This paper compares the impact of an active teaching approach and a passive teaching style on student cognitive outcomes. Through two sections of an introductory Management course, one part was taught in an active manner, with a variety of active learning exercises. The other was taught in a passive way, emphasizing daily lectures. Across the empirical study, we conclude that active learning can improved cognitive outcomes in class-specific materials.

This article examines the relationship between timely project completion and the management’s integrative capability. Measures of the integrative capability are used to predict on-time project completion, where completion is a function of the duration of IT-related project delays. In a longitudinal study of 74 enterprise application integration projects in the medical sector, integrative capability was measured from the point of view of the CIO and a facility IT manager. Accounting for several project controls, our Cox regression results indicate both integrative dimensions significantly mitigate the duration of IT-related project delays, thus promoting timely project completion. The analysis also reveals the importance of taking management structure into consideration when studying IT phenomena in networked organizations.