Jennifer Matic Headshot

Jennifer Matic

Principal Lecturer

Department of Management
Saunders College of Business

Office Location

Jennifer Matic

Principal Lecturer

Department of Management
Saunders College of Business

Education

BA, Grand Valley State University; MS, Rochester Institute of Technology; Ph.D., University of Bath (United Kingdom)


Areas of Expertise

Select Scholarship

Invited Article/Publication
Rosean, L., Matić, J., & Samardžija, J. (2023). The Propensity for Dating Apps Usage and the Millennials' Interpersonal Skills Development. Medijska istraživanja. 29. 95-114.
Hirudayaraj, M., & Matic, J. (2021). Leveraging Human Resource Development Practice to Enhance Organizational Creativity: A Multilevel Conceptual Model. Human Resource Development Review. . .
Matic, J., (2019). Multicultural Student-to-Student Dialogue and the Generation of Creative Ideas. College Teaching. . .
Matic, J., (2019). The internationalisation of American higher education: A positional competition perspective. Globalisation, Societies and Education. . .
Matic, J., & AguŠaj, B. (2012). The alignment of hospitality education with industry needs in transitional countries: the case of Croatia. Revista de Turism. . .
Matic, J., (2008). Cultural differences in employee work values and their implications for management. Management: The Journal of Contemporary Management Issues. . .
Matic, J., (2006). The degree of uncertainty avoidance present in Croatian and American undergraduate students: A comparative analysis. The European Journal of Psychology. . .
Invited Keynote/Presentation
Matic, J., (2018). Benefits of Multicultural Student-to-Student Dialogue in Graduate Education. 17th Annual Hawaii International Conference on Education.
Matic, J., (2018). Challenges faced by Non-Native Speaker Graduate Students in Student-to-Student Dialogue. 10th Annual Conference on Higher Education Pedagogy.
Matic, J., (2017). Student-to-Student Classroom Discussion: How Important is Participation?. 14th International Conference on Teaching, Education and Learning.
Matic, J., (2008). The Impact of Culture on the Application of American Management Principles in Croatia: a Study of the Level of Power Distance in Croatian and American Students. 26th EuroCHRIE International Conference.
Matic, J., (2007). Participative Management and Organizational Success: an Examination of Croatian and American Undergraduate Students' Preferred Managerial Style. 7th Annual Enterprise in Transition International Conference.
Journal Paper
Matic, Jennifer and Besim Agusaj. "The Alignment of Hospitality Education with Industry Needs in Transitional Countries: The Case of Croatia." Revista de Turism 14. (2012): 19-27. Web.

Currently Teaching

MGMT-340
3 Credits
This course applies concepts of ethics to business at the macro level and at the micro level. At the macro level the course examines competing business ideologies exploring the ethical concerns of capitalism as well as the role of business in society. At the micro level the course examines the role of the manager in establishing an ethical climate with an emphasis on the development of ethical leadership in business organizations. The following topics are typically discussed: the stakeholder theory of the firm, corporate governance, marketing and advertising ethics, the rights and responsibilities of employees, product safety, ethical reasoning, business's responsibility to the environment, moving from a culture of compliance to a culture of integrity, and ethical leadership.
MGMT-560
3 Credits
A capstone course drawing upon major business functions—accounting, finance, marketing, operations management, and organizational theory and how strategic managers integrate functional theories and concepts to create competitive advantage. The course provides an integrated perspective of business organizations toward the achievement of enhanced profitability and a sustainable competitive advantage. Topics include the analysis of business environments, industry attractiveness, and competitive dynamics. Students learn how to formulate and implement effective business-level, corporate-level, and global strategies using theories, cases and a simulation.
SERQ-712
3 Credits
This is an introductory-level survey course on the dynamics of innovation. The course focuses on individual, team and organization-human and systems dynamics that impact organizational innovation. Students gain awareness in, understanding of and important skills in fostering multi-level organizational human ecologies conducive to the creation of innovation. Issues and challenges important to leaders at all levels in an organization, entrepreneurs and talent management practitioners will be examined and explored. There is a required fee for the class to pay for the administration of the ISPI and Meyers Briggs evaluation instruments. Students will develop in their understanding of innovation, their own personal innovation capabilities, preferences, and the human dynamics unique to innovation applied in an organizational context. This background is becoming increasingly critical to developing innovation capabilities in and across organizations in our increasingly competitive and complex world. This course will build awareness and improve competency in the application of overall course content and design principles particular to developing innovation-competent individuals, teams, and organizations.
SERQ-720
3 Credits
This course introduces the concepts, principles, and practices necessary to lead into the future and avoid organizational mis-steps by taking an action-oriented approach to planning, implementing, evaluating, and revising competitive strategy in service firms. The course will address basic concepts and principles of competitive strategy, the process of developing and implementing strategy in organizations, development of robust, future-oriented strategies using learning scenarios, strategy mapping, and tools for strategy evaluation such as performance metrics, scorecards and dashboards.
SERQ-723
3 Credits
Analytics in service organizations is based on four phases: analysis and determination of what data to collect, gathering the data, analyzing it, and communicating the findings to others. In this course, students will learn the fundamentals of analytics to develop a measurement strategy for a given area of research and analysis. While this measurement process is used to ensure that operations function well and customer needs are met; the real power of measurement lies in using analytics predicatively to drive growth and service, to transform the organization and the value delivered to customers. Topics include big data, the role of measurement in growth and innovation, methodologies to measure quality, and other intangibles.
SERQ-790
1 - 6 Credits
A thesis is based on experimental evidence obtained by the candidate in an appropriate topic demonstrating the extension of theory into practice. A written proposal which is defended and authorized by the faculty adviser/committee followed by a formal written thesis and oral presentation of findings are required. Typically the candidate will have completed research methods, data analysis, and graduate writing strategies prior to enrolling in this course and will start the thesis process by taking thesis planning as soon as they have completed the prerequisites to allow them to finish the thesis when they have finished their coursework. The candidate must obtain the approval of their graduate adviser who will guide the thesis before registering for this course.
SERQ-795
0 Credits
Students will demonstrate synthesis and integration of the theories and foundation principles of their discipline to respond to questions found in the comprehensive examination. This demonstration will apply core knowledge to problem situations to be successful students must receive a passing grade of at least 80 percent. (12 semester hours or less of coursework remaining to complete the program; completion of all core courses in the discipline; currently enrolled in the program; possess a program GPA of 3.0 or higher; no outstanding incomplete grades; student cannot be on academic/disciplinary probation; for disciplines requiring integrative problem solving successful completion of that course.)
SERQ-797
3 - 4 Credits
The purpose of this course is to provide students the opportunity to conduct research, develop a plan and evaluation components and submit the project as a demonstration of final proficiency in the program. The topic selected by the student will be guided by the faculty teaching the class and it will require the student to coalesce and incorporate into the final project a culmination of all their course work in the program to date.

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