Showing papers in "The Journal of Education for Business in 2014"
TL;DR: In this article, the authors discuss the application of the flipped classroom model to the redesign of an introduction to management course at a highly diverse, urban, Association to Advance Collegiate Schools of Business-accredited U.S. university.
Abstract: The authors discuss the application of the flipped classroom model to the redesign of an introduction to management course at a highly diverse, urban, Association to Advance Collegiate Schools of Business–accredited U.S. university. The author assessed the impact of a flipped classroom versus a lecture class on grades. Compared to the prior lecture class taught by the same instructor using the same text and tests, results indicate that grades on all three exams were higher, and grades on two of three exams were significantly higher.
126 citations
TL;DR: In this article, the authors suggest three major theoretical frameworks (zero-sum, developmental, and threshold) to explain the impact of extracurricular activities participation on students' academic performance.
Abstract: Extracurricular activities (ECA) have become an important component of students’ school life and many schools have invested significant resources on extracurricular activities. The authors suggest three major theoretical frameworks (zero-sum, developmental, and threshold) to explain the impact of ECA participation on students’ academic performance. The authors urge researchers to conduct future research on the impact of ECA participation so as to extend the stream of research in the accounting education literature on determinants of students’ academic performance.
52 citations
TL;DR: In this paper, an online peer assessment system and team improvement process was developed for this test case based on three design criteria: efficient administration of the assessment, promotion of quality feedback, and fostering effective team processes.
Abstract: Groups are frequently used in courses, but there is substantial evidence that insufficient attention is paid to creating conditions for successful teamwork. One key condition is high-quality, individual, and team-level feedback. An online peer assessment system and team improvement process was developed for this test case based on three design criteria: efficient administration of the assessment, promotion of quality feedback, and fostering effective team processes. Sample data from 13 teams were collected to propose a means of testing the system against these criteria.
43 citations
TL;DR: In this article, Johansen argues that we are in the midst of accelerating disruptive change and as a result, there is an opportunity to learn new leadership skills for an uncertain world.
Abstract: In Leaders Make the Future: Ten New Leadership Skills for an Uncertain World, Bob Johansen argues that we are in the midst of accelerating disruptive change. As a result, there is an opportunity to...
42 citations
TL;DR: An in-class simulation is designed as an intervention to move students toward deep learning and away from surface learning and is an effective tool in building student confidence, creating a more positive attitude toward accounting, and sustaining a deeper understanding of accounting principles.
Abstract: As students often find the first accounting class to be abstract and difficult to understand, the authors designed an in-class simulation as an intervention to move students toward deep learning and away from surface learning. The simulation consists of buying and selling merchandise and accounting for transactions. The simulation is an effective tool in building student confidence, creating a more positive attitude toward accounting, and sustaining a deeper understanding of accounting principles.
39 citations
TL;DR: This paper found that students did not consider posts and photo tags by friends to be important to employers, nor did they consider grammar and spelling as important information, in contrast to what recent research indicates employers consider important.
Abstract: Hiring professionals are increasingly using social media sites as screening tools. The primary purpose of this study was to determine what students thought employers considered important information when researching profiles. A survey was given to students enrolled in College of Business classes at a university in the Southeast. Students were cognizant that employers consider posts about drugs, alcohol, sex, profanity, and negative comments. Students did not consider posts and photo tags by friends to be important to employers, nor did they consider grammar and spelling to be important. This is in stark contrast to what recent research indicates employers consider important.
35 citations
TL;DR: In this article, the authors examined the written business plans of 380 students who completed courses in entrepreneurship and small business management over an 11-year period and found that 58% chose a traditional, focused differentiation approach.
Abstract: The author examined the written business plans of 380 students who completed courses in entrepreneurship and small business management over an 11-year period. An analysis categorized the plans into five generic competitive strategy types, and the results found that 58% chose a traditional, focused differentiation approach. A large portion (28%) used broad differentiation and a small number chose other generic strategies. When considering related literature on high failure rates of small businesses, the findings of this study suggest that potential entrepreneurs should be more informed about alternatives and consider combination strategies or flexible innovative approaches in new business endeavors.
34 citations
TL;DR: This paper found that students in the quantitative business disciplines of accounting, finance, economics, and information systems outperformed other business majors in some categories of creative thinking, and specific recommendations are presented to include training in a greater variety of dimensions of creativity thinking in the business curriculum.
Abstract: As calls for enhancing the ability of business students to think creatively and develop innovative goods and services have become universal, researchers in the area of creativity have expressed concerns that the U.S. educational system may not foster creative thinking. The authors’ research is based on a sample of 442 undergraduate business students enrolled in marketing classes at two different universities. Students’ creativity was assessed using a creativity scale that measured ways of thinking in six different areas. The authors compared creativity scores of different business majors in each of these six dimensions and found that contrary to earlier research findings, students in the quantitative business disciplines of accounting, finance, economics, and information systems outperformed other business majors in some categories of creative thinking. Specific recommendations are presented to include training in a greater variety of dimensions of creative thinking in the business curriculum.
34 citations
TL;DR: The results indicate that neither study efforts nor course performance was influenced by the testing procedure, however, the authors did find a strong positive relationship between students’ effort and their performance in the course.
Abstract: The authors examined students’ effort and performance using online versus traditional classroom testing procedures. The instructor and instructional methodology were the same in different sections of an introductory finance class. Only the procedure in which students were tested—online versus in the classroom—differed. The authors measured student effort by tracking the number of times students accessed study resources that had been placed on the university Blackboard course management system, and performance as grades on tests given either online for some students or in the classroom for other students. The results indicate that neither study efforts nor course performance was influenced by the testing procedure. However, the authors did find a strong positive relationship between students’ effort and their performance in the course.
33 citations
TL;DR: In this paper, the authors examined data collected across 5 years from 2,664 students enrolled in a multidisciplinary entrepreneurship course offered at a major university in the United States and highlighted why demographic characteristics, career intentions, and what is termed entrepreneurial maturity should be taken into consideration in course and program development.
Abstract: Entrepreneurship is among the fastest growing curricular areas at universities. The rationale for delivering entrepreneurship education to students is well understood; however, minimal research has examined the characteristics, motivations, and attitudes of those choosing to enroll. The authors examine data collected across 5 years from 2,664 students enrolled in a multidisciplinary entrepreneurship course offered at a major university in the United States. It highlights why demographic characteristics, career intentions, and what is termed entrepreneurial maturity should be taken into consideration in course and program development. The study provides valuable baseline data that can inform entrepreneurship education research, pedagogy, and assessment.
33 citations
TL;DR: In this paper, the authors suggest using a balanced scorecard (BSC) approach to evaluate information technology (IT) resources in higher education institutions, based on the performance criteria of the Malcolm Baldrige National Quality Award in Education.
Abstract: The authors suggest using a balanced scorecard (BSC) approach to evaluate information technology (IT) resources in higher education institutions. The BSC approach illustrated is based on the performance criteria of the Malcolm Baldrige National Quality Award in Education. This article suggests areas of potential impact of IT on BSC measures in each of the Baldrige Results Categories of the performance criteria. Many of the identified areas of measurement and expected improvement are unique to educational institutions. The multiple-faceted evaluation approach should provide improved assessment of an institution's IT resources and offer a broadened perspective of IT usage in the academic setting.
TL;DR: In this paper, the authors contribute growing evidence that team charters contribute positively to performance by empirically testing their effects on key team process outcomes, including communication, effort, mutual support, cohesion, and member satisfaction.
Abstract: The authors contribute to growing evidence that team charters contribute positively to performance by empirically testing their effects on key team process outcomes. Using a sample of business students in a team-based task requiring significant cooperative and coordinative behavior, the authors compare emergent team norms under a variety of team charter intervention conditions. They find support for the assertion that the introduction of team charters does in fact manifest improved process outcomes, including communication, effort, mutual support, cohesion, and member satisfaction.
TL;DR: Argument mapping techniques were used in conjunction with business and nonbusiness case studies to build the critical thinking skills of a group of master of business administration students to demonstrate improved critical thinking ability.
Abstract: Complex business problems require enhanced critical thinking skills. In a dedicated, in-person critical thinking class, argument mapping techniques were used in conjunction with business and nonbusiness case studies to build the critical thinking skills of a group of master of business administration students. Results demonstrated that the critical thinking ability of the student sample improved significantly. The use of argument mapping techniques may be a useful tool to assist practitioners in business settings with complex decision making.
TL;DR: In this article, the authors utilized a quasiexperimental design across sections of managerial communication and management information systems classes (N = 212) to test the impact of compulsory attendance policies on student absenteeism and performance.
Abstract: The authors utilized a quasiexperimental design across sections of managerial communication and management information systems classes (N = 212) to test the impact of compulsory attendance policies on student absenteeism and performance. Students in the compulsory attendance policy condition received an attendance policy that punished excessive absenteeism. Students in the other condition received a policy that told students they were expected to attend but offered neither reward nor punishment. Results suggest that the compulsory policy reduced absenteeism. The policy's effect on performance depended on the student's level of prior academic achievement. The authors discuss the findings.
TL;DR: In this article, the authors show that the use of the Major Field Test in Business for assurance of learning purposes is ill advised, since it provides no direct evidence of student learning and it offers no useful comparative analyses to other business students or institutions.
Abstract: Colleges and universities are being asked by numerous sources to provide assurance of learning assessments of their students and programs. Colleges of business have responded by using a plethora of assessment tools, including the Major Field Test in Business. In this article, the authors show that the use of the Major Field Test in Business for assurance of learning purposes is ill advised. First, it provides no direct evidence of student learning. Second, it offers no useful comparative analyses to other business students or institutions. Consequently, it provides no guidance for curriculum or program changes to achieve better learning outcomes. Thus, use of the Major Field Test in Business offers only a pretend solution to the problem of assurance of learning assessment.
TL;DR: The authors used a DEA approach to estimate relative efficiencies based on starting salaries and recruiter surveys, identifying some schools as overachievers relative to their Bloomberg Businessweek rankings, highlighting the ability of some public institutions facing high student-faculty ratios to turn out well-regarded graduates with high starting salaries.
Abstract: Bloomberg Businessweek ranks U.S. undergraduate business programs annually. These rankings provide a convenient overall measure of quality, which is important in today's environment of concern about higher education costs and employment after graduation. Data envelopment analysis (DEA) has advantages over previous regression approaches in characterizing value added. The authors use a DEA approach to estimate relative efficiencies based on starting salaries and recruiter surveys, identifying some schools as overachievers relative to their Bloomberg Businessweek rankings. In particular, DEA-based reranking highlights the ability of some public institutions facing high student–faculty ratios to turn out well-regarded graduates with high starting salaries.
TL;DR: In this article, the authors examine possible negative consequences in meeting faculty qualification requirements in institutions with a teaching mission, while using institutionalism and critical theory as a theoretical base for evaluating accreditation, W. E. Deming's philosophy has not.
Abstract: The AACSB accreditation process reflects basic quality principles, providing standards and a process for feedback for continuous improvement. However, implementation can lead to unintended negative consequences. The literature shows that while institutionalism and critical theory have been used as a theoretical base for evaluating accreditation, W. E. Deming's philosophy has not. This article fills that void by examining possible negative consequences in meeting faculty qualification requirements in institutions with a teaching mission.
TL;DR: The results suggest that for international applicants in master of accountancy programs, the TOEFL test is the only one that yields statistically significant incremental information content about academic success.
Abstract: The authors investigate the information content of two commonly used admission tests, namely the Graduate Management Admission Test and the Test of English as a Foreign Language (TOEFL). The analysis extends prior research by investigating the incremental information content of individual components from one admission test conditional on the information contained in the other admission test and undergraduate grade point average. The results suggest that for international applicants in master of accountancy programs, the TOEFL test is the only one that yields statistically significant incremental information content about academic success. If admissions officers were to eliminate one of the tests, it should not be the TOEFL.
TL;DR: The authors provide a review of the literature on the state of ethics education in business curricula, as well as a detailed justification and rationale for incorporating ethical concepts as a core course in business school programs.
Abstract: Many academicians are asking the following question: “Are we ill-preparing our business students if we fail to offer future business professionals the opportunity to engage in a greater understanding of the ethical decision making process?” The authors provide a current review of the literature on the state of ethics education in business curricula, as well as a detailed justification and rationale for incorporating ethical concepts as a core course in business school programs. They conclude with a wealth of resources, approaches, and instructional strategies to help develop a culture of integrity, inclusive of simulations, articles, cases, role-playing, and presentations.
TL;DR: In this paper, the role that environmental factors and students' affective responses play in contributing to overall student satisfaction in higher education has been investigated and implications for higher education are provided.
Abstract: Education shares many similarities with service delivery in the business sector. The student often experiences the total service within the classroom. Marketers in retail stores and the hotel and hospitality industry have long acknowledged the ability of the physical environment to influence behaviors and therefore make concerted efforts to create environments that generate emotional responses from consumers. This research considers the role that environmental factors and students’ affective responses play in contributing to overall student satisfaction. Implications for higher education are provided.
TL;DR: An assignment that builds on the use of lecture, tests, and games represented in different levels in the taxonomy by giving students the opportunity to develop, revise, and create videos illustrating lean terms enables students to understand these terms better, which will help them when they are in the gemba, or workplace, solving real problems.
Abstract: Developing exercises that lead students to use higher order thinking skills is a challenge for faculty in any discipline. An excellent way to approach this problem is to use the Revised Bloom's Taxonomy as a guide. In the taxonomy, the highest level of learning is to create. The author describes an assignment that builds on the use of lecture, tests, and games represented in different levels in the taxonomy by giving students the opportunity to develop, revise, and create videos illustrating lean terms. This enables students to understand these terms better, which will help them when they are in the gemba, or workplace, solving real problems.
TL;DR: In 2003, accreditation standards were revised to require coverage of management science (MS) after previously removing it in 1991 as discussed by the authors, and increasing awareness of the value of business analytics stimulated a renewed interest in MS. To examine its present status in undergraduate core business curricula, the authors conducted two studies to review quantitative course requirements at top-ranked schools and survey MS course content.
Abstract: In 2003, accreditation standards were revised to require coverage of management science (MS) after previously removing it in 1991. Meanwhile, increasing awareness of the value of business analytics stimulated a renewed interest in MS. To examine its present status in undergraduate core business curricula, the authors conducted two studies to review quantitative course requirements at top-ranked schools and to survey MS course content. The results indicate limited visibility of MS as a discipline and significant variation in MS topic coverage across institutions. These findings raise serious concerns about the ability of business schools to produce future graduates with the skills needed to support industry adoption of advanced analytics.
TL;DR: Study findings reveal that a greater use of online resources can fully offset the effects of gender and partially offset theeffects of GPA on the grades that students earn in a blended course combining face-to-face and online components.
Abstract: The author explores the extent to which online learning resources help level the playing field through mediating the effects of grade point average (GPA) and gender in determining course grades. Study findings reveal that a greater use of online resources can fully offset the effects of gender and partially offset the effects of GPA on the grades that students earn in a blended course combining face-to-face and online components. Implications for future research and practice in fully online and blended course contexts are outlined.
TL;DR: It is concluded that virtual instructor support is equally as effective as in-person support, allowing both the instructor and student more flexibility in how their time is spent.
Abstract: The authors examine the use of technology to support students in their learning of practical accounting software applications while taking a traditional on-campus class. Specifically, they look at how Jing and Skype are used to facilitate successful completion of a series of simulations using Netsuite (NetSuite, Inc., San Mateo, CA) accounting software. The authors find that students using the technology support tools experienced higher levels of perceived satisfaction than those who did not, while earning equivalent grades. They conclude that virtual instructor support is equally as effective as in-person support, allowing both the instructor and student more flexibility in how their time is spent.
TL;DR: The results indicate that faculty can be energized to become actively engaged in the assurance of learning (AOL) process, particularly when they believe that AOL results are useful and help students prepare for future business challenges as mentioned in this paper.
Abstract: Although this article provides further evidence of serious impediments to faculty ownership of assurance of learning, including inadequate and misaligned resources, the results indicate that faculty can be energized to become actively engaged in the assurance of learning (AOL) process, particularly when they believe that AOL results are useful and help students prepare for future business challenges The authors suggest strategies for building a more engaged faculty as well as highlighting ongoing challenges in that process
TL;DR: Results indicated that implementation of the online learning system improved student test performance compared with control test questions and with test performance during a prior semester before system implementation.
Abstract: Colleges and universities, particularly public institutions, are facing higher enrollments and declining resources from state and federal governments. In this resource-constrained environment, faculty are seeking more efficient and effective teaching strategies to improve student learning and test performance. The authors assessed an online learning system's effectiveness for improving student test performance in a face-to-face learning environment. Results indicated that implementation of the online learning system improved student test performance compared with control test questions and with test performance during a prior semester before system implementation. Implications and limitations are discussed.
TL;DR: The results found significant differences in both the online teaching mode for exam 3 and age groups for the mean of the three exams.
Abstract: The purpose of this study was to compare the performance of three teaching modes and age groups of business statistics sections in terms of course exam scores. The research questions were formulated to determine the performance of the students within each teaching mode, to compare each mode in terms of exam scores, and to compare exam scores by age group. The research hypotheses predicted there would be a difference between the three teaching modes and age groups. The results found significant differences in both the online teaching mode for exam 3 and age groups for the mean of the three exams.
TL;DR: The authors examined the effects of shared information and group discussion on ethical judgment when no structure is imposed on the discussion to encourage ethical considerations, and found that discussion group subjects were significantly less critical of profit-driven business behaviors than a control group, and were also more critical of self-interest-driven behaviors when those behaviors did not appear to adversely affect profits.
Abstract: The authors examine the effects of shared information and group discussion on ethical judgment when no structure is imposed on the discussion to encourage ethical considerations. Discussants were asked to identify arguments for and against a variety of business behaviors with ethical implications. A group moderator solicited and recorded arguments for and against the behaviors but provided no evaluation of the arguments presented or the behaviors described. Discussion group subjects were significantly less critical of profit-driven business behaviors than a control group, and were also less critical of self-interest-driven behaviors when those behaviors did not appear to adversely affect profits.
TL;DR: The authors look at how business instructor needs are fulfilled by classroom management software (CMS) and why instructors are sometimes slow to implement it, and suggest that ease of use and usefulness of CMS are related to attitudes toward it, but that confusion in its use is not.
Abstract: The authors look at how business instructor needs are fulfilled by classroom management software (CMS), such as Moodle, and why instructors are sometimes slow to implement it. Instructors at different universities provided both qualitative and quantitative responses regarding their use of CMS. The results indicate that the top needs fulfilled by CMS are distribution of materials and communication with students. They also suggest that ease of use and usefulness of CMS are related to attitudes toward it, but that confusion in its use is not. Lastly, lack of clarity and time were the primary concerns of those who had not yet adopted CMS. Implications are discussed.
TL;DR: This web implementation incorporates several useful features such as a very large number of audio and video segments that have been used to teach difficult concepts like sampling and data analysis techniques.
Abstract: The authors intend to describe the experience of developing and teaching an online marketing research class for master of business administration students. The class has been taught for four fall semesters. Each time, the class also completed an online survey, analyzed the resulting data, and wrote a detailed report for a real client. The course content, topic sequence, class assignments, and student feedback about the experience are all described in great detail herein. This web implementation incorporates several useful features such as a very large number of audio and video segments that have been used to teach difficult concepts like sampling and data analysis techniques. The implications for student online learning effectiveness conclude the remark.