Projects

Geschreven door Timon Kroon   
woensdag 16 december 2009
Some Results of the Projects

Business students & work field experience

by Maarten Snel, Erik Joosse, Wim Timmerman & Wouter van Dijke (M&O)
 

Do business students at Messiah College think that getting work field experience is an essential part of their academic experience before entering the competitive job market?

Introduction
Our survey report is on experience in the work field: internships. In the Netherlands it's usually part of the curriculum. In the United States of America both this, and the whole educational system, are different. In the Netherlands it's important to know how to handle (assessments) and in America it’s your level and amount of knowledge that is more important. So, two similar countries with two different educational approaches.Our research question is: do business students at Messiah College think that getting work field experience is an essential part of their academic experience before entering the competitive job market? The reason we decided to research this question is because all team members already have some work field experience through their internships. We all think an internship is an important part of the curriculum and really valuable. We think an internship is a good way to improve your skills. We wanted to get a greater understanding and information on the way American students study. Furthermore, what do they think is important before entering the competitive job market? We really would like to know if the American student thinks that getting work field experience is important before entering the job market. So, what is their opinion about internships? Are they important, or just a waste of time? 

Investigating
We have used several methods for our investigation. The methods of investigation we used are job-interviews with some business students, and visiting the library and the internship center at the campus. We also had conversations with business students at the campus on their internships and what they think about the value of an internship. In the Netherlands we already constructed an approach to enable us to actually investigate. The goal we had on paper was simply to answer our investigation question: do business students at Messiah College think that getting work field experience is an essential part of their academic experience before entering the competitive job market?The target group of our investigation was the business students of Messiah College. The plan was to do eight face to face interviews with business students, but we ended up interviewing a lot more students. Some interviews were very deep, while others were more shallow. In the library we found a couple of books which are about internships. Most of the books we found are very similar as books about internships in the Netherlands. For example, a practical guide for students and things like training on the job. We also have an action picture of searching in the library.We have also been to the internship center at the campus, although it was a rather small department at the campus. On the web site of Messiah College we also found a lot of valuable information about internships. But the most interesting and valuable of all methods of investigation were the conversations/interviews with the business students of Messiah College. Without their help we wouldn't have been able to get the same reliability out of our investigation.  We have approached the question in this way because we thought this was the best way to get information from students and from the books. So we were able to get objective and subjective information on the subject of the value of work experience.  

Messiah Students and Internship
Students at Messiah College have the opportunity to be interns varying from weeks to a several months. According to the regulation students can only be assigned to an internship in their junior or senior year, although some sophomores can be included. Students decide if, and when they become interns: spring, summer or fall. Internships during spring or fall are additional to their full time study and, of course, internship during summer means no holiday. First some facts. According to the Messiah College Internship Center the total number of Messiah interns in the year 2008-2009 was 188 (of which is 72% female).Which means roughly 6.7% of all students are known at the Internship Center for being interns. The figure of interns in Department of Management and Business was 29, only 15% of the total number. The number of students in an internship of the major Business Administration and Marketing were 11 and 7 respectively. 

6.7% interns doesn’t seem much. This figure isn’t really accurate considering the fact that it is an overall percentage. Besides, not all student have the ability to become an intern because they:
-          Didn’t reach a cumulative General Point Average (GPA) of 2.5 or more;
-          Aren’t able to provide their own transportation;
-          Are freshmen or sophomores.

Other explanations for this low percentage:
-          Excluded of the Internship Centers overview are those who arranged their own internship or are involved in internships which are part of their studies' curriculum and those who have a job related to their Major.    
-          Non academic internships (not for credits) aren’t reported to the Internship Center.
-          Only 36% of the (registered 67) interns receive some form of compensation, so not every student can afford to be an intern while they’re fulltime students.  

What does all this mean? First of all, choosing an internship is a matter of one’s priorities. Students have to sacrifice either spare time and holidays or their job and cannot allow their grades to suffer. Secondly, internships are facilitated by Messiah, not arranged as a part of the curriculum. Despite that, most Business students are aware of the importance or involvement in an internship and other kinds of work field experiences. The figures summed up earlier don’t give a realistic picture of the actual situation. The average percentage of internships in the USA in 2000 was 86%, according to the US Immigration. Based on our conversations with Business & Management students we can assume that the actual percentage of obtaining work field experience in internships or other methods is at least 90%.    

Business & Management students and work field experience
All B&M students would agree on this: work field experience is important. Although an internship isn’t an obligated part of the Major, faculty does emphasize the value of work field experience in many ways. Students are aware of this. One of the students quoted: “I would say that most Messiah Business students believe that field experience is helpful and that most students try to obtain some sort of internship while in school, whether it is in the summer or during the school year.” What makes field experience so important? The benefits the college points out are: personal development, academic classroom integration, professional work field exploration, and worth noting on job applications. The most important short term benefits for students are: references for the resume, building networks of contacts and developing personal skills. Another Business student put it this way. "Living in Philadelphia, as both a student and an intern, allowed me to see one city in two very different ways.  The student side of me sat back, observed, and analyzed my new environment.  The professional side of me jumped headfirst into a city full of networking and learning opportunities to advance my career.  It was the best of both worlds."  

Messiah College and internships
“You are wise to consider an internship as part of your academic experience. Employers and graduate schools look for students with one or more career-related experiences.”
This is a quote from the website of Messiah College. Messiah College tries to motivate students to do an internship. What does Messiah College do to get their students work experience?Internships for academic credit are available to juniors and seniors and must be at least twelve weeks. By partaking on one or more of them, you will be able to sharpen your skills, begin a network of employer contacts, and test classroom theories in real world settings. You must work a minimum of 10 hours per week for a minimum of 12 weeks, and you may earn anywhere from 4-12 credits. In the summer, you may earn anywhere from 4-10 credits. Each internship goes through the Internship Center. You have to fill out an application. This center will help you before you start your internship with getting your paperwork ready. On the website and in their brochure you can find which forms you have to fill in. There is also an example of a resume and a document to prepare you for your job interview.  During your internship you attend classes every Wednesday. In these classes you will be coached and you can share experiences with other interns.Messiah College also offers the option to do an internship for them. A lot of tasks are fulfilled by their own students. A great example is a convenience store that students run on campus. Everything from purchase, management, etc. is done by students.Messiah College also offers some assignments in the field. It’s not very common, not as much as it is in our school in Holland, but the amount of these continues to increase. Craig, junior marketing major, told us about some experience with a marketing assignment:
-          They have to go look for a non-profit organization to attain an assignment
-          The organization decided what they had to do
-          They developed an internship brochure, made adverts
-          Win-win situation; they learn, company benefits from free workforce 

So Messiah College has different ways to help students get work experience, but you don’t have to do an internship. Talking to the students and looking at their program it seems to become more and more important to get students work experience. They don’t get as many assignments and internships as we get in Holland, but it continues to increase. 

American Business and internships
In this part we want to mention shortly some interesting information we found in our sources about how American businesses think of work experience before entering the job market. In 2008 CollegeGrad.com set up a survey about what employers want most in hiring new college grads. It’s filled out by the top 500 entry level employees throughout America. They ranked the students major first with 44 %, work experience/internship was ranked second/third with 18% together with interviewing skills (also 18%). Too many graduating business students today come to their first jobs long on theory and short on know-how. Students are in fact the bridge between theory and practice, between academics and practitioners.This shows that those companies think that it is quite important to have work experience.   With the economy we live in today, the job market is very competitive. Students compete against an increasingly larger candidate pool. When more people get laid off, the number of experienced candidates increases. So if students can get some experience in an internship it will make them a stronger candidate.  Today it seems that every applicant will have a degree and it is the work experience added to that degree that is making the difference that counts. Besides that people with experience have already found out if a particular line of work is really what they want to do.

Conclusion
In the Dutch 'HBO' system it's often seen as very important and rather common that a student gets actual work experience during his time as a student. There are several ways to do this, but internships are perhaps the most important and most vital of them all. In the Netherlands, your choice for an internship is something that's somewhat regulated by your school. You can't just do your internship anywhere you want, there are people guiding the whole process. Since it's part of your curriculum it also means you won't have classes while you're at your internship or vice versa. You can totally focus on your work, and you don't really have to worry about your grades. In the United States however, choosing an internship is a matter of priorities.
Since the internship isn't part of the curriculum, it means sacrificing spare time, holidays or even grades. Despite that, we found that we can assume that at least 90% of students agree on and are aware of the importance of internships or other work experience. While Messiah College doesn't have internships as a standard part of the curriculum, they do recognize the importance of it. In fact, they even try to motivate the students to participate in internships. It is even possible to get some academic credits for your internships. The Internship Center guides you through the process from filling in the application and creating your resume to weekly 'feedback sessions' in which students share their experiences. It shows that Messiah College does put a lot of effort in making students realize that experience is important before entering the job market. In the end, we can state that business students at Messiah College do think getting work experience is an important part of their academic experience before entering the job market.

Evaluation
All of us will agree that we learned a lot and had a great time in the US. It's an excellent idea to pair up a Dutch student with only an American student. It really forces you to get out of your comfort zone. The balance between 'work' and 'play' was great too. There was plenty time for socializing and enjoying some free time.
It would be a good idea to let the Dutch students participate more in classes. We got to experience one part of 'college life', namely living on campus. However, there were barely any classes we had to attend, while this would be such a good way to show some cultural differences.

Do’s
We would recommend students to make use of your host’s network. Take your time to invest in relationships with the Messiah students. This way you’ll grow in many facets of life, such as faith, communication, understanding other cultures, and professionally.

Don’ts
Don’t lose track of time. Two weeks fly by in a blink of an eye. Don’t forget to be well prepared before you make the trip. We did make preparations when still in school, although it’s hard because you don’t know what to expect. We shouldn’t have felt embarrassed to ask students for their help and time as we did previous to departure. We realized they really like to help you out and you can count on the students and the professors as well.

Sources
1) Webpage Messiah College on internships: http://www.messiah.edu/external_programs/internship/student/ 

2) Layoffs Create More Competitive Job Market, Graduates Struggle
http://www.jobbankusa.com/News/Layoffs/layoffs_create_more_competitive_job_market_graduates_struggle.html
3) Survey Results Detail What Top Entry Level Employers Want Most
http://www.collegegrad.com/press/what-employers-want-2008.shtml

4) How to Get an Internship in the United Stateshttps://www.usimmigrationsupport.org/internships.html 5) What are business schools doing for business today
http://checkmateplan.com/Are%20Students.pdf 6) Business students

7) Messiah College Internship Center 

Participation in decision-making 
concerning the curriculum  

What is the difference in participation in decision-making concerning the contents of the curriculum between Messiah College and the Christelijke Hogeschool Ede?   

Names:                               Anne van Zanten, Bertine Hoek, Diane Schilt and Ilse Zwering

Minor:                                 USAnders

Date of hand in:              8th of February 2010

Professor:                          Dr. J. Lok 

Introduction

During our trip to the United States of America from the 13th until the 27th of January of the minor USAnders we have done a small research. This research is expressed in the questions below. In this report we would like to present the outcome. 

Main question
What is the difference in participation in decision-making concerning the contents of the curriculum between Messiah College and the Christelijke Hogeschool Ede (CHE)? 

Part questions

  1. What do we mean with participation in decision-making concerning the contents of the curriculum?
  2. To what extent have students, alumni and professors of the faculty Business and Management at Messiah College and organizations possibilities to participate in decision-making concerning the contents of the curriculum?
  3. To what extent have students, alumni and professors of the faculty Human-directed Management at the CHE and organizations possibilities to participate in decision-making concerning the contents of the curriculum?
Conclusion

In this part we would present the outcomes of the research. We also give a reflection upon the learning process with emphasis on the do´s and don´ts  for the project groups in the years to come.

Part question 1.

What do we mean with participation in decision-making concerning the contents of the curriculum? 
Participation in decision-making concerning to the contents of the curriculum can take many forms. Professors can be drawn into the decision making, but also students and organizations.  According to the theory of Frans Meijers, there are three parties concerned related to participation in decision making concerning the construction of the curriculum, the students, the professors and the organizations.  Modern professional skills ask for the development of hand, head and heart. This can be created by giving organizations and student’s responsibility and possibility to participate in decision-making. Research has proved that the results of students improve when they have influence into the contents of the curriculum. There must be a dialogue between teachers, students and organizations about which knowledge and in which way they have to pass on (Frans Meijera, 2004). 
There is a study of Butler about employee participation in decision-making. This study tells us three benefits of employee involvement:
1.       workers are more intimately involved with risky production processes and so can identify and monitor risk at a lower cost than firm managers of outside consultants;
2.       workers pick up information about workplace risk. Workers getting more information concerning job risk and the firm’s safety efforts will help reduce uncertainty in their minds and this increase the value of the employment experience for risk-averse workers;
3.       workers begin to take ownership of safety outcomes, increasing their commitment to the program’s successful implementation (Butler, 2005). 

Another study about participation in decision-making is from Singh. “Employee participation in decision-making is one of the many current forms of employee involvement in the workplace decision making. Managers are encouraged to allow a high degree of employee participation and autonomy, which are intended to increase workforce commitment and to humanize the workplace with the intention of improving work performance a good citizenship behavior” (Singh, 2009). These two studies are related to employee participation, but we measure that these things also work out with participation of students, professors and organizations. If they make decisions together about the curriculum, are they all responsible for the outcome. In our opinion students can be really intelligent and is it very useful to involve students in making decisions about the curriculum. We think that it has the same effect as mentioned in the third benefit of the study of Butler.  Role of studentsIn Holland is a Program Committee for each academy, bachelor and master, obligatory. The Program Committee consist of students and possibly professors and staff and together they think of the contents of the curriculum. The Program Committee has not the right to make decisions, they only can give advice. But the advice they give, may not be ignored by the management. Through this Committee it is possible for the students to have influence on the way of education and the contents of it.  


Role of professors
The role of the professors is to teach students. They have to learn them about different topics. This role is very important, because the professors’ way of bringing the subject materials is crucial. It is important that professors can give their opinion on the contents of the different subjects. A dialogue between the faculty and the professors and the faculty is very important as well. If they are responsible for their subject and in which way they will teach them, the professors will feel much more responsible. Therefore, participation in decision-making is very important. Professors can decide whether they use a lot of theory or practical learning. Professors have to make sure the students know there subject of materials, they know that to examine them.  Even though the dialogue between professors and organizations is important. Without this dialogue is it not possible to teach in the realistic way. 

Role of organizations
What said before the dialogue between organizations and professors is very important. If they keep in touch with the organizations at the present time, they know the most recent movements and what is going on in the economy and the labour market. This makes the teachings realistic and fascinating for the students.  On the other hand is it important for the faculty to keep in touch with organizations about the contents of the curriculum. What are the movements and what kind of subjects are more and more important?

Alumni

We think that there is a fourth party who can have a positive and objective influence on the contents of the curriculum, namely the alumni. Most of them are going to have a job, and they know what the demands are on the labour market and in their work . Does it fit or not and what fits and what not? They can compare the contents of the curriculum with the demands. When there is a dialogue between the alumni and the faculty they can carry through some changes if needed.

Part question 2.

To what extent have students, alumni and professors of the faculty Business and Management at Messiah College and organizations possibilities to participate in decision-making concerning the contents of the curriculum? 

Making decisions about the Curriculum
Most changes in the curriculum for the faculty Business and Management  are coming from the professors of the faculty. They are discussing things about the curriculum and if they want to change it, they can discuss it with Kim Phipps, the President of Messiah College. She has the rights to make the final decisions. The students are not really involved in this process, except that they have to fill in a survey form at the end of each semester. On this form are all sorts of questions about the professor, the students’ opinion about the classes, what the students like or dislike, the professors’ Christian opinion etcetera. When the students are filling in this form the professor has to leave the classroom. That is because to make sure that he/she has no influence on the students for what they fill in. After that, the papers are going to the Administration Department where the forms will be checked and input that in the computer. When that work has been done, the outcome will be communicated with the head of the faculty which will discuss the outcome with every single teacher.  Students think this is a great way to give their opinions about the classes and how it is going. On the other hand are they not sure whether the outcome is representative because some students are not taking the forms serious. Some of the students have emotional reasons for not taking the questions seriously, for example that they dislike the professor.  

Program Committee
At Messiah College there are no Program Committees. There is only the President, the Vice-president, and other higher positions who has the rights to make final decisions.  The professors of a faculty can suggest changes, but the students are not involved in this discussions. The students can give feedback to the professor during classes or send an email after classes or after the semester. Most of the time the professor is open to hear feedback from students and is willing to change. If they think that something has to change in the curriculum, they can say that as well. But there is not a Committee with rights in which students and professors can discuss things. Students would approve this contact, they think that is better, because then you can explain what you really mean and feel about some topics.  Like said before, the students have to fill in a survey after every semester. The students do not really know if there is something that really changes after filling in the survey form. The heads of the faculties say that they will take the outcomes seriously. Sometimes the professor explains in class that they are doing some things that way, as a result of the feedback of last year. In this way, they know that something has changed in connection with the outcome of the forms the year before.  

Organizations
The way of learning at Messiah College is more theoretical than practical. The students of the faculty Business and Management can choose an internship if they want to, but it is not necessary. If you choose to do an internship, than you are really involved in an organization. In that way the organizations and school have contact with each other. The organizations can comment upon the students’ way of working if they want to.  Regularly, the professors have some informal contact with organizations. But once in three years there is a formal meeting with representatives of some  organizations and professors. The main point of this meeting is the contents of the Curriculum. Whether things really change is hard to say, because most of the time changes are based on different reasons. Jenny Dose, Assistant Department Chair, said that she would like to have more intense contact with organizations about the Curriculum and what they think what kind of competencies students need when they are graduated. AlumniContact with alumni is not really intense. Every year alumni get a survey about their competencies they have learnt at Messiah College and whether this fit with their work. Alumni get a survey until 10 years after graduating. In the beginning about 60% sent the survey back.  Every other year they have a formal meeting with alumni. In this meeting are only the alumni involved who want to discuss about the contents of the curriculum. Changes in the curriculum are not only based on this meeting. As we said before, most changes are based on different things. Student

Government Association
It is striking that they do not have a Program Committee concerning the contents of the curriculum, but that they do have a Student Government Association for activities at Campus. That Association represent all the students in different ways and in different parts. They get a budget to spread over all the student associations, which are a lot. Examples of student associations are the Asian student association, earth keepers association, outreach association and so on.

Part question 3.

 To what extent have students, alumni and professors of the faculty Human-directed Management at the CHE and organizations possibilities to participate in decision-making concerning the contents of the curriculum?

At the CHE are different kinds of participation in decision-making. Professors and students have possibilities to participate in the compilation of the curriculum. The head of the faculty Human-directed management is Herman Oevermans. He takes the final decisions concerning the curriculum, but the professors and students participate in decision-making as well.  

Education Committee (OCIE):
The Dutch law has established that each college is required to assemblies an Education Committee for each faculty. This committee has to represent both students and teachers.
The OCIE has the function to:
-          Give advice about the Education and Examination Regulations (OER) ;
-          Review how to implement the OER each year ;
-          Advise the head of the faculty Human-directed Management.
The OCIE has a formal rights. For the management is it not possible to ignore the advice(s) of the OCIE. Each faculty has an OCIE. Recently the Human-directed Management faculty has compiled it. If students do not agree with something of the curriculum they can notify that to the OCIE. Previously this was only informal. This informal committee is called: Group Representatives Meeting (GGO). This informal meeting is still continued after compiling the OCIE.  

Group Representatives Meeting (GGO):
All the affairs of the Human-directed Management faculty will be discussed in the GGO. Both students and professors are represented in this meeting. This gives a complete representation of what is going on among the students and professors. Because this is an informal meeting it has not always effect of the composition of the curriculum.  The composition of the curriculum is determined by the faculty manager and the professors. When the curriculum is composed, it will be discussed with the group representatives. If they disagree, they may indicate it. If nothing is done with this disagree, they can go to the OCIE, because they have more formal rights. 

Students
The students can evaluate too. It’s always possible to go to the GGO, when you disagree with something of the curriculum. The GGO will represent your opinion.  There are also possibilities to give feedback by using an online survey about the way of working of the professors. The students can indicate whether the professors teach well and whether he/she shares the Christian identity during classes. There is another online survey that students can use for evaluation of the composition and contents of the curriculum. Both surveys are anonymous. This feedback is taken in the performance reviews and in the composition of the curriculum.   

Organizations
The way of learning at CHE is theoretical and practical. The students of the faculty Business and Management have to do an internship. The internship is usual for a half year, and could be abroad. In addition many students do assignments in organisations. The students at CHE have a lot of contact with organizations.  

Composition of the curriculum
The composition of the curriculum is made according to the opinion of the OCIE, the evaluations of the students and the wishes of the organizations. 

Alumni
Alumni get a year and a half after graduating a survey about their job and whether this fits with the competencies they have learnt at the CHE. More than 50% replies to this survey. After three and a half years they get a survey again. The replies to this survey is much more less and below 50%. The outcome of this survey will be presented in a report. They try to have every year a meeting with alumni. Unfortunately there is only a attendance of 5%. This meeting is not meant for discussing the things they have learnt, but the main point of this meeting is making them more professionals.

Conclusion

 The research about the participation in decision-making concerning the contents of the curriculum between Messiah College and the Christelijke Hogeschool Ede shows some differences. In general there are three parties concerned related: the students, the professors and the organizations. The dialogue between these parties are very important for each part. Sometimes the alumni are even in dialogue with the other three parties.  

Final decisions
The differences between the Messiah College and the CHE are very interesting. At the Messiah College the most changes in the curriculum come from the professors of the faculty. They discuss about the things they want to change. The President of Messiah College, Kim Phipps, has the rights to make the final decisions. At the CHE the head of the faculty, Herman Oevermans, takes the final decisions.  

Students and professors
The students of Messiah College are not involved in the composition of the curriculum. At the end of the semester they can give feedback trough a survey. They also can give feedback to the professors during classes or send an email after classes. The professors of a faculty can suggest changes for the curriculum, but the students are not involved. The students of CHE can give a lot of feedback and are involved in the composition of the curriculum.  There are committees for both students and professors. One of these is a formal committee: the Education Committee. The government has established this Committee. The other committee is an informal committee, the GGO. Even in this committee are both students and professors represented.  In these committees they discuss about the curriculum and advise the head of the faculty.  The students of CHE even can give their feedback by an online survey. This feedback is taken in the performance reviews and in the composition of the curriculum. The students also can give their feedback to the GGO. The GGO defended the opinion of the students to the school.  At Messiah College there is no Program Committee. They have a Student Government Association for the activities on the Campus. However, this committee especially divide the available budgets for student associations. 

Organizations
Regarding the participation of the organizations there are also big differences between Messiah College and CHE. At Messiah College the organizations are not involved in the composition of the curriculum. The students can choose by their own if they want to practice the theory through an internship, or not. Sometimes there is informal contact between the Messiah College and organizations. Only once every three years is there a formal meeting with organizations about the role of them in the new composition of the curriculum.  The way of learning at CHE is theoretical and practical. The students of the faculty Business and Management have to do an internship. The internship is usual for a half year, and could be abroad. In addition many students do assignments in organisations. The students at CHE have a lot of contact with organizations.  

Composition of the curriculum
Most changes of the curriculum are based on different things. At Messiah the professors and the President participate in the composition of the curriculum. Sometimes they use the opinion of the students, organisations and alumni.   The composition of the curriculum at CHE is made according to the opinion of the OCIE, the Program Committee, the GGO, the evaluations of the students and the wishes of the organizations. Our conclusion is that there are differences between the Messiah College and the CHE. The students at the Messiah College hardly participate in the composition of the curriculum. They do not have a Program Committee. At the CHE it is important that there is a possibility that everyone can give his or hers opinion.
At the CHE there is a participation in the composition of the curriculum all parties is very important. There are many facilities for professors and students to participate in the composition of the curriculum.  

Project

 

Do´s

- Framing your questions correctly and know how to formulate what you want to know.
- Make sure you go prepared to America, so you only have to do field research.
- Try to formulate a question you can discuss with the students in America. There is little contact with the professors or higher people of Messiah College.
 
Don'ts
- Start in the second week. That’s too late, because two weeks are so over.
- Delaying to write the report of your research. If you come back, you are busy enough with a lot of other things. Try as much as possible to work in America. If you take a moment to work for your report, soon it is done.   

Literature
Basiskennis opleidingscommissies, visited on 10th of January 2010, on the website of Interstedelijk Studenten Overleg: http://www.iso.nl/MEDEZEGGENSCHAP/Themadossiers/Medezeggenschapindepraktijk/BasiskennisOpleidingscommissies.aspx Butler, R.J., Safety practices, firm culture, and workplace injuries, 2005, W.E. Upjohn Institute for Employment Research, Kalamazoo, Michigan Meijer, F., Samenwerking in ontwikkeling, 2004, http://www.frans-meijers.nl/cmsuploads/1212243730_OenO12.pdf Singh, S.K.G., A study on employee participation in decision making, 2009, Unitar E-journal Vol. 5, No. 1 

Professors 
Terry Earhart
Jenny Dose 

Students
-          Justine Pizzutillo
-          Shalee Soliday
-          Adam Troyer
-          Jamie Zeitz
-          Matthijs Korteweg (CHE)
-          Jan van Baardewijk (CHE)