bluuebunny/crossref_metadata_2025 huggingface dataset:
Higher Education Economic Impact Studies: Accurate Measures Of Economic Impact?
Authors: Bridge Morgan
Published: March 2016

Many public institutions of higher education conduct/contract economic impact studies regularly.  The accuracy of the economic impact is frequently suspect, since institutions frequently use economic impact as a means to demonstrate their contribution to the local economy in order to justify and increase tax dollars received. Economic impact studies are also used as marketing tools promoting the value of the service being provided to the local community.  Hence, the question arises, is it possible for higher education economic impact studies to accurately reflect the dollar value contributed to the economy?  Or particularly in the era of tightening budgets due to shrinking state tax revenue, will these types of studies be overstated in order to justify tax dollars received?  As Beck and Elliot (1995) have stated, a major criticism of in-house studies is the overstatement of the dollar impact by the institution. Consequently, the strength and credibility of the study may lie in the methodology used to conduct impact studies.   With sound methodology, the results may become less suspect.  However, there are a variety of differing methodologies used, from the very complicated involving input-output analysis and econometric modeling to the streamlined which involve calculating expenditures and the use of economic multipliers.   This paper discusses methodology issues surrounding economic impact studies in higher education.  The issues of the long-run versus short-run approach, geographic versus service area, calculation of expenditures, choice of economic multipliers and the labor multiplier, etc., will be discussed. The impact study conducted by the author will be used as a case study to demonstrate methodology used in a recent economic impact study and to discuss the importance of methodology in the area of college/university impact studies.
Consumer Valuation Of Higher Education And Adjusted Rates Of Return
Authors: Owings-Edwards Stephanie
Published: March 2016

This paper regards higher education as a bundle of services. This approach yields a rate of return which is between 0.5% and 4.1% higher than previously calculated. This paper makes use of data which shows how much students actually paid to attend college, a value which is often very different than the stated tuition. When students purchase the college bundle they are buying labor market skills, intellectual stimulation, a peer-group, socializing opportunities and a network of contacts. I identify which elements of the education bundle consumers wish to purchase. If a consumer purchases a good which enhances his income that purchase can be regarded as an investment. Otherwise it is regarded as a consumption good. Using a standard wage equation, which includes the elements of the education bundle consumers are willing to purchase, I confirm there are both consumption and investment aspects to the purchase of higher education. This implies previous rate of return calculations underestimated the investment return on a college education.
The Future Of Online Courses: How To Win The Marketing War
Authors: Riegle Rodney P.
Published: March 2016

Many colleges are looking to online education to improve their revenue stream. Competition for online students is escalating. Designing online courses like video games can help win the marketing war.
Forecasting University Enrollment: An Historical Case Of A College Of Business In Northeast United States Of America
Authors: Alon Ilan
Published: March 2016

This article attempts to provide a framework for predicting enrollments accurately and in a timely fashion. Several projection models are developed for predicting full-time, first-time enrollment.  A case of a regional University in NJ with a large college of business – which we will call COB (standing for College of Business, its primary focus) for purposes of anynomity -- is used to provide an historical example.  Information on competitive analysis is also provided.
The Case Of Merit Pay In A Public University Setting
Authors: Joseph Jacob , Landry Steven P. , Choe Kwangseek , Prasad Rashmi
Published: March 2016

This case examines the issue of merit-based pay as an incentive mechanism within a state university context.  Students in a business school setting are asked to apply organizational behavior and human resource theory to a non-business setting.  This case evolved from a real setting involving the usual suspects (faculty) in a business school.  The actual situational process was contentious.  It is noteworthy, that as academics who teach in a business institution, we often prove better at imparting the mechanics and technical aspects of theory than the application end of business.  Faculty and business school institutions may find interest in this study with respect to student perspectives on the issue of merit pay in general and within a university context specifically.  Students may find this case intriguing because of their connection to a university and how an exercise of this nature may take place within the backdrop of the environment with which they think they are familiar.  Prospective users of the case may wish to discuss the different applicable areas of human resource management although the main thrust is in the area of compensation and the direct application of merit pay.  Related issues for possible inclusion consist of job analysis, job descriptions, job specifications, performance appraisals, criterion contamination, and criterion deficiency.  Side issues include minority status considerations and the concepts of procedural justice (was the process for determining merit pay fair?) and distributive justice (was the final, end result of merit pay equitable?).
Levels Of Learning In Mathematics Teaching And Learning
Authors: Ortiz Enrique
Published: March 2016

This paper presents the levels of teaching and learning (concrete, representational and abstract) that could be used to present ideas and concepts in different content areas at different grade levels. When used properly, the levels of learning are powerful tools, facilitators of students’ development of abstract thinking (which happens in the student’s mind), and effective instructional tools for meeting students’ specific learning styles and interests.
Innovative Delivery Of MBA Business Foundation Coursework: Does Integrated, Team Teaching Make A Difference?
Authors: Lasher Harry J. , Manners George E.
Published: March 2016

Team-teaching is often viewed as a viable alternative to traditional delivery approaches in graduate business programs.  However there is little research to support the benefits of team-teaching from a student learning perspective.  This paper demonstrates that student achievement in “downstream” MBA courses is significantly improved when they complete integrated, team-taught business foundation courses.
University Centers Programs: Creative Solutions For Serving Remote Populations
Authors: Vicari Vincent J. , Betts Stephen C.
Published: March 2016

University Centers programs are designed to provide University level classes to students at remote locations and to facilitate a transition from local two-year institutions to regional four-year institutions.  Although similar in concept to satellite campuses and often using technologies associated with distance learning, University Centers programs also have unique characteristics that bring additional issues and concerns that need to be addressed.  In this paper we introduce the University Centers concept and review related administrative arrangements and uses of technology.   We then explore the unique issues and concerns of University Centers, drawing upon the experiences of one university’s involvement with University Centers for examples of both opportunities and solutions.  Guidelines will be presented for universities that are considering becoming involved in a University Centers program.
Facilitating Affectively To Increase Learning And Decrease Cheating In The Classroom
Authors: Mujtaba Bahaudin G. , Kennedy Joseph W.
Published: March 2016

In today’s college environment there has been an influx of reports and news concerning student cheating, and dishonesty.  This paper informs the reader how to affectively change the venue of learning today, by applying participatory facilitation skills to increase interest and retention with today’s students.  This was espoused by Benjamin Bloom, through his work utilizing “Bloom’s Taxonomy of Learning.”
Relationship of Time and Learning Retention
Authors: Kamuche Felix U. , Ledman Robert E.
Published: March 2016

This study explores the degree to which students’ understanding, or knowledge, may deteriorate over time.  Our specific focus was examining the importance of course sequencing in a curriculum.  We measured student performance in quantitative business courses and found that, over time, the correlation between students’ performance in those courses declined significantly.  We further found that that decline was not linear.
Case Study Instruction In Educational Psychology Courses
Authors: Gonzalez-DeHass Alyssa , Willems Patricia P.
Published: March 2016

The case study method of instruction affords students the opportunity to see the real-world applications of what they are learning and to actively engage in problem-solving. The purpose of this study is to examine current research on the use of case- based instruction and consider how this method might be of benefit to students enrolled in educational psychology courses in either the traditional classroom or web-assisted learning environment.
University Performance Evaluation: The Business Of Research
Authors: Ridgewell Brenda , Tower Greg
Published: March 2016

The study examines the impact of national research assessment exercises for the visual arts discipline in a university structure.  It encompasses issues of evaluation, benchmarking, performance management, performance indicators and explanatory factors.  We find that whilst the definition of research is broad enough to include most of the activities of visual arts academia. The actual operationalisation of the measurement models may well exclude many current activities.  The need to clearly demonstrate quality peer review is the largest hurdle.  Analysis is also made of the impact of a ‘national research quality assessment exercise’ such as the New Zealand and UK initiatives (Tertiary Education Commission. 2004; RAE, 2001).  Whilst visual arts academia research performance activity was ranked low in both countries, we find that their position on the need for quality and peer assessment offers a potentially broader and more accurate depiction of activity.  Obtaining a balanced broader assessment of both traditional performance measures such as research publications along with the more creative elements of visual arts such as exhibitions is paramount. The national assessment exercises show that visual arts academics are struggling to compete with their academic brethren in other disciplines.  We argue the need for national assessment exercises engenders an acceptable peer review system to better assess their broad research activities for non-traditional areas. We also make calls for more research presentation training for the visual arts discipline to assist them in the recognition of quality research productivity.  The implementation of a national research assessment system which focuses more on quality output and outcome measures instead of input measures such as research income will engender this debate.
Academic Degree Programs And Living-Learning Communities
Authors: Jackman Diane H. , Myles Margaret
Published: March 2016

Living-learning communities can be effective in enhancing academic programs at universities and the undergraduate student experience. Information on a successful program focused on teacher education will be shared.
The Better I Teach The Less My Students Learn
Authors: Francisco William , Noland Thomas , Sinclair Debra
Published: March 2016

Student evaluations are widely used to judge how well a professor is teaching.  However, because students have little prior knowledge of the subject matter, their view of “good teaching” may be more tied to how well they like the teacher.  Therefore, this paper suggests that the relationship between teaching and learning may actually be negative.  By teaching “well”, do we rob our students of the opportunity to learn?
The Costs And Benefits Of A Finance Lab
Authors: Duggal R.
Published: March 2016

Technology has revolutionized the practice of finance.  In order to provide business students a current and relevant education, schools in the U.S. and abroad are increasingly adopting the latest technology in the instruction of finance.  A finance lab typically provides real-time or delayed market data, simulation and risk analysis software, and Bloomberg terminals to illustrate various financial concepts and to train students in the use of technology.  This paper discusses numerous important constituents of a finance lab, their costs and benefits, and some potential funding sources.
Get In Rhythm Before Class
Authors: White Doralee R. , Finck Joseph E.
Published: March 2016

Music may be played before class to introduce material, to consider current events, or to reflect on historical happenings of that day.  The response from students is overwhelmingly positive.
Lifelong Learning And The Knowledge Society: Challenges For Developing Countries
Authors: Hosseini Naierossadat Daneshvar
Published: March 2016

Economic growth is increasingly driven by knowledge, and no country can remain competitive without applying knowledge.  The knowledge economy provides efficient ways to produce goods and services and deliver them more effectively, and at lower costs, to a greater number of people. In addition to the danger of a growing digital gap, there is also a growing knowledge divide. There are striking disparities between rich and poor countries in their investment and capacity in science and technology. Learning and training benefit individuals, enterprises and society alike particularly when based on the needs of the market. Individuals benefit from education and training – provided that these are supported by other economic and social policies. Education and training make individuals employable and help them gain access to better jobs and escape from poverty. Human resources development and training contribute to improved productivity in the economy, reduce skill mismatches in the labor market, and promote a country’s international competitiveness                In the 21st century, workers need to be lifelong learners, adapting continuously to changed opportunities and labor market demands of the knowledge economy. Education systems in all countries will have to evolve in that direction. The major challenge of learning and training in the 21st century for developing countries consists of insufficient capability to provide necessary education while also not being market oriented or not based on the needs of the market. These are issues will be discussed in this paper.
Strategic Stress Intervention In The Academic Environment
Authors: Wood Frances B. , Budden Connie
Published: March 2016

Adding activities to employee agendas without simultaneously decreasing other activities tends to increase stress.  Stress is an ever-present problem in the work environment.  The academic work environment is no different from that of industry, in that employees potentially face the draining and sometimes ravaging effects that stress can impose on the human condition.  A study was conducted to determine whether certain teaming activities and social events would reduce stress among the faculty in an academic department at a university in the south.  The desire to reduce stress among members of the department was a commendable goal.  However, despite the best of intentions, stress levels rose.
Going It Alone: Developing An Independent Study Abroad Program
Authors: Juban Rusty L. , Baraya Aristides R. , Budden Michael Craig
Published: March 2016

With a greater focus on internationalization, today’s business students are encouraged to participate in study abroad programs.  For smaller, regional business programs seeking a quality study abroad program, faculty and administrators may view “piggybacking” onto existing programs of larger universities as their only viable option.  However, piggyback participation in external programs may require that a university forsake its own standards and objectives, and accept the objectives of other study abroad programs.   Building on the experiences of one university’s study abroad program for MBAs, the idea that piggybacking onto other schools is the only means of creating a high quality international experience for students is rejected.
Perceptions Of Reading Assignments: A Comparison Of Business Students And Professors
Authors: Braguglia Kay H.
Published: March 2016

How do the perceptions of reading assignments of students and professors differ?  This study surveyed undergraduate business students and professors to address this question.  A review of literature indicated that professors believe that reading assignments are an important part of the learning process while students view reading as less important.  Two questionnaires were developed; one for professors and one for students.  One hundred four students and twenty-two professors participated in the study.  Cluster sampling was used to select student participants and all business school professors were polled. The results will assist with the understanding of college teaching and the development of teaching methods.  The findings of this survey are that professors and students have similar perceptions concerning textbook requirements, the percentage of students who buy textbooks, and the number of pages required for weekly readings.  The results indicate that 95% of professors and 93% of the students say that a textbook is required for business courses.  The professors believe that 70% of the students buy textbooks and 77% of the students indicated that they actually did buy their books.  The perception of professors and students concerning the number of pages assigned were similar with 69.9% of the students and 73.9% of the professors indicating that from one to fifty pages was the average weekly assignment. The findings also suggest that professors and students differ in their perceptions of the importance of reading the textbook to course grades, the percentage of examination questions derived from the textbook, student understanding of reading materials, and whether a student can earn an “A” in a course without reading the textbook.  Ninety-five percent of the Professors compared to 52.4% of the students believe that reading the textbook is important or very important to course grades.  When asked where examination questions came from 78.1% of the professors and only 32.7% of the students said that 60% or more of the test questions come from textbooks.  A total of 82.6% of the professors and 48.1% of the students indicated that students often or always understand textbook readings without explanation.  This results in 51.9% of the students stating that they understand the textbook only sometimes, rarely or never without explanation.  Thirty-four percent of the students agreed or strongly agreed that it is easy to make an A or B in a course without reading the textbook and only 4.3% of the professors believed that a student could make an A or B in the classes they teach without reading the textbook.
Using Student-Centered Projects To Teach Mathematics Content Standards
Authors: Bellomo Carryn
Published: March 2016

Teaching and learning standards across the country are becoming more content driven, especially in mathematics.  As such, it is essential to develop substantive college level math courses for pre-service and in-service teachers.  These courses should deliver mathematical content in a relevant way.  Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully to student’s lives.  As part of a grant funded through the Department of Education in coordination with the Clark County School District, I have designed two college level courses that will deliver mathematical content standards to middle school teachers.  These courses will help prepare teachers at the middle school level by focusing on mathematical content, making connections within the curriculum, using technology, and enhancing the role of mathematics in everyday life and problem solving. The primary purpose of this paper is to share with the academic community the projects used to develop content understanding in mathematics topics such as:  mathematical notation, proportion, computation, estimation, linear regression, reflections, translations, finding relationships, and analyzing data.  This paper will present these projects, and tie them to mathematics standards outlined in the Clark County School District (and Nevada State) Standards.
Champions From The Land Of The Colonias: Lessons For Collaborative Learning From A National Championship Accounting Team
Authors: Darcy John , Gutierrez-Sanchez Delia , Molina Mariela
Published: March 2016

This case study compares the experiences of Hispanic students in their competition against teams from the nation’s top research schools with their experiences in regular classroom small-group learning projects.
Problem Solving, Critical Thinking, And Case Analysis
Authors: Taylor Virginia Anne
Published: March 2016

Today, some faculty members are trying to show students how to learn, not just teach them the subject matter. These faculty members believe that the acquisition of life-long learning skills will enhance a student's intellectual growth well beyond the semester's coursework. A typical active learning approach emphasizes the students' role in constructing knowledge by engaging in inquiry, critical thinking, and problem solving. The first part of this paper discusses what active learning is and why it is desirable; the second part suggests how to use two sided pedagogical approach, the A is for Analysis model (Taylor, 1998 ) and problem-based learning (Gallagher, 1997), to implement the concepts and help students recognize that context creates complexity. It is an experiential learning exercise that focuses on interpersonal relationships, goal conflicts, self­ awareness and social awareness of relationships.
An Analysis Of The e-Business Program In The School Of Business Curriculum
Authors: Sarkar Shyamalendu , Reddy Surender
Published: March 2016

The article analyzes various present and future aspects of e-business as it is or should be incorporated in the school of business curriculum. The study uses both primary and secondary data. The results indicate that e-business courses are currently taught across the traditional disciplines of business schools. The courses are primarily taught as independent electives or as part of a regular course. The faculty preference for the future of e-business courses seems to be in the same direction, maybe even more extreme. Currently, a minority of schools do offer a certificate, major, or degree program in e-business. The current levels of e-business courses, faculty expertise, and faculty development funds all seem to be less than satisfactory. The sudden and significant decline in internet-based businesses did have significant negative effects on the number of course offerings in e-business and student enrollment in these courses. However, a significant number of respondents believe that the importance of e-business, hence e-business courses, will increase in the future.
Accounting for Exchange Transactions: An Alternative Perspective
Authors: Holland Rodger G. , Kaminski Kathleen A.
Published: March 2016

This paper presents a simple alternative method of recording exchange transactions that is theoretically superior to the popular gross method and is more informative than either the net or gross method.
Assessment Of The Economics Curriculum At A College Of Pharmacy
Authors: Polimeni John M.
Published: March 2016

This paper describes the method of assessing the outcomes of students’ training in the Economics of Health Care course at the Albany College of Pharmacy (ACP).  The following sections will: (1) describe the course and the various techniques that were used to ensure that the course outcomes were achieved, (2) explore the literature on assessment instruments for economics courses, (3) describe and analyze the assessment tools that were used in the course and the results from these instruments, and finally (4) discuss the different assessment methodologies that were used and their effectiveness and how the Economics of Health Care will be altered in the future to ensure greater comprehension by the students.
Undergraduates Writing Publishable Cases: The Trials, The Tribulations, And The Real-World Learning
Authors: Smith Jason , Edwards Josh , Kelley Patricia C.
Published: March 2016

If given the chance, undergraduates have the ability to write excellent case studies worthy of being published.  This essay describes the benefits, challenges, and process of undergraduate case writing.
Open Calculus: A Free Online Learning Environment
Authors: Korey Jane , Rheinlander Kim , Wallace Dorothy
Published: March 2016

Dartmouth College mathematicians have developed a free online calculus course called "Open Calculus." Open Calculus is an exportable distance-learning/self-study environment for learning calculus including written text, nearly 4000 online homework problems and instructional videos. The paper recounts the evaluation of course elements since 2000 in two experimental/control course situations involving nearly 300 students.
An Approach To Determining The Market For Academic Positions: Application To The Discipline Of Agricultural Economics
Authors: Farrell Terence , Casavant Ken , Jessup Eric
Published: March 2016

This paper presents relevant issues in choice of an academic career in the chosen discipline of each student.  The analytical model, applied to agricultural economics, is a supply/demand construct.
Using A Project To Add Practicality To Pedagogy
Authors: Yates Don , Smith Brian
Published: March 2016

In the marketing research class taught at University of South Carolina, Upstate School of Business and Economics, pedagogical emphasis is placed on the marketing research process as it relates to the policies and functions of the business enterprise. Historically, the marketing research project has been used in this undergraduate class to convey the nuances of market research to students. Participating students define the problem or opportunity for their client, determine budgets and timetables, select and design the research instrument(s), collect the data, organize and analyze the data, and present the project findings. A recent project, which involved work for the City of Sunshine, identified, measured, and analyzed specific “quality of life” variables and assessed the impact of the city’s revitalization efforts on the perceptions of its citizens. The study targeted three population sectors using questionnaires for data collection. The data was consolidated and analyzed by the students using WebSurveyor’s online survey tools. Comparative analysis was also performed using secondary data sources such as city tourism and visitor information, as well as sundry information from previous projects and similar city revitalization plans. The results of their analysis and corresponding conclusions are outlined in this paper.
Understanding The Negative Graduate Student Perceptions Of Required Statistics And Research Methods Courses: Implications For Programs And Faculty
Authors: Coleman Charles , Conrad Cynthia
Published: March 2016

The authors of this study endeavor to explore the negative opinions and perceptions of graduate students in business and social science programs, regarding their required statistics and research methods courses. The general sense of instructors of such courses is that students dread and resent having to take courses dealing with statistics and social research because they are both intellectually demanding and require students to call on mathematics skills. Students also seem to put a low value on such courses in terms of application to their own careers.  Clearly, the above-mentioned perceptions derive from intuitive knowledge and anecdotal statements by students. The authors of this study devised a research design to test the validity of the perceptions of negative attitudes among students in their graduate programs and to gain some understanding of the basis of the negativity.
Teaching ABC & Cost Behaviors To Non-Numbers People
Authors: Taylor Virginia Anne , Rudnick Martin
Published: March 2016

Simply put, a cost analysis studies how you spend your money. Activity based costing models associate costs with services and cost benefit analysis weighs whether or not the costs expended were worth the money given the efforts involved and the results achieved. This study seeks to understand the financial choices and information seeking behaviors of managers in the non-profit world.
Dynamic Evaluation Of The Multimedia Interface In Computer Supported Learning
Authors: Zaidel Mark
Published: March 2016

As information technology applications become widespread in education, new innovations in computer systems and communication technologies stimulate changes in students’ visual preferences. In a university environment each new cohort of students is more comfortable in the digital world, expecting that new technology will enhance teaching and learning. This study analyzes changes in perception on graphic user interfaces in a four-year period both by college students and instructors; the surveys were used to compare different formats of e-learning presentations designed accordingly to student preferences and curriculum requirements. Using factor analysis the principal characteristics of preferred multimedia interface in 2006 are compared with interface preferences four years earlier.
Some Suggestions For Teaching Ethics In Business
Authors: Gritsch Martin
Published: March 2016

N/A
Developing A Customized Program Assessment Methodology For Assurance Of Learning: A Case Study
Authors: Baker Hope , Brawley Dorothy , Campbell Jane , Capozzoli Ernest , Malgeri Linda , Roberts Gary
Published: March 2016

For most academic institutions, selecting and/or designing a Program Assessment methodology for Assurance of Learning is a challenging task.  This paper describes the steps taken to establish goals, values and criteria driving this process for a College of Business. In this case analysis, we document the options we explored in finding the right vehicle for our particular situation.  Our experience with a beta test and full rollout of our Program Assessment is detailed. After considerable research and a trial and error process, we have implemented a hybrid Program Assessment approach for our undergraduate students.  This approach includes a business simulation product that has been customized and tailored for our institution along with locally developed major field exams.  Our lessons learned from this experience include issues surrounding student resistance, faculty engagement, logistics, and the need to use multiple assessment vehicles.
The IS Undergraduate Curriculum: Predicting Student Outcomes In An Upper Division Programming Course
Authors: Lege Annette M. , Mawhinney Charles H. , Morrell Joseph S.
Published: March 2016

Academic performance of students is a primary factor in student attrition.  Being able to reliably predict academic success would facilitate improved advising for academic program and course selection.  This study examines several predictor variables and assesses their value in predicting course performance in an upper division computer programming course in an undergraduate business-based Information Systems (IS) degree program.
Teaching Managerial Economics In MBA Programs: A Survey Of AACSB Colleges
Authors: Kolluri Bharat , Singamsett Rao
Published: March 2016

There is a significant variation in the managerial economics course in terms of the prerequisites, contents and delivery in the MBA programs of AACSB institutions. In order to get detailed information on these aspects, we conducted a survey of 275 AACSB institutions and reported the results. Briefly, the survey indicates that majority of the programs require principles of economics and business statistics as prerequisites among other things. Based on the survey results, the paper strongly recommends a two course sequence in economics, an introduction to economics as a prerequisite and a managerial economics course in the core of the MBA program.
Where Are the Accounting Professors?
Authors: Chang Jui-Chin , Sun Huey-Lian
Published: March 2016

Accounting education is facing a crisis of shortage of accounting faculty. This study discusses the reasons behind the shortage and offers suggestions to increase the supply of accounting faculty. Our suggestions are as followings. First, educators should begin promoting accounting academia as one of the career choices to undergraduate and graduate students. Second, schools should provide adequate financial support to Ph.D. students. Third, academic administers should encourage faculty’s involvement in mentoring Ph.D. students. Finally, the tenure and promotion system needs to be reevaluated to facilitate success in faculty development.
Globalization Of Knowledge Discovery And Information Retrieval In Teaching And Learning
Authors: Zaidel Mark , Guerrero Osiris
Published: March 2016

Developments in communication and information technologies in the last decade have had a significant impact on instructional and learning activities. For many students and educators, the Internet became the significant medium for sharing instruction, learning and communication. Access to knowledge beyond boundaries and cultures has an impact on methods of teaching and learning, affecting professional education in corporations worldwide. The blending of science with commercial applications, new methods of conducting business, and access to published and preliminary research is not longer limited to leading educational institutions and the northern hemisphere. This paper discusses educational opportunities, reviewing the latest trends in information retrieval, along with new teaching methodologies related to availability and globalization of information. The good news is that the multicultural melding of various intelligences and the global linking of intelligent knowledge systems promises to lend a multicultural wisdom to the selection and provision of information. We hope that this may ultimately contribute to a lessening of the gap between educationally rich and poor nations. In this paper the “digital divide” is seen to be a less vexing problem for the future of globalized intelligent information systems. This system, called the “Global Brain,” ameliorates existing differences in national access to educational content repositories used for teaching and learning.
Personnel Preparation Projects For Special Education: It Takes More Than Money
Authors: Ingalls Lawrence , Hammond Helen
Published: March 2016

The issues regarding teacher shortages and retention have been a concern for many years within the special education field.  School districts have struggled at not only maintaining quality teachers to fill positions for special education programs, but also to retain these quality teachers in their districts.  As an additional challenge, many communities have members that are place bound.  These individuals do not wish to leave their families to move to another location to receive university training.  Specific strategies used in training models from a variety of projects will be discussed.
Implementing Service Learning: From Nutrition Education into Community Action
Authors: Zinger Lana , Sinclair Alicia
Published: March 2016

Service learning integrates academic learning and relevant community service with classroom instruction, focusing on critical, reflective thinking and personal civic responsibility. Through a grant, community college students were provided with grocery store vouchers to purchase unfamiliar, healthy foods. Students were taken on an educational “tour” of a local supermarket and were shown how to grocery shop according to dietary guidelines.  Students then engaged in service learning by going out into their communities where they acted as nutrition educators and taught community members skills they initially learned.  As a result of this project, students reported success in applying the knowledge and skills learned from one setting to another.  By engaging in service learning, students also reported improved nutrition knowledge and overall confidence with the subject matter.
Cultural Differences In Learning And Implications For Distance Delivery Of Educational Programmes To Developing Nations: A Case Study In Fiji
Authors: Shanahan Morris W.
Published: March 2016

Shanahan (2006) found that to be effective the delivery of distance learning programmes to developing nations had to overcome certain constraints, such as cultural constrictions (i.e., issues of language), tradition-based limitations (i.e., paternalistic and hierarchical structures), an inherited past (colonialism), and poor infrastructure (particularly in relation to telecommunications).  It was argued that all of these obstacles needed to be managed and sufficiently overcome if distance delivery was to be of any utility.  This study builds upon this research to include possible differences in learning styles across cultures that may influence the functionality of web-based distance learning programmes.  Fiji was chosen as a useful case study as this country has a population that is almost evenly split between two cultures: indigenous Fijians and people of Indian ancestry who were born in Fiji.  These people were submitted to the same integrated educational systems, governmental processes, economic constraints, and social norms and laws.  Participants in this study completed the Lincoln VARK Learning Styles Questionnaire[1] and comparisons were made between learning styles and by ethnicity, age, computer access, and job position.  Results indicated no significant difference in learning styles between cultures, but significant differences between learning styles across the total sample were evident.  The results suggest learning differences need to be taken into account if maximum outcomes are to be achieved from web-based distance learning programmes.  Such a finding has ramifications for educational institutions offering distance learning curriculums as the poor completion rates may partly be a function of not moderating such programmes to cater to the differences in learning styles.  It is simply not a totalitarian process.  [1] Copyright Version 7.0 (2006) held by Neil D. Fleming, Christchurch, New Zealand and Charles C. Bonwell, Green Mountain Falls, Colorado 80819 U.S.A
Post Graduation Assessment Of Learning Outcomes
Authors: Maples Glenn , Greco Anna M. , Tanner John R.
Published: March 2016

The objective of this work is to suggest a process for improving the assessment of educational outcomes in universities.  Improved accountability and assessment has become an important direction in academic institutional research, but the underlying question –how best to accomplish this goal is an open question.  A framework is first described which promotes the categorization of academic assessment.  Based on this framework, a preliminary instrument was developed and piloted.  The results of this study are reported and plans for future efforts are described.
Cellular Telephone Use: A Survey Of College Business Students
Authors: Braguglia Kay H.
Published: March 2016

Whether it is hand held, in a pocket, on a backpack, clipped to a belt, or hidden in a brief case or purse, college students and cellular telephones go together.  Communication with fellow students, professors, parents, and everyone else is just a click away. While walking across campus and down the halls of academic buildings, cellular telephones are being used.  This research questions in what ways do students use cellular telephones and does this use interfere with or assist in learning and college life?  This paper reports the results of a survey of undergraduate business students addressing this question.  The objectives were to determine: (1) how much time is spent using a cell phone and which phone features are used most frequently, (2) what students believe concerning the impact of cell phones on learning in the classroom and during study, (3) how often students are in contact with parents on a cell phone, and (4) how much do students pay for cell phone services.  The results indicate that 100% of the students own a cell phone.  Sixty-six percent of the students use voice calls most frequently and 30% use text messages most often.  A total of 55.8% of students report that they spend 3 hours or less on their cell phone daily and 44.8% spend four or more hours daily on their cell phones.  Over half of the students report that they have some interaction with their cell phones during class time for every class.  Seventy-seven percent state that this cell phone use seldom or never interferes with classroom learning. All of the students (100%) believe that they should be able to receive emergency information over a cell phone during class time.  Seventy-six percent believe that cell phones seldom or never assist in classroom learning.  However, students report that cell phone use impacts on study time outside of class.  Cell phone distractions during study time outside class was reported by 34.6% of the students as happening often or always and an additional 43.5% are sometimes distracted by cell phones during study time. Bad or upsetting news received over a cell phone before class impacts academic performance of 14.2% of the students often or always.  Thirty-five percent of the students talk to parents more than once a day and another 23.7% have contact on a daily basis. Therefore, 59.5% report that they have contact with their parents at least once a day.    Fifteen percent of the students pay over $100 per month for cell phone service, 28% pay from $75 to $100, 34% spend $51 to $75, and 14% spend $26 to $50 per month.  More than 90% of the students report that they have text messaging, calculator, clock, calendar, and appointment reminder on their cell phone.  Over 70% have the internet and games.  Over 60% have a camera and email.  Only 13% have an MP3 music player and 7% have an FM radio.
Extending Learning Beyond The Exam: Multiple-Choice Tests
Authors: Bangs Joann
Published: March 2016

In this paper I describe a method to help students go back and better understand material they got wrong on multiple-choice tests.
Closing The Achievement Gap: Challenges And Opportunities
Authors: Robards Shirley N.
Published: March 2016

Closing the achievement gap between low-and high-achieving public school students is an important goal of public education (p. 42, Lowell Rose and Alec Gallup, Phi Delta Kappan, 2007).  The paper will explore background information and research as well as discuss examples of best practices to close the achievement gap.  Several plans have been proposed as ways to enhance the achievement of under-represented students, according to the Phi Delta Kappa/Gallup Poll (Phi Delta Kappan, September 2007, p. 42), including additional instructional time, student assistance and increased assistance outside of the school day.
Fostering A Wholistic Education: A Practical Approach For Advisors
Authors: Priesmeyer H. Richard , Ward Stephanie , Murray Mary Ann
Published: March 2016

This article defines wholistic education and provides a model currently used in a college-level, academic setting. The various dimensions of the model are described along with the manner by which each is measured. An important contribution of this paper is the introduction of nonlinear methods which provide appropriate means for analyzing and responding to individual student behaviors. While the model is specific to our institution it is general enough to be adapted to any other academic setting.
Educating Part-Time MBAs For The Global Business Environment
Authors: Randolph W. Alan
Published: March 2016

To be successful managers in the business world of the 21st century, MBA students must acquire global skills of business acumen, reflection, cultural sensitivity, and multi-cultural teamwork. Developing these skills requires international experience, but educating part-time MBAs creates a special challenge demanding both rigor and efficiency.  This paper describes an innovative way to address this challenge.  Based on the study tour concept, the course incorporates a three-part multinational opportunity analysis project for a full semester, and provides students a chance to interact with professors and students from a university in another country.  The students develop critical global skills with only an abbreviated travel experience abroad.
An Investigation Of 'Honesty Check' Items In Higher Education Course Evaluations
Authors: Bradley Kelly D. , Royal Kenneth D. , Bradley James W.
Published: March 2016

The reliability and validity of course evaluations in higher education is often assumed. The typical Likert-type surveys utilized when students' evaluate the course and instructor often overlook measurement issues, or deal with them in an ineffective manner. Given the importance that is placed on higher education course evaluations, with results impacting such events as merit raises and promotion, the proper construction and use of evaluation tools is a critical issue. In an effort to assure 'honesty' in student responses, many institutions include items written positively and negatively, which are intended to measure the same construct. Using 537 course evaluations for a mathematics faculty member at a Midwest college, an item analysis is conducted with attention given to means and standard deviations, frequency counts, nonparametric correlations and tests of significant differences between questions that should, in theory, produce a similar measure or exactly opposite. A contention is made that the way the item is asked does matter, at least in some instances, and it should not be assumed that an item written in the positive and negative should directly correlate. The survey research community and institutions utilizing similar rating scale instruments will benefit from the results of this study, as well as the education community in general.
Infusing The Mentorship Model Of Education For The Promotion Of Critical Thinking In Doctoral Education
Authors: Zipp Genevieve Pinto , Olson Valerie
Published: March 2016

Effective mentorship is demonstrated in a variety of venues. Good mentors lead students on a journey that forever changes the ways in which they think and act, and consists of different and diverse experiences. Acknowledging faculty beliefs regarding mentorship and instruction is important to understanding why mentors select and implement specific strategies throughout the mentee’s academic tenure. The purposes of this paper are first, to describe the “Layered Learning Mentorship Model (LLMM)” presented in the Department of Graduate Programs in Heath Sciences curriculum; second, to provide an understanding of how the LLMM was developed so as to promote critical thinking skills in graduate students; third, to provide educators with an understanding of the tools essential for the integration of critical thinking opportunities at all levels of doctoral education; and finally, to assess student and faculty perceptions regarding the use of LLMM.