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Business scholars agree that well-constructed experiential learning and specifically client-based projects (CBPs) provide an opportunity for students to apply concepts they learn to solve particular problems. As an additional outcome, they provide value for multiple stakeholders including the client, business community, university, and the instructor. However, CBPs can be inherently complex and demanding on instructors, impeding adoption and sustained use. As critical participatory action researchers, we worked collaboratively with faculty within our marketing department to examine and address the challenges of scaling capacity to support, effectively replicate, and grow use of CBPs in our business school marketing courses and subsequently other department curriculum. This article describes a unified view of project management and business development processes as a framework for effective scaled use of CBPs and outlines a suprastructure. It additionally offers "how to" guidance that can support use of a suprastructure as a means of achieving economies of scale, including description of roles and relationships.

As a new generation enters the workforce, it is important to understand the ethical concerns of these emerging professionals and future leaders. Crucially, because forces such as technology, globalization, and social responsibility are transforming the business environment. The present study defines ethical concerns as topics of ethics that are important to oneself that are influenced by the social context and affect attitudes and behaviors. Inspired by past studies and trends, this research examines a four-decade historical perspective of ethical concerns of college students in the United States. Our findings indicate that the foci of concern for business-related ethical issues among incoming professionals have significantly shifted – focusing more on environmental, collective, and corporate social responsibility concerns of bettering society, but less on ethical standards meeting the needs of organizations. Of cautionary note, incoming professionals feel increased pressure to act unethically and to overlook ethical concerns related to application of new technologies in order to succeed. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

Business scholars agree that well-constructed experiential learning and specifically client-based projects (CBPs) provide an opportunity for students to apply concepts they learn to solve particular problems. As an additional outcome, they provide value for multiple stakeholders including the client, business community, university, and the instructor. However, CBPs can be inherently complex and demanding on instructors, impeding adoption and sustained use. As critical participatory action researchers, we worked collaboratively with faculty within our marketing department to examine and address the challenges of scaling capacity to support, effectively replicate, and grow use of CBPs in our business school marketing courses and subsequently other department curriculum. This article describes a unified view of project management and business development processes as a framework for effective scaled use of CBPs and outlines a suprastructure. It additionally offers "how to" guidance that can support use of a suprastructure as a means of achieving economies of scale, including description of roles and relationships. [ABSTRACT FROM AUTHOR]

Beginning in 2002, Wells Fargo began opening fraudulent accounts for unsuspecting customers. Stakeholders at every level either participated in, ignored, or tolerated the bank's behavior that defrauded consumers on a massive scale. These unethical and well-documented schemes spanned more than a decade. Using public sources, this case recounts the events and ethical lapses that unfolded over the multiyear investigation of the Wells Fargo fraudulent accounts scandal and illuminates the general systemic failures of corporate culture and governance, public regulation, and market responses to promote ethical business practices. This case provides the opportunity to consider what means for fostering ethical conduct might exist if a corporation can be big enough and rich enough that civil, criminal, regulatory, and market forces cannot deter unethical corporate practices, and if the market does not punish the corporation for a culture that promotes fraud. [ABSTRACT FROM AUTHOR]