leadership, Corporate Psychopaths, morals, corporate social responsibility,

This result suggests that achievement of clinical competence in patient evaluation, program planning, implementation of treatment, communication, management skills, professional behavior, and documentation were enhanced through collaborative learning.

This paper introduces the concept of Corporate Psychopaths as ruthless employees who can successfully gain entry to organizations and can then get promoted within those organizations to reach senior managerial and leadership positions. What little empirical research currently exists supports the view that Corporate Psychopaths are more commonly found at senior levels of organizations. This paper presents further empirical evidence that supports this view. It discusses how, in a quantitative sample of 346 white‐collar workers, in 2008, research using a psychopathy scale identified greater levels of psychopathy at more senior levels of corporations than at more junior levels. The paper goes on to propose that this is a universal issue that can pose various ethical problems for corporations because of the ruthless, selfish and conscience‐free approach to life that Corporate Psychopaths have. Other ethical issues are to do with their moral accountability and with the problems associated with the possibility of screening employees for psychopathy. The paper reviews the literature on psychopathy and concludes that while psychopaths appear to be universal in occurrence, they may well be environmentally limited in their possible actions in more collectivist societies. However, the global spread of western, individualistically oriented corporations may pose a threat to any collectivist societies in which they operate. Copyright © 2010 John Wiley & Sons, Ltd.

This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course. Course evaluation data (quantitative and qualitative) frequency and content of instructor postings, and social network maps were considered in exploring what influenced student satisfaction with feedback and quality of teaching in a fully online unit. The outcomes of the case study corroborate with what is beginning to appear in the literature, that is, the central role the instructor plays in influencing student satisfaction. The importance of teaching and social presence, driven by the instructor, appears to be an important factor driving learning quality. This has implications for recruitment and retention as well as for training and development of online instructors. KeywordsOnline teaching, Teaching and social presence, Student satisfaction Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Instructor Presence in Online Courses and Student Satisfaction Richard K. LadyshewskyCurtin University Perth, Western Australia, Australia rick.ladyshewsky@gsb.curtin.edu.au Abstract This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course. Course evaluation data (quantitative and qualitative) frequency and content of instructor postings, and social network maps were considered in exploring what influenced student satisfaction with feedback and quality of teaching in a fully online unit. The outcomes of the case study corroborate with what is beginning to appear in the literature, that is, the central role the instructor plays in influencing student satisfaction. The importance of teaching and social presence, driven by the instructor, appears to be an important factor driving learning quality. This has implications for recruitment and retention as well as for training and development of online instructors.

The use of peer assisted learning in clinical education is explored in this case study. Groups of undergraduate physiotherapy students were structured into communities of practice during the second half of their clinical fieldwork program. They collaborated online in an asynchronous manner, using information communications technology (blogs) and focussed their discussion on professional practice and evidence based practice issues. Each blog group was composed of four to five fourth year physiotherapy students in their final year of clinical fieldwork. Each blog group was moderated by an academic moderator. Focus groups were structured to collect information on the experience and outcomes associated with the community of practice experience. The blog was very valuable and heightened learning, built trust, and supported learners to integrate theory to practice. A range of issues were also identified, however, that need to be considered to improve the blogging experience such as increasing the size of the group and providing more detailed guidelines. Clinical fieldwork programs looking to elevate the reflective practice component of professional development should consider blogging as an option.