Gary J. DeLorenzo

A Data Driven Conceptual Analysis of Globalization — Cultural Affects and Hofstedian Organizational Frames: The Slovak Republic Example

It has been argued that culture effects how individ uals implement, understand, live, and do business within a defined political, organizational, an d ethnic environment. This essay presents a context for analyzing possible cultural shifts ba sed on Hofstede and Hofstede’s conception that a society’s culture constituted in and presented in individuals’ views and routines determines an identifiable cultural profile. In particular, H ofstede’s indices on Power Distance, Uncertainty Avoidance, Masculinity and Individuality are applie d to two populations—one a United States university population and the other from a Slovak R epublic university. The overall purpose is to determine if Hofstede’s orginal research findings a re the same today in an era of the internet, globalization, and economic change.

Analysis of Cultural Effects on Business Curricular Subject Matter

It has been argued that culture effects how individ uals implement, understand, and teach the curriculum of business courses within a society’s educ ational institutions (Bur cik, Kohun, & Skovira, 2007; DeLorenzo, Kohun, & Skovira, 2006; Hofstede & Hofstede, 2005). The curricula and their subject matter of business faculties refl ect the societies in which the curricula are developed and in which they are taught. The essay presents a rubric for analyzing this curr icular phenomena based on Hofstede and Hofstede’s (2005) conception that a society’s cultu re constituted in and presented in individuals’ views and routines is determinate of professorial u nderstandings and teachings of business subject matter. In particular, Hofstede’s indices on Power Distance, Uncertainty Avoidance is applied to select business curricula from the Slovak Republic and the United States. The analysis includes a rubric of curricular attributes from a convenienc e sample of select university business programs in the Slovak Republic and the United States for co mparative purposes.

Integrating Service Learning and Civic Engagement Opportunities into Professionally Accredited Business and IS Programs in the US and Europe to Enhance Student Learning Outcomes

This paper extends previous research on service learning to the context of compatibility with professionally accredited business oriented information systems programs in the US and Europe. Service learning has historically integrated community service with the application of academic instruction. Recent research has highlighted the compatibility and integration of service learning into professionally accredited IS programs and curriculum. With the recent academic focus on community volunteerism and civic responsibility, this paper discusses the bridge of IS concept and practice into the service learning domain. A case study of the integration of the systems development life cycle into database design, development, and implementation into a student led community based projects is presented as a model that bridges theory and practice into the community. This research extends the discussion to include accredited programs beyond AACSB, ABET to include European accreditations such as FIBAA.

Service Learning Integration in an ABET-CAC Accredited Program Information Systems Curriculum

This paper provides a framework to integrate service learning threads into an ABET-CAC accredited curriculum based on the IS 2002 Model IS Curriculum. Examples from segments of successful IS service learning curricular adaptations are given in the context of a blueprint for integration into an ABET-CAC accreditable IS Curriculum. Additionally, a solution to the problem for institutional validation and certification of a service learning experience akin to the academic transcript is proposed.