Purpose & Objectives
The primary goal of the Mendoza Behavioral Lab (MBL) is to contribute to Mendoza’s reputation for excellence in academic research, and enhance our ability to attract and retain the very best scholars. The MBL provides substantial participant pools and efficient staffing for a state-of-the-art experimental research laboratory that is a shared asset for all faculty and students conducting behavioral research in the College.
Please read on for a general introduction to the lab and what it means to be a participating faculty member. If you’re looking for detailed information about particular topics, click the links to the left for more detailed information, including FAQs and additional contact information.
If you are interested in participating as a faculty member conducting your own research, please see the link to the “Researchers” page on the left. Listed on that page is information on lab policies and procedures that is crucial to read over before using Behavioral Lab facilities.
If you are interested in participating as an instructor interested in offering credit to students, please see the link to our “Instructors” page on the left. Listed on that page is information on how to offer credit, policies and procedures that is crucial to read over.
The Lab Manager is Lori Ehrman Tinkey. Please feel free to contact her at email@example.com with questions and concerns.
History & Background
The Mendoza Behavioral Lab (MBL) began with a plan created by a cross functional workgroup.
Accounting: Jeremy Griffin, Jeffrey Miller, Sandra Vera-Munoz
Management & Dean’s Office: Samuel Gaglio
Marketing: Tonya Williams Bradford, Timothy Gilbride, Joe Urbany
As the Mendoza school continues to build a world-class research presence, it is imperative to have the appropriate resources to support this effort. Many, if not most, top-tier research business schools that do work involving human subjects have research labs and organized subject pools.
A few examples include Wharton, Kellogg, University of Florida, Duke, and Stanford. Further, many of the top tier journals faculty are required to publish in for tenure and promotion focus on experimental results and have an expectation that papers will have multiple studies, often 5 or more. Thus, there is an enormous competitive advantage for faculty at schools that have reliable access to a subject pool supported by a lab. MBL feedback from the faculty has been positive:
"The lab has helped me immensely. I ran two pilot studies this past year. The first study allowed me to rule out a final experiment that, based on the pilot test, would not have worked. This saved us much time and resources. The second series of pilot tests lead to a subsequent successful final experiment and a research paper that will be submitted in May for publication in a top-tier accounting journal. The lab is invaluable for experimental researchers in MCOB."
Jeff Miller - Accounting
"The benefits of the lab were many (!), including ease of obtaining subjects, assistance with IRB, assistance with running the study including follow-up with participants. It really was a great experience and one I hope to use in the future."
"The lab has proven to be a tremendous resource to me already. Back in December, I ran a series of seven studies, completed by student participants in a single session of less than 45 minutes…One of the main advantages of the lab is that it's a convenient venue to test psychological constructs that should be at work regardless of the participant's expertise. Even in studies that DO require expertise, the MBL is an excellent way to vet and refine materials before accessing more expensive (expert) research participant pools."
At Notre Dame, we have an emphasis on undergraduate research. Before undergraduates become interested in involvement in the design, execution, and analysis of research (as RAs or by executing independent study projects), they need some level of exposure to scholarly inquiry. Such exposure currently occurs through a limited number of classes (e.g., Bill Wilkie’s “Frontiers of Marketing Thought”) or, potentially, through the students’ faculty relationships. The MBL system regularly exposes hundreds of undergraduates to faculty research through participation. In addition to facilitating faculty research programs, the MBL can open avenues of thought toward research and discovery.