Showing papers in "The Journal of Education for Business in 2015"
TL;DR: In this article, a conceptualization of student engagement grounded in A. W. Astin's (1984) Student Involvement Theory and W. A. Kahn's (1990) employee engagement research is proposed.
Abstract: Student engagement is considered to be among the better predictors of learning, yet there is growing concern that there is no consensus on the conceptual foundation. The authors propose a conceptualization of student engagement grounded in A. W. Astin's (1984) Student Involvement Theory and W. A. Kahn's (1990) employee engagement research where student engagement is built on four components: emotional engagement, physical engagement, cognitive engagement in class, and cognitive engagement out of class. Using this framework the authors develop and psychometrically test a student engagement survey that can be used by researchers to advance engagement theory and by business schools to monitor continuous improvement.
91 citations
TL;DR: In this paper, the authors examined how six factors related to content and interaction affect students' perceptions of learning, satisfaction, and quality in online master of business administration (MBA) courses.
Abstract: The authors examined how six factors related to content and interaction affect students' perceptions of learning, satisfaction, and quality in online master of business administration (MBA) courses. They developed three scale items to measure each factor. Using survey data from MBA students at a private university, the authors estimated structural equation models to explore these relationships empirically. The findings suggest that course content is the strongest predictor of all three outcomes (perceived learning, satisfaction, and quality); it is the only significant factor affecting perceived learning. They also found that professor–student interaction had a significant positive impact on satisfaction, but not on perceptions of quality. Perceptions of quality were influenced significantly by student–student interaction and mentoring–support.
87 citations
TL;DR: In this article, the results of a flipped classroom pilot conducted for an operations management course module were analyzed using case research approach and students' perceptions were studied using qualitative and quantitative research methods.
Abstract: The author delved into the results of a flipped classroom pilot conducted for an operations management course module. It assessed students’ perception of a flipped learning environment after making them experience it in real time. The classroom environment was construed using a case research approach and students’ perceptions were studied using qualitative and quantitative research methods. The analysis revealed that a flipped classroom scores higher than a conventional, lecture-oriented setup on the following critera: student involvement, task orientation, and innovation. The study corroborated the pedagogical effectiveness of the flipped learning model in promoting collaborative learning for operations management instruction. The findings underline the need to painstakingly structure the learning tasks for the fruition of a flipped classroom exercise.
62 citations
TL;DR: The authors found that students in qualitative and quantitative courses reported more positive perceptions of their online learning and various aspects of their coursework than those in introductory and advanced courses, and that course-level factors affect students' online learning experiences.
Abstract: Because most undergraduate students are digital natives, it is widely believed that they will succeed in online courses. But factors other than technology also affect students’ ability to fulfill the role of online learner. Self-reported data from a sample of more than 200 undergraduates across multiple online courses indicate that students generally view themselves as having attributes that equip them for online learning. Additionally, course-level factors affect students’ online learning experiences. Specifically, students in qualitative (vs. quantitative) courses and in introductory (vs. advanced) classes reported more positive perceptions of their online learning and various aspects of their coursework.
40 citations
TL;DR: For instance, this article found that students in the hybrid environment performed better on the common final exam, but there were no significant differences in the final grades or student satisfaction between the two environments.
Abstract: Approximately 600 undergraduates completed an introductory business statistics course in 2013 in one of two learning environments at Suffolk University, a mid-sized private university in Boston, Massachusetts. The comparison group completed the course in a traditional classroom-based environment, whereas the treatment group completed the course in a flipped-hybrid environment, viewing lecture material online prior to once-a-week, face-to-face meetings. After controlling for observable differences, students in the hybrid environment performed better on the common final exam; however, there were no significant differences in the final grades or student satisfaction between the two environments.
38 citations
TL;DR: The authors detail implementation techniques for including service learning and provide an outline for students and faculty, as well as rubrics for assessing teamwork and for scoring final projects.
Abstract: As online learning proliferates, professors must adapt traditional projects for an asynchronous environment. Service learning is an effective teaching style fostering interactive learning through integration of classroom activities into communities. While prior studies have documented the appropriateness of service learning in online courses, strategies for implementing and evaluating service learning projects remain limited. The authors detail implementation techniques for including service learning and provide an outline for students and faculty, as well as rubrics for assessing teamwork and for scoring final projects. Results from an implementation in a professional development seminar are presented along with implications for students and communities.
29 citations
TL;DR: Self-efficacy theory and the Technology Acceptance Model were applied to understand student reactions to instructor implementation of classroom management software Moodle and results show that students most valued the control Moodle gave them over their educational progress.
Abstract: The authors look at student perceptions regarding the adoption and usage of Moodle. Self-efficacy theory and the Technology Acceptance Model were applied to understand student reactions to instructor implementation of classroom management software Moodle. They also looked at how the learning styles of students impacted their reactions to Moodle. Results show that students most valued the control Moodle gave them over their educational progress. Communication was also found to be an important benefit students sought in Moodle. Individual student reaction to Moodle was influenced by visual learning and degree of laziness.
28 citations
25 citations
TL;DR: The authors synthesize the literature to create new definitions of direct and indirect assessment that are evaluated and refined, versus existent literature-based definitions by assessment experts.
Abstract: The absence of universally accepted definitions for direct and indirect assessment motivates the purpose of this article: to offer definitions that are literature-based and theoretically driven, meeting K. Lewin's (1945) dictum that, “There is nothing so practical as a good theory” (p. 129). The authors synthesize the literature to create new definitions of direct and indirect assessment that are evaluated and refined, versus existent literature-based definitions by assessment experts. They conclude by discussing applications of the proposed definitions.
24 citations
TL;DR: In this paper, a comparison between online and face-to-face or classroom accounting programs is made between the certified public accountant (CPA) exam outcomes of two types of accounting programs.
Abstract: Programmatic-level comparisons are made between the certified public accountant (CPA) exam outcomes of two types of accounting programs: online or distance accounting programs and face-to-face or classroom accounting programs. After matching programs from each group on student selectivity at admission, the two types of programs are compared on CPA exam outcomes of graduates. Results show online or distance accounting programs have much lower average CPA pass rates than their matched face-to-face counterparts with equivalent student selection criteria. In addition, average 6-year graduation rates and average propensity to sit for the CPA exam after graduation are much lower in the online or distance accounting programs.
22 citations
TL;DR: In this paper, the authors examined both general critical thinking ability and CT ability related to business scenarios for individuals (a) expert in business, (b) novice in business and (c) with no business experience), as well as the effects of educational background on both general and business-related critical thinking.
Abstract: Although critical thinking (CT) skills are usually considered as domain general (Gabbenesch, 2006; Halpern, 2003), CT ability may benefit from expertise knowledge and skill. The current study examined both general CT ability and CT ability related to business scenarios for individuals (a) expert in business, (b) novice in business, and (c) with no business experience, as well as the effects of educational background on both general and business-related CT. Results are discussed in light of research and theory on CT and business, and implications for future research are discussed.
TL;DR: The authors examined students' attitudes toward specific elements of an ongoing internship program and found that despite significant changes in instructional design and the incorporation of new technologies into the learning environment, perceptions have remained relatively constant over the 20-year time frame studied.
Abstract: The authors examined students’ attitudes toward specific elements of an ongoing internship program. The study sample consisted of 816 student interns from 25 different colleges and universities. Results indicate that despite significant changes in instructional design and the incorporation of new technologies into the learning environment, perceptions have remained relatively constant over the 20-year time frame studied.
TL;DR: In this paper, the authors report the findings of a survey of management students across gender and find that students often exhibit overconfidence and self-attribution bias (SAB) and that a larger percentage of the female students had a tendency to be overconfident.
Abstract: Students often exhibit overconfidence and self-attribution bias (SAB). The authors report the findings of a survey of management students across gender. They found why students fail to understand the fact that their performance was actually dismal while their belief about their ability to perform well was high. The results imply that all students irrespective of gender tend to be overconfident. It was also observed that a larger percentage of the female students had a tendency to be overconfident. Existence of SAB among management students was also observed. However, a gender-wise breakdown of the students depicted that more female students portrayed SAB specifically when poor grades were received.
TL;DR: In this article, the authors document the extent to which Association to Advance Collegiate Schools of Business (AACSB)-accredited business schools have implemented strategies to improve students' ability to achieve program learning objectives.
Abstract: The purpose of this research was to document the extent to which Association to Advance Collegiate Schools of Business (AACSB)–accredited business schools have implemented strategies to improve students’ ability to achieve program learning objectives. Assessment of academic programs is increasingly important at AACSB schools. Compliance with changing accreditation requirements and continuous improvement necessitated revision of assessment methods and modification of programs. Deans at 91 AACSB schools participated in this research. Communication skills were the most-assessed competency. Mandating increased coverage of specific skills or topics across the curriculum was the most frequent change made as a result of assessment. Further studies will be needed to track this dynamic activity.
TL;DR: In this paper, the authors measured clicker use in legal studies among business faculty and investigated perceptions and factors associated with the adoption of clickers in the discipline, finding that most legal studies in business faculty have either never used or rarely use clickers, and that very few faculty members in this discipline use clicker regularly.
Abstract: The use of clickers in the classroom can improve student engagement and motivation. However, few studies have been conducted on faculty opinions of the use of clickers. The authors measured clicker use in legal studies among business faculty and investigated perceptions and factors associated with the adoption of clickers in the discipline. Survey results indicate that most legal studies in business faculty have either never used or rarely use clickers, and that very few faculty members in the discipline use clickers regularly. Instructors perceive that clickers can improve teaching, but may be reluctant to adopt them because of time constraints.
TL;DR: The authors describe the implementation and assessment of supplementary online video tutorials in a management science course that encouraged students to use the resources with grade incentives and most of the students perceived the videos as helpful.
Abstract: The authors describe the implementation and assessment of supplementary online video tutorials in a management science course. The videos were a mix of existing videos curated from the web and new videos created by the instructors of the course. Students were encouraged to use the resources with grade incentives. Students who used more of these resources performed significantly better in the course. In addition, most of the students perceived the videos as helpful.
TL;DR: Six pedagogical tips and guidelines are presented to assist instructors improve odds of success in using a discovery learning activity to help students identify the different kinds of reasons why there is variation in quality of output.
Abstract: Undergraduate business majors are required to take a course in operations management. In this course, a great deal of emphasis is put on developing a good understanding of quality because this is likely to be the only required course that covers this important topic. Quality of output exhibits a great deal of variation. To produce high quality on a sustained basis, sources of variation in quality need to be identified and eliminated or adjusted. A discovery learning activity has been developed and used for over 10 years to help students identify the different kinds of reasons why there is variation in quality of output. Students have greater ownership of such knowledge because they discovered the knowledge. Six pedagogical tips and guidelines are presented to assist instructors improve odds of success in using this effective but difficult pedagogical tool.
TL;DR: In this article, the authors examined the extent of overeducation among business-related majors and found that the penalty for overnucation varies significantly across majors by gender.
Abstract: Overeducation and underemployment are of increasing national concern. Recent research estimates that 48% of workers are overeducated for their positions. The wage penalty for overeducation varies significantly across majors by gender. Using the American Community Survey (Ruggles et al., 2010), the authors examine the extent of overeducation among business-related majors. This article contributes to the literature with detailed results of the wage penalties by gender for each of the 13 business-related majors, controlling for occupational and industry classifications. Overall, this authors find the penalty for overeducation among most business-related majors to vary from 4% to 14%. Overeducated women in business-related majors, however, appear to suffer lower wage penalties compared to other majors.
TL;DR: In this article, the authors present a multidimensional assessment of the outcomes and benefits of an income tax preparation assistance (ITPA) service learning program, measuring the perceived proximate benefits at the delivery of the service program, the actual learning outcome benefits prior to graduation, and the perceived long-term benefits from a postgraduation alumni survey.
Abstract: The authors present a multidimensional assessment of the outcomes and benefits of an income tax preparation assistance (ITPA) service learning program. They measure the perceived proximate benefits at the delivery of the service program, the actual learning outcome benefits prior to graduation, and the perceived long-term benefits from a postgraduation alumni survey. Overall, service receivers, service providers, and alumni value their experience and participation in the ITPA program. Assessment of learning outcomes indicates significant increases in participants’ perceived knowledge application, problem-solving, and communication skills. Moreover, the assessed actual learning outcome (i.e., knowledge of individual taxation topics) is notably higher among students participating in the ITPA program than it is for nonparticipating students.
TL;DR: C Coulter takes a close look at the possibility that we are creating a permanent low-wage economy that will prohibit large numbers of citizens from obtaini... as mentioned in this paper discusses workplace equity.
Abstract: This text is about workplace equity. Kendra Coulter takes a close look at the possibility that we are creating a permanent low-wage economy that will prohibit large numbers of citizens from obtaini...
TL;DR: In this article, data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance and found that student learning styles have no significant effect on performance, undermining claims of those who advocate greater instructional design concern for different learning styles.
Abstract: Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who advocate greater instructional design concern for different learning styles.
TL;DR: In this paper, the authors reviewed and synthesized findings from 30 studies published in the last 20 years exploring the relationship between the Educational Testing Service Major Field Test for a Bachelor's Degree in Business (MFTB) and related factors.
Abstract: By applying multilevel models with random effects, the authors reviewed and synthesized findings from 30 studies that were published in the last 20 years exploring the relationship between the Educational Testing Service Major Field Test for a Bachelor's Degree in Business (MFTB) and related factors. The results suggest that MFTB scores correlated moderately with overall grade point average (.45) and ACT or SAT scores (.56) across the studies, before accounting for imperfect reliability or range restriction issues, which supports the claim that the MFTB is a valid assessment tool to gauge information about business-related learning outcomes for a variety of colleges and universities that are similar to those included in the studies.
TL;DR: The authors examined student responses to faculty traits and found that female students evaluated female lower ranked faculty most favorably and male higher ranked faculty least favorably, while male students showed mixed effects, although their evaluations were more favorable for lower ranked male faculty, they unexpectedly did not degrade higher ranked female faculty.
Abstract: The authors examined student responses to faculty traits. Earlier findings revealing a preference for male instructors were obtained before female faculty and students were prevalent on college campuses and may have reflected a male demographic similarity effect. It was hypothesized that students would more favorably evaluate faculty who were similar in gender and in relative age (as reflected in faculty rank). As anticipated, female students evaluated female lower ranked faculty most favorably, and male higher ranked faculty least favorably. However, male students showed mixed effects. Although their evaluations were more favorable for lower ranked male faculty, they unexpectedly did not degrade higher ranked female faculty. Discussion focuses on gender-related causal factors and implications.
TL;DR: This paper analyzed student-level subject area indicator scores of the Major Field Test and found that the number of courses a student takes in particular subject areas plays a role in the student's subscores and overall scores.
Abstract: The Major Field Test is a commonly used assessment instrument, but little emphasis has been put on analyzing student-level subject area indicator scores. The Educational Testing Service recently made these data available to institutions, and it is analyzed here. This analysis builds on previous work by incorporating demographic and programmatic information regarding individual students' course of study. The statistical framework employed allows the determination of drivers of student scores, and suggests likely avenues for improving future performance. The results suggest the number of courses a student takes in particular subject areas plays a role in the student's subscores and overall scores.
TL;DR: There is a need to re-evaluate the teaching approaches being used in office application courses, and a wide range of approaches are shown, and none of the 10 books fully cover the methodologies needed to create well-rounded Excel data analysts.
Abstract: With 27 million users, Excel (Microsoft Corporation, Seattle, WA) is the most common business data analysis software However, audits show that almost all complex spreadsheets have errors The author examined textbooks to understand why responsible data analysis is taught A purposeful sample of 10 textbooks was coded, and then compared against spreadsheet development best practices The results show a wide range of approaches, and reveal that none of the 10 books fully cover the methodologies needed to create well-rounded Excel data analysts There is a need to re-evaluate the teaching approaches being used in office application courses
TL;DR: In this paper, the authors describe a unique and innovative corporate-academic integrated project, including course content, role plays, and corporate partner involvement, implemented in the sales management course.
Abstract: For instructors seeking ways to provide sales students with experiential learning projects designed to develop and enhance skills in an authentic environment, corporate-academic partnerships offer a viable option. The author describes a unique and innovative corporate-academic integrated project, including course content, role plays, and corporate partner involvement, implemented in the sales management course. After reviewing the experiential learning literature and outlining the project, assessments of the project's efficacy are conducted. Based on the quantitative and qualitative results reported, implications and considerations for the classroom are offered.
TL;DR: In this article, the authors discuss the criticisms directed at management education and argue that the causes of today's problems are rooted in the apparent disconnect between management academics and practitioners, and suggest that the problems can be overcome when management scholars and practitioners reconcile and exert their joint efforts on redefining management as a professional discipline.
Abstract: The author discusses the criticisms directed at management education and argues that the causes of today's problems are rooted in the apparent disconnect between management academics and practitioners. It starts with an examination of management education and its discontents from past to present. Then, existing problems are analyzed in the categories of (a) relevance, (b) analytical versus soft skills, and (c) legitimacy. It is asserted that the problems can be overcome when management scholars and practitioners reconcile and exert their joint efforts on redefining management as a professional discipline. Suggestions are offered as to how to carry out this endeavor.
TL;DR: In this paper, the authors evaluated the benefits of a specialist master of business administration (MBA) in higher education management in the UK and found that the MBA provides intrinsic benefits such as opportunities to improve management practice and increases in confidence levels in the workplace.
Abstract: Higher education is a key sector for the United Kingdom contributing over £70 billion of output. It functions in an increasingly complex operating, regulatory, and legislative environment that has led to an increased need for effective nonacademic business managers. This study evaluates the benefits of a specialist master of business administration (MBA) in higher education management in the UK. The results indicate that the MBA provides intrinsic benefits such as opportunities to improve management practice and increases in confidence levels in the workplace. It also provides extrinsic benefits of increased pay.
TL;DR: In this paper, the authors analyze students' attitudes to the role of social issues in business education and to companies' responsibilities (about what a well-run company is) and find that students define a well run company from a stakeholder perspective.
Abstract: Although issues such as opportunistic behavior or economic profit maximization have dominated business school curricula, in recent years interest has grown in all matters relating to the corporate social dimension. The training of business students in this area is an important part of their preparation to assume responsible roles in society. The authors analyze students' attitudes to the role of social issues in business education and to companies' responsibilities (about what a well-run company is). Findings show that students define a well-run company from a stakeholder perspective. Furthermore, the students surveyed claimed that social issues are not adequately covered in their current business studies.
TL;DR: In this paper, the authors examine stages in student identity building, including social defenses, sentient communities, and rites of passage, and connect these stages to specific curricular and cocurricular efforts.
Abstract: Professionalism has a wide variety of definitions. The authors review some of those definitions and then explore stages students pass through as they move from student to business professional. Based on literature from the systems psychodynamics field, the authors examine stages in student identity building, including social defenses, sentient communities, and rites of passage. They then connect these stages to specific curricular and cocurricular efforts. A variety of cocurricular activities assisting student growth are assessed. Results indicate that activities such as attendance at business club meetings, attendance at career fairs, and participating in internships can have a positive impact on student growth and professionalism.