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Fizza Kanwal

Title: Teaching Fellow

Department: Management

College: College of Business

Curriculum Vitae

Curriculum Vitae Link

Education

  • , ,
    Major:

Current Scheduled Teaching

MGMT 3820.403Management ConceptsFall 2025 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

MGMT 3820.402Management ConceptsSpring 2025 Syllabus SPOT
MGMT 3820.403Management ConceptsFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Kanwal, F., Drader, N., Wolfe, M., Chandler, J.A., Short, J.C., Johnson, N. (2025). Do linguistic styles matter in university-based crowdfunding? Replicating and extending findings from rewards- and social-based platforms. Scientific Reports.
  • Kanwal, F., Drader-Mazza, N.A., Wolfe, M.T., Chandler, J.A., Short, J.C., Johnson, N.E. (2025). Do linguistic styles matter in university-based crowdfunding? Replicating and extending findings from rewards- and social-based platforms. Other. SAGE Publications. https://doi.org/10.1177/27550311251361923
  • Drader‐Mazza, N., Lopez‐Kidwell, V., Kanwal, F., Reger, R.K., Vogus, T.J. (2025). The Double Empathy Problem and Person‐Environment Fit: Mutual Understanding and Bidirectional Adjustment in Autistic Talent Acquisition. Human Resource Management. 64 (1) 181-199. Wiley. https://doi.org/10.1002/hrm.22258
  • Drader, N., Kidwell, V.N., Kanwal, F., Reger, R.K., Vogus, T. (2024). The Double Empathy Problem and Person-Environment Fit: Mutual Understanding and Bidirectional Adjustment in Autistic Talent Acquisition. Human Resource Management.
  • Malik, A.Z., Sadeghi R, K., Paswan, A., Kanwal, F. (2024). Incentivized fake reviews: When cognitive reappraisal paves the way for an immoral journey. Journal of Consumer Behaviour. 23 (4) 1962-1978. Wiley. https://doi.org/10.1002/cb.2315
  • Chandler, J.A., Anglin, A.H., Kanwal, F., Short, J.C. (2024). No politics in funding pitches: An expectancy violations theory perspective of entrepreneurs' political expressions in crowdfunding. Journal of Business Venturing. 39 (1) 106365. Elsevier BV. https://doi.org/10.1016/j.jbusvent.2023.106365
  • Ayub, U., Yazdani, N., Kanwal, F. (2022). Students’ learning behaviours and their perception about quality of learning experience: the mediating role of psychological safety. Other. 42 (3) 398-414. Informa UK Limited. https://doi.org/10.1080/02188791.2020.1848797
  • Kazmi, S., Kanwal, F., Rathore, K., Faheem, K., Fatima, A. (2021). The Relationship Between Transformational Leadership and Organisational Learning Capability with the Mediating Role of Perceived Human Resource Effectiveness. Other. 8 (1) 133-157. SAGE Publications. https://doi.org/10.1177/2322093721997197
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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