Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most beneficial engagement strategy in the learner-to-learner category, whereas sending regular announcements or e-mail reminders and providing grading rubrics for all assignments was rated the most beneficial in learner to instructor category. In the student-content category, students mentioned working on real world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed age, gender, and online learning years of experience differences on their perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.

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Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment.

Instructors use various strategies to facilitate learning and actively engage students in online courses. In this study, we examine student perception on the helpfulness of the twelve different facilitation strategies used by instructors on establishing instructor presence, instructor connection, engagement and learning. One hundred and eighty eight graduate students taking online courses in Fall 2016 semester in US higher education institutions responded to the survey. Among the 12 facilitation strategies, instructors' timely response to questions and instructors' timely feedback on assignments/projects were rated the highest in all four constructs (instructor presence, instructor connection, engagement and learning). Interactive visual syllabi of the course was rated the lowest, and video based introduction and instructors' use of synchronous sessions to interact were rated lowest among two of the four constructs. Descriptive statistics for each of the construct (instructor presence, instructor connection, engagement and learning) by gender, status, and major of study are presented. Confirmative factor analysis of the data provided aspects of construct validity of the survey. Analysis of variance failed to detect differences between gender and discipline (education major versus non-education major) on all four constructs measured. However, undergraduate students rated significantly lower on engagement and learning in comparison to post-doctoral and other post graduate students.

Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses

We develop a method for Value Based Compliance analysis of information security.We develop a set of design principles for a Value Based Compliance analysis method.We analyse value conflicts behind information security non-compliance.We provide a hands-on guide to Value Based Compliance analysis. Employees poor compliance with information security policies is a perennial problem. Current information security analysis methods do not allow information security managers to capture the rationalities behind employees compliance and non-compliance. To address this shortcoming, this design science research paper suggests: (a) a Value-Based Compliance analysis method and (b) a set of design principles for methods that analyse different rationalities for information security. Our empirical demonstration shows that the method supports a systematic analysis of why employees comply/do not comply with policies. Thus we provide managers with a tool to make them more knowledgeable about employees information security behaviours.

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Towards analysing the rationale of information security non-compliance

IntroductionEver since the publication of the seminal book that birthed the term "glass ceiling" (Morrison, White, & Van Velsor, 1992), that memorable metaphor for the invisible barrier that impedes the senior management advancement of talented women professionals inside corporations has seemingly become ubiquitous in management literature, business school curricula, and the global psyche. As evidence, by December 2010 the Amazon.com database had 242 books with "glass ceiling" in the title and 337 books that include the keyword phrase "glass ceiling." Scholarly journals also help to disseminate information about the glass ceiling phenomenon by reporting numerous studies that confirm its existence inside large firms (e.g., Daily, Certo, & Dalton, 1999; Helfat, Harris, & Wolfson, 2006; Jordan, Clark, & Waldron, 2007). Today, multiple business courses including organizational behavior, ethics, and business law might be considered incomplete without highlighted mention and discussion of the glass ceiling phenomenon.While teaching about the glass ceiling has greatly broadened awareness of this genderbased inequity in the corporate workplace, the disappointing truth is that the phenomenon continues to influence behavior among corporate leaders. Several scholars suggest frustrated women executives often choose to leave the corporate world in order to escape the effects of the glass ceiling by forming their own small firms (e.g., Mattis, 2004; Orhan & Scott, 2001; Winn, 2004). The underlying hypothesis is that the glass ceiling - a phenomenon that by definition is specific to large firms - cannot prevent women business owners from serving as chief executive of their own firm and realizing the rewards they deserve.However, evidence is growing that the strategy of leaving the corporate world in order to escape gender bias often fails (Patterson & Mavin, 2009). This is because women business owners typically encounter other forms of systemic gender bias that constrain their performance. Specifically, based on gender, women business owners face a disadvantage in raising capital (Aldrich, Elam, & Reese, 1997; Bellucci, Borisov, & Zazzaro, 2010; Brush, 1997; Carter & Rosa, 1998; Carter, Shaw, Lam & Wilson, 2007; Coleman & Robb, 2009; Marlow, 2002; Muravyev, Talavera, & Schafer, 2009). We refer to this phenomenon as the second glass ceiling. The second glass ceiling sounds like an entrepreneurship corollary to the first glass ceiling concept, but instead of centering on the corporate advancement ladder it centers on the capital markets that serve small firms. The second glass ceiling prevents women-owned small firms from reaching their full entrepreneurial potential. We suggest the cost of this second glass ceiling is born by the entire economy.The body of scholarly literature on this phenomenon we call the second glass ceiling is growing. In building our evidence for the existence of the second glass ceiling, we cite recent empirical studies (e.g., Bellucci, Borisov, & Zazzaro, 2010; Muravyev, Talavera, & Schafer, 2009) and new descriptive data on the state of women-owned businesses (e.g., American Express, 201 1 ). Clearly, owning and running a small firm is not the same thing as starting an entrepreneurial venture. The current evidence of the second glass ceiling, however, suggests the phenomenon affects both types of business person. Therefore, we switch between use of the terms "entrepreneur", "small business owner", and the more general "woman business owner" to reflect the term(s) used by the studies we cite. Unfortunately, evidence of this phenomenon has not yet made its way into the consciousness of financial capital managers and the female entrepreneurs (nascent and current) who hold the keys to mitigating the deleterious effects of the second glass ceiling. The purpose of this paper is to (1) raise awareness of the second glass ceiling and its costs to society, (2) describe its causes and effects, and (3) propose ways that both women entrepreneurs and financial capital managers can crack this ceiling. …

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The Second Glass Ceiling Impedes Women Entrepreneurs

This article presents a brief diversity audit of three major U.S. corporations, who share some interesting common traits. The attractive diversity delineations posted on these company's Web sites will be reviewed, followed by their issues with the same topic in the past few decades. This threefold audit is followed by two important observations about U.S. and non-U.S. companies, based on company diversity audits applied over the course of 5 years by more than 150 management university students. The author claims that a large number of major corporations in the United States are going out of their way to post diversity statements on their Web sites and to collect diversity-based awards from numerous minority-promoting organizations, but they overlook one small aspect: walking their talk. Theoretical and practical implications for HRD professionals are included.

Colorful window dressing: A critical review on workplace diversity in three major American corporations

Online education is growing at a phenomenal rate. This growth in online education offers many opportunities to colleges and universities to reach students who may not have attended a traditional (brick and mortar) college or university. Online education also gives students more control over their education along with a more flexible schedule. As with every opportunity there comes a responsibility. For colleges and universities, this responsibility includes the need to effectively engage students in the online classroom to ensure learning. This paper will review the theories that can be used to foster online learning and education, as well as some of the best practices for effectively engaging the online student in the classroom. Don't despair --these best practices do not require an investment in expensive technology or resources--they just require the creativity and imagination of the instructor to redesign the learning experience and adapt it to the online platform. Authentic learning which includes the use of problems based on real world situations, scenarios and role playing exercises, case studies and problem based activities will be reviewed as one of the most effective ways to encourage engagement of the online student as well as their academic growth and development. As the paper discusses, these concepts can also be utilized with great success with the adult learner in the online classroom. ********** The online education growth has been phenomenal for several years. 62.4% of colleges offered online degree programs at the end of 2012 which is up significantly from 32.5% in 2002 (Sheehy, 2013). When universities experience this type of growth, one of the major questions that educators ask is what new strategies can be used to better engage these types of students? This paper will attempt to answer these questions. The Theories Behind Online Learning There are several theories that can be used for online learning and education. The best theory to use would be Kolb's Experiential Learning Theory (Kolb, 1984). Kolb defined this as "a process whereby concepts are derived from and continually modified by experience" (p. 28). Chan (2012) defined experiential learning as "learning by actual experience ... it requires the learner to experience, reflect, think and act in a cyclic process in response to the learning situation and what is learned" (pp. 405-406). Baasanjav (2013) described Kolb's theory with respect to e-learning. "The term experiential e-learning, or ee-learning, refers to the possibility of bringing together everyday experience and communication technologies" (Beard, Wilson, McCarter, 2007; Carver, King, Hannum, & Fowler, 2007; Murphey, 2010; Riedel, Endicott, Wasescha, & Goldston, 2007; Trevitte,& Eskow, 2007). He explained that Kolb actually used the theories of Lewin, Dewey, and Piaget concerning direct experience. Baasanjav (2013, p. 576) said, "Kolb (1984) asserts that for the learner to be effective in gaining knowledge or skill, he or she has to fully engage in four main stages: (1) concrete experience; (2) reflective observation; (3) abstract conceptualization; and (4) active experimentation" (p. 576). The research of Foote and Mixson-Brookshire (2014) confirmed the strategic use of Kolb's model to enhance student online learning. Hence, this blend of experiential learning with e-learning brings together the best of the student's experiences with the use of technology. In an online classroom, there are no limits as to what can be learned from the experiential use of the technologies. It should be noted that students desire more control over their education along with a flexible schedule in the learning process which is a distinct advantage of online education (Carver, King, Hannum, & Fowler, 2007; Drake, Drake, & Ewing, 2010; Dunlap, Dobrovolny, & Young, 2008; Kennedy, 2004; Lalonde, 2011). Adult Learners in an Online Environment Malcom Knowles is the theorist who said that adults' learning is vastly different from children's learning. …

How to Better Engage Online Students with Online Strategies.

Executive Summary The information security literature contains many references to technical mechanisms for securing enterprises. Fewer papers focus on the behavioral and social aspects of security. Practitioners need to address both technical and behavioral issues in their security programs. This paper develops a new model to help researchers and practitioners analyze the behavioral aspects of security. We use emotional intelligence, structuration theory, and social network analysis to analyze social and behavioral issues related to security. Our approach helps information security practitioners identify behaviors that pose a risk to enterprise security. Introduction Information security is primarily concerned with the confidentiality, availability, and integrity of data. Technical mechanisms, such as firewalls, honeypots, and intrusion detection systems (IDS), are used to create a virtual wall between the organization and the Internet. While the technical mechanisms give some level of protection to the organization, one must also recognize that employee behavior affects security. Certain employee behaviors can be a threat to enterprise security. Models address these types of security-related problems. The models often describe a framework to work within, but do not dictate exact technical security mechanisms an organization ought to implement. Therefore, an enterprise's security needs usually dictate the technical mechanisms that should be implemented. This paper focuses on information security at the firm level and develops the idea that security should be examined through a socio-behavioral lens in addition to technical viewpoints. Much of the existing literature in information security tends to focus on technical mechanisms while leaving the behavioral and social aspects aside. We developed this socio-behavioral model of security to supplement existing models. We suggest that our proposed model be used in conjunction with other models. It investigates the way security affects human behavior and organizational structures and vice versa. Security Swanson and Guttman (1996) put forth the idea that social and behavioral issues are no less important than technical issues. Many organizations neglect the consideration of social and behavioral issues in relation to their security programs. Swanson and Guttman's primary contribution is a detailed examination of generally accepted security principles. These principles and practices include policy creation and management, program management, risk management and risk mitigation, life cycle planning, personnel and user issues, disaster and contingency planning, incident handling, and awareness and training. Personnel and user issues are an important aspect of a complete security program within an organization. The authors make it clear that "many important issues in computer security involve users, designers, implementers, and managers" (Swanson & Guttman, 1996, p. 27). Organizations need to do a better job addressing the non-technical aspects of security. A major part of security is managing risk. Stoneburner, Goguen, and Feringa (2002) state that risk management enables an organization to accomplish its mission through three primary actions. First, increase the security of the IT systems that store, process, or transmit information. second, allow managers to make well-informed decisions to justify IT expenditures. Third, assist management by authorizing IT systems based on supporting documentation resulting from the performance of risk management (Stoneburger, et al., 2002). Three primary risk management processes include risk assessment, risk mitigation, and evaluation and assessment. What is risk? Stoneburner (2002) defines risk as "a function of the likelihood of a given threat-source's exercising a particular potential vulnerability and the resulting impact of that adverse event on the organization" (Stoneburner, 2002, p. …

Analyzing Enterprise Security Using Social Networks and Structuration Theory

Arrogance exists at some level among those in every occupation. This multi-university study assessed more than 500 business students' perceptions of arrogance in academic, business, and professional (non-business) environments. Analyses of Variance (ANOVAs) were conducted to compare students' views of these different occupational groups. Educators were found to be less arrogant than non-educators. Graduate business students were significantly more arrogant than undergraduate business students, college professors, non-tenured faculty, and adjunct instructors. Recommendations are made for reducing arrogance and conducting further research. INTRODUCTION A unique problem that has surfaced in higher education is that of arrogance. Faculty members, administrators, and college students are sometimes accused of being arrogant. Demeaning, self-serving attitudes affect everyone in an educational environment. Such attitudes can seriously negate the quality of learning both in and out of the classroom. Webster's 21st Century Dictionary (1992, p. 15) defines arrogance as, "proud and insolent; disrespectful." People who exhibit this problem focus on themselves and their motives. Thus, they are self-serving individuals. Arrogance has permeated American society. In the United States, arrogance is a part of the culture. Classic examples of arrogance have even been found by the actions of the last two presidents. Ryan and Boscia (2003) discussed how former President Bill Clinton used the Lewinski scandal for a "self-serving bias" (p. 123). Clinton's arrogance in this situation almost led to his downfall as President of the United States. Mackler (2002) listed arrogance as one of several character flaws that led to problems encountered by presidents Clinton and Nixon. President George W. Bush changed his justification for the Iraq War by being "pretty confident that America was going to discover a 'weapons of mass destruction program.' A program is different than actual weapons" (Moore, 2004, p. 63). This suggests a type of arrogance. Objective of the Study Building on a literature review, this empirical research asks business students about their perceptions of the levels of arrogance shown by faculty, administrators, and their peers at the institutions of higher education they attend. In addition, it compares their responses with their perceptions of the arrogance of other professional occupations, business and non-business related. The results and interpretation of the research follow. The article concludes with a section addressing implications and research extensions. Below are the four research questions (RQs) used to guide this investigation. RQ1: Do business college students believe that those working in academe are more arrogant than other professionals? RQ2: Do graduate business students differ from undergraduate business students based on their views of arrogance with respect to: a) educators, b) business professionals, and c) non-business professionals? RQ3: Do traditional business students differ from non-traditional business students based on their views of arrogance with respect to: a) educators, b) business professionals, and c) non-business professionals? RQ4: Are there demographic differences in how business college students perceive the arrogance of those working in academe based on: a) age, b) gender, c) ethnicity, d) geographic location, and e) school type? Relevant Literature Arrogance and Humility A review of arrogance in higher education revealed that very little has been written about this phenomenon. The academic literature concerning arrogance generally puts it on the opposite end of a spectrum with humility. Humility is generally seen as a desirable trait in people and arrogance as socially undesirable (Ben-Ze'ev, 1993; Wosinska, Dabul, Whetstone-Dion, & Cialdini, 1996). Arrogance is a sociological concept in that it is a trait that people perceive in others. …

Business Students' Perceptions of Arrogance in Academia

The growth of online education in U.S. business schools brings with it the role that course evaluations play in curricula improvements. This study reports business students' perceptions of course evaluations and their corresponding importance to the institution. The results revealed that students feel that administrators use course evaluations to make required course changes. This was tested with a single sample t-test with a test value of 3, which demonstrated that the mean was statistically significant at a p ********** The rapid growth of distance education is a rising tide in American higher education and is changing the landscape of how instruction is delivered in and out of the classroom. The Sloan Consortium reported that 3.18 million students took online courses in fall of 2005, a 35% increase over the previous year (Allen & Seaman, 2006, p. 5). These numbers are driving important questions and concerns for academics who seek to maintain the quality of instruction on-campus and online. What are the needs and expectations of non-traditional students who take courses online? What is the most effective mode of delivery to meet these expectations? Are there qualitative differences between on-campus and online academic experiences? Is there a student evaluation bias against online courses compared to face-to-face courses? The following is a review of related literature that speaks to these questions. It is not exhaustive, as the complete literature pertaining to adult non-traditional learners is vast and growing and there are additional questions to be researched. It is, however, a representation of concerns that academics have as they contemplate how to provide high quality instruction to on campus and online students. The origin of student evaluations of teaching can be traced back to the work of Purdue University psychologist Herman Returners. In the 1920s, he and his colleagues pioneered the use of rating scales for evaluating institutions (Coladarci & Kornfield, 2007). The value of evaluations to faculty, administration and students both in-class and online is clearly documented by considerable research and is not the subject of this study. Indeed, "researchers have conducted over 2,000 studies in student evaluations of teaching (SET) during the past seventy years" (Loveland, 2007, p. 1). The purpose of this study is to explore a largely neglected but extremely important aspect of student evaluations; namely, the perceptions of students regarding the value of course evaluations. Further, this study explores the differences in perceptions between traditional and non-traditional students regarding their experiences with online and in-class evaluations of faculty. There is little doubt that there are marked differences between traditional and non-traditional students. Non-traditional students report difficulty in integrating into student life and other campus activities (Graham & Donaldson, 1999; Rautopuro & Vaisanen, 2001). It is also reported that non-traditional students have a strong sense of commitment to the goal of obtaining a university degree (Bradley & Cleveland-Innes, 1992) and have greater academic facility than their younger counterparts (Cleveland-Innes, 1994; Rautopuro & Vaisanen, 2001). In addition, it has been suggested that non-traditional, adult students have slightly higher levels of academic and intellectual ability than younger students (Graham & Donaldson, 1999). Non-traditional students have been found to have certain expectations that distinguish them from traditional students and play a role in how they perceive their academic experiences and the quality of instruction they receive. …

Business Students' Perceptions of Course Evaluations

Executive Summary This paper will focus on the legal, labor, and employment implications of the Dukes v. Wal-Mart Stores, Inc. decision. We will also examine what opportunities Wal-Mart management has before it to reshape its employment policies such as more objective hiring practices along with making Wal-Mart senior management accountable for Affirmative Action goals. Introduction On February 6, 2007, the United States Court of Appeals for the Ninth Circuit upheld the district court's prior ruling to certify a class of female plaintiffs alleging that Wal-Mart discriminated against them on the basis of their gender in violation of Title VII of the Civil Rights Act of 1964 (Pregerson, 2007). Close observers of the Dukes v. Wal-Mart Stores, Inc.case understand that a monumental, and perhaps historic, event was taking place before their eyes. The purpose of this paper is to address the significance of this case with respect to the impact on women's productivity and labor issues in terms of career advancement and to provide management advice to Wal-Mart executives. First, one must consider the importance of class certification to the parties. A class action certification "is one of the most devastating employment-related events that can happen to an employer" (Haase & Sullivan, 2006, p. 153). As these researchers explain, the employer now faces potential liability, significant legal costs to defend the suit, and the need to counter evidence that would likely have been inadmissible if the plaintiffs had to proceed on an individual basis against the employer. Certification of the class action indicates the court has ruled that this suit may proceed as a class action allowing the six named plaintiffs to represent the entire class. The Dukes case is additionally significant as it is the largest discrimination class certification in federal court history, involving an estimated 1.6 million potential plaintiffs (Hart, 2007). The class consists of "[a]ll women employed at any Wal-Mart domestic retail store at any time since December 16, 1998, who have been or may be subjected to Wal-Mart's challenged pay and management track promotions policies and practices" (Pregerson, 2007, p. 1340). Wal-Mart is the nation's largest private employer and as such sets the culture within the retail industry, if not the entire employment arena (Hart, 2007). This researcher argues that because of Wal-Mart's involvement, this case has "transformative potential" (p. 356). The potential arises from the ability of the Dukes case to push boundaries and address the continuing pervasive issue of gender discrimination (Hart, 2007). One must also consider the legal impact of the case on future class action claims of discrimination. Some (Haase & Sullivan, 2006) argue that minimal legal impact has occurred from the Dukes decision. They base this conclusion on analytical reviews of court decisions regarding the certification of class actions against employers. Haase and Sullivan (2006) concluded that Dukes "has not marked a turning point in the legal treatment of subjective decisions in employment" (p. 155). As their analysis found, a majority of courts denied class certification prior to Dukes. (see Reid v. Lockheed Martin Aeronautics Co.; Abram v. United Parcel Service of America, Inc.) Following the Dukes decision, the breakdown in class certifications appears to remain the same with a majority of courts continuing to deny class action certification (Haase & Sullivan, 2006). While the legal trend or impact is a factor to consider, the important issue for businesses to take into account from the Dukes case is that no private employer has ever faced a class action of this size, and the public is engaging in a new dialogue regarding workplace discrimination. Regardless of the legal impact on future court decisions, Dukes serves as a reminder to employers of the risk and exposure involved when sued, the importance of reviewing their current employment policies and developing policies that limit subjectivity, and assessing how to reduce the risk of being sued (Haase & Sullivan, 2006). …

Margaret M. Britt

Papers

How to Better Engage Online Students with Online Strategies.

Analyzing Enterprise Security Using Social Networks and Structuration Theory

Business Students' Perceptions of Arrogance in Academia

Business Students' Perceptions of Course Evaluations

Wal-Mart and Women: Good Business Practice or Gamesmanship?