Manajemen | Fakultas Ekonomi Universitas Maritim Raja Ali Haji joeb.82.4.244-248
Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Book Review
James L. Morrison
To cite this article: James L. Morrison (2007) Book Review, Journal of Education for Business,
82:4, 244-248, DOI: 10.3200/JOEB.82.4.244-248
To link to this article: http://dx.doi.org/10.3200/JOEB.82.4.244-248
Published online: 07 Aug 2010.
Submit your article to this journal
Article views: 14
View related articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
Download by: [Universitas Maritim Raja Ali Haji]
Date: 11 January 2016, At: 23:26
BOOK REVIEW
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
Owen, John M.
Program Evaluation: Forms and
Approaches (3rd ed.)
New York: Guilford Publications, 2006
298 pp.
ISBN: 1-59385-406-4
$38
T
he topic of evaluation is a very
complex one in that there are many
theories currently published in the literature that address a variety of issues surrounding its implementation. The
premise of John Owen’s theory is that no
one-size-fits-all evaluation strategy
exists. In other words, good evaluators
adapt their approaches to the goals,
aims, and context of the evaluation situation. According to Owen, the overriding issue in program assessment is the
timing of an evaluation and the corresponding tool used to achieve a specific
objective. Although the content of the
text concerns program evaluation, it also
provides an intriguing perspective for
assessing individual performance.
Although the target audience appears
to be the business executive out in the
field, aspects of the evaluation model
presented may be applied by business
faculty for assessing student achievement. In this regard, an instructor could
use the text in an introductory course in
evaluation, in a graduate business program, or perhaps as a resource in a professional development program for
senior executives seeking to upgrade
their knowledge about program assessment. Finally, the text could also be
considered a source book for program
managers, performance auditors, and
others in middle-management positions
who have evaluation responsibilities.
Ironically, Owen uses a very simplistic conversational writing style in capturing the complexities associated with
the topic of evaluation. To Owen, each
evaluation begins with a specific goal,
whether it is to diagnose, monitor,
determine a treatment effect, or measure
growth in learning. In this instance,
244
Journal of Education for Business
Owen argues that individuals seeking
management positions directly out of
college may not be prepared to deal
with the realities that practitioners actually confront on the actual job. His fear
is that graduates of business programs
will likely adopt just one of the assessment models that they were taught during their coursework and apply it
regardless of the situation and circumstances of the workplace. Therefore, the
text could easily be adapted by faculty
as a tool for teaching the business major
to recognize the need to modify the
evaluation models learned in their
preparatory business programs as circumstances demand.
Owen uses the term form to represent
a cluster of activities that may be adopted by evaluators as they design a strategy to assess a workplace situation. For a
basis of this book, Owen has developed
a model that consists of 5 clusters (or
forms): proactive, clarification, interactive, monitoring, and impact. These
forms do not represent stages of an evaluation process or a sequence of activities
that one should follow when attempting
to achieve an evaluation goal. However,
Owen views them as more situational in
nature, in that each form stands alone
and may be adopted according to a specific situation, regardless of whether in
the workplace or in an academic program at a university. For example, in an
academic situation, a faculty member
could adapt Owen’s model by using the
framework for evaluation as depicted
through the monitoring form. This is the
cluster of activities that hold individuals,
in this case students, accountable for
their learning of course content. The
book is designed to be exceptionally
reader friendly. Each chapter contains
featured examples (boxed for emphasis)
to illustrate key points of Owen’s assessment model. Owen also includes an
impressive list of references at the conclusion of each chapter that enable business students or practitioners to access
the work of other theorists on such top-
ics as negotiation theory, evidence-based
practices, performance auditing, and
authentic evaluation.
The text comprises 13 chapters.
Owen groups chapters into three
themes. For example, Chapters 1–6
cover the topics of negotiation, evaluation design, and dissemination of findings. Chapters 7 and 8 deal with the ethical aspects of evaluation practices.
Chapters 9–13 are devoted to evaluation
theory and practice. One can read certain chapters independently of others to
use the book as a source or reference for
business students, those in senior management, and midlevel managers seeking to update their knowledge about the
evaluation process.
Specifically, in the first segment of the
text in Chapters 1–6, Owen invites the
reader to think about such evaluation
issues as selecting criteria, establishing
benchmarks, measuring performance,
and synthesizing evidence for decision
making. Moreover, in Chapter 3, Owen
introduces the concept of forms as
proactive, clarification, interactive,
monitoring, and impact. These forms are
aligned with major approaches to evaluation. Chapter 4 covers negotiating in
evaluation; Chapter 5 covers aligning
evaluation questions to desired outcomes; and Chapter 6 covers matching
findings to utilization, dissemination,
and reporting issues. The theme of the
second segment of the text relates to
comparing internal role with external
role of evaluators in terms of expectations and costs. In Chapter 7, Owen
emphasizes the need for selecting qualified consultants and contracting with
them for results-oriented practices. In
this regard, he presents guidelines for
accomplishing both of these objectives.
He follows in Chapter 8 by stipulating codes of behavior related to functions served by both internal and external evaluators, such as integrity or
honesty, competence, respect, and
responsibility. In this regard, Owen
divides the roles of evaluators into three
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
categories: (a) negotiating an evaluation
plan, (b) designing and developing the
actual plan, and (c) disseminating findings to identifiable target audiences.
Much of the content here relates to the
significance of what Owen refers to as
exhibiting a responsibility to stakeholders, which involves aggregating reliable
information for analysis, being sensitive
to possible conflict-of-interest issues,
and ensuring fiscal responsibility. Owen
presents parameters to the actual evaluation model that he proposes in the third
segment of the text. Each chapter focuses on the primary characteristics of just
one form or cluster.
In Chapter 9, Owen illustrates proactive evaluation, which he describes as
seeking out information to initiate a
strategy to resolve an issue. Here he
argues that it is essential for evaluators
to conduct a thorough needs assessment
through intensive research to establish
benchmarks on which judgments must
be made.
In Chapter 10, Owen introduces the
clarification aspect of program assessment. The clarification form serves the
purpose of assisting stakeholders to
conceptualize
interventions
and
enhance their understanding of what
outcomes to target. Owen argues that
stakeholders must understand the logic
behind the assessment process to be
capable of interpreting findings in a
meaningful way.
In Chapter 11, Owen illustrates the
interactive (participatory) form. This
aspect of program assessment is associated with building camaraderie among
participants by seeking and using input
from a variety of groups. This form of
evaluation is participatory, systematic,
and inclusive. This is Owen’s version of
empowerment in that decision making
must reflect the perspective that input is
accepted from all levels of management
and that any prejudice and bias is omitted from the process—or at least kept to
a minimum.
Chapter 12 revolves around the monitoring form, which is targeted to meet
the needs of managers (and faculty)
when they design evaluative schemes to
assess the performance of programs or
individuals for accountability purposes.
Here, Owen discusses important topics
of program assessment such as component analysis, performance assessment,
and systems analysis.
Chapter 13 concludes with a discussion of the impact form, which guides
evaluators who determine the worthiness of a program. In other words, Owen
emphasizes making judgments as to
whether a program is making a difference in terms of productivity, efficiency,
and effectiveness. Identifying whether a
program has been implemented as
planned and how implementation has
affected outcomes is the essence of the
aspect of evaluation. The issue of
whether resources allocated to a specific
purpose are being spent wisely is critical
to this dimension of assessment.
What is particularly unique about
Owen’s perspective on evaluation is that
his model has sufficient flexibility to
enable either the practitioner, faculty, or
business student to apply his guidelines
for a variety of purposes. For the practitioner, the timing issue is critical to carry
out an effective assessment strategy. In
addition, business faculty can use the
model in the text as a basis for introducing the complexities of evaluation to
graduate students. In this regard, the text
is filled with numerous practical examples to explain how evaluative concepts
may be applied in real-life circumstances. The excellent variety of tables
that Owen provides is extremely descrip-
tive in summarizing major aspects of
each cluster or form. Complementing the
tables are numerous figures, which
Owen uses for breaking down difficult
concepts into easy-to-understand visual
explanations, thus illustrating how parts
of the model relate to one another. Finally, business students may study the evaluation process by analyzing a broad
spectrum of tools designed to achieve a
specific purpose according to the needs
of an organization.
In conclusion, this is a very different
kind of text in terms of how the author
addresses the need of existing and future
managers to implement different forms
or clusters of evaluation strategies
depending on the stage of development
and implementation of a program. As
indicated earlier, timing is the issue, and
managers need to assess along a continuum from program identification and
design to implementation and outcomes.
Such an approach, whereby one views
the evaluation process as continual across
a spectrum rather than as an assessment
of one moment, highlights the new reality of this important task of those in management. Similarly, aspects of Owen’s
model provide business faculty with an
intriguing way to address student
accountability issues by adopting an
assessment style somewhat different
from that relied on in the past. The text, if
not adopted as an introductory text on the
evaluation process, should be a part of
those read by anyone studying the topic
in preparation for a career in management or by practitioners seeking to
upgrade their knowledge of a complex
subject.
James L. Morrison
University of Delaware
Newark, DE
Copyright © 2007 Heldref Publications
November/December 2006
245
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
Journal
of
for
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
Scope of JEB
The JOURNAL OF EDUCATION FOR
BUSINESS features original basic and applied
research articles in accounting, communications,
economics, finance, information systems, information technology, management, management information systems (MIS), marketing, and emerging disciplines. Articles are selected through a blind
peer-review process.
The journal entertains articles that deal with significant trends and issues affecting education for busi-
ness; curriculum development and evaluation of educational programs in traditional and nontraditional
settings; the process of instruction in accounting and
finance, business fundamentals (math, law, economics, communications, organization), consumer economics, management, marketing, microcomputers,
and office systems (office support staff training,
information processing). Articles review and report
on successful innovations and practice, propose theoretical formulations, or advocate positions on
important and controversial issues.
Instructions to Contributors
Contributors should submit a blinded copy of their
manuscript to http://mc.manuscriptcentral.com/
heldref/jebs
Include the names and contact information for all
authors in a separate cover letter; this file should be
submitted in the space provided for cover letters or
attached as a separate file designated “not for review.”
Authors should provide up to five keywords for
indexing (except for book reviews) and adhere to the
Publication Manual, 5th ed., American Psychological Association, Washington, DC, 2001, for style
guidelines in the preparation of manuscripts.
Once received, manuscripts are reviewed by a consulting editor and one of the executive editors. The
review process takes approximately three months.
Authors of accepted manuscripts receive two complimentary copies of the issue in which their article
or review appears and permission to reproduce additional copies of that article or review.
Regular Manuscripts
Regular manuscripts should normally not exceed
4,000 words, should not be simultaneously submitted elsewhere, and should not have been previously published. If data have been used in a
prior study, authors must indicate that the new
study is a follow-up to the previous one.
• Submit blinded copies of any tables and figures as
separate files.
• Reproductions of figures (graphs and charts) may
be submitted for review purposes, but the originals
must be supplied if the manuscript is accepted for
publication. Tables and figures should be prepared
in accordance with the instructions given in the
APA’s Publication Manual (see pp. 120–162).
• Avoid explanatory notes whenever possible by
incorporating their content into the text. For essential notes, identify them with consecutive superscripts and list them in a section entitled NOTES at
the end of the text.
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
• An abstract of 75–100 words should be provided
on the first page.
Revisions not previously submitted on Manuscript
Central must be submitted as new manuscripts and
will be given new manuscript numbers. For reference purposes, please indicate the previous manuscript number where prompted to do so. The
revised document should show all changes (e.g., in
Track Changes or a different font color). Please also
include a blinded copy of the response to the reviewers’ comments, which should be submitted as a
“supplementary file for review.” As with all submissions, the names and contact information for authors
should appear only in the cover letter.
Book Reviews
• Book reviews must be between 1250 and 1500
words. The focus of book reviewed must directly
relate to issues covered in the journal.
• Include the book author, title, ISBN number, cost,
publisher, edition, and date published.
• Reviews should include the following elements:
scope of text and target market; level of experience
required for the reader; type of information provided in the text; main topics included in the text; a
listing of the book’s strengths and weaknesses; recommendation for its use.
Professional Perspectives
Manuscripts should address a current issue in the
professional business community (e.g., assessment,
diversity, discrimination, marketing strategies, ethics
in leadership, accounting restraints, globalization,
outsourcing, downsizing, recruiting).
• Manuscripts must be between 1500 and 2500 words.
• Structure for submissions should include: an
overview of the issue being addressed; historical
perspectives on the issue; current workplace
examples of the issue; potential outcomes in
terms of impacts on personnel, costs, legal matters, and other parameters; impact of proposed
business models on creativity and innovation;
how proposed model relates to trends in industry
or business in general; and recommendations to
business faculty as to what they may do to assist
in resolving the issue.
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Book Review
James L. Morrison
To cite this article: James L. Morrison (2007) Book Review, Journal of Education for Business,
82:4, 244-248, DOI: 10.3200/JOEB.82.4.244-248
To link to this article: http://dx.doi.org/10.3200/JOEB.82.4.244-248
Published online: 07 Aug 2010.
Submit your article to this journal
Article views: 14
View related articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
Download by: [Universitas Maritim Raja Ali Haji]
Date: 11 January 2016, At: 23:26
BOOK REVIEW
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
Owen, John M.
Program Evaluation: Forms and
Approaches (3rd ed.)
New York: Guilford Publications, 2006
298 pp.
ISBN: 1-59385-406-4
$38
T
he topic of evaluation is a very
complex one in that there are many
theories currently published in the literature that address a variety of issues surrounding its implementation. The
premise of John Owen’s theory is that no
one-size-fits-all evaluation strategy
exists. In other words, good evaluators
adapt their approaches to the goals,
aims, and context of the evaluation situation. According to Owen, the overriding issue in program assessment is the
timing of an evaluation and the corresponding tool used to achieve a specific
objective. Although the content of the
text concerns program evaluation, it also
provides an intriguing perspective for
assessing individual performance.
Although the target audience appears
to be the business executive out in the
field, aspects of the evaluation model
presented may be applied by business
faculty for assessing student achievement. In this regard, an instructor could
use the text in an introductory course in
evaluation, in a graduate business program, or perhaps as a resource in a professional development program for
senior executives seeking to upgrade
their knowledge about program assessment. Finally, the text could also be
considered a source book for program
managers, performance auditors, and
others in middle-management positions
who have evaluation responsibilities.
Ironically, Owen uses a very simplistic conversational writing style in capturing the complexities associated with
the topic of evaluation. To Owen, each
evaluation begins with a specific goal,
whether it is to diagnose, monitor,
determine a treatment effect, or measure
growth in learning. In this instance,
244
Journal of Education for Business
Owen argues that individuals seeking
management positions directly out of
college may not be prepared to deal
with the realities that practitioners actually confront on the actual job. His fear
is that graduates of business programs
will likely adopt just one of the assessment models that they were taught during their coursework and apply it
regardless of the situation and circumstances of the workplace. Therefore, the
text could easily be adapted by faculty
as a tool for teaching the business major
to recognize the need to modify the
evaluation models learned in their
preparatory business programs as circumstances demand.
Owen uses the term form to represent
a cluster of activities that may be adopted by evaluators as they design a strategy to assess a workplace situation. For a
basis of this book, Owen has developed
a model that consists of 5 clusters (or
forms): proactive, clarification, interactive, monitoring, and impact. These
forms do not represent stages of an evaluation process or a sequence of activities
that one should follow when attempting
to achieve an evaluation goal. However,
Owen views them as more situational in
nature, in that each form stands alone
and may be adopted according to a specific situation, regardless of whether in
the workplace or in an academic program at a university. For example, in an
academic situation, a faculty member
could adapt Owen’s model by using the
framework for evaluation as depicted
through the monitoring form. This is the
cluster of activities that hold individuals,
in this case students, accountable for
their learning of course content. The
book is designed to be exceptionally
reader friendly. Each chapter contains
featured examples (boxed for emphasis)
to illustrate key points of Owen’s assessment model. Owen also includes an
impressive list of references at the conclusion of each chapter that enable business students or practitioners to access
the work of other theorists on such top-
ics as negotiation theory, evidence-based
practices, performance auditing, and
authentic evaluation.
The text comprises 13 chapters.
Owen groups chapters into three
themes. For example, Chapters 1–6
cover the topics of negotiation, evaluation design, and dissemination of findings. Chapters 7 and 8 deal with the ethical aspects of evaluation practices.
Chapters 9–13 are devoted to evaluation
theory and practice. One can read certain chapters independently of others to
use the book as a source or reference for
business students, those in senior management, and midlevel managers seeking to update their knowledge about the
evaluation process.
Specifically, in the first segment of the
text in Chapters 1–6, Owen invites the
reader to think about such evaluation
issues as selecting criteria, establishing
benchmarks, measuring performance,
and synthesizing evidence for decision
making. Moreover, in Chapter 3, Owen
introduces the concept of forms as
proactive, clarification, interactive,
monitoring, and impact. These forms are
aligned with major approaches to evaluation. Chapter 4 covers negotiating in
evaluation; Chapter 5 covers aligning
evaluation questions to desired outcomes; and Chapter 6 covers matching
findings to utilization, dissemination,
and reporting issues. The theme of the
second segment of the text relates to
comparing internal role with external
role of evaluators in terms of expectations and costs. In Chapter 7, Owen
emphasizes the need for selecting qualified consultants and contracting with
them for results-oriented practices. In
this regard, he presents guidelines for
accomplishing both of these objectives.
He follows in Chapter 8 by stipulating codes of behavior related to functions served by both internal and external evaluators, such as integrity or
honesty, competence, respect, and
responsibility. In this regard, Owen
divides the roles of evaluators into three
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
categories: (a) negotiating an evaluation
plan, (b) designing and developing the
actual plan, and (c) disseminating findings to identifiable target audiences.
Much of the content here relates to the
significance of what Owen refers to as
exhibiting a responsibility to stakeholders, which involves aggregating reliable
information for analysis, being sensitive
to possible conflict-of-interest issues,
and ensuring fiscal responsibility. Owen
presents parameters to the actual evaluation model that he proposes in the third
segment of the text. Each chapter focuses on the primary characteristics of just
one form or cluster.
In Chapter 9, Owen illustrates proactive evaluation, which he describes as
seeking out information to initiate a
strategy to resolve an issue. Here he
argues that it is essential for evaluators
to conduct a thorough needs assessment
through intensive research to establish
benchmarks on which judgments must
be made.
In Chapter 10, Owen introduces the
clarification aspect of program assessment. The clarification form serves the
purpose of assisting stakeholders to
conceptualize
interventions
and
enhance their understanding of what
outcomes to target. Owen argues that
stakeholders must understand the logic
behind the assessment process to be
capable of interpreting findings in a
meaningful way.
In Chapter 11, Owen illustrates the
interactive (participatory) form. This
aspect of program assessment is associated with building camaraderie among
participants by seeking and using input
from a variety of groups. This form of
evaluation is participatory, systematic,
and inclusive. This is Owen’s version of
empowerment in that decision making
must reflect the perspective that input is
accepted from all levels of management
and that any prejudice and bias is omitted from the process—or at least kept to
a minimum.
Chapter 12 revolves around the monitoring form, which is targeted to meet
the needs of managers (and faculty)
when they design evaluative schemes to
assess the performance of programs or
individuals for accountability purposes.
Here, Owen discusses important topics
of program assessment such as component analysis, performance assessment,
and systems analysis.
Chapter 13 concludes with a discussion of the impact form, which guides
evaluators who determine the worthiness of a program. In other words, Owen
emphasizes making judgments as to
whether a program is making a difference in terms of productivity, efficiency,
and effectiveness. Identifying whether a
program has been implemented as
planned and how implementation has
affected outcomes is the essence of the
aspect of evaluation. The issue of
whether resources allocated to a specific
purpose are being spent wisely is critical
to this dimension of assessment.
What is particularly unique about
Owen’s perspective on evaluation is that
his model has sufficient flexibility to
enable either the practitioner, faculty, or
business student to apply his guidelines
for a variety of purposes. For the practitioner, the timing issue is critical to carry
out an effective assessment strategy. In
addition, business faculty can use the
model in the text as a basis for introducing the complexities of evaluation to
graduate students. In this regard, the text
is filled with numerous practical examples to explain how evaluative concepts
may be applied in real-life circumstances. The excellent variety of tables
that Owen provides is extremely descrip-
tive in summarizing major aspects of
each cluster or form. Complementing the
tables are numerous figures, which
Owen uses for breaking down difficult
concepts into easy-to-understand visual
explanations, thus illustrating how parts
of the model relate to one another. Finally, business students may study the evaluation process by analyzing a broad
spectrum of tools designed to achieve a
specific purpose according to the needs
of an organization.
In conclusion, this is a very different
kind of text in terms of how the author
addresses the need of existing and future
managers to implement different forms
or clusters of evaluation strategies
depending on the stage of development
and implementation of a program. As
indicated earlier, timing is the issue, and
managers need to assess along a continuum from program identification and
design to implementation and outcomes.
Such an approach, whereby one views
the evaluation process as continual across
a spectrum rather than as an assessment
of one moment, highlights the new reality of this important task of those in management. Similarly, aspects of Owen’s
model provide business faculty with an
intriguing way to address student
accountability issues by adopting an
assessment style somewhat different
from that relied on in the past. The text, if
not adopted as an introductory text on the
evaluation process, should be a part of
those read by anyone studying the topic
in preparation for a career in management or by practitioners seeking to
upgrade their knowledge of a complex
subject.
James L. Morrison
University of Delaware
Newark, DE
Copyright © 2007 Heldref Publications
November/December 2006
245
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
Journal
of
for
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
Scope of JEB
The JOURNAL OF EDUCATION FOR
BUSINESS features original basic and applied
research articles in accounting, communications,
economics, finance, information systems, information technology, management, management information systems (MIS), marketing, and emerging disciplines. Articles are selected through a blind
peer-review process.
The journal entertains articles that deal with significant trends and issues affecting education for busi-
ness; curriculum development and evaluation of educational programs in traditional and nontraditional
settings; the process of instruction in accounting and
finance, business fundamentals (math, law, economics, communications, organization), consumer economics, management, marketing, microcomputers,
and office systems (office support staff training,
information processing). Articles review and report
on successful innovations and practice, propose theoretical formulations, or advocate positions on
important and controversial issues.
Instructions to Contributors
Contributors should submit a blinded copy of their
manuscript to http://mc.manuscriptcentral.com/
heldref/jebs
Include the names and contact information for all
authors in a separate cover letter; this file should be
submitted in the space provided for cover letters or
attached as a separate file designated “not for review.”
Authors should provide up to five keywords for
indexing (except for book reviews) and adhere to the
Publication Manual, 5th ed., American Psychological Association, Washington, DC, 2001, for style
guidelines in the preparation of manuscripts.
Once received, manuscripts are reviewed by a consulting editor and one of the executive editors. The
review process takes approximately three months.
Authors of accepted manuscripts receive two complimentary copies of the issue in which their article
or review appears and permission to reproduce additional copies of that article or review.
Regular Manuscripts
Regular manuscripts should normally not exceed
4,000 words, should not be simultaneously submitted elsewhere, and should not have been previously published. If data have been used in a
prior study, authors must indicate that the new
study is a follow-up to the previous one.
• Submit blinded copies of any tables and figures as
separate files.
• Reproductions of figures (graphs and charts) may
be submitted for review purposes, but the originals
must be supplied if the manuscript is accepted for
publication. Tables and figures should be prepared
in accordance with the instructions given in the
APA’s Publication Manual (see pp. 120–162).
• Avoid explanatory notes whenever possible by
incorporating their content into the text. For essential notes, identify them with consecutive superscripts and list them in a section entitled NOTES at
the end of the text.
Downloaded by [Universitas Maritim Raja Ali Haji] at 23:26 11 January 2016
• An abstract of 75–100 words should be provided
on the first page.
Revisions not previously submitted on Manuscript
Central must be submitted as new manuscripts and
will be given new manuscript numbers. For reference purposes, please indicate the previous manuscript number where prompted to do so. The
revised document should show all changes (e.g., in
Track Changes or a different font color). Please also
include a blinded copy of the response to the reviewers’ comments, which should be submitted as a
“supplementary file for review.” As with all submissions, the names and contact information for authors
should appear only in the cover letter.
Book Reviews
• Book reviews must be between 1250 and 1500
words. The focus of book reviewed must directly
relate to issues covered in the journal.
• Include the book author, title, ISBN number, cost,
publisher, edition, and date published.
• Reviews should include the following elements:
scope of text and target market; level of experience
required for the reader; type of information provided in the text; main topics included in the text; a
listing of the book’s strengths and weaknesses; recommendation for its use.
Professional Perspectives
Manuscripts should address a current issue in the
professional business community (e.g., assessment,
diversity, discrimination, marketing strategies, ethics
in leadership, accounting restraints, globalization,
outsourcing, downsizing, recruiting).
• Manuscripts must be between 1500 and 2500 words.
• Structure for submissions should include: an
overview of the issue being addressed; historical
perspectives on the issue; current workplace
examples of the issue; potential outcomes in
terms of impacts on personnel, costs, legal matters, and other parameters; impact of proposed
business models on creativity and innovation;
how proposed model relates to trends in industry
or business in general; and recommendations to
business faculty as to what they may do to assist
in resolving the issue.