Stacy Campbell is executive director of the Scholars Program and associate professor of Management and Entrepreneurship in the Colleges College of Business at Kennesaw State University.
Prior to her earning her Ph.D., Campbell worked as a management consultant for KPMG Consulting and more recently, the Atlanta-based consulting firm, The North Highland Company, in their change management practice.
Campbell has taught at the University of Georgia and UNC-Chapel Hill. Her recent teaching has been in leadership and teams, organizational behavior, and strategic human resource management.
Her primary research is focused in three main areas: leadership, generational differences in the workplace, and employee attachment and withdrawal.
Industry Expertise (2)
Areas of Expertise (11)
Coles College Distinguished Teaching Award (professional)
Coles College Distinguished Teaching Award
Finalist for 2012 KSU Foundation Prize for Research (professional)
Finalist for 2012 KSU Foundation Prize for Research
Finalist for 2012 KSU Foundation Prize for Teaching (professional)
Finalist for 2012 KSU Foundation Prize for Teaching
Finalist for 2011 Foundation Prize (professional)
Finalist for 2011 Foundation Prize
Teaching Portfolio Certification Award (professional)
University of Georgia - Terry College of Business: Ph.D., Organizational Behavior 2007
University of North Carolina at Chapel Hill: M.A., Psychology 1996
Lafayette College: B.A., Business/Economics & Psychology 1993
Media Appearances (2)
The worst generation?
New York Post online
Gen Y workers get a bad rap in the workplace, with many a geezer complaining that their work ethic is less developed than their sense of entitlement. But is that really fair?
Young adults believe in the age of entitlement, claim researchers
The Telegraph online
Those who were born into "Generation Y" have an over-inflated sense of entitlement lack the work ethic to achieve their goals.
They also hate being criticised, it is claimed.
Recent Papers (3)
Given the continued issue of student retention for online classes, past research has suggested several “retention strategies” focused on engaging students as a way to reduce their withdrawal rate from these classes. However, a recent study testing the effects of these strategies on retention in online undergraduate business courses (Leeds et al., Int J Manage Educ 7(1/2), 2013) did not show empirical support for the effectiveness of such strategies. Taking an alternative approach that focuses on individual characteristics of students, this study takes a broader view and examines previous research literature on traditional face-to-face classes to determine how individual characteristics of students may be associated with the likelihood of withdrawal from online classes. Using a sample of undergraduate students (n = 2,314) from a large state university, results from this study identified prior performance in college classes (cumulative GPA) and class standing (senior vs. non-senior) as significant student characteristics related to student retention in online classes for all students. Other factors significantly related to retention rates for students with certain characteristics or within certain majors include previous withdrawal from online courses, gender, and receipt of academic loans.
This paper follows Kennesaw State University's (KSU) faculty journal in developing a new integrated core curriculum for their Management majors that will empower the students and meet the needs of today's employers. Curriculums must change to stay current. Depending on the amount of change, this can be a huge undertaking for a department ensconced in an existing curriculum paradigm, and can be met with resistance. In this paper we look for answers to: 1) Why is the change necessary? 2) What are we changing to? We will follow up with some thoughts about 3) how will we make these changes?
For many organizations, the upcoming retirement of the Baby Boomers and the influx of the younger generations to the workplace will prove to be challenging. In this chapter, we review empirical data on generational differences and provide descriptions of how the average member of the young generation (labeled Generation Me) compares in personality traits and attitudes with the average member of earlier generations. Most changes in generations have occurred gradually over time, in a linear fashion. With increases in self-esteem, narcissism, and the importance of leisure time, expectations for work—life balance, salary, and fulfillment have also increased among the younger generation. The result—a widening gap between what Generation Me expects from the workplace and reality—may explain why there has also been an increase in anxiety and depression over the generations. Implications of these generational differences and suggestions to assist in the management of today's multi-generational workforce are discussed.