Sherrie E. Human

Legitimacy Building in the Evolution of Small-Firm Multilateral Networks: A Comparative Study of Success and Demise

This article reports a longitudinal examination and comparison of two multilateral networks of small and medium-sized firms in the U.S. wood-products manufacturing industry. The research focused on how each of these networks built legitimacy over the course of their early evolution, from the pre-network field, to initial formation and growth, and toward sustainment, culminating in the success of one and the demise of the other. Our findings demonstrate that despite differences in their early bases of support, which resulted in very different strategic emphases, the two networks ultimately had to address three conceptually distinct dimensions of legitimacy—the network as form, the network as entity, and the network as interaction. Based on the findings, we develop specific propositions and draw some tentative conclusions about how legitimacy is established in multilateral networks and how the failure to build legitimacy across the three dimensions may lead to network collapse.

Using Web-Enhanced Instruction in an Interpersonal Skills Course

Although the importance of incorporating interpersonal skills courses into the management curriculum has been well documented, the use of electronic learning resources in behavioral science courses is in its infancy. This article describes the introduction of and student response toWeb-enhanced instruction in an Interpersonal Skills course required of Xavier UniversityMBA students. It provides a guide to specific Web self-assessment instruments, suggests assignments that integrate online tools with other course pedagogies, includes examples of Web-driven in-class interactive activities and out-of-class reflective activities, presents a model of key implementation and pedagogical factors, and discusses implications to consider in using online assessments.

Getting Up to Speed on the Information Highway: Integrating Web-based Resources into Business Communication Pedagogy.

Building on student and faculty enthusiasm for Web resources, we addressed four significant questions as we revised a business communications class to incorporate the Internet: • What Web resources should we include? • How do we make sure we select high quality sites and assessment tools? • How do we effectively integrate Web tools with existing pedagogies? • Will students find Web assignments valuable, easy to access, and useful for course assignments? We integrated Web resources with other course pedagogies in the undergraduate business communications class and identified Websites relevant for teaching employment communication, including e-mail etiquette, online resumes, and elec tronic job searches. Student evaluations of our Web-enhanced course indicate that most found the Web-based assessments and tools accessible and valuable in fur thering their self-understanding and in leading them to explore other sites not required for class. We developed guidelines for using the new technology to support teaching and learning strategies.