Showing papers in "The Journal of Education for Business in 2001"
TL;DR: This paper found that students who believed that cheating, or dishonest acts, are acceptable were more likely to engage in these dishonest behaviors in the classroom and also engaged in dishonest acts in the workplace, and suggested some techniques to discourage dishonesty in classroom.
Abstract: This article addresses academic integrity in both the classroom and the work environment. The authors distributed an in-class questionnaire to a sample of business students from 6 different campuses (N = 1,051). The study was an attempt to bridge the gap between findings related to academic dishonesty and those regarding dishonesty in the workplace. The authors found that students who believed that cheating, or dishonest acts, are acceptable were more likely to engage in these dishonest behaviors. Additionally, students who engaged in dishonest acts in college classes were more likely to engage in dishonest acts in the workplace. The authors suggest some techniques to discourage dishonesty in the classroom.
459 citations
TL;DR: A significant positive relationship between OCB and two measures of academic performance is found and suggests a need for business educators to encourage students who do not engage in these critical behaviors to do so and hone the OCB skills of students currently practicing them.
Abstract: Management researchers have linked organizational citizenship behavior (OCB) to individual success in organizational settings. Unfortunately, the OCB concept has largely been ignored in business education. In this study, some undergraduate students indicated that they did practice OCB, but a considerable number did not. Our study found a significant positive relationship between OCB and two measures of academic performance. These findings suggest a need for business educators to (a) encourage students who do not engage in these critical behaviors to do so and (b) hone the OCB skills of students currently practicing them. We discuss implications for business educators, and offer suggestions for introducing OCB into the classroom.
128 citations
TL;DR: In this article, the authors examined the relationship between personal value profiles (a combination of value decisions) and ethical decision making and found that value profiles do play a role in the likelihood of a person's making an unethical business decision.
Abstract: Most previous research studies regarding values have taken one value at a time when investigating the influence of values on ethical business decisionmaking. In the current study, we examined the relationship between personal value profiles (a combination of value decisions) and ethical decisionmaking. Our results showed that value profiles do play a role in the likelihood of a person's making an unethical business decision. Our study findings, implications, and suggestions for future research are also presented.
81 citations
TL;DR: Results showed that, compared with the traditional lecture format, the active-learning technique encouraged students to become more involved with the course content through application of theory to real-life situations and gained a better understanding of statistics.
Abstract: In this study, the author examined the effect of a semester-long, active-learning project on student learning in a business statistics course. The author investigated whether students who engaged in this project performed better on project-related examinations than did students who did not participate in the project. Results showed that, compared with the traditional lecture format, the active-learning technique encouraged students to become more involved with the course content through application of theory to real-life situations. Thus, the active-learning students gained a better understanding of statistics than did the students in the traditional class.
72 citations
TL;DR: A study of student perceptions in four undergraduate business classrooms indicates that dimensions of creativity training, such as providing time and rewards for creativity, stimulating risk taking, diversity of thinking, cooperation, and questioning of assumptions, can be effctively integrated into business education.
Abstract: This article explores the value of exposing students to creative classroom environments in business education to prepare them for creative workplaces. A study of student perceptions in four undergraduate business classrooms indicates that dimensions of creativity training, such as providing time and rewards for creativity, stimulating risk taking, diversity of thinking, cooperation, and questioning of assumptions, can be effctively integrated into business education.
72 citations
TL;DR: This study investigates the impacts of several precedent variables on the academic performance in an accredited MBA program, and results showed that undergraduate grade point average and scores on the Graduate Management Admissions Test had significant impacts.
Abstract: The master's of business administration (MBA) program is one of the most popular approaches to management education. This study investigates the impacts of several precedent variables on the academic performance in an accredited MBA program. A prediction model was developed with multiple regression, and results showed that undergraduate grade point average and scores on the Graduate Management Admissions Test had significant impacts. Implications for management education are discussed.
71 citations
TL;DR: In this article, the authors explore how academic preparation efforts during the past two decades have not effectively addressed the challenge of preparing students to manage on a global level and present a review of the current situation and suggestions for structural change.
Abstract: The postwar era has witnessed a fundamental reshaping of how and who conducts world trade. Companies, and by extension countries, that succeed will be those who can evolve as quickly as the economic landscape. American colleges and universities have traditionally been the training ground for businesses seeking global managers. Their ability to produce graduates for this new marketplace may depend on structural realignment among themselves, accrediting agencies, business, and government. In this article, I explore how academic preparation efforts during the past 2 decades have not effectively addressed the challenge of preparing students to manage on a global level. I present a review of the current situation and suggestions for structural change.
69 citations
TL;DR: This article found that accounting majors in two AACSB-accredited business programs were found to have significantly lower overall levels of communication apprehension than their non-accounting-major counterparts, and further analysis indicated that, though accounting majors' apprehension level was lower in the area of public speaking, their group reticence was significantly higher compared with students not majoring in accounting.
Abstract: The accounting profession and college accrediting bodies have placed major emphasis on the development of communications skills. Prior research has indicated that accounting students have a higher level of communication apprehension than students in other majors. In this study, accounting majors in two AACSB-accredited business programs were found to have significantly lower overall levels of communication apprehension than their non-accounting-major counterparts. However, further analysis indicated that, though accounting majors' apprehension level was lower in the area of public speaking, their group reticence was significantly higher compared with students not majoring in accounting.
61 citations
TL;DR: The results show a statistically significant inverse relationship between the weight given SEs and the emphasis placed on teaching and the weight assigned to SEs.
Abstract: The AACSB, AECC, AAHE and other institutions have recently suggested that colleges and universities reassess their commitment to teaching. Reliance on student evaluations (SEs) of faculty teaching has been criticized in the literature because many SEs include items that students cannot properly assess and exclude demographic and contextual questions that are known sources of response bias. This study surveyed administrators of accounting programs from a cross-section of schools and programs to determine whether there is an association between the weight given teaching and the weight assigned to SEs. The results show a statistically significant inverse relationship between the weight given SEs and the emphasis placed on teaching.
55 citations
TL;DR: In this paper, the authors collected survey data from US and Taiwanese students concerning their expectations of both students' and teachers' obligations in the classroom and found differences between the two cultures.
Abstract: Little is known about students' expectations of classroom practices, much less any cross-cultural differences in those expectations This study gathered survey data from US and Taiwanese students concerning their expectations of both students' and teachers' obligations in the classroom The results showed differences between the two cultures We discuss our findings as they relate to how to improve learning in the multicultural classroom through a better understanding of cross-cultural differences in classroom expectations
50 citations
Journal Article•
TL;DR: In this paper, the authors examined two methods of measuring student learning outcomes (GPA and performance on a standardized test) and found that clear differences were found between the two outcome measures, underscoring the need for a multifaceted approach to assessing learning outcomes, especially at the program level.
Abstract: In this study, the authors examinied two methods of measuring student learning outcomes—GPA and performance on a standardized test (Major Field Test in Business). Clear differences were found between the two outcome measures, underscoring the need for a multifaceted approach to assessing learning outcomes, especially at the program level. Though the GPA had strong internal validity and reflected student performance in the context of the curricular and pedagogical priorities of an institution, standardized test scores provided greater external validity and allowed institutions to quickly establish a baseline and benchmark against national norms.
TL;DR: In this article, the authors investigated the status of distance education at 68 higher education institutions and found that the programs were still primarily asynchronous in their course delivery and needed more staffing and technical support and that program coordinators were experimenting with alternative forms of evaluation.
Abstract: In this study, the authors sought to investigate the status of distance education (DE) at 68 higher education institutions. Through a survey of DE program directors, the authors gathered information on size, target audience, media used, evaluation methods, student characteristics, student and faculty perceptions, and administrative support. Results reveal that the programs were still primarily asynchronous in their course delivery and needed more staffing and technical support and that program coordinators were experimenting with alternative forms of evaluation.
TL;DR: In this paper, the authors describe how faculty participation in a short-term study-abroad program contributed to faculty members' international professional development and teaching effectiveness, and demonstrate how this international experience ultimately contributes to academic improvement.
Abstract: In this article, the authors describe how faculty participation in a short-term study-abroad program contributed to faculty members' international professional development and teaching effectiveness. The academic program and development experience described occurred within the context of a graduate economics course that was developed in Japan and conducted on several occasions. The faculty who participated in this program assumed the role of student, not program leader, instructor, or coordinator. In this juxtapositional role, numerous experiential benefits, skills, and knowledge were acquired that otherwise would not have been possible. The intent of this article was to identify specific areas in which international professional development takes place and demonstrate how this international experience ultimately contributes to academic improvement.
TL;DR: Instructional and administrative issues and multiple methods of assessing the Integrated Business Course's effectiveness are described.
Abstract: This article reports on an Integrated Business Course (IBC) at the College of Business Administration. The IBC's goal is to provide business students with an understanding of the integrated nature of organizational functions; it uses student teams for project management. Using a semester-long case representing typical issues facing a family-owned firm in today's auto replacement parts industry, we created incidents that required individual and project team activities—strategic decisionmaking, implementation challenges, and operational issues. Students were assigned to one cross-functional project team for the semester and to roles that changed for each incident. Our article describes instructional and administrative issues and multiple methods of assessing the IBC's effectiveness.
TL;DR: Comparisons between 2 types of business statistics classes at Virginia Commonwealth University showed that both classes felt comfortable with their corresponding approaches and performed similarly on a common final exam.
Abstract: In this study, the author administered a 19-question survey instrument to students in 2 types of business statistics classes at Virginia Commonwealth University. In the 1st class, a traditional 1, students used pocket calculators during exams and had access to tables in a textbook. In the other class, a technology class, each student had a computer and used the Minitab statistical software for calculations. The author compared the 2 classes to investigate differences in attitude toward technology learning and learning enhancement. Results showed that both classes felt comfortable with their corresponding approaches and performed similarly on a common final exam.
TL;DR: In this paper, the authors used a logit model to test the likelihood of success in the exam as a function of factors such as undergraduate grade point average (GPA), credit hours, high school GPA and high school class size.
Abstract: In this study, the authors surveyed Indiana certified public accountant (CPA) candidates to investigate factors that may determine the likelihood of passing the Uniform CPA Exam. The authors used a logit model to test the likelihood of success in the exam as a function of factors such as undergraduate grade point average (GPA), credit hours, high school GPA, high school class size, age, high school rank, educational level, type of preparation, nature of experience, gender, and race. By and large, a full model and the models resulting from forward and backward stepwise selection indicated that undergraduate GPA, age, private accounting experience, and gender are significant determinants in success in the CPA exam.
TL;DR: The authors used a sample of 221 undergraduate students enrolled in human resource management courses taught in a business school to check for sex and race/ethnicity effects in peer ratings of classroom presentations and found no consistent tendency by students to favor student presenters from their own groups.
Abstract: Using a sample of 221 undergraduate students enrolled in human resource management courses taught in a business school, this study checked for sex and race/ethnicity effects in peer ratings of classroom presentations. Student age and student presenter frequency of participation in the classroom were the control variables. Our primary goal was to find out whether peer ratings were susceptible to the same-group preference bias. Results showed no consistent tendency by students to favor student presenters from their own groups. Frequency of participation by presenters in classroom discussions turned out to be a better predictor of student ratings of presentations by peers than any of the other factors studied.
TL;DR: The authors performed a critical-incidence study of marketing students at three universities and identified unsatisfactory classroom experiences and corresponding behavioral outcomes, and three major types of incidents emerged, consistent with previous service encounter classification scheme research.
Abstract: To identify unsatisfactory classroom experiences and corresponding behavioral outcomes, we performed a critical-incidence study of marketing students at three universities. Three major types of incidents emerged, consistent with previous service encounter classification scheme research. Additionally, repatronage intentions and word-of-mouth communications were captured and aligned with specific types of critical service encounters. We discuss the findings and suggest directions for future research.
TL;DR: This article surveyed a sample of students and faculty on their perceptions of the readability of, and emotion imparted by, 10 typefaces and found a lack of consensus regarding the overall easiest-to-read, most-difficult-to read, and favorite typeface.
Abstract: Does typeface affect readability and a reader's mood or emotion? In this study, I surveyed a sample of students and faculty on their perceptions of the readability of, and emotion imparted by, 10 typefaces. I found that the majority of subjects agreed on the readability factor of 10 typefaces. My expectation that the majority of subjects would agree on the best-fit mood or emotion created by each of the typefaces was confirmed for four of the typefaces and refuted for six. Finally, I found a lack of consensus regarding the (a) overall easiest-to-read, (b) most-difficult-to-read, and (c) favorite typeface.
TL;DR: The authors explored the impact of race and Hispanic ethnicity on the business major and found that Asians and non-Hispanic Blacks are less likely and Hispanics more likely to major in business than non- Hispanic Whites are when other characteristics are held constant.
Abstract: This article explores the impact of race and Hispanic ethnicity on the business major Results of a survey show that, when other characteristics are held constant, Asians and non-Hispanic Blacks are less likely and Hispanics more likely to major in business than non-Hispanic Whites are If, for each demographic group, the high school graduation rate, the percentage of high school graduates attending 4-year institutions, and the percentage of students majoring in business remain constant, an increase in the number of business majors can be expected However, if Hispanics and non-Hispanic Blacks make socioeconomic advances, the number of business majors is likely to increase to a lesser degree and may even decrease
TL;DR: This article examined the similarities and differences in the attitudes of business majors and non-business majors toward business, consumerism, and government in Saudi Arabia and found that business majors were more favorably predisposed toward a number of business aspects and consumerism than were people who had not majaored in business.
Abstract: This study examined the similarities and differences in the attitudes of business majors and nonbusiness majors toward business, consumerism, and government in Saudi Arabia. Drawing on the unique culture of Saudi Arabia and the potential influence of business education, we developed three hypotheses. An examination of a sample of 134 respondents revealed that business majors were more favorably predisposed toward a number of business aspects and consumerism than were people who had not majaored in business. Also, both groups were equally and positively inclined toward consumer-related government regulations and price controls.
TL;DR: In this paper, the authors assessed the impact of 1 distance education technology, interactive television (ITV), on faculty perceptions and found that experienced ITV faculty members and female faculty members held generally positive perceptions of ITV and that business faculty members were less positive than their nonbusiness colleagues.
Abstract: As competing distance education technologies emerge, it is important for universities to assess their instructional delivery systems to determine their impact on both students and faculty. In this study, the authors assessed the impact of 1 distance education technology, interactive television (ITV), on faculty perceptions. The authors asked faculty members for information on their attitudes toward faculty preparation and performance, student preparation and performance, classroom participation and interaction, and delivery and instruction issues. Results showed that experienced ITV faculty members and female faculty members held generally positive perceptions of ITV and that business faculty members were less positive than their nonbusiness colleagues.
TL;DR: In this paper, the authors examine barriers that business schools must overcome to produce the needed cross-pollinated employees and make suggestions for business schools attempting to create timely and cross-functional business programs.
Abstract: As e-commerce increasingly predominates business transactions, Internet-based technologies are becoming pervasive and increasingly customer facing. As a result, integration between IT and business-strategic functions is increasing. This new cross-functional economy requires Renaissance managers and employees who understand this convergence. In this article, the authors examine barriers that business schools must overcome to produce the needed cross-pollinated employees. Suggestions for business schools attempting to create timely and cross-functional business programs are also provided. Business schools should focus on knowledge development and cross-functional integration and largely cede skill-based training to alternative or ancillary venues. As well, they should integrate e-commerce and technology issues throughout the curriculum.
TL;DR: In this paper, the authors examined 77 e-business programs at AACSB-affiliated business colleges and found four basic types: the master of science (MS), bachelor of science(BS), and nondegree certificate (NDC) in e-Business, and the master in business administration (MBA) with a specialization or concentration in E-business.
Abstract: Business schools throughout the United States and abroad have responded to the explosion in electronic business (e-business) by offering programs in e-business. In this study, we examined 77 e-business programs at AACSB-affiliated business colleges and found four basic types: the master of science (MS), bachelor of science (BS), and nondegree certificate (NDC) in e-business, and the master in business administration (MBA) with a specialization or concentration in e-business. MBA programs were the most numerous. The most commonly offered e-business courses were E-Business Marketing in the MBA, MS, and NDC programs, and Introduction to E-Business in the BS programs. In this article, we provide further information on the e-business programs examined.
TL;DR: This article briefly describes the thinking process tools of the theory of constraints and applies them to a popular introductory strategy case to illustrate how they can be used to teach strategy formulation.
Abstract: The strategic planning process is arguably one of the most important topics taught in a management class. Moreover, the subtopic of strategy formulation is both the most pivotal and the most difficult to teach. As many theorists argue, strategy formulation is the “black box” of strategic planning. One approach for both clarifying and teaching strategy formulation uses the thinking process tools of the theory of constraints. In this article, we briefly describe these thinking process tools and apply them to a popular introductory strategy case to illustrate how they can be used to teach strategy formulation. Implications of the thinking process for other strategic management issues are also discussed.
TL;DR: Learning was found to be related to students' preferences for pedagogical method—that is, exam grades were higher when students' preferred methods were used in the classroom.
Abstract: The comparative effectiveness of three pedagogical techniques (use of a chalkboard, use of an overhead projector, and use of computer-projected software) was examined. The study involved students in three financial accounting principles classes at one university. Each student was exposed to each method for one third of the semester, and all completed daily quizzes plus midterm and final exams. The results of the study provide no evidence of overall differences in student learning among the three methods. Learning, however, was found to be related to students' preferences for pedagogical method—that is, exam grades were higher when students' preferred methods were used in the classroom.
TL;DR: This article found that participants perceived themselves as less likely to engage in unethical behavior than the average person across all scenarios, but this difference was moderated by risk, and as risk increased, group differences of SEB diminished.
Abstract: Students' perceptions of their own and other students' ethics were compared. Eighty-seven business majors (43 in accounting and 44 in marketing) returned responses to a questionnaire asking for their perceptions of the likelihood that they and others would engage in unethical behavior, given varying probabilities of their being caught and penalized. Respondents perceived themselves as less likely to engage in unethical behavior than the average person across all scenarios. Results indicated significantly higher levels of self-enhancement bias (SEB) for marketing majors; this difference was moderated by risk. As risk increased, group differences of SEB diminished. These results suggest that SEB may serve as an indicator of engagement in unethical behavior.
TL;DR: This paper employed a content analysis of course syllabi and a survey on the importance of topics covered (n = 36) to compare the core IT course at AACSB-accredited schools.
Abstract: Business school deans have identified the lack of consistency in the core information technology (IT) course as a critical issue. In this integrative study, we employed a content analysis of course syllabi (n = 84) and a survey on the importance of topics covered (n = 36) to compare the core IT course at AACSB-accredited schools. Results may be useful as a benchmarking tool for individuals who teach IT courses and for those responsible for IT curricula or involved in AACSB accreditation efforts.
TL;DR: In this paper, the authors discuss the experience of implementing a course designed to develop and hone those skills, the faculty and student reaction to it, and the lessons learned, and provide a perspective for other educators who may be considering the addition of a skills development course to their curriculum.
Abstract: The business community and educators have expressed concern about the deficiencies in students' skills, in particular communication, teamwork, thinking, and problem-solving skills. This article discusses the experience of implementing a course designed to develop and hone those skills, the faculty and student reaction to it, and the lessons learned. The article will provide a perspective for other educators who may be considering the addition of a skills development course to their curriculum.