Copyright (c) 2012 All rights reserved. http://works.bepress.com/dbrian_mcnatt Recent documents in D. Brian McNatt en-us Fri, 23 Nov 2012 18:24:58 PST 3600 http://works.bepress.com/dbrian_mcnatt/4 http://works.bepress.com/dbrian_mcnatt/4 Thu, 05 May 2011 14:49:50 PDT A meta-analysis of 42 empirical studies was conducted to quantitatively summarize the corruption literature within a holistic theoretical framework. In general, variables within the political/legal, economics, and socio-cultural categories were equally correlated with national corruption; however, there have been twice as many studies examining the causes of corruption than those that examine the effects of corruption. Furthermore, we found that some measures of corruption are more robust than others. Finally, we identified some insights which future researchers might want to explore further. Overall, this study summarizes previous research, and serves as a guide to future research on corruption.

]]> William Q. Judge et al. http://works.bepress.com/dbrian_mcnatt/3 http://works.bepress.com/dbrian_mcnatt/3 Tue, 21 Dec 2010 07:52:15 PST For decades, many academicians have expressed concern about the gap between themselves and practitioners. In those decades, much has been written about the probable causes of and methods for narrowing this gap. Despite the dialog and the efforts to narrow it, the gap remains. This paper explores four assumptions related to the gap. We use paradigm theory to examine the "academic world" and the "practitioner world" and to explain how the separate worlds perpetuate the gap. We then propose that academicians either accept the gap or legitimize the pracademic viewpoint. a paradigm that reconciles the differences between the academic and practitioner paradigms. Specific suggestions are provided regarding the establishment and development of the pracademic paradigm.

]]> D. Brian McNatt et al. http://works.bepress.com/dbrian_mcnatt/2 http://works.bepress.com/dbrian_mcnatt/2 Thu, 15 Jul 2010 10:24:14 PDT William Q. Judge et al. http://works.bepress.com/dbrian_mcnatt/1 http://works.bepress.com/dbrian_mcnatt/1 Wed, 14 Jul 2010 13:22:03 PDT This longitudinal, naturally occurring field experiment simultaneously tested several important limitations of previous research regarding a negative reputation biasing ratings of work performance (student evaluations of teaching). First-year MBA students were randomly assigned to intervention and control sections of the same course. Unfavorable information about the treatment-group professor created a negative reputation that persisted in the midst of very disconfirming actual positive performance. The naturally occurring intervention biased individuals' decision-making process and resulted in inaccurate ratings of professor performance and negative halo error judgments of course materials, grading, and the amount learned. Additional data for the treatment-group professor but without a reputation corroborated these findings. Evidence also indicated that trait emotional intelligence and assertiveness mitigated the biasing effect of the reputation. Implications regarding the use of student evaluations of teaching are shared, and suggestions are offered to help mitigate and manage reputation biases.

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