bluuebunny/crossref_metadata_2025 huggingface dataset:
The Changing Face Of Philanthropy In Higher Education: Case Of Historical Black Institutions In The Eastern Region
Authors: Nwadike Fellina O.
Published: March 2016

N/A
An Inclusive Guide To Assessing Web Site Effectiveness
Authors: Arney Janna B. , Lazarony Paul J.
Published: March 2016

This study presents the results of a literature review of the well-established literatures on readability, usability, and Web design.  The purpose of this study is to provide a comprehensive review of the literature on readability, usability, and Web design and to propose a three-step evaluation process to assess Web sites in each of these three areas.  We recommend that this process be used to evaluate existing Web documents and those still in the design phase.  This evaluation process can be utilized as an educational tool in a classroom setting.  Using this process in a classroom provides students with much needed training in a real-world approach to Web site testing without monopolizing the course content.  The research is presented in four sections:  (i) Readability, (ii) Usability, (iii) Web Design Guidelines, and (iv) Three-Step Evaluation Process.
Heading For Cyberspace: Planning A Strategy For Success With Online Classes
Authors: Gibson Jane Whitney , Blackwell Charles W.
Published: March 2016

This paper focuses on the 3 P’s of a successful strategy for delivering online classes: Platform, Protocols, and Pedagogy.   First the paper examines the commonly available online platforms used by schools with web-based programs.  Next, the authors suggest a fundamental list of protocols to provide consistency and quality control across classes.  Finally, a list of pedagogical questions is presented to suggest strategies for setting up individual classes.
The Use Of A Service-Learning Model And Online Dialogue To Promote Reflection, Critical Thinking, And Cultural Competence In Early Childhood Studies Students
Authors: Riordan Kim E.
Published: March 2016

Service learning has grown in popularity as an effective model to enhance critical reflection. A characteristic of effective service learning is the linking of "hands on" experience in the community with academic curriculum.  A service learning initiative between a 4-year college early childhood teacher preparation program and an Early Head Start (birth – age 3) program located on an American Indian reservation is effectively combined with asynchronous online dialogue. The results suggest an increase in self-awareness and cultural competence. This paper explores service learning, the use of online dialogue to promote self-awareness and reflection, and the convergence of these two teaching strategies to enhance cultural competence in a multicultural world.
Faculty Service As Board Members In The Non-Profit Organizational Arena: An Act Of Altruism Complicated By Sarbanes Oxley
Authors: Trudeau Gregory P.
Published: March 2016

Throughout higher education, a common approach to evaluate faculty consists of three components: scholarship, teaching, and service.  The service component can be broadly interpreted to encompass two themes, service on campus via committee assignments or service off campus with organizations in the surrounding community.  Serving as a board member for a local non-profit organization often fulfills the required service component.  Unfortunately, many board members do not have a clear understanding of what this responsibility entails. This paper will look at the responsibilities a board member assumes within the non-profit organization.  Consideration will also be given to these responsibilities from the perspective of Sarbanes-Oxley.
Strategies Designed To Promote Active Learning And Student Satisfaction
Authors: Sessa Sandra A.
Published: March 2016

Four strategies designed to promote active learning and student satisfaction were employed with two classes of undergraduate students, one day and one evening, in a course in adolescent development. They included the use of small group collaborative testing; face-to-face interviews with adolescents and oral presentations of the results; naturalistic field observations with reports and discussion; and PowerPoint slide presentations with handouts. The students anonymously rated each of the strategies using a likert-type scale at the end of the semester. The evaluations were very positive with 89% to 97% of the students rating the strategies as “liked it very much” or “liked it” for all of the strategies. The average grade achieved in both classes was a “B”. Means for the day class were compared to the evening class and no significant differences were found, suggesting similar positive ratings by both classes. Findings add support to the literature regarding student preferences for the use of active learning methods, involvement in cooperative learning activities, and collaborative test taking compared to lectures “straight from the podium” and individual testing.
Integrating Soft Skills Through Active Learning In The Management Classroom
Authors: Nealy Chynette
Published: March 2016

This article discusses how active learning can be used to develop soft skills required by managers of contemporary organizations. Findings from course materials developed in response to business and industry demand for increased focus on soft skills are examined using an emerging population, first generation college students in institutions of higher education.
From University To School: Preparing Pre-Service Teachers For The Real World
Authors: Huntly Helen
Published: March 2016

Much of the literature on programs of pre-service teacher education highlights the disparity between what is learned at university and what is actually required in the classroom. This paper outlines a new philosophy of teacher training adopted by the Faculty of Education and Creative Arts at Australia’s Central Queensland University. It describes the design, content and operation of a new practicum program, where in a unique partnership between the university and the education community in which it operates, supervising teachers are able to customise part of each practicum to suit the individual needs of the student teacher. This organisational feature is continued into a compulsory six-week Internship that is designed to enhance the education experience for each individual student teacher. The paper concludes with the preliminary findings of an investigation into what student teachers see as the major differences between their final practicum and the internship.
Meeting Differing Learning Styles Of Non-traditional Students In The Second Language Classroom
Authors: Gill Deborah
Published: March 2016

In every classroom a range of learning styles exist.  The foreign language classroom at the postsecondary level is no different, with the added component of having students who are traditional (i.e., those just graduated from high school) to those who are non-traditional (i.e., those who have been out of high school for at least a couple of years).  The proposed study will discuss ways in which student-centered, active and collaborative learning activities, including the use of technology, can meet different learning styles for both traditional and non-traditional students and provide a successful experience for all.
A Framework For Principals: Promoting Student Success Through Leadership And Collaboration
Authors: Fridell Max E. , Alexander Kris
Published: March 2016

What’s a principal to do?  How can a principal stay on top of the demands of the job and be successful?  How can the principal construct strategies that will invite solidarity, cooperation, and shared decision-making, and yet, at the same time, focus on student achievement?  This article provides a framework in which key concepts are addressed, all geared to reckon with the demands of the principal as instructional leader. To meet these challenges, educational leaders need to address a clear vision for change, an engaging learning environment, a collegial commitment for improvement, the importance of multicultural education, and the inclusion of technology.
Use Of An Advising Team
Authors: Campbell Jane E. , Stuart Randy S.
Published: March 2016

The Michael J. Coles College of Business at Kennesaw State University uses selected faculty members on an Advising Team, and provides access to them through walk-in advising hours.  Compared to our previous approach of assigning students to all faculty members, the benefits of this system for the students are more efficient and effective advising.  Students have access to advising at more times, and are more likely to get correct answers quickly.  The benefits for the faculty are that the faculty members on the Team enjoy advising and can have their performance expectations tailored to include advising, while those faculty members who are not interested in advising do not have to participate.  This system acknowledges the differing interests, performance requirements (e.g., research), and abilities of faculty members.  Other colleges and universities may find this approach beneficial for their students and faculty.
The Impact Of A Simulation Exercise In The Intermediate Financial Accounting Course
Authors: Rich Anne , Cascini Karen
Published: March 2016

This paper presents the results of a simulation exercise included in the intermediate financial accounting course and discusses its impact on college-level students.     The objectives of this study are to assess the impact of using a simulation exercise to improve students’ mastery of cash flow reports, as well as to assess their ability to synthesize data and draw conclusions about the liquidity and solvency of a company. Students who were required to perform analysis prior to taking the exam did better overall on generating a cash flow statement as well as evaluating both the liquidity and solvency of a company.
Does More And Better Information Enhance Student Performance On Marketing Projects?
Authors: Muller Lynn F. , Miller Chip E. , Reardon James
Published: March 2016

There is some controversy over the amount of guidance students need to complete course projects.  One school of thought argues that students should have maximum information at their disposal, resulting in a better learning process and thus a better project.  The other school of thought suggests that by giving the students too much guidance, the professor is stifling their creativity and original thought.  This research examines both scenarios.  The results indicate that minimum information provided by the professor encourages students to learn more.  However, should the professor decide to provide the students with additional information, such information should be developed by the professor.
Active Learning In Humanities Courses: Helping Students To Think Critically
Authors: Waitkus Jane
Published: March 2016

Universities are expected to help students develop critical thinking skills, yet university classes feature professors who lecture, and students who quietly take notes.  Active learning can help students practice critical thinking skills necessary for life in the 21st century.
Business Ethics Education: One Management Educators Perspective
Authors: Niles Nancy J.
Published: March 2016

Results from the 2005 National Business Ethics Survey (NBES) indicate that over half of employees observed at least one type of misconduct in the workplace during the past 12 months, with nearly 40% observing two or more violations (http://www.ethics.org). The President of the Ethics Resource Center, Dr. Patricia Harned, has stated that this statistic has not changed much over the past 5 years even though there is a rise in the number of companies that have implemented ethics programs (http://www.ethics.org) Business faculty has the opportunity to provide business students with ethical reasoning opportunities to meet these ethical challenges successfully.  AACSB has stated in their 2004 Ethics Education in Business Schools that…business education must encourage students to develop an understanding of the challenges surrounding business ethics and provide students with the tools to recognize and respond to ethical issues, both personally and organizationally (9). This paper outlines a proposed undergraduate business ethics education model that is developed in compliance with AACSB standards.
The Relevance Of Business School Education, What Do You Think?
Authors: McNamara Daniel E.
Published: March 2016

Many people believe that the focus of graduate business education become increasingly hemmed in, self absorbed and less relevant to practitioners. I wish to determine if these challenges are true.
Exploring The Multiple Intelligences Of Community College Students Enrolled In Online Courses
Authors: Gutierrez Daniel , Perri Kathleen , Quackenbush Alvin
Published: March 2016

While a plethora of research exists concerning Gardner’s theory of Multiple Intelligences (MI), virtually all of the research is focused on grades K-12. Few research studies on MI have been conducted with college students. The present study explores and profiles the Multiple Intelligences of community college students (N = 90) enrolled in online courses during the summer of 2006. The study is the first in a series of ongoing research that will explore MI theory among community college students. An overall profile of the students’ Multiple Intelligences are presented as well as descriptive comparisons between male and female profiles, selected majors and course type comparisons. Implications and recommendations for further MI research are also discussed.
Action Research In Teacher Preparation: An Inclusive Seminar
Authors: Poel Elissa , Dietrich Carolyn
Published: March 2016

The article focuses on a teacher education program at a Carnegie I Research Institution in the southwestern part of the United States; also, classified as a minority-serving institution. Teacher candidates in elementary, special, and bilingual education were enrolled in a combined student teaching seminar which is a collaborative initiative between the Departments of Special Education/Communication Disorders and Curriculum and Instruction. The authors of this manuscript are the researchers, seminar instructors, and directors of their student teaching components. The purpose of this study was to determine the effectiveness of action research with teacher candidates during the student teaching semester. The research question that guided this research is: How effective is the use of action research with teacher candidates to determine evidence of student learning in the K-12 classroom?
Connecting Research And Practice In An Educational Leadership Program
Authors: Maulding Wanda S. , Peters Gary B. , Shelley Kyna L. , Styron, Jr. Ronald A.
Published: March 2016

N/A
Using Technology To Increase Critical-Thinking In Undergraduate Business Study
Authors: Sturges David L. , Ozuna Teo
Published: March 2016

This paper describes technological application designed to focus on student-learner approaches to education to develop critical-thinking among undergraduate students. The high-tech classroom achieves the critical-thinking objective and reduces seat-time so colleges overcome ever-growing shortages of classroom space.
Dysfunctional Career Thoughts Minimization: Strategically Improving Student Outlook
Authors: Budden Connie Browning , Bush Ellen , Wood Frances B.
Published: March 2016

Career practitioners have long observed that dysfunctional (negative) career beliefs contribute heavily to the difficulty many college students have in making rational career decisions. This study attempts to measure the impact that a career planning course can have on reducing dysfunctional career thoughts, and thereby increasing the ability of students to focus their career plans. The Career Thoughts Inventory (CTI) was used to assess dysfunctional career thinking before and after students’ participation in a three credit hour career planning course. Statistical analyses clearly indicate that dysfunctional career thoughts are significantly reduced through application of an effective career planning course.
Our 25+ Year Journey To AACSB Accreditation
Authors: Bing Robert , Ekmekjian Elizabeth C. , Haroian Berch , Rudnick Martin
Published: March 2016

How does a publicly supported university with a primary focus on teaching, achieve accreditation from the premier agency and service organization for business schools all over the world, the Association to Advance Collegiate Schools of Business (AACSB)? Our journey began in 1978 when a college department hired a Dean, became a separate business school and had a vision to become a successful leader in business education. Our goal was achieved and culminated on January 7, 2005 with the accreditation of our undergraduate and graduate business programs. The who, what, where, when and why of our 25+ year journey will be provided. Particular emphasis will be placed on our numerous hurdles and how the goal was achieved such as funding availability; curriculum reform; raising publication rates, and why it took so long to get accredited.
The Effect Of Church And Service On Ethics Education: An Experiment With Accounting Students
Authors: Christensen David S. , Rees David , Barnes Jeff
Published: March 2016

Recent highly-publicized scandals involving accounting ethical failures have renewed recommendations to include ethics education in the accounting curriculum. Hundreds of studies confirm that the ability of students to recognize ethical dilemmas and make moral judgments improves during the college years. However, pre-existing conditions that may influence the improvement are unclear. Using a pretest-posttest control group design and a survey instrument of 25 ethics vignettes, we measured the effect of ethics education on the moral judgment of 81 accounting students over one semester. Results showed that the effectiveness of short-term accounting ethics education is influenced by prior participation in church and service activities. Students with participation showed significant improvement in moral judgment; students without participation did not improve. These results suggest that accounting students with prior church and service activities are more likely to be influenced by ethics education.
Managing Student Drop-Outs
Authors: Joyce William B.
Published: March 2016

This study investigates the efficacy of several variables used to predict voluntary, organizationally avoidable turnover even before the student becomes enrolled in a college.  Analyses conducted on student applicant data collected in 2 separate colleges confirmed that bio-data, clear-purpose attitudes and intentions, and disguised-purpose dispositional retention scales predicted voluntary, avoidable turnover.Results also revealed that bio-data scales and disguised-purpose retention scales added incremental validity, whereas clear-purpose retention scales did not explain significant incremental variance in turnover beyond what was explained by bio-data and the disguised-­purpose scales.  Furthermore, disparate impact was consis­tently small.
A Spoonful Of Humor Helps The Lecture Go Down
Authors: Henderson James R.
Published: March 2016

The goal of every teacher is to connect with his or her audience.  Humor has a way of disarming the listener and opening up lines of communication.  The purpose of this paper is to give reasons for using, ways to incorporate and benefits of humor in the lecture.  Laughter is not only the best medicine, but does not require a prescription.
Mediating Disputes In The Health Care Field
Authors: Drucker Meyer , Greene Brian , Carter Neal
Published: March 2016

This paper will demonstrate how alternative dispute resolution (ADR) should be considered as a method of lessening the negative impact of litigation in the health care field.  Probably, an even more important goal is to build and maintain relationships between and amongst parties so that future dealings can be enhanced. The first part of the paper will consider the importance of lowering the rhetoric between disputing parties.  A second purpose of this paper is to demonstrate how student written scenarios can be role-played in the classroom so as to energize students in the learning process. Several mock mediations from these student developed cases will be discussed with video clips shown, as they were utilized in  the Health and Employment Law 2005 Fall Semester undergraduate courses at Winthrop University.  A final purpose is to consider the importance of student input into this learning method.
An Analysis Of Perceptions Regarding Knowledge-Worker Instructional Needs In Graduate Management Programs
Authors: Scully Robert E. , Russette John W. , Preziosi Robert , De Cossio Francisco
Published: March 2016

Relevance in Management programs has become a major issue for colleges and universities. The literature posits that proactive educational institutions need to retool and refocus their programs to be consistent with business organizations which have been transformed by technology and global commerce. This study addresses the reliability of contemporary perceptions and postulates expressed in the literature related to effectively managing knowledge-work professionals. A literature search of knowledge-worker writings was collected and perceptions were extracted for further evaluation. These extracted attributes were set into a thirty-five item questionnaire and administered to three demographic groups including: (a) knowledge-workers, (b) knowledge-worker managers, and (c) knowledge worker educators. Results indicate that if such a validated perception-based program were offered it would raise fulfillment of needs for knowledge-workers, managers, and educators and offer a unique, identifiable program related to teaching and researching related to this new management paradigm.
Measuring The Effectiveness Of Course Content And Learning Goals Of The Core Undergraduate Information Systems Course
Authors: Desai Alpana
Published: March 2016

The Association to Advance Collegiate Schools of Business (AACSB), text books, and the IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems (IS 2002) recommend standards and provide guidelines for course content and learning goals for the core undergraduate Information Systems (IS) course. However course content and learning goals often need to be revised due to high pressure on academic institutions from a rapidly changing Information Technology (IT) market. In order to constantly refine the IS course curricula to meet the needs of industry and government, it is imperative that there be proven methods to measure the effectiveness of course content and learning goals. Analysis of such data should ultimately feed into designing the curriculum of the core undergraduate IS course. This paper focuses on the role of surveys as a tool for measuring the effectiveness of course content and learning goals for the core undergraduate IS course. First, the role of IS 2002 is reviewed in setting standards for the course content and learning goals for this course. Next, data from three surveys conducted to measure the effectiveness of course content and learning goals is analyzed. The paper then assesses surveys’ implications for refining course content and learning goals of the core undergraduate IS course. Finally, recommendations along with a framework for conducting future surveys are presented.
Challenging the Validity of Higher Education Course Evaluations
Authors: Bradley Kelly D. , Bradley James W.
Published: March 2016

In higher education, course evaluations are given much attention, with results directly impacting such events as merit review and tenure/promotion. The accurate presentation and proper use of the evaluation results is a critical issue. The typical course evaluation process involves distributing a Likert-type survey to a class, compiling the data and reporting means/standard deviations (classical test theory approach, CTT). One alternative analytical technique is the Rasch model. A theoretical review of each model and an empirical example utilizing end of semester course evaluations from an introductory statistics course taught at a Midwest community college is presented to demonstrate the step-by-step process of feedback via each model. A contention is made that the CTT summary is not producing a valid picture of the evaluation data. The survey research community and institutions analyzing similar rating scale data will benefit from the results of this study as it provides a sound methodology for analyzing such data. The education community will also benefit by receiving better-informed results.
Click Here For Reality: Enhancing Student Engagement
Authors: Eisner Susan P.
Published: March 2016

This paper presents three initiatives designed to advance undergraduate learning outcomes by enhancing student engagement through active, reality-based learning. The Team Challenge, Management Consultant Simulation, and Bookstore Adventure are described.
Using Debate to Maximize Learning Potential: A Case Study
Authors: Firmin Michael W. , Vaughn Aaron , Dye Amanda
Published: March 2016

Following a review of the literature, an educational case study is provided for the benefit of faculty preparing college courses.  In particular, we provide a transcribed debate utilized in a General Psychology course as a best practice example of how to craft a debate which maximizes student learning.  The work is presented as a model for the principles of not building straw-men arguments, not shying away from controversial topics, giving politically-incorrect viewpoints fair treatment, making a crisp presentation that students will take seriously, and exemplifying gender-equity and aggressive female role-modeling.  Reparative therapy and homosexual orientation was the debate’s topic.
Learning Style Changes And Their Relationship To Critical Thinking Skills
Authors: Siriopoulos C. , Pomonis Gerasimos
Published: March 2016

This study reports on the results of a research on learning styles and critical thinking skills of sixty eight postgraduate students of Master’s Level Business Education Programs. These students have participated in both phases of our research. In the first phase, carried out in spring 2005, Kolb’s Learning Style Inventory (LSI v.3) was the basis of the administered questionnaire and in the second phase, carried our in winter 2005 – 06, the LSI v.3 and the California Critical Thinking Skills Test (CCTST) were the basis of the administered questionnaire. Results show that the prevailing learning style types are the ‘assimilating’ and the ‘converging’ ones. Between the first and the second phase students have become more balanced learners. This balanced learning development relates to both ‘Concrete – Abstract’ and ‘Active – Reflective’ dimensions of the learning process and this latter dimension correlates significantly with students’ critical thinking skills on all scales of the used instrument.
A Systems Development Life Cycle Project for the AIS Class
Authors: Wang Ting J. , Saemann Georgia , Du Hui
Published: March 2016

The Systems Development Life Cycle (SDLC) project was designed for use by an accounting information systems (AIS) class. Along the tasks in the SDLC, this project integrates students’ knowledge of transaction and business processes, systems documentation techniques, relational database concepts, and hands-on skills in relational database use. After completing this project, students will comprehend major steps in the process of designing, developing, and implementing a database application. Instructors can add additional and/or modify any requirements and elements based on their emphases in the process, as well as align the tasks according to the systems design approach used in the textbook. This project is constructed on the Systems Understanding Aid (SUA) manual case of Arens and Ward (2001). However, instructors can adopt any case by using the project as a template. This project can be used as a semester final project, split into parts, worked along with the systems development topics covered in class, or assigned to a second AIS course.
Teaching Evidence-Based Practice To Undergraduate Nursing Students: Overcoming Obstacles
Authors: Martin Sharon D.
Published: March 2016

Evidence-based practice is highly valued in health care literature at this time. But research suggests that U.S. RNs face many obstacles when implementing evidence-based practice including a lack of value for research in practice (Pravikoff et al, 2005). Additional obstacles may exist for traditional U.S. BSN nursing students who may not value the importance of learning about evidence-based practice principles or of implementing evidence-based practice in the clinical setting. If we are to improve the use of evidence-based practice among U.S. RNs, learning and valuing the process must begin during the basic nursing educational program. This presentation outlines classroom research designed to uncover the specific obstacles to learning and implementing evidence-based practice described by traditional BSN students at a small, private, Catholic college just before they complete the final clinical internship before graduation. Several teaching strategies were designed to address the obstacles students described. A post-internship survey of the same students determined the effectiveness of the various teaching strategies. Recommendations for future research and for teaching strategies to enhance the learning and valuing of evidence-based practice among traditional U.S. BSN students are offered.
Establishing A Mexico Service Learning Program: Changing Cultural Perceptions, Building Relationships And Taking Risks
Authors: Riordan Kim , Minkkinen Molly , Mora Raquel Dominguez
Published: March 2016

This article describes the shared experience of three university professors, two from the United States and one from Mexico.  While it began by chance, this experience has become a life-altering journey.  It has forced the authors to question their own cultural competencies, and demanded that they take risks and move beyond the comfort and security of that which is familiar.  It has proven to be the most gratifying of experiences.  “We fell in love with a culture that embraced us beyond what we felt we deserved.  Most significantly, we have broadened our circle of professional colleagues to include international peers”.
Wayne Manufacturing: A Teaching Case On The Detection Of Misappropriation Of Assets
Authors: Orchard Lou X. , Decker Jeffrey L. , Kizirian Tim
Published: March 2016

This paper is a teaching case intended for use in an undergraduate auditing or fraud examination course.  Students are introduced to Wayne Manufacturing, a medium-sized firm in the Midwestern U.S.A. that manufactures parts for companies such as General Motors (GM) and Ford.  Wayne Manufacturing has some conditions present that put it at risk for misappropriation of assets.  Since it is not infrequent that such misappropriations are concealed in the accounting records, these conditions also increase the risk of fraudulent financial reporting. Section One presents the facts of the case.  Section Two presents decision-guiding questions for students to consider.  Section Three provides teaching notes.  Section Four provides a summary of the paper.
A Recursive Approach For Calculating The Effective Yield On Bonds When Settlement And/Or Expected Maturity Is Other Than An Interest Payment Date.
Authors: Vicknair David , Downing (Deceased) Ricard E.
Published: March 2016

Standard spreadsheet functions cannot compute bond yields if both the settlement and maturity dates fall on other than an interest payment date. Using reciprocal cell references, the RATE function is enhanced to overcome this limitation. An appendix extends the enhancement procedure to the IRR function. The procedure demonstrated has applications to a wide variety of financial transactions which are structured around an initial cash flow followed by an annuity and a lump sum, for example, a single advance loan with an odd first and/or last payment period and a terminal balloon payment.
Constructivist Pedagogy For The Business Communication Classroom
Authors: Mathews Minu
Published: March 2016

Business education and learning has become formidable and challenging over the last few years. A traditional learning environment is bereft of active learning where students only try to memorise terms and concepts and is unable to apply them to the real corporate world.  It was found in the business communication classes that students fail to comprehend basic business terminology and communication practices and concepts related to organizational administration and functioning.  In such a state of nescience, there was a need to enable the students to maximise learning through knowledge construction in authentic environments that employs the context in which learning is relevant. A suitable teaching method which needs to be dependant on variables such as target audience and content (Gulbahar, 2006) was designed for the business communication classroom that undergrids the theory of constructivism (Piaget, 1963). Constructivism lends to learning that is action-based where learners construe or make interpretations of their world through interactions in the real-world. Students were actively engaged in making sense of different concepts and terms through workplace interactions and observations.  This paper therefore describes an example that builds a dichotomy between knowledge and “learning by doing” which was integrated into the business communication curricula in a tertiary educational system of Oman. Qualitative paradigms, such as semi-structured interviews with students, employee feedback, student portfolios were used to evaluate student’s cognitive domain.
An Aesthetic Analysis Of An Educational,Videoconferencing Experience
Authors: Dees David M. , Heinfeldt Jeff
Published: March 2016

This study utilizes the "aesthetic mode of knowing" as a framework to analyze an educational, videoconferencing experience. Aesthetic themes are identified and evaluated from both student and instructor perspectives.
Conceptions Of Learning: An Exploratory Study In The Context Of Marketing Students
Authors: Yuksel Ulku , Sutton-Brady Catherine
Published: March 2016

This study investigates marketing three phenomena. First authors examine student’s approaches to studying and learning, then they explore their conceptions of learning, and they finally delve into teacher’s perceptions of student’s learning. Authors recast the conceptions of learning literature in which they classify simplifiers, accountants, utilitarians, curious, philosophers, and finally intellectuals. Results indicate that the categorization of student’s conceptions and approaches to learning appears to be internally consistent. Authors additionally propose a conceptual model according to the results of their qualitative research indicating the relationship between students’ conceptions of learning and their approaches to studying.
An Empirical And Qualitative Study Of The Strategic Planning Process Of A Higher Education Institution
Authors: Aleong Chandra
Published: March 2016

This paper discusses whether there are differences in performance based on differences in strategy. First, an attempt was made to determine whether the institution had a strategy, and if so, did it follow a particular model. Major models of strategy are the industry analysis approach, the resource based view or the RBV model and the more recent, relational model. The next step was determining whether the institution actually implemented the strategy by allocating resources. Finally an attempt was made to find out whether any of the models influenced the performance of one higher education institution and whether one model resulted in greater performance than another. Performance was defined as improvements in enrollment, operating surpluses, investments in physical assets and capital structure. The research design was the case study approach. The methods of analysis were qualitative, using content analysis, as well as quantitative. The results showed that there were significant differences in performance between the institution with the well-defined and implemented strategy and other institutions in the same religious and geographic classification. This research should add to the knowledge base in seeking to improve Higher Education.
The Coming Accounting Crisis
Authors: Eaton Tim V.
Published: March 2016

The accounting profession is facing a potential crisis not only from the overall shortage of accounting faculty driven by smaller numbers of new faculty entering the profession as many existing faculty retire but also from changes that have been less well documented.  This includes: (1) changes in attitude towards the roles of teaching, service and research and (2) changes in performance measurement and compensation.  If not adequately addressed, many institutions may have difficulty staffing adequate sections of accounting courses.  Implications could include an even greater increase in teaching by non-tenure track faculty, which could have significant implications for accreditation and potentially on the quality of accounting education
Incorporating Sarbanes-Oxley Into A College Accounting Curriculum: Lessons Learned
Authors: Ragan Joseph M. , Rizman Brian J. , Gregory Jonathan T.
Published: March 2016

This paper attempts to identify the ways and give examples of how Sarbanes-Oxley compliance can be taught in real time using the SAP R/3 system and the many lessons derived from the experience. The Sarbanes-Oxley Act significantly impacts CEO’s, CFO’s and public accountants. It also applies to all levels of management. Organizations and their managers need to recognize the significance of Sarbanes-Oxley compliance as well as the benefits it can provide. These benefits include reliability of the financial statements, quality of reporting, and also the opportunity to review a company’s processes and enhance the efficiency of all financial and operating departments. Integrating SAP technology into the classroom has been one of the primary initiatives of the Department of Accounting, a signature program at Saint Joseph’s University, in Philadelphia, Pennsylvania.  The implementation and roll-out process has covered a variety of areas from navigation to key business processes and accounting within SAP R/3.  With the evolution of the Sarbanes-Oxley Act and the need for compliance within a company, the department decided that students should be given exposure on how to use SAP R/3 to conduct 404 walkthroughs in consonance with the Sarbanes-Oxley initiatives. Due to the integrative nature of SAP technology the system is best able to conduct audit processes and create exception reports needed to identify material weaknesses and deficiencies.
Teaching Methods And Technologies: Aggregated Faculty Analysis, Conclusions And Recommendations Phase IV
Authors: Payette Dennis L. , Verreault Daniel
Published: March 2016

This paper culminates three years of research on the use of various teaching technologies and methods by the faculty of Adelphi University School of Business in Garden City, New York. Previously, papers on this research were published on the development of the research instrument, the administration and data analysis for full time faculty (Part II), and most recently the analysis of data from adjunct faculty (Part III). This paper (Part IV) includes a number of new faculty additions to the data set and analyzes and interprets the aggregated data. Our overall findings suggest a wide variety of soft and hard technologies where the aggregate group expressed a statistically significant higher perceived “value of use” than a “level of use”. Newer classroom types were also valued more highly than used.    The research controlled for “department”, “status”, and “teaching experience”.  Factors tended to be non-significant with some interesting exceptions.  We note our conclusions, make policy recommendations, and suggest opportunities for expanded research.
Teaching Business Statistics With Real Data To Undergraduates And The Use Of Technology In The Class Room
Authors: Singamsetti Rao
Published: March 2016

In this paper an attempt is made to highlight some issues of interpretation of statistical concepts and interpretation of results as taught in undergraduate Business statistics courses.  The use of modern technology in the class room is shown to have increased the efficiency and the ease of learning and teaching in statistics.  The importance of using real data in examples and exercises in class room teaching is emphasized.
The Impact Of The Sarbanes-Oxley Act Of 2002 On The Business And Accounting Curriculums
Authors: Reed Ronald O. , Bullock Charles , Johnson Gene , Iyer Vish
Published: March 2016

Business and accounting curriculums are designed to educate and train future business professionals and leaders.  When Congress passed SOX in 2002, it dramatically impacted the responsibilities of corporate executives and CPAs and consequently required corresponding changes in the business schools prepare students to assume these roles. Because the Act changed the manner in which corporate decisions are made and how corporate organizations are governed and because of its impact on corporate business and CPA firms, it required business schools to modify the curriculums in business and accounting.  This paper demonstrates the impact on the undergraduate business and accounting programs.  In most cases, it is suggested that SOX material be integrated into existing courses because of the various constraints on undergraduate programs.
Supporting Lifelong Learning In The Information Age
Authors: Zhou Wei , Yasuda Takami , Yokoi Shigeki
Published: March 2016

Many countries are considering lifelong learning, which is becoming an important education goal, and promoting lifelong learning in the information age. With the development of Information and Communications Technology (ICT), digital divides have become a major concern in the world. In this study, we focus on three dimensions of digital divides in the field of lifelong learning: education organization, age, and national penetration. Next, we report our findings that provide solutions for combating digital divides by developing web-based learning and support environments over a three-year period: (1) a blended learning support system that helps teachers manage learning resources and create blended learning programs and learners choose and participate in learning activities; (2) an “E-namoSupport” system for senior beginners to use the Internet, as implemented in Japan; (3) a “Senior Internet Support & Learning Environment” to help senior citizens improve their Internet literacy and enjoy the information age in China.
Distinctions Among Accreditation Agencies For Business Programs
Authors: Corcoran Charles P.
Published: March 2016

Over the past twenty years, business accreditation has become a growth industry.  In 1988, some eleven percent of business programs were accredited by an accrediting body devoted solely to business program accreditation.  Today, over forty-two percent boast of such external validation of their programs.  Although the three principal accrediting agencies all profess to uphold the highest academic standards, marked differences exist.  The ACBSP and IABSP share certain qualities that distinguish them from AACSB.  However, the AACSB brand, long synonymous with the biggest and the best, remains unchallenged.
New Frontiers: Training Forensic Accountants Within The Accounting Program
Authors: Ramaswamy Vinita
Published: March 2016

Accountants have recently been subject to very unpleasant publicity following the collapse of Enron and other major companies.  There has been a plethora of accounting failures and accounting restatements of falsified earnings, with litigations and prosecutions taking place every day.  As the FASB struggles to tighten the loopholes in accounting, and Congress and the SEC try to build safeguards for corporate governance, one group of accountants has been quietly helping corporations and investors alike in rebuilding confidence in financial statements.  These are the forensic accountants.  The forensic accountant actively looks for fraudulent transactions and misrepresentations.  Such an accountant has a major role to play in this new environment, and universities have the responsibility to train future accountants to adequately meet the demands of the business world.
A Survey Of Knowledge Management Skills Acquisition In An Online Team-Based Distributed Computing Course
Authors: Thomas Jennifer D. E.
Published: March 2016

This paper investigates students’ perceptions of their acquisition of knowledge management skills, namely thinking and team-building skills, resulting from the integration of various resources and technologies into an entirely team-based, online upper level distributed computing (DC) information systems (IS) course. Results seem to indicate that more support of the thinking skills was provided by the offline resources than by the online resources, while both the online and offline resources were perceived as providing a lot of support for the team-building skills.
First Year Students Understanding Of Elementary Concepts In Differential Calculus In A Computer Laboratory Teaching Environment
Authors: Naidoo K. , Naidoo R.
Published: March 2016

This paper focuses on blended learning in mathematics I module in elementary calculus, at a University of Technology.  A computer laboratory was used to create a learning environment that promoted interactive learning together with traditional teaching. The interactive learning was performed using projects to optimize the discovery and error diagnosis in an elementary differential calculus class consisting of first year engineering students.  A group of 33 engineering students (the experimental group) completed a project in elementary calculus as part of their course requirement for the mathematics I module in the engineering faculty. The project was designed to support the development of the differential calculus frames “limit of a sequence”, “average rate of change” and “instantaneous rate of change”.  Students were clinically interviewed on their tasks in the project. We also compared a control group of students (randomly selected students) in a completely traditional to the experimental group. Both groups were subjected to the Orton’s test on differential calculus.  Analysis of project work indicated that students have developed specific mathematical mental frames in elementary calculus. The control group exhibited more structural and executive errors than the experimental group. The experimental group tended to describe the concepts using deep structures than surface structures.  Statistically the scores on the Orton’s tests indicated a clear difference between the experimental group and the control group. We can suggest blended learning enhances understanding of key concepts in elementary calculus.