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Become a reviewer for Management Teaching Review!
Management Teaching Review is committed to serving the management education community by publishing short, topically-targeted, and immediately useful resources for teaching and learning practice. Our published articles and interactive platform provide a rich, collaborative space for active learning resources that foster deep student engagement and instructor excellence.
While our target audience is university educators teaching in the management and organizational studies domain, our broader constituency includes trainers, consultants, and coaches.
- Resource Reviews… outside resources that readers might use to support their teaching practice.
- Experiential Exercises… topically targeted, easily implemented “classroom” exercises useful to instructors and/or trainers.
- Research to Practice Insights… summaries of recently published research from any discipline that provide implication(s) for management teaching or training practice; may be author’s own research or that of others.
- Format Translations… modification(s) of teaching activities from one format or audience to another; for example, from on ground to online, undergraduate to executive, or university to workplace.
- Practice to Research Connections… first person narratives about issues or questions in management teaching practice that may form the basis for future practice-based research.
Management Teaching Review (MTR) encourages contributions that provide short, targeted, and immediately useful resources for management educators, trainers and coaches. The overriding question that guides the publication’s double-blind peer review process is: Will this contribution have an immediate impact on management teaching practice?
Contributions are welcomed from any topic area and any country so long as their primary focus is on teaching, training or coaching practice in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, or sustainability.
Authors are strongly encouraged to have their work reviewed and commented upon by their colleagues for descriptive clarity and usefulness to others prior to submission for formal editorial review. Guidance for authors may be garnered by studying the journal’s submission guidelines, and by communicating with members of the editorial board, the editorial team, or the editor.
|Jane Schmidt-Wilk||Maharishi International University, USA|
|Tracey Sigler||The Citadel, USA|
|C. Melissa Fender||Rutgers University-Camden, USA|
|Joe Seltzer||LaSalle University, USA|
|Lisa Stickney||University of Baltimore, USA|
|Paul Donovan||Trinity College, Ireland|
|Tracey Sigler||The Citadel, USA|
|Paul Donovan||Trinity College, Ireland|
|Rae André||Northeastern University, USA|
|Neal Ashkanasy||The University of Queensland, Australia|
|Don Bacon||University of Denver, USA|
|Diana Bilimoria||Case Western Reserve University, USA|
|Lee Bolman||University of Missouri, Kansas City, USA|
|David Bradford||Stanford University, USA|
|Arran Caza||University of North Carolina, Greensboro, USA|
|André M. Everett||University of Otago, New Zealand|
|Mary K. Foster||Morgan State University, USA|
|Thomas F. Hawk||Frostburg State University (Emeritus), USA|
|Paul Hibbert||University of St Andrews, UK|
|Sabine Hoidn||University of St. Gallen, Switzerland|
|Robert L. Holbrook||Ohio University, USA|
|D. Christopher Kayes||George Washington University, USA|
|Marc Lavine||University of Massachusetts-Boston, USA|
|Roy J. Lewicki||Ohio State University, USA|
|Kathi J. Lovelace||Menlo College, USA|
|Bob Marx||University of Massachusetts, USA|
|Magid Mazen||Suffolk University, USA|
|Steven I. Meisel||LaSalle University, USA|
|Kathryn Pavlovich||University of Waikato, New Zealand|
|Tim O. Peterson||North Dakota State University, USA|
|Sandra Romenska||University of St. Andrews, UK|
|Atul Teckchandani||California State University, Fullerton, USA|
|Gary Wagenheim||Simon Fraser University, Canada|
Management Teaching Review is an online journal that uses a web-based submission and review process. This document provides instructions for manuscript preparation and submission as well as guidelines for writing manuscripts targeted to specific sections of Management Teaching Review. This document includes:
- Instructions for Manuscript Preparation
- Instructions for Manuscript Submission
- Instructions for Submitting Manuscript Revisions
- Suggestions about English Language Help
- Guidelines for Submission to MTR’s Experiential Exercises Section
- Guidelines for Submission to MTR’s Format Translations Section
- Guidelines for Submission to MTR’s Practice-to- Research Connections Section
- Guidelines for Submission to MTR’s Research-to-Practice Insights Section
- Guidelines for Submission to MTR’s Resource Reviews Section
- Guidelines for Final Submissions of Accepted Manuscripts
Instructions for Manuscript Preparation
- There is a 2000-word limit on the main body of all submissions (both initial and subsequent), regardless of section. The abstract, and any figures, tables, references, notes, and appendices are not included in this limit.
- Prepare your manuscript for electronic transmission in MS Word or as an RTF file. Use 12-point Times New Roman typeface, and double-space throughout (including abstract, tables, references, and appendices) in a format that fits U.S. standard business size paper (8 ½” x 11”).
- Prepare the manuscript in accordance with the latest edition of the APA Publication Manual. Please note that the 7th edition of the APA Manual has new and updated content for every chapter.
- On the first page of your manuscript, include only the title, abstract, and keywords, with no acknowledgements, footnotes or any other information identifying the authors or their affiliations. During submission, you will enter all information about the authors that usually appears on a title page in text boxes on the web-based submission form.
- Make sure that all text is left aligned (i.e., ragged-right edge), all paragraphs are indented, and there is no additional space after paragraphs.
- Insert a running head that reflects the focus of the paper on each page.
- Insert page numbers in the upper right-hand corner after the running head.
- Note the desired placement of tables and figures within the text but do not embed them in the text of the manuscript. Instead, include each one on a separate page at the end of the manuscript. Make sure each is titled clearly and appropriately. Refer to the APA guidelines for more advice.
- If using appendices, label them with letters: Appendix A, Appendix B, etc. Start each appendix on a new page, and make sure each appendix is referenced in text in alphabetical order.
Keywords and abstract
- In an age of electronic indexing, keyword choices are critical. To assist readers looking for content you’ve published, use both broadly-based keywords (i.e., “groups” or “diversity”) as well as more targeted keywords directly germane to your content (i.e., “self-managed groups” or “gender diversity”) and use those keywords in your abstract. For more information about selecting and using keywords, please see the document titled “Help Readers Find Your Article” (available at https://us.sagepub.com/en-us/nam/help-readers-find-your-article).
- Include an abstract of 100–150 words that provides a good idea of (1) the purpose of the article, (2) its teaching and learning focus, and (3) its target audience(s). Use your keywords in the abstract. Avoid placing or repeating introductory or explanatory material in the abstract. Instead, use the abstract as an opportunity to sell your article to potential readers, including reviewers.
MTR has readers around the globe and, therefore, prefers simple, straightforward but formal language that communicates clearly. Try to avoid using jargon and colloquialisms, unless quoting others, such as your students.
- Prefer the active voice, which makes it clear who does what.
- Write using the third person, with the following exceptions:
- Provide the activity instructions in the simple imperative as much as possible (i.e., “Ask students to…”, “Give students....”). However, if you need to point out who does what, use descriptive (not prescriptive) language (i.e., “The students take turns while the instructor...”, not “The students should take turns...”).
- If at some point it is necessary to refer to yourself in your manuscript (for example, to describe an experience you had while teaching), please use first person: singular (i.e., “I”) for a single-authored paper and first-person plural (i.e., “we”) for papers with multiple authors. Please avoid using the third person to speak about yourself (i.e., prefer “I considered...” not “The author considered...”).
Double-blind peer review
- MTR manuscripts are blind-reviewed by at least two experts in the field; therefore, avoid writing any text, references or footnotes in ways that could identify the author(s).
- Remove from the submission any reference to the authors, the school, or other information that might serve to identify the authors. Carefully consider the context when considering references that might lead to identification.
- Cite your own work only if and when absolutely necessary. When you do, carefully consider the context, and edit the wording to preserve your anonymity. Do nothing that draws special or extra attention to these self-citations.
The Editor reserves the right to return, prior to consideration, any manuscript that does not conform to these guidelines.
Instructions for Manuscript Submission
After you enter SAGE Publication's web-based manuscript submission system, the process consists of the following steps:
- Create an account on MTR’s Manuscript Central submission system.
- Through the same web address, go to the Author Center and follow the instructions to enter details about the authors and to upload your submission.
- Consider registering for an ORCiD ID. More information is available at https://orcid.org/about/what-is-orcid/mission
No part of the submission is final until all steps have been completed and the final Submit button has been clicked. Shortly after submitting, authors will receive an automatically generated acknowledgement by email. This email message will provide the manuscript number and website link to use for checking the status of the submission, submitting revisions, and contacting the editor.
Note: The submission URL is http://mc.manuscriptcentral.com/mtr
Instructions for Submitting Manuscript Revisions
At any time that you need to submit a revision, please use the Revise Submission feature at the website link provided in your acknowledgement email. Please do not upload your revision as if it were a new manuscript. Uploading revised manuscripts as if they were new manuscripts only delays the review and decision process. If you need assistance, please email the Associate Editor assigned to your manuscript or the Editor.
Suggestions about English Language Help
Authors who would like to refine the use of English in their manuscripts might consider using the services of a professional English-language editing company. For example, Sage offers authors information and services at http://languageservices.sagepub.com/en/
Please note that SAGE Language Services is an editing service only, and using the service will in no way guarantee that your manuscript will be selected for peer review or accepted for publication.
MTR, as a publication of the Management & Organizational Behavior Teaching Society, is a member of the Committee on Publication Ethics (COPE).
Guidelines for Submissions to MTR’s Experiential Exercises Section
The Experiential Exercises section of the Management Teaching Review (MTR) publishes topically targeted, easily implemented “classroom” (both face-to-face and online) exercises and activities that are of interest and immediate use to professionals in the field of management education, including instructors, coaches, and trainers.
Experiential “exercises” serve specified learning objectives, such as learning specific concepts or gaining specific skills. “Activities” often serve process objectives that relate to the climate, functioning, and/or management of the immediate event. Activities include introductions, icebreakers, energizers, team-building games, 'feel-good' morale builders, etc.
MTR seeks original submissions that present something new or something with a brand-new twist—the exercise should not merely rehash something from the past. Authors will have had experience running the exercise or activity in their teaching or training.
Submissions should not exceed 2000 words; this word count is a firm limit, but it refers to the main text only. It does not include the abstract, figures, tables, references, notes, or appendices.
The general structure of manuscripts describing Experiential Exercises is outlined below.
[Introduction]. Provide a brief introduction that establishes a need for this type of exercise and identifies potential course applications and the target audience: early undergraduate, late undergraduate, graduate, etc.; traditional, non-traditional, cross-cultural, etc.). Note that APA discourages use of the header “Introduction.” The first part of the manuscript is assumed to be the introduction.
Theoretical foundation. Establish the theoretical context of the exercise. While an extensive literature review is not in line with MTR’s mission, do briefly specify the relevant subject matter literature that the exercise is based upon. If space is limited and the background is complex, outline the necessary foundational information in an appendix. Note that most readers will be familiar with both Kolb’s experiential learning theory and Bloom’s taxonomy, so while citing them may be appropriate, there will seldom be a need to explain them.
Learning objectives. Specify the learning objectives for the exercise by articulating the expected changes in knowledge, attitude, or skill that are associated with participation in the activity. The learning objectives evolve from the introduction and theoretical foundation, and consequently, they link the background literature with the steps in the exercise and the focus of the debriefing. The usual format for learning objectives is a sentence stem similar to “After completing the exercise, students will be able to …” followed by bullet point items that begin with action verbs. Learning objectives should be assessable, so that the instructor will be able to determine whether they have been achieved after utilizing the exercise.
Instructions for running the exercise. Provide details for how to run the exercise by addressing each of the points below. The goal here is to be so clear that a novice instructor can run the exercise after reading the manuscript.
- Overview: Briefly explain the flow of the exercise.
- Logistics: Identify in detail all the logistics of running the exercise, including preparation (instructor and student); materials needed; any physical setting requirements; total number of participants; team sizes, if appropriate; and timing. For timing, include overall timing and the timing of each portion of the exercise, including realistic minimum and maximum lengths for each step. This information is often best formatted in a table.
- Step-by-step instructions: Specify in detail each step of running the exercise. If the text exceeds the 2000-word limit, consider putting a very short version of the step-by-step instructions or a table with the timings in the main body and provide a much more detailed appendix that gives the reader a compete idea of what to do and when.
- Variations: Describe possible variations and alternatives in applications. Given the changes that have generally taken place during the pandemic, consider including instructions for using the exercise in an online (asynchronous) or remote (synchronous) classroom. If the manuscript will exceed the 2000-word limit, the variations section could be made into an appendix.
Instructions for debriefing the exercise. Provide guidelines for debriefing the exercise to draw out the most learning from it in light of the learning objectives. Guidelines may include discussion questions, tips for instructors, or other procedures. Provide examples of how students commonly respond, suggestions for prompts or techniques to lead students towards the learning objectives when necessary, and suggestions for handling inappropriate student responses. Additional related questions and possible reflective post-exercise assignments that are part of debriefing may be placed in appendices.
Conclusion. Complete the manuscript with a general conclusion that connects the exercise to theory.
Appendices. Use appendices as needed for materials to run the exercise (e.g., handouts, sample assignments, teaching notes). Lengthy teaching notes and possible modifications for other classes and levels of students may be placed in appendices.
Supplemental materials. MTR offers authors an option of posting additional materials to supplement the article, such as additional text, charts, figures, illustrations, photographs, slides, spreadsheets, audio-visual files, or computer graphics. Please discuss ideas and arrangements for including supplementary files with the editor if/when your article is recommended for publication.
For text supplementary materials, please make sure your name appears on the materials ONLY after your manuscript has been accepted for publication. Make sure your name is not present in any form on these materials or as a result of following a web link.
For audio-visual materials, such as interviews and footage (podcasts and vodcasts), please download and supply online videos instead of just providing a URL.
Please note that Experiential Exercises for MTR require neither extensive grounding in literature nor empirical evidence of effectiveness.
Note: The Experiential Exercise section does not publish assignments. It is acceptable for an exercise to be accompanied by an assignment, but an assignment should not be the primary focus of the submission. Experiential exercises differ from assignments in several key ways as summarized below.
The primary purpose of an experiential exercise is to help students learn and internalize concepts. Typically, experiential exercises are characterized by the following:
- Experiential exercises are conducted before learning is assessed.
- Experiential exercises are not graded even though students may submit something (e.g., a reflection paper or a post in an online asynchronous class).
- Experiential exercises involve student-to-student interaction.
- Experiential exercises require a debriefing (usually in a group/plenary setting).
By contrast, the primary purpose of an assignment is assessment. Assignments are designed to assess student learning of class material. Other characteristics of assignments often include the following:
- Assignments may be individual or group.
- Assignments are usually graded with the final grade decided by the instructor.
- Assignments generally do not involve contact hours (i.e., students or student groups work on their own).
- Except for group assignments, assignments do not involve student-to-student interaction.
- Assignments do not require a debriefing. Feedback about the assignment does not constitute a debriefing.
The Experiential Exercises section of MTR is intended, in part, to encourage submissions from MOBTS and I-MOBTS conference attendees, and we especially encourage submissions from authors who have presented their exercises at these conferences.
Prospective authors are encouraged to read the Experiential Exercises published in MTR as models for drafting their own submissions. Please feel free to contact the Editor or an Associate Editor with questions.
Guidelines for Submissions to MTR’s Format Translations Section
The Format Translations section in the Management Teaching Review (MTR) publishes original articles that report modification(s) of teaching activities from one format or audience to another for use by professionals in the field of management education, including instructors, coaches, and trainers.
Changes in delivery format include changes from on-ground (or face-to-face) to online or blended, and vice versa.
Changes in audience include but are not limited to changes from:
- Executives or graduate students to undergraduate students and vice versa
- Workplace to academia and vice versa
- One cultural context to another, such as from non-international to international students, and vice versa; from users generally familiar with experiential learning to users unfamiliar with experiential learning, and vice versa; or from the business and management context of an earlier time period to that of the present day.
All submissions to the Format Translations section make two contributions. They present both a newly modified activity or exercise that readers can adopt for immediate use and a pathway or process for readers to use in making similar modifications.
If the modification focuses on changes made to an experiential exercise, then the description of the activity follows the guidelines for MTR Experiential Exercises. In addition, the submission addresses the following questions:
- Where can the original version be found?
- Why did it need to be modified?
- How was it modified?
For the pathway that readers can use to modify similar pre-existing materials, the submission addresses the following questions:
- What framework(s), principles(s), or guideline(s) were used in modifying the original material for this format or audience?
- What additional advice could be given to authors regarding modifying similar materials or making modifications for this audience or this format?
The main body of Format Translation submissions should not exceed 2000 words. Authors are encouraged to make use of tables and appendices to meet this limit. Please note that this limit does not include the abstract, figures, tables, notes, references, or appendices.
Prospective authors are encouraged to study the Format Translations published in MTR as examples. Authors are also welcome to contact the Editor or Associate Editor to explore options.
Guidelines for Submissions to MTR’s Practice-To-Research Connections Section
The Practice-to-Research Connections section of the Management Teaching Review (MTR) publishes original articles that offer first-person narratives about issues or questions in management teaching practice that may form the basis for future practice-based research. As used here, “practice” refers to both the practice of teaching management education in academic settings as well as in that conducted in workplace settings. Articles in this section develop, as the title suggests, from engaged practice experience, where authors recognize issues, questions, patterns or phenomena related to the practice of management teaching that are not sufficiently explored in academic literature and for which they have personal insights.
These articles are intended for use by management educators, including both professors and learning and development professionals. Thus, we encourage submissions from professors, learning and development professionals, scholar-practitioners, as well as collaborations between academic and practitioner authors.
The general structure of manuscripts for the Practice-to-Research Connections section is outlined below.
Description of the issue. The first part of the submission introduces the issue or question(s) in the practice of teaching management descriptively. The description may be based on a combination of first-hand experiences, observations, questions, and/or insights. Provided with sufficient detail so that readers will be able recognize it in their own experience, the description leads to the identification of a core issue or question in teaching practice.
For example, an article in this section might:
- Detail learning interventions, face-to-face or virtual, that experience has shown to be of significant utility to the practitioner and which hint at fruitful connection to robust theory
- Narrate accounts of unique or novel approaches to identification of management learning needs, design and/or selection of teaching and learning solutions and interventions, and transfer and evaluation of learning
- Describe innovative responses to rapidly changing environments and resource constraints in the organizations of today
- Recount how they are coping with the learning and development of managers today who may be less tenured than their predecessors.
Connection to theory. Having described the situation in practice, the article casts out fine lines of enquiry to connect the experience with relevant theory. This overview of the literature acknowledges and discusses relevant debates and voices around the chosen issue/question in an endeavor to help answer the remaining challenges and problems identified in practice.
Suggestions for future research. By pointing out deficiencies and gaps in the academic literature, the article suggests an agenda for future researchers to consider. Thus, the remainder of the article explores and integrates the author’s personal experiences around these core ideas with specific suggestions for management teaching practice-based research. The author’s experiences and observations may result in a set of proposed best practices around the core ideas, insights that require further examination, or more formal research propositions that encourage future research in management education.
The main body of the submission should not exceed 2000 words; please note that this word count does not include the abstract, figures, tables, references, notes, or appendices.
General guidelines for authors are available online. Authors are also welcome to contact the Editor or Associate Editor to explore options.
Guidelines for Submissions to MTR’s Research-To-Practice Insights Section
The Research-to-Practice Insights section in the Management Teaching Review (MTR) publishes original articles that evaluate and synthesize published research to identify possibilities for teaching or training practice that could be immediately useful to professionals in the field of management education, including instructors, coaches, and trainers.
The general structure of manuscripts for the Research-to-Practice Insights section is outlined below.
[Introduction]. The first part of the paper usually takes the form of a very brief introduction to the theme, question, problem, or practice addressed in the paper. Its aim is to set the context for the subsequent sections. Please note that APA discourages use of the header “Introduction;” the first part of the manuscript is assumed to be the introduction.
Literature Review. About half of the paper consists of a substantial but tightly focused review of current literature. The research reviewed may be from any discipline, may be author’s own work or that of others, and may represent a variety of disciplinary, theoretical or methodological approaches. This literature review acknowledges and discusses relevant debates and voices around the chosen theoretical framework and leads to core idea(s) that can be applied to enhance teaching or training practice.
Teaching Implications. The remainder of the paper draws out implications of this body of research for teaching and/or training. These implications may be presented in a variety of ways, for example, as principles about how one might apply these insights, as specific teaching strategies, and/or as concrete examples illustrating the application of the principles in teaching practice. To make the author’s insights practical for readers, this part of the manuscript includes:
- Discussion of the intended level and group of learners for whom the approach may be appropriate – e.g. undergraduate, postgraduate, work-based, or executive
- Outline of expected learning outcomes
- Evaluation of benefits as well as potential risks
- Suggestions for additional resources
Submissions should not exceed 2000 words; please note that this word count does not include the abstract, figures, tables, references, notes, or appendices. Because of the tight word count limits, supporting texts that can help readers quickly apply the lessons of the paper may be included as tables, figures, or if necessary, appendices.
Prospective authors are encouraged to read the Research-to-Practice Insights published in MTR as models for drafting their own submissions. Authors are also welcome to contact the Editor or Associate Editor to explore options.
Guidelines for Submissions to MTR’s Resource Reviews Section
The Resource Reviews section in the Management Teaching Review (MTR) critically appraises a wide range of innovative materials that are of interest and immediate use to professionals in the field of management education, including instructors, coaches and trainers. Resources include — but are not limited to — reviews of books, applications (apps), textbooks, wikis, technology (e.g., clickers), webcasts, podcasts, online courses, faculty development experiences, websites, case studies, films, online videos (e.g., TED Talks), images, games, artifacts, software, and simulations. In short, any pedagogical resource, in the public domain, that aligns with the mission of MTR could serve as the subject matter of a Resource Review. Submissions should not exceed 2000 words.
Authors will have had experience using the resource in their teaching or training, and the manuscript will reflect the author’s experience, suggestions, and lessons learned. The following sections are recommended:
[Introduction]. The first part of the paper may take the form of a very brief introduction that sets the context for the paper. Please note that APA discourages use of the header “Introduction;” the first part of the manuscript is assumed to be the introduction.
Resource description. This section (about 800 words) provides a rich descriptive review of the resource. It places the resource in context for a reader who may know nothing about the topic. For example, a film review places the film in context, shares the length, describes the plot, highlights major twists, explores explicit/implicit themes, and so forth. In short, it paints a picture for the reader.
Use in teaching. This section (about 800 words) explores deeply how the resource can be used in teaching/training and provides suggestions for additional teaching uses that demonstrate the resource’s usefulness. For example, can the resource be used as an interactive session? A platform for rich debate? An exam? Share 2-3 uses for the resources and again, provide a rich description of these activities.
- For reviews of audiovisual media, such as movies, television episodes, Youtube videos, or webinars, provide a table of scenes including a brief summary of each scene, the concept(s) illustrated, and start/stop time markers.
- If the review focuses on use in a face-to-face class, add some commentary on adaptations for other formats, such as teaching online, both in synchronous and asynchronous learning teaching environments, or for socially distanced classrooms.
Analysis and comparison. The final section (about 400 words) provides a fair and constructive analysis of the strengths/limitations of the resource (perhaps 2-3 of each) and a comparison with similar resources. The review concludes with information about where the reader can learn more (e.g., websites).
Please avoid discussions of why such tools are important. Focus solely on the resource — not the case for the legitimacy of the resource or resources of this type or other considerations.
Objectivity is critical; reviews do not read like advertisements for the resource. The tone also aims for objectivity.
In general, the author should not be the person who developed the resource under review nor should the author have a connection to the resource that could be construed as a conflict of interest.
Generally, Resource Reviews do not include appendices.
Although the suggestions above are intended to provide a common format for Resource Reviews, there are other forms that a Resource Review might take. For example:
- Critical reviews
- Short research notes on the outcomes of adopting a resource
- Reviews of multiple resources in a field or on a topic
- Reviews of a single resource (e.g., a computer case or organizational simulation) from multiple perspectives
Prospective authors are encouraged to read the Resource Reviews published in MTR as models for drafting their own submissions. Please feel free to contact the Editor or Associate Editor to explore options.
Guidelines for Final Submissions of Accepted Manuscripts
The following checklist lists the standards for submission to Production:
- All text is double-spaced (including abstract, main text, tables, references, footnotes, appendices)
- All in-text citations are included in the reference list and all entries in the reference list are included in the manuscript.
- All items in the reference list are formatted according to the most recent edition of the APA Manual.
- Each page includes a running head that appears in the header.
- Each page has a page number that appears in the header.
- Each appendix starts on a new page.
- Each table starts on a new page.
- Each figure starts on a new page.
When uploading files:
- Appendices are submitted as part of the same file as the main text.
- Appropriate designations are used (see next point).
- Files are numbered in the following order: Title Page, Main Document, Table, Figure, Supplemental Files.