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The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student thinking skills, how they can be developed, and how they can be assessed, thereby enabling business schools to graduate students who can think effectively. The article begins by reviewing major conceptual perspectives on higher order thinking and how related skills have been assessed in higher education. It then provides an account of business student thinking skills that highlights the role of thinking-relevant knowledge and the need to have students integrate and apply their thinking skills in practical situations. After explaining how the business school context and thinking skills content shape assessment efforts, the article identifies shortcomings in how business students are being taught to think, shortcomings that persist in part because of deficiencies in assessment practices. It proposes ways of improving the teaching and assessment of thinking in business schools.

The use of film to assist with teaching various theoretical concepts has been integrated into the classroom for many years. However, the use of films has been primarily as a supplementary material to the typical textbook instruction. This article bridges the gap in the literature and discusses one approach whereby feature films were incorporated into an organizational behavior class as the primary instructional medium. Student exam results, coupled with their in-class discussion and evaluation comments, reflected great success with this approach.

Problem-based learning (PBL), widely employed in medical schools, has much to offer management education as well. This article presents a comparative analysis of PBL's likely benefits for medical and management education. Its considerable value notwithstanding, researchers have argued that PBL does not develop medical students' problem-solving skills. The article considers PBL's likely effects on the problem-solving skills of business students and proposes an augmentation that should significantly improve student thinking.

Teaching students how to think is a universal goal of educational institutions. Business schools have addressed this goal by injecting critical thinking activities into their programs, and by offering courses on managerial decision making. This paper reviews these efforts, and concludes that they are not adequate to the challenge of teaching business students how to think effectively. It proposes a comprehensive thinking skills program that includes critical thinking and decision making content, but also addresses the many other thinking tasks managers perform. The paper discusses programmatic issues and provides pedagogical advice pertaining to the teaching of thinking skills in business schools.

The scholarly studies on political corruption in Africa are not conclusive, given the lack of knowledge of how neopatrimonialism contributes to state corruption. This is an important omission. There are obvious relationships between regime types and the likelihood, nature, and extent of political corruption. The analysis of political corruption in Sierra Leone has important implications for our understanding of the relationship between neopatrimonialism and state corruption.

Industrial design has become a key source of competitive advantage
and strategic focus to companies in the 1990s. The rapid emergence of
the information age, the proletarianization of computer technology, and
the need for continual improvements in worker productivity have driven
companies to seek ways to enhance worker productivity. The limiting
factor, however, is not technology, but workers′ ability to use it
effectively. Focusses on design communication, and specifically product
framing, and its role in facilitating the interface between worker and
technology in business and industrial markets. Product framing
encourages users to compare new products with, or "think of"
the new product in terms of, a frame of reference with which they
already might be familiar. Product framing thus accelerates learning and
adoption. Defines, illustrates and categorizes product framing and
reports the results of a pilot test.

Among the poets of the Third Emigration are a few who were officially recognized and published in the Soviet Union. The vast majority of them, though, hardly published anything in that country; sometimes because they were denied access and more often because they did not seek publication in the Soviet Union, preferring samizdat or publication abroad. Lev Loseff is a unique figure who falls into neither of these categories. He was a professional journalist and writer for children until he left the Soviet Union in 1976, but, although he was a popular figure in Leningrad's unofficial literary life, he was not known to be a poet. In fact, Loseff began as a serious poet in 1974 at an age—thirty-seven—that by any standards is very late and by Russian standards is something like the beginning of the afterlife: It is the age at which Pushkin was killed.