovative partnership between Georgia High Schools, The Georgia Department of Education, and the University of Georgia. We can reverse the trend by training new and existing high school teachers by providing them a standardized floriculture curriculum and comprehensive training in greenhouse management, classroom teaching methods, industry awareness and a provide a long-term link to UGA. Our objective is to increase the number of students who are trained, motivated and willing to work in the field of horticulture as entry level workers. To do this we set about to standardize the course curriculum statewide, certify the high-school, faculty and administration for commitment and program continuity, Set up a model training greenhouse system at UGA, and conduct new teacher training at UGA through ALEC, and conduct postcertification training for teachers at UGA during the summer to upgrade skills, enthusiasm. The venture, including a model greenhouse at UGA, has been funded for over $100,000. The program currently has 218 Schools, 64 w/labs and greenhouses, 215 teachers and 25,049 students participating.
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Pirogov, A. "GIS-Based Education Course for Bachelor of Management Program in the Lomonosov Moscow State University Business School." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6 (April 23, 2014): 79–82. http://dx.doi.org/10.5194/isprsarchives-xl-6-79-2014.

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An optional course, "Geographical Aspects of Business" in the framework of the Bachelor of management program in the Lomonosov Moscow State University Business School is setting the goal to introduce future discipline specialists with geographical topics of current interest for management and provide knowledge, skills and expertise of geospatial analysis and the use of geoinformation technologies in finding solutions to economic and managerial tasks. The students' feedback shows interest and demand for such a course for management students. The course has an interdisciplinary links with the main subjects such as marketing, public administration, visual communication, etc., and is based on the set of business cases dealing with Web-GIS Services, LBS, Geomarketing, Spatial analysis, etc. Open Data and corporate geodata sets are used. The pragmatist approach is selected for successful accomplishment of the course's goal, which is based on using Web-GIS tools. The Geomixer – a free web- GIS product by the company SCANEX – is chosen to be one of them. The principle "I do – I analyze" helps to minimize the theoretic constituent of the course improving the outcome of the classes. Owing to innovative methods of teaching, the educational goal of the course is achieved to the full scope despite the small number of allocated hours. The classes surely improve both the general level of geographic competence of students and provide them with the skills to work with GIS. Such optional courses will undoubtedly contribute to the development of GIS-education in management administration.
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Cullen, Julie Berry. "Public Economics: Taxes in America: What Everyone Needs to Know." Journal of Economic Literature 51, no. 4 (December 1, 2013): 1199–200. http://dx.doi.org/10.1257/jel.51.4.1183.r8.

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Julie Berry Cullen of University of California, San Diego reviews, “Taxes in America: What Everyone Needs to Know” by Leonard E. Burman and Joel Slemrod. The Econlit abstract of this book begins: “Explores how the U.S. tax system works, how it affects people and businesses, and how it might be made better. Discusses the basics of taxes; personal income taxes; business income taxes; taxing spending; other kinds of taxes; taxes and the economy; the hidden welfare state; the burden of taxation; tax administration and enforcement; misperceptions and reality in the policy process; tax myths; and tax reform. Burman is Daniel Patrick Moynihan Professor of Public Affairs in the Maxwell School and is with the Departments of Public Administration and Economics and the Law School at Syracuse University. Slemrod is Paul W. McCracken Collegiate Professor of Business Economics and Public Policy in the Stephen M. Ross School of Business, Director of the Office of Tax Policy Research in the Ross School of Business, and Professor and Chair in the Department of Economics at the University of Michigan.”
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Levey, Richard L., Ashley W. Connors, and Lawrence L. Martin. "Public University Use of Social Infrastructure Public–Private Partnerships (P3s): An Exploratory Examination." Public Works Management & Policy 25, no. 3 (January 12, 2020): 298–311. http://dx.doi.org/10.1177/1087724x19899404.

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Using data from the 50 states, this exploratory study looks at public university use of public–private partnerships (P3s) for a particular type of social infrastructure, student housing. The relation between state social infrastructure P3s enabling legislation and public university P3 student housing project closures is analyzed. A deep dive is conducted into the legislative requirements of four states (California, Florida, Georgia, and Virginia) that have specific enabling legislation governing public university use of P3s for social infrastructure. The study finds that public universities have a 20-year history of utilizing social infrastructure P3s for student housing. A relationship is found between state social infrastructure P3 enabling legislation and increased public university use of P3s for student housing. The study also finds that states with specific public university P3 social infrastructure enabling legislation place decidedly different requirements on their use.
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Sumioka, Toshihiro. "Research on the charter system in Georgia, USA." Impact 2021, no. 7 (September 14, 2021): 12–14. http://dx.doi.org/10.21820/23987073.2021.7.12.

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Education is invaluable for equipping young people with important knowledge and life skills. Many countries have publicly-funded education systems but politics related to funding can lead to inequalities in access to education for different communities. Professor Toshihiro Sumioka, Faculty of Education, Oita University, Japan, believes that recent educational reforms that strengthen privatisation, deregulation and accountability have increased segregation and division between ethnic groups and promoted academic disparity among these communities. He specialises in educational administration history in pedagogy and conducts historical analyses on school segregation in the US. A key focus for Sumioka is on the role that public education has played in the US in contributing to racial discrimination, economic disparity and academic disparity and he is particularly interested in the experience of the African American community with public education. In recent work, he is looking at development from the state of Georgia that pertains to charter schools and increasing the power of local districts such as charter system and the lessons learned from such research can be applied to other countries, including Japan where the effect of the privatization of public education on minorities has become an issue. In his work, Sumioka will speak with African American students, newspapers and organizations like the NAACP to understand the impacts of the move to privatisation-based reform and deregulation.
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Epstein, Molly Hill. "Teaching Field-specific Writing: Results of a WAC Survey." Business Communication Quarterly 62, no. 1 (March 1999): 29–38. http://dx.doi.org/10.1177/108056999906200103.

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In a recent survey, faculty in the College of Business Administration at Georgia State University recorded their perceptions of the effectiveness of both undergradu ate and graduate student writing. In general, respondents found students were able to design and present their documents well and to analyze and build common ground with the reader. They were less able to select and organize material, pres ent a plan of action, and express their message clearly. In further comments and follow-up discussions, respondents expressed frustration with their lack of time in class to teach both their areas of expertise and effective writing skills. "Evaluating written assignments is time consuming, labor-intensive work, and our new faculty work load policy will not encourage the use of written assignments. " "Writing is a skill that can be taught and we should be doing it. Unfortunately the move to larger class sizes is a disincentive for faculty to assign more written work."
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Editors, Policy Perspectives. "Omar T. Woodard." Policy Perspectives 25 (May 11, 2018): 91–87. http://dx.doi.org/10.4079/pp.v25i0.18394.

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Omar T. Woodard currently serves as the Executive Director of the Greenlight Fund Philadelphia. He previously worked as Policy Director for Pennsylvania State Senator Anthony Hardy Williams, Principal at Venture Philanthropy Partners, a healthcare consultant at The Advisory Board, and as a lobbyist for The Whitaker Group. Mr. Woodard is also an adjunct professor at Temple University’s Fox School of Business. He possesses extensive experience as a board member of various education and professional organizations. Mr. Woodard holds two degrees from George Washington University: a Bachelor of Arts in International Affairs and a Master of Public Administration.
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Verkhovskaya, Olga R., Tatiana N. Klemina, and Yulia N. Aray. "Strategy teaching in business schools within different institutional and economic contexts: Evidence from Russia and the United Kingdom." Vestnik of Saint Petersburg University. Management 19, no. 2 (2020): 164–79. http://dx.doi.org/10.21638/11701/spbu08.2020.202.

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The article addresses the problem of including the concepts and tools of strategic management demanded by managers in the curriculum of business schools. The requirements and expectations of managers regarding the content of the courses can be taken into account when developing the curriculum, while their adaptation is possible depending on those challenges that exist in various economic and institutional contexts. The purpose of this article is to identify the expectations of managers in Russia and the United Kingdom regarding the content of courses on strategy, as well as teaching methods used in the course development process. During an empirical study, a survey was conducted among students in the Master of Business Administration program at the Graduate School of Management, St. Petersburg State University (Russia) and the Westminster University Business School (UK). The survey was compiled taking into account the development of basic theoretical concepts and tools of strategic management as well as the teaching methods most used in the educational process of business schools in recent decades. The results of the study show that programs participants differ in their priorities of the sources of competitive advantage the methods necessary for their identification and retention, which can determine the differences in their expectations regarding the content of courses on strategy and teaching methods. The findings provide an opportunity to look at approaches to the development of strategic management courses, with regard to the requirements and expectations of students studying in various institutional and economic contexts. The results of the study make not only a practical contribution, discovering new aspects in the development of courses on strategy in business schools, but also create a theoretical contribution through the application of institutional theory in an educational context.
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Boyes, William J., and Stephen K. Happel. "Auctions as an Allocation Mechanism in Academia: The Case of Faculty Offices." Journal of Economic Perspectives 3, no. 3 (August 1, 1989): 37–40. http://dx.doi.org/10.1257/jep.3.3.37.

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A six-story addition to Arizona State University's College of Business was completed in 1983, causing entire departments to be uprooted and relocated. Faculty offices had to be reassigned as a result. What seemed to be a trivial problem, the allocation of offices, turned out to be a very complex one. This is the story of how that problem was resolved. The chairman of the Economics Department decided to rely on an auction as the allocation mechanism. The experiment was a raging success until the story was picked up by the school newspaper, the Phoenix media, and then by media elsewhere. The university administration was not able to deflect the allegation that public property had been sold. It was due only to the fact that the money collected had gone into a scholarship fund that the controversy eventually dissipated without serious recriminations. Since the initial reallocation in 1983, the negative aspects of the experiment have virtually disappeared and even the central administration now appears to think it novel and interesting.
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Nur Hasanah, NurHasanah. "BOOK REVIEW OF THEORIES OF ORGANIZATIONAL BEHAVIOR By John B. Miner (Research Professor of Management and Coordinator of Doctoral Programs for the College of Business Administration Georgia State University) Hinsdale, Illinois: The Dryden Press. 1980." Jurnal Manajemen Terapan dan Keuangan 8, no. 2 (October 13, 2019): 58–68. http://dx.doi.org/10.22437/jmk.v8i2.7819.

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Buku Miner (1980) yang berjudul ‘Theories of Organizational Behavior’ ini memberikan beberapa kontribusi.Pertama, buku ini berkontribusi bagi perkembangan teori organisasi. Meskipun fokus buku ini hanya membahas sebagian saja dari keseluruhan bidang studi organisasional, yaitu bagian yang disebut perilaku organisasional, atau analisis level mikro (level konsiderasi individual dan kelompok kecil), namun juga memberikan kontribusi pada perkembangan teori organisasi yang berfokus pada level makro. Seperti yang dikatakan Robbins (1990) bahwa perbedaan mikro-makro ini menciptakan beberapa tumpang tindih sehingga orang yang mempelajari OB harus mempertimbangkan hubungan struktur-perilaku.Terkadang beberapa topik mikro relevan dengan studi OT. Kedua, buku ini berkontribusi dalam memberikan masukan bagi para akademisi dan peneliti serta praktisi (dalam hal ini manajer) karena menjelaskan manfaat teoritis dan manajerial dari teori-teori yang dibahas yang sudah terbukti kontribusinya di lapangan terhadap pemahaman mengenai organisasi dan praktek-praktek manajemen. Bagi para peneliti diberikan saran untukriset mendatang dan apa saja yang harus diperhatikan dalam melaksanakan risetnya, dan bagi para manajer diberikan saran dalam membuat kebijakan-kebijakan dalam organisasi. Ketiga, buku ini menjadi pondasi dan inspirasi berkelanjutan bagi Miner sendiri dalam mengembangkan buku-buku teori organisasi –yang hal ini sangat bermanfaat bagi banyak orang.Buku ini adalah buku pertama Miner yang membahas bidang studi organisasional, yang berfokus pada analisis level mikro. Buku Miner selanjutnya dalam serial buku terkait teori-teori perilaku organisasional pada analisis level mikro ini berjudul ‘Organizational Behavior: Foundations, Theories, and Analysis’ (2002) dan buku ‘Organizational Behavior 1: Essential Theories of Motivation and Leadership (2005). Setelah itu, Miner mulai membahas teori-teori studi organisasional pada analisis level makro dengan menulis sebuah buku yang berjudul ‘Organizational Behavior 2: Essential Theories of Process and Structure (2006). Teori-teori analisis level makro inilah yang disebut dengan Teori Organisasi (OT). Selanjutnya, Miner menulis lagi buku-buku selanjutnya yang berjudul ‘Organizational Behavior 3: Historical Origins, Theoretical Foundations, and The Future’ (2006), ‘Organizational Behavior 4: From Theory to Practice’ (2007), ‘Organizational Behavior 5: From Unconscious Motivation to Role-Motivated Leadership’ (2008), dan terakhir ‘Organizational Behavior 6: Integrated Theory Development and The Role of The Unconscious’ (2011). Academy of Management Review selalu menyebut keenam rangkaian buku Miner ini (Organizational Behavior 1 – 6) sebagai state of the art of organizational behaviour theories (state of the art dari teori-teori perilakuorganisasional).
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Dissertations / Theses on the topic "Georgia State University. School of Business Administration"

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Lucas, D. Pulane. "Disruptive Transformations in Health Care: Technological Innovation and the Acute Care General Hospital." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2996.

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Advances in medical technology have altered the need for certain types of surgery to be performed in traditional inpatient hospital settings. Less invasive surgical procedures allow a growing number of medical treatments to take place on an outpatient basis. Hospitals face growing competition from ambulatory surgery centers (ASCs). The competitive threats posed by ASCs are important, given that inpatient surgery has been the cornerstone of hospital services for over a century. Additional research is needed to understand how surgical volume shifts between and within acute care general hospitals (ACGHs) and ASCs. This study investigates how medical technology within the hospital industry is changing medical services delivery. The main purposes of this study are to (1) test Clayton M. Christensen’s theory of disruptive innovation in health care, and (2) examine the effects of disruptive innovation on appendectomy, cholecystectomy, and bariatric surgery (ACBS) utilization. Disruptive innovation theory contends that advanced technology combined with innovative business models—located outside of traditional product markets or delivery systems—will produce simplified, quality products and services at lower costs with broader accessibility. Consequently, new markets will emerge, and conventional industry leaders will experience a loss of market share to “non-traditional” new entrants into the marketplace. The underlying assumption of this work is that ASCs (innovative business models) have adopted laparoscopy (innovative technology) and their unification has initiated disruptive innovation within the hospital industry. The disruptive effects have spawned shifts in surgical volumes from open to laparoscopic procedures, from inpatient to ambulatory settings, and from hospitals to ASCs. The research hypothesizes that: (1) there will be larger increases in the percentage of laparoscopic ACBS performed than open ACBS procedures; (2) ambulatory ACBS will experience larger percent increases than inpatient ACBS procedures; and (3) ASCs will experience larger percent increases than ACGHs. The study tracks the utilization of open, laparoscopic, inpatient and ambulatory ACBS. The research questions that guide the inquiry are: 1. How has ACBS utilization changed over this time? 2. Do ACGHs and ASCs differ in the utilization of ACBS? 3. How do states differ in the utilization of ACBS? 4. Do study findings support disruptive innovation theory in the hospital industry? The quantitative study employs a panel design using hospital discharge data from 2004 and 2009. The unit of analysis is the facility. The sampling frame is comprised of ACGHs and ASCs in Florida and Wisconsin. The study employs exploratory and confirmatory data analysis. This work finds that disruptive innovation theory is an effective model for assessing the hospital industry. The model provides a useful framework for analyzing the interplay between ACGHs and ASCs. While study findings did not support the stated hypotheses, the impact of government interventions into the competitive marketplace supports the claims of disruptive innovation theory. Regulations that intervened in the hospital industry facilitated interactions between ASCs and ACGHs, reducing the number of ASCs performing ACBS and altering the trajectory of ACBS volume by shifting surgeries from ASCs to ACGHs.
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Books on the topic "Georgia State University. School of Business Administration"

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Audits, Georgia Dept of. State of Georgia program evaluation. [Atlanta, Ga.]: Dept. of Audits, 1997.

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Georgia. Dept. of Audits. State of Georgia program evaluation. [Atlanta, Ga.]: Dept. of Audits, 1998.

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Audits, Georgia Dept of. State of Georgia program evaluation. [Atlanta, Ga.]: Dept. of Audits, 1998.

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Georgia. Dept. of Audits. State of Georgia program evaluation. [Atlanta, Ga.]: Dept. of Audits, 1998.

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Georgia. Dept. of Audits. State of Georgia program evaluation. [Atlanta, Ga.]: The Dept., 1997.

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Georgia. Dept. of Audits. State of Georgia program evaluation. [Atlanta, Ga.]: Dept. of Audits, 1998.

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Georgia. Dept. of Audits. State of Georgia program evaluation.: Department of Natural Resources. [Atlanta, Ga.]: Dept. of Audits, 1998.

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Georgia. Dept. of Audits. State of Georgia program evaluation.: Student Finance Commission, Joint Board of Family Practice, State Medical Education Board, Board of Regents, Department of Human Resources. [Atlanta, Ga.]: Dept. of Audits, 1998.

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Office, General Accounting. Foreign assistance: Administration of funds for the International Fund for Ireland. Washington: General Accounting Office, 1989.

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Office, General Accounting. Foreign assistance: USAID and the Department of State are beginning to implement prohibition on taxation of aid. Washington, D.C: GAO, 2004.

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Book chapters on the topic "Georgia State University. School of Business Administration"

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Rayburn, William E., and Arkalgud Ramaprasad. "Three Strategies for the Use of Distance Learning Technology." In Distance Learning Technologies, 52–68. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch005.

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“University A” is a small, private liberal arts school with a religious affiliation. Located in a large city, it draws locally and from its particular religious group. With an enrollment under 3,000, it carries a Carnegie Classification of Baccalaureate II and has its own board of trustees. The school has pushed the use of new technology in instruction. For instance, it was one of the first schools in its area to install a fiber optic network across campus. Programs such as business feature the active use of technology to enhance learning. For example, in an international business course, students develop links with fellow students in other countries. However, University A differs from other schools that have embraced new information and communication technology; it has rejected some uses as not appropriate to the mission of the school. For instance, University A will not use videoconferencing to send instruction to remote sites. Why? School leaders feel that a significant part of a student’s experience at University A comes from faculty providing role models, and that role modeling cannot be done through a television monitor. “University B” is a regional public university located in a small town in a heavily rural portion of its state. The nearest small city is an hour’s drive away, and it draws students regionally, mostly from nearby counties. With an enrollment under 10,000, the school carries a Carnegie Classification of Master’s I. For years, University B has used its Continuing Education program in aggressively serving the region, beginning with such means as “circuit rider” faculty who traveled to remote sites to teach classes and broadcast television instruction through local public television. The school has continued its aggressive outreach with new technology. In the 1990s, University B quickly moved into videoconferencing (compressed video) to phase out at least some of the circuit rider faculty. At the same time, the school has expanded the off-campus sites to which it sends instruction. Lastly, University B has augmented its MBA program by bringing in a health care administration concentration from another university via videoconferencing, and it has been considering the future servicing of majors in declining programs such as geography by outsourcing instruction. Officers at the two universities described above were among those at several schools who participated in a series of case studies (Rayburn, 1997). The two schools use distance learning technology (DLT) in very different ways, but they do share at least one common trait: they have clear pictures of how to use available technology. Put another way, they have identifiable strategies for using technology that conform to the missions of the schools. The point of this chapter is to identify and describe strategies for using distance learning technology (DLT) at higher education institutions. Research suggests three major strategies, the “Guest Lecturer” strategy, the “Automated Correspondence Course” strategy, and the “Large Lecture Hall” strategy. All three strategies have antecedents in the recent history of higher education, and each has its own implications for the future. The next section looks at literature and field research on the strategic use of DLT.
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Axtell, Robert. "Endogenous Firm Dynamics and Labor Flows via Heterogeneous Agents ✶ ✶Support from the John D. and Catherine T. MacArthur Foundation, the National Science Foundation (0738606), the Small Business Administration (SBAHQ-05-Q-0018), and the Mercatus Center at George Mason is gratefully acknowledged. I have no relevant or material financial interests that relate to the research described in this paper or the associated model. Earlier versions of this work were presented at research institutions (Aix-en-Provence, Arizona State, Brookings, Carnegie Mellon, Emory, Esalen, Essex, George Mason, Georgia, Georgia Tech, James Madison, Leicester, Leiden, Limerick, Nanyang Technological University, New School for Social Research, Office of Financial Research, Oxford, Queen Mary and Westfield, Sant' Anna (Pisa), Santa Fe Institute, Turino) and conferences (Eastern Economic Association, INFORMS, Society for Computational Economics, Southern Economic Association) where comments from attendees yielded significant improvements. For helpful feedback on the manuscript I am grateful to Zoltan Acs, Luis Amaral, Brian Arthur, David Audretsch, Bob Axelrod, Bob Ayres, Eric Beinhocker, Margaret Blair, Pete Boettke, David Canning, Kathleen Carley, John Chisholm, Alex Coad, Herbert Dawid, Art DeVany, Bill Dickens, Kathy Eisenhardt, Joshua Epstein, Doyne Farmer, Rich Florida, Duncan Foley, Xavier Gabaix, Chris Georges, Herb Gintis, Joe Harrington, John Holland, Stu Kauffman, Steve Kimbrough, Paul Kleindorfer, Blake LeBaron, Axel Leijonhufvud, Bob Litan, Francesco Luna, Jim March, Michael Maouboussin, Greg McRae, Benoit Morel, Scott Moss, Paul Omerod, J. Barkley Rosser Jr., Martin Shubik, Gene Stanley, Dan Teitelbaum, Leigh Tesfatsion, Sid Winter and several people who are no longer with us: Per Bak, Michael Cohen, Ben Harrison, Steve Klepper, Sam Kotz, and Benoit Mandelbrot. The late Herb Simon inspired and encouraged the work. Anna Nelson and Omar Guerrero each advanced the work through their Ph.D. dissertations. Thanks are due Miles Parker and Gabriel Balan for implementing the model in Java, first in Ascape and then in Mason. Errors are my own." In Handbook of Computational Economics, 157–213. Elsevier, 2018. http://dx.doi.org/10.1016/bs.hescom.2018.05.001.

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