The theoretical potential for voting cycles is well known, but the empirical frequency of its occurrence is still a topic for research. This paper presents a case study of the occurrence of voting cycles in business school curriculum reform. Three separate decisions are analyzed: (1) addition of a service requirement, (2) additions to the business core, and (3) changes in the nature of majors/“concentrations.” A voting cycle was found in (2) but not (1) or (3). This result is consistent with theoretical analyses finding that cycles are more likely when there are more alternatives to be considered and when there is less similarity in individual preferences.
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