bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Logistic Approach To Predicting Student Success In Online Database Courses
Authors: Garman George 
Published: February 2016

This paper examines the affects of reading comprehension on the performance of online students in a beginning database management class. Reading comprehension is measured by the results of a Cloze Test administered online to the students during the first week of classes. Using data collected from 2002 through 2008, the significance of the Cloze Test score is analyzed with respect to the three different assessment methods used in the class as well as to the overall average score of the students in the class. The data are tested using a binary logistic model that analyzes the data on a success (improvement) or failure (no improvement) basis. The analysis finds that reading comprehension has a significant impact on the scores students earn on examinations and on the final class average. However, the reading comprehension score has no significant impact on assessments that are more under the control of the student such as online open-book quizzes and projects.
Introductory Business Textbook Revision Cycles: Are They Getting Shorter?
Authors: Zinser Brian , Brunswick Gary 
Published: February 2016

The rate of textbook revision cycles is examined in light of the recent trend towards more rapid revisions (and adoptions of textbooks). The authors conduct background research to better understand the context for textbook revision cycles and the environmental forces that have been influencing what appears to be more rapid textbook revisions. A study methodology is designed, data are collected and analyzed, and the results are reported, eventually supporting the contention that textbook revision cycles are indeed becoming more frequent. The managerial implications of the findings are discussed, along with future areas for research.
Learning Effectiveness Using Different Teaching Modalities
Authors: Carrol Norman , Burke Molly 
Published: February 2016

There is much discussion about whether online instruction is as effective as face-to-face instruction. To address this question, a comparative study was made of two sections of an MBA organizational theory course, one taught online and the other face-to-face. The content covered by both sections was the same with similar assignments and a common final examination. There was little difference between the sections on the results of the final examination or the student course evaluations. This study suggests that neither modality is more effective than the other with regard to student achievement or their perceptions of course effectiveness.
Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery
Authors: Wiechowski Linda S. 
Published: February 2016

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world. This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery. The process begins with the determination of the core competencies employers require of recent finance undergraduate students. Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.
A Spreadsheet Simulation Of The Monty Hall Problem
Authors: Patterson Mike C. , Harmel Bob , Friesen Dan 
Published: February 2016

The “Monty Hall” problem or “Three Door” problem—where a person chooses one of three doors in hope of winning a valuable prize but is subsequently offered the choice of changing his or her selection—is a well known and often discussed probability problem. In this paper, the structure, history, and ultimate solution of the Monty Hall problem are discussed. The problem solution is modeled with a spreadsheet simulation that evaluates the frequencies of the possible outcomes (win or lose) under the two choices or strategies available: switch to the unopened door or do not switch. A Law of Large Numbers approach is also used to graphically demonstrate the long run outcome of adopting one the two available strategies. As is known, the optimal strategy is to switch to the unopened door; the spreadsheet model illustrates why this strategy is optimal. A complete discussion of the spreadsheet logic is included. Pedagogical approaches and applications of the spreadsheet simulation approach are also discussed.
Gender Differences In Attitudes Toward Computers And Performance In The Accounting Information Systems Class
Authors: Lenard Mary Jane , Wessels Susan , Khanlarian Cindi 
Published: February 2016

Using a model developed by Young (2000), this paper explores the relationship between performance in the Accounting Information Systems course, self-assessed computer skills, and attitudes toward computers. Results show that after taking the AIS course, students experience a change in perception about their use of computers. Females’ self-evaluation of their computer skills improved significantly after the course, while males’ self-evaluation showed no change. Females also received significantly higher grades compared to males. There was a significant relationship between confidence and self-assessed computer skills. This study shows that the AIS course is successful in developing students’ confidence in using computers. Training that results in accurate self-assessment of skills may influence the choice of careers and one’s future success in those careers.
Analysis Of Variance With Summary Statistics In Microsoft Excel
Authors: Larson David A. , Hsu Ko-Cheng 
Published: February 2016

Students regularly are asked to solve Single Factor Analysis of Variance problems given only the sample summary statistics (number of observations per category, category means, and corresponding category standard deviations). Most undergraduate students today use Excel for data analysis of this type. However, Excel, like all other statistical software packages, requires an input data set in order to invoke its Anova: Single Factor procedure. The purpose of this paper is therefore to provide the student with an Excel macro that, given just the sample summary statistics as input, generates an equivalent underlying data set. This data set can then be used as the required input data set in Excel for Single Factor Analysis of Variance.
Important Characteristics In An MBA Program: The Perceptions Of Online MBA Students
Authors: Rydzewski Danielle N. , Eastman Jacqueline K. , Bocchi Joseph 
Published: February 2016

This study examines characteristics important to online MBA students and alumni. The study looks at what characteristics are important in an online MBA Program and if the level of importance of these characteristics varies by demographic variables. The study focuses on availability, program quality, program length, cost, and courses in the curriculum. The results suggest that the importance of characteristics in a MBA program falls into three tiers. The most important characteristic is availability. The next tier of importance is quality, program length, and cost. There is no significant difference in importance among these three characteristics, but they are all significantly lower in importance than availability. The final characteristic is courses as this is rated significantly lower than the other characteristics in terms of importance. The research also examined if there were differences in importance characteristics by gender, age, years’ work experience and income and found while the basic order rankings were very similar across the different demographic variables, there were a few differences among demographic groups. Women rated as quality, length, and courses at a higher level of importance than men did. Finally, those with more years work experience rated availability at a significantly higher level of importance than those with fewer years work experience.
Critical Chain Exercises
Authors: Doyle John Kevin 
Published: February 2016

Critical Chains project management focuses on holding buffers at the project level vs. task level, and managing buffers as a project resource. A number of studies have shown that Critical Chain project management can significantly improve organizational schedule fidelity (i.e., improve the proportion of projects delivered on time) and reduce average project duration, by reducing the unproductive time spent waiting for predecessor tasks to complete. Classroom exposition of Critical Chains requires mental models. Manufacturing examples, and particularly work in progress building up in front of specific bottleneck machines on the factory floor, have been effective examples for many years. Since many fewer practitioners have manufacturing experience than previously, the factory floor mental model does not work well with them. We describe a series of three “games” which have been used to teach managers and project managers about Critical Chains, and also used by the author in graduate Project Management courses the last two years. This paper describes more careful preparation for these simulations, to make them more useful in the classroom. Specifically, we more carefully define the setup, sequencing, instructions, and monitoring of each of the exercises, and develop a set of discussion questions for each exercise designed to lead the students to specific conclusions about the impacts of challenging objectives, multi-tasking, and the impact of randomness and batch size. We develop a pre-/post-test to assess student learning, and will use these to compare student learning before and after the modified improvements in the games.
The Impact Of Course Scheduling On Student Success In Intermediate Accounting
Authors: Carrington Linda G. 
Published: February 2016

Cognitive psychology research, as well as educational psychology research, suggests that learning is enhanced when new subjects are presented in spaced-out sessions rather than compressed into fewer, longer sessions (the “spacing effect”). This would suggest that students should learn better when taking courses that are scheduled over longer time periods (two or three days per week over a long semester) rather than in an intensive (one day per week) or compressed (summer session) format. This research investigates whether the spacing effect exists for students in Intermediate Accounting classes. Specifically, this research examines student performance in Intermediate Accounting courses offered in four different scheduling formats including one, two, and three days per week over traditional long semesters, as well as during compressed four-week summer sessions. A significant association between course schedule and student performance is found to exist. The effect of student age and gender on this association is also explored. Results identify one scheduling option which appears to be a particularly poor schedule for Intermediate Accounting, as well as particular characteristics of students who might be more likely to have difficulty with this schedule. Results should be of interest to university administrators responsible for making scheduling decisions, to faculty members teaching under different course schedules, and to individual students planning their class schedules.
The Missing Curriculum Link: Personal Financial Planning
Authors: Neidermeyer Adolph A. , Neidermeyer Presha E. 
Published: February 2016

With increasing personal and business financial challenges facing today’s professionals, we, as business school faculty, have a responsibility to offer the educational background that should enable rising professionals to successfully manage finances. Unfortunately, the results of a recent analysis of curriculum offerings in Personal Financial Planning indicate that we, as faculty, have not fully accepted this responsibility. Only three out of the 131 four-year institutions reviewed have a required Personal Financial Planning course in their curriculums. Quite frankly, we’re permitting launching a generation of students who are unprepared to manage both their own and potentially others’ financial affairs. With that shortfall of a course offering as a backdrop, we suggest the following content for a required Personal Financial Planning course for all students majoring in Business Administration.
Integrating The Executive MBA Curriculum: Tales Of The Cat Herder
Authors: Hoadley Ellen D. , Mento Anthony J. 
Published: February 2016

Continuous improvement has been a strategic priority for Loyola College in Maryland’s Executive MBA (EMBA) Program since the program’s inception in 1973. In the summer of 2008, Loyola began an intensive EMBA curriculum review. The process resulted in a recommendation to make a significant shift in the curriculum’s emphasis. This paper reports on the factors involved in that review process and the leadership lessons learned from the endeavor. The lessons learned are reported using the metaphor of tales of the cat herder in reference to a widely-held belief among academicians that working with faculty is like herding cats.
Incivility In The Accounting Classroom
Authors: Swinney Laurie , Elder Bruce , Seaton Lloyd "Pat" 
Published: February 2016

Classroom incivility is any action that interferes with a harmonious and cooperative learning atmosphere in the classroom (Feldman, 2001). We compared the perceptions of accounting faculty to the perceptions of cross-disciplinary faculty relating to both the definition of student actions as incivility and the occurrence of incivility. We also compared faculty and business administrator perceptions to investigate the level of administrator awareness of accounting classroom incivility. Our results indicate that accounting faculty are more likely to define potentially disruptive student behaviors as incivility and reported higher levels of classroom incivility than cross-disciplinary faculty. We find general agreement between accounting faculty and business administrators relating to both the definition and occurrence of incivility.
Student Evaluation Instruments: The Interactive Impact Of Course Requirement, Student Level, Department And Anticipated Grade
Authors: Driscoll Jennifer , Cadden David 
Published: February 2016

The examination of Student Evaluation Instruments (SEI) has generated a considerable literature. Interestingly, this extensive literature provides no clear guidance on how to interpret SEI results in order to make comparative evaluations of instructors’ performances. The research presented in this paper draws upon six semesters worth of SEI responses for all courses in our school of business – a database of nearly 30,000 responses. The paper examines how core measures of teaching effectiveness – student evaluation of instructor’s teaching ability and willingness to recommend the instructor – are affected by several factors. These factors include: the department from which the course was offered; whether the course was required by the core, the department or was an elective; the status of the student and the anticipated grade. Statistical analyses are conducted to examine and determine the impact of these factors and their interactions. The goal is to develop a system that can more accurately gauge instructors’ performances as measured by the student evaluation instrument.
The Impact Of The Sarbanes-Oxley Act Of 2002 On The Teaching Of Ethics In Core MBA Curriculums In Ohio
Authors: Sullivan Daniel W. 
Published: February 2016

A decade of corporate scandals has highlighted a lack of ethical decision making skills among business leaders. Reasons for this deficiency vary from an absence of ethical teaching in the home to a failure of American corporate culture. In 2002, the situation reached a critical point with scandals such as Enron and Tyco forcing a Congressional response in the form of the Sarbanes-Oxley Act of 2002. Questions concerning corporate leaders’ ability to act ethically again resurfaced in the wake of the recent financial collapse of giants such as AIG and Citigroup, creating a debate over what lessons were learned from the Sarbanes- Oxley experience. MBA curriculums are major stakeholders in this debate. MBA programs are venues where the majority of our business leaders learn the critical skills needed to succeed. The purpose of this study was to assess the treatment of ethics in core MBA curriculums in Ohio in response to the Sarbanes-Oxley Act of 2002. The study determined that MBA programs in Ohio failed to adjust their core curriculums in response to the new demand for increased ethics instruction. Further, it determined that private and public institutions reacted to the legislation in a similar manner. It also revealed that private and public institutions traditionally approach ethics instruction differently.
Universities Becoming The Outsourcing Solution
Authors: Bohley Katharine A. 
Published: February 2016

This paper provides a road map for universities to follow in responding to corporations that are in need of a solution to the dilemma of building an executive development program and simultaneously providing their executives with a high quality MBA degree. Difficulties experienced by many corporations are complicated by the fact that MBA programs vary by level of quality, emphasis, availability of concentrations and the degree to which they focus on the specific needs of their executive-level students. In addition, many MBA programs are taught by faculty that see their primary function as research scholars. In some business schools, (Bennis and O’Toole, 2005) there is little responsiveness to the needs of business “customers,” and often faculty have little high level executive experience to enhance the value of education for MBA’s. The solution to this issue is to outsource an executive development program and this paper will address the University of Indianapolis’ (UINDY) experience in providing such a program. The model presented in this paper is derived from years of experience in making the MBA cohorts into the recognized outsourcing solution for corporate universities. The model, which has been highly developed, begins with having an active business development and support services team that demonstrates commitment and responsiveness to the needs of the major corporations. UINDY builds on the success of multiple cohorts that have been delivered to these major corporations. This model prioritizes the attitude UINDY brings to this effort – one of responsiveness to the company’s needs and a passionate commitment to providing the highest quality accredited degree for their employees that will be ‘nominated,’ for an MBA. A customized curriculum that focuses on the unique issues, concerns and needs of the specific industry, company, and culture of the cohort is developed. As an example, one of our major successes has been in one of the world’s largest aircraft engines manufacturing companies. The choice of materials, cases, and the focus of discussions are specific to that industry. The cohorts are taught on the corporate premises, on the company’s schedule (not on the official academic schedule) and the students can immediately apply what they are learning to solving problems and providing value to their companies on a continuing basis. We detail the steps and stages of what has been successful in order to provide a toolkit that other universities can follow. The paper also details the pitfalls, problems, and issues that must be faced to increase the likelihood of success and continuity of the programs being extended to future cohorts.
Educational Competencies That Mid-Sized CPA Firms Value In Their Professional Accounting Staff
Authors: Margheim Loren , Hora Judith A. , Pattison Diane 
Published: February 2016

This study examined the educational competencies mid-sized accounting firm partners value in their professional staff when making promotion decisions to senior, manager, and partner. Mid-sized firms were defined in this study to include all of the non-Big 4 national firms, the large regional CPA firms, and several large local firms. Over 1,380 partners received two mailings of a survey instrument and usable responses were received from 699 of those partners. The paper summarizes the competencies the respondents indicated were important to be promoted in their firms. In addition, the study summarizes demographic characteristics of those mid-sized accounting firm partners and the advantages they perceive of working for a mid-sized accounting firm. Results indicate that technical accounting skills are very important to mid-sized firms, but that their relative importance decreases as individuals are considered for higher level positions. On the other hand, the importance of communication, leadership, and interpersonal skills grows all the way through the partner promotion decision.
Integrating Experiential Learning Into Business Courses: Using Learning Journals To Create Living Case Studies
Authors: McHann James C. , Frost Laura A. 
Published: February 2016

Research demonstrates that the capacity to implement strategy and to execute plans drives business success (Hrebiniak, 2007) and that businesses’ inability to succeed by executing effectively arises from the ubiquitous incapacity of business professionals to overcome the gap between what they know and what they are actually able to do, whether personally or professionally (Pfeffer & Sutton, 2000). Research and experience also demonstrates that the capacity to execute is not primarily about operational or tactical skills. Rather, it is more a “discipline to learn” (Bossidy, Charan & Burck, 2002; i.e., the capacity to execute is primarily a discipline of continuously learning to acquire, to interpret, and especially to apply information (Garvin, 2000) in a never-ending spiral of improvement. Business professionals must possess this capacity in order to succeed over the long-term. The purpose of business education is to prepare professionals for successful performance in businesses. However, unlike the preparation of medical doctors and many other professionals, the education in most business schools remains more theoretical than experiential in the andragogy employed. Even the typical case study, like many instructional techniques used in business schools, is still relatively “theoretical” in that it is not a business experience in which the student is personally involved. This paper introduces an instructional method, the journal entry assignment, to help address the challenge of creating a more experiential education and preparation for business. This assignment enables students to “learn by doing” and, in effect, it creates a “living case study” experience for students.
How Remote Response Devices Enable Student Learning: A Four-Year Analysis
Authors: Anderson William A. , Noland Thomas G. 
Published: February 2016

The use of Personal Response Systems (PRS) / Classroom Performance Systems (CPS) has expanded considerably since introduction in the early 2000s. Much of the exploration of the technology has focused on methodology, student participation, and student perception. This paper examines actual testing results over nine semesters to provide some insights to the impact of the technology on student grades.
Using Dynamic Value Stream Mapping And Lean Accounting Box Scores To Support Lean Implementation
Authors: Woehrle Stephen L. , Abou-Shady Louay 
Published: February 2016

Lean has proven to be an effective management philosophy for improving businesses in a competitive market by eliminating waste and improving operations. An impact of implementing lean projects is the rapid reduction in inventory levels, which gives management the false impression that profits are decreasing while workers on the shop floor observe improvements in operations and increased floor space. This paper explores the literature on lean manufacturing, value stream mapping (VSM), Simulation and lean accounting in order to incorporate and integrate them for the purpose of solving the dilemma between lean implementation benefits and financial and accounting reporting methods.