Involvement Of Advisors Research Articles

The KUSF and the NCAA: a comparative study of national collegiate sport organizations' academic policies

The purpose of this comparative study was to investigate and compare the academic policies of the Korean University Sport Federation (KUSF) and the National Collegiate Athletic Association (NCAA). A qualitative, multiple case study design was utilized for this study. Specifically, in-depth interviews were completed with current South Korean (N = 3) and US (N = 3) college women's tennis players to understand their experiences and perceptions linked to the KUSF's and NCAA’s academic policies. A total of three distinct themes emerged with US student-athletes: (a) academic advisor involvement, (b) academic regulations, and (c) study hall. One theme emerged with South Korean student-athletes: absence of academic support. The results of this study provide practical insights to administrators of South Korean intercollegiate athletics regarding their academic policies.

CEO succession game in family firms: Owners vs. advisors

ABSTRACT Succession in family firms is an extremely difficult and complex event in which advisors are often involved or sought. Advisors, especially business consultants, frequently play an important role in shaping and guiding such complex strategic processes. Nevertheless, it is not clear whether and to what extent the involvement of advisors, especially business consultants, in family firm succession impact the outcome of succession planning processes, such as the choice of the next chief executive officer (CEO). We explore whether family-owner socioemotional wealth, measured through their level of commitment to the firm, influences the preference for a family CEO versus a nonfamily CEO and acceptance of the advisor role in the succession planning process. We test the research questions on a sample of family firms located in the United States.

The Effect of Internships on Computer Science Engineering Capstone Projects

Contribution: Internships designed to provide training and an initial period of contact with industry, prior to a computer science engineering capstone project, have a very positive impact on both industry and academic capstone projects. Background: Internships and capstone projects are widely used to integrate work-related learning in computer engineering curricula. Both activities offer numerous benefits for students, industry, and academia. Although their effects have been extensively studied separately, the interaction between them remains unexplored. Research Questions: What is the effect of internships on the development of a subsequent capstone project? Methodology: The hypothesis was that the completion of an internship will have positive effects on several aspects of the capstone projects: 1) improved student competencies; 2) improved capstone project outcomes; and 3) decreased supervision effort. Further, these positive effects were expected to be greater in industry-based projects than in academic projects. The hypothesis was tested through a quantitative study of data collected from 274 computer science engineering capstone projects. A period of time with internships was compared with another period without internships, and differentiating between academic and industry projects. Findings: Internships prior to capstone projects improve student skills in autonomy, technology, methodology, and project management; increase the complexity and technological novelty of the resulting projects; and reduce advisor involvement in practical (technology, execution) and keep-the-project-alive issues, and increase advisor involvement in monitoring student work (meetings, reports, and initial arrangements). This effect was observed in both industrial and academic projects.

Take me where I want to go: Institutional prestige, advisor sponsorship, and academic career placement preferences.

Placement in prestigious research institutions for STEM (science, technology, engineering, and mathematics) PhD recipients is generally considered to be optimal. Yet some doctoral recipients are not interested in intensive research careers and instead seek alternative careers, outside but also within academe (for example teaching positions in Liberal Arts Schools). Recent attention to non-academic pathways has expanded our understanding of alternative PhD careers. However, career preferences and placements are also nuanced along the academic pathway. Existing research on academic careers (mostly research-centric) has found that certain factors have a significant impact on the prestige of both the institutional placement and the salary of PhD recipients. We understand less, however, about the functioning of career preferences and related placements outside of the top academic research institutions. Our work builds on prior studies of academic career placement to explore the impact that prestige of PhD-granting institution, advisor involvement, and cultural capital have on the extent to which STEM PhDs are placed in their preferred academic institution types. What determines whether an individual with a preference for research oriented institutions works at a Research Extensive university? Or whether an individual with a preference for teaching works at a Liberal Arts college? Using survey data from a nationally representative sample of faculty in biology, biochemistry, civil engineering and mathematics at four different Carnegie Classified institution types (Research Extensive, Research Intensive, Master’s I & II, and Liberal Arts Colleges), we examine the relative weight of different individual and institutional characteristics on institutional type placement. We find that doctoral institutional prestige plays a significant role in matching individuals with their preferred institutional type, but that advisor involvement only has an impact on those with a preference for research oriented institutions. Gender effects are also observed, particularly in the role of the advisor in affecting preferred career placement.

Trade-Offs between Economic and Environmental Impacts of Introducing Legumes into Cropping Systems.

Europe's agriculture is highly specialized, dependent on external inputs and responsible for negative environmental impacts. Legume crops are grown on less than 2% of the arable land and more than 70% of the demand for protein feed supplement is imported from overseas. The integration of legumes into cropping systems has the potential to contribute to the transition to a more resource-efficient agriculture and reduce the current protein deficit. Legume crops influence the production of other crops in the rotation making it difficult to evaluate the overall agronomic effects of legumes in cropping systems. A novel assessment framework was developed and applied in five case study regions across Europe with the objective of evaluating trade-offs between economic and environmental effects of integrating legumes into cropping systems. Legumes resulted in positive and negative impacts when integrated into various cropping systems across the case studies. On average, cropping systems with legumes reduced nitrous oxide emissions by 18 and 33% and N fertilizer use by 24 and 38% in arable and forage systems, respectively, compared to systems without legumes. Nitrate leaching was similar with and without legumes in arable systems and reduced by 22% in forage systems. However, grain legumes reduced gross margins in 3 of 5 regions. Forage legumes increased gross margins in 3 of 3 regions. Among the cropping systems with legumes, systems could be identified that had both relatively high economic returns and positive environmental impacts. Thus, increasing the cultivation of legumes could lead to economic competitive cropping systems and positive environmental impacts, but achieving this aim requires the development of novel management strategies informed by the involvement of advisors and farmers.

Student and Staff Perceptions of Key Aspects of Computer Science Engineering Capstone Projects

In carrying out their capstone projects, students use knowledge and skills acquired throughout their degree program to create a product or provide a technical service. An assigned advisor guides the students and supervises the work, and a committee assesses the projects. This study compares student and staff perceptions of key aspects of completing this type of project, such as project characteristics, student competencies, advisor involvement, and student perceived learning. The primary finding of this study is that the students' expectations differ greatly from those of staff. In particular, students tend to have a better opinion of their project, their competencies, and the supervision received than does the staff. However, advisors and evaluation committees have a similar opinion about projects characteristics. The students' perception of their learning, furthermore, is not always consistent with the grade obtained or student satisfaction. This disagreement suggests the need to more clearly and effectively communicate actual expectations to students and staff.

Trusted advisors in a family business's succession-planning process—An agency perspective

Family business succession is a complex and challenging process, in which family members often build on the support of trusted advisors who can be seen as the most relied external source of advice and knowledge that family businesses draw on. Based on an extensive literature review, this article aims to synthesize prior research on both advisors and succession to systematically describe and analyze the role of trusted advisors during the succession-planning process. Based on arguments from agency theory, we discuss potential benefits and drawbacks associated with the involvement of trusted advisors along the four phases—trigger, preparation, selection, and training—of the succession-planning process and outline how trusted advisors can mitigate but also enhance agency costs—in particular goal divergence and information asymmetry—during each of these four phases. Subsequently, we discuss four typical constellations of advisor involvement, which vary in their agency costs and thus have different levels of bias and efficiency. We thereby outline several inefficiencies that result from the common setup in which an incumbent and a successor both rely on their own trusted advisors or a team of expert advisors and propose a balanced and efficient model of advisor involvement as a potential solution which reduces the agency costs. This conceptual article contributes to research on succession, agency theory, and trusted advisors in family firms.

Development of Competitive Advantage of Small Innovative Firm – How to Model Business Advice Influence within the Process?

Abstract As the use of business advice has become recently considerably high among small innovative firms, the need to recognize its impact on firm's performance is observed. Despite a considerable amount of studies is available on this subject, the lack of comprehensive model, which enable analysis of business advice in the context of an entrepreneurial process taking place in the dynamic environment, has been identified. Therefore an attempt has been made to develop a theoretical model based on resource based view and dynamic capabilities approach, which provide a logic base for analysis of business advisor's role in development of competitive advantage within an entrepreneurial process. A modelled separation of the influence and the impact brings in the important consequences in indicating business advisor's involvement in relation to strategic decisions and thus directions of firms development. Additionally, an iterative approach to the process gives an opportunity to analyse a short as well as a long term impact and its durability.

Do Investment Banks Create Value for Target Companies?

The business press literature suggests that investment banks play a critical role in creating value for target companies by providing financial advice. To what extent is this statement true? I argue that two factors influence an advisor's ability to generate increased value: quality and involvement. I test the effect of advisor involvement on stock price premiums for public companies which completed an M&A transaction between 2005 and 2009, and find statistically significant evidence that more actively involved financial advisors generate greater value gains for their clients.

81. College Resident Advisor Involvement and Facebook Use: A Mixed Methods Approach

The first year of college is a high-risk time for the development of substance use and mental health problems. Resident advisors (RAs) are peer leaders in charge of maintaining a positive dorm environment and dealing with problems that may arise. RAs may be able to identify substance abuse and mental health concerns; Facebook may be an innovative approach to assist them. This study aimed to determine both freshmen students' and RAs' views regarding what types of RA involvement are effective and whether RAs can use Facebook to enhance their ability to identify and refer residents who may be at risk.

Are Advisors an Asset or Redundant in SME Mergers and Acquisitions? Evidence from North-West Europe

The point of this paper is to improve our understanding on the added value of M&A advisors in SMEs, an important segment of the economy and merger industry. To predict the added value of professional advice we contrast two theories: the agency theory and the Resource Based View. The results indicate that the involvement of advisors have no effect on or even increases the obstacles during or after M&A, but positively influences innovations after M&A.

Effect of Low and High Advisor Involvement on the Academic Performances of Probation Students

While advisors can find support in theory and practice for assisting students who are performing poorly in academics, the optimal involvement level for improving academic performance is undetermined. We conducted three experimental trials to compare low- and high-involvement of advisors assisting probation students. The involvement levels for the low-involvement groups were identical, while involvement varied among those groups receiving the high-involvement treatment. We found a significant difference in academic performance only between the group that experienced the greatest advisor involvement and the simultaneously assessed low-involvement group. The results suggest that full institutional intervention is needed to effectively help probation students.