bluuebunny/crossref_metadata_2025_split huggingface dataset:
Accounting Issues: An Essay Series Part I - Introduction To Accounting Theory And Cash
Authors: Laux Judy 
Published: March 2016

Recent accounting scandals challenge academics to refocus the educational process on the theoretical underpinnings of accounting. This is the first in a series of articles designed to facilitate this realignment. Intended as a supplement for the introductory accounting course, the essay series connects each of the primary accounting elements to the essential theoretical constructs, discusses the inherent tradeoffs and measurement dilemmas involved, describes newsworthy examples of “accounting gone bad,” and offers a brief bibliography for further investigation should students (or professors) choose to research the element in more depth. Accounting instructors may elect to include the entire series if time permits or may select articles committed only to certain topics; each essay is designed to stand independently, with only the current article as required preparation.
On The Detriment Of Obsession With Individual Achievement In Cooperative Learning
Authors: Joyce William B. 
Published: March 2016

This research developed and tested a model of the relationship between detrimental behavior and cooperative learning. It is hypothesized that relationship between group and individual detrimental behavior would be strongest among those simultaneously high in individual consideration and abnormal behavior. The hypothesis was tested and replicated with statistically significant results. Implications are discussed and future research directions are identified.
Creating A Positive Elementary Environment For Asperger Children
Authors: Batesko Mary Lee 
Published: March 2016

The essential features of Asperger’s Disorder are severe and sustained impairment in social interaction and development of restricted repetitive patterns of behavior, interests, and activities. This disturbance must cause clinically significant impairment in social, occupational, or other important areas o functioning. In contrast to Autistic Disorder, there are no clinically significant delays or deviance in language acquisition (e.g., single non-echoed words are communicatively by age 2 years, and spontaneous communicative phrases are used by age 3 years), although more subtle aspects of social communication (e.g., typical give-and-take in conversation may be affected.” (p. 80).
Motivational Systems Theory And The Academic Performance Of College Students
Authors: Campbell Michael M. 
Published: March 2016

This study explored the validity of the Motivational Systems Theory (MST) as a measure of performance of college students pursuing business degrees and the level of academic performance attained across gender and race lines. This goal is achieved by investigating the relationships between motivational strategies, biological factors, responsive environment factors, skill/prior ability, and academic performance of these college students and the impact on the level of academic performance by the college students’ gender and race. The unit of analysis used in this study was 259 college students pursuing business degrees in an institution of higher learning in the south-eastern region of the United States. The instrument of choice was the Motivated Strategies for Learning Questionnaire (MSLQ) which was used in prior studies to survey the relationship between motivation and learning strategies and performance of students in the disciplines of arts and sciences, philosophy, psychology and natural sciences. The MSLQ will be used to obtain students responses to 50 questions pertaining to their college experience as relates to their motivation and application of learning strategies. The results indicated that the motivational systems theory is a valid predictor of performance. The female students’ levels of academic performance were higher than their male counterparts irrespective of race. The biological trait, test anxiety, impacted Caucasian females more than the other gender or race groups. ANOVA confirmed that statistically significant relationships existed between academic performance and demographic variables gender and race. MANOVA confirmed that the differences in performance levels across gender and race lines were statistically significant. The results strongly supported the premise that the levels of academic performance are impacted significantly across gender and race lines for college students pursuing degrees in accredited business programs.
Using Blended Learning To Facilitate The Mathematical Thought Processes Of Primary School Learners In A Computer Laboratory: A Case Study In Calculating Simple Areas
Authors: Naidoo N. , Naidoo R. 
Published: March 2016

Primary school learners’ first encounters with mathematics in a traditional learning environment often create lifelong ‘math phobia.’(Papert 1980) The situation in a country emerging from an oppressive education system designed to educationally disempower the majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator resorts to rote learning, drill and practice and ‘chalk and talk’ methods of teaching. The individual needs and levels of learners are disregarded and blanket assessment methods are employed (Naidoo and Naidoo 2006b). Collaborative learning is minimal or non-existent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners. Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools. The introduction of networked computer laboratories to previously disadvantaged South African primary schools enables the use of computers as powerful tools to analyze the thought processes of learners during their early encounters with mathematics. A blended learning approach using a networked computing environment and LOGO mathematics to facilitate the teaching and learning of area in a Grade 5 class produced significantly higher grades and an enhanced learning experience, both for learners and the educator, as compared to a second Grade 5 class utilizing traditional teaching and learning methods only. This study entailed the use of software to promote collaborative learning encompassing both learner-learner and learner-educator interaction. Apart from the educator using the computer as a medium of instruction via the software, learners were allowed to actively provide input. Furthermore the software allowed the educator to view learners’ progress during activities and provide real-time input via the computer.
Meeting The Needs Of Business: Are We Teaching The Right Things?
Authors: Mill Robert Christie 
Published: March 2016

It may be that business schools are not providing undergraduate business students with the competencies considered most important by company recruiters. Research from Bentley College and the University of Guelph indicates that graduates and managers find that non-technical skills such as creativity, oral and written communication, decision-making and leadership are least adequately developed in undergraduate business students. A study out of Wake Forest University indicates that recruiters consider the most important competencies for undergraduate business students to have are: Communication and interpersonal skills, Leadership skills and potential, Ability to work effectively within teams, Adaptability, including dealing with ambiguity, People and task management skills, Self-management skills. ‘Specific functional expertise’ is listed as only of ‘medium’ importance. Yet the overwhelming majority of undergraduate business courses cover the functional areas of accounting, finance, marketing, management, economics and information technology. A variety of delivery approaches from various undergraduate business programs are examined to determine the best way to cover these important topics.
An Empirical Analysis Of Underlying Factors Affecting The Choice Of Accounting Major
Authors: Heiat Abbas , Brown Doug , Johnson Debra M. 
Published: March 2016

This study explores the factors that influence a student’s choice of major along with students’ perceptions of accounting classes and the accounting profession The results indicate that students are most strongly influenced in their choice of major by a genuine interest in the subject matter. This finding is the same regardless of major and gender. Other influential factors include availability of employment, starting pay, and the ability to interact with people. The factor with the least amount of influence on selection of a major is the expected ease of earning a degree.
Computer Aided Instruction: A Study Of Student Evaluations And Academic Performance
Authors: Collins David , Deck Alan , McCrickard Myra 
Published: March 2016

Computer aided instruction (CAI) encompasses a broad range of computer technologies that supplement the classroom learning environment and can dramatically increase a student’s access to information. Criticism of CAI generally focuses on two issues: it lacks an adequate foundation in educational theory and the software is difficult to implement and use. This paper describes the educational use of CAI in two different courses at a small, private university and the implementation and use experiences of the instructors. One instructor used Homework Manager in Principles of Financial Accounting and the other instructor used Aplia in Principles of Microeconomics. It is shown that the use of CAI is pedagogically effective and that currently available applications are easy to integrate into the student’s in-class experience. The paper also reports on the impact that using CAI has on student evaluations of both the course and the instructor and on student grades. For student evaluations, mean responses were compared on ten questions believed to be influenced by the switch from traditional homework assignments to CAI-based homework assignments. While differences were generally in the expected direction, it could not be shown that CAI had a direct impact on student evaluations of either the course or the instructor. For student grades, final exam grades were compared before and after the adoption of CAI. It is shown that the use of CAI significantly increased student final exam grades.
Using The Major Field Test-Business As An Assessment Tool And Impetus For Program Improvement: Fifteen Years Of Experience At Virginia Military Institute
Authors: Bush H. Francis , Duncan Floyd H. , Sexton Edwin A. , West Clifford T. 
Published: March 2016

We examine the history of VMI’s use of the Major Field Test as an assessment tool for its Department of Economics and Business. Further, we chronicle how the information gathered from a decade and a half of use has shaped the curriculum, faculty composition and policies within the Department. There is evidence that the policies surrounding how and when the Major Field Test is administered influences student performance on the test and that it can be a valuable component of a comprehensive assessment program.
Paving New Roads To Knowledge: An Experiment To Enhance Construction Education
Authors: Sattineni Anoop , Williams Steve 
Published: March 2016

As a result of their own sometimes frustrating educational experiences, and a growing discontent with their current teaching methods, the authors, in conjunction with another instructor, decided to try an experiment. With the goal of enhancing visualization and understanding, the instructors created several multi-path educational paths for the reinforced concrete class. These alternative paths or “roads” included electronic visits to the site of the construction of a concrete frame building, homework assignments based on the various building components, discussions with the project manager, and a “hands on” public service project. This paper details the traditional and multi-path educational delivery models in a concrete course, resources required to “construct” more roads to knowledge, the results of a short survey of student reaction, and a synopsis of faculty comments on the effectiveness of the effort.
Modern Learning Theories Provide Applications For Distance Learning Practice
Authors: Tesone Dana V. , Severt Denver , Carpenter Monica L. 
Published: March 2016

This article reports the findings of a recent empirical study that was conducted at a large university in the United States. The study compared the findings from modern learning theories to reported perceptions of undergraduate and graduate students taking courses in online learning environments. The intention of the study was to compare perceived student learning preferences with theories that support distance learning design and delivery. The article provides a report of objectives, methodology, findings, discussion, conclusions, and implications relative to the study. Final suggestions concerning online courses aimed at satisfying student learning expectations are implicated from the findings of the study.
Integrating The Wall Street Journal Into A Business School Curriculum: A Success Story At Samford University
Authors: Loudon David L. , Carson Charles M. 
Published: March 2016

In the Spring of 2006 Samford University’s School of Business made a decision to participate in The Wall Street Journal’s Academic Partnership (AP) program beginning with the Fall semester of 2006. This paper examines School of Business student and faculty attitudes and usage of the WSJ that made for a successful implementation this past year.
Internet Courses: Who Is Doing The Work?
Authors: Saunders Gary , Wenzel Loren , Stivason Charles T. 
Published: March 2016

The growth in Internet courses (E courses) and degrees is continuing but controls to insure academic honesty do not seem to be keeping pace with the growth in offerings. Responses to a questionnaire distributed to chairpersons of accounting departments relating to the use of controls for controlling academic dishonesty in E courses indicated that respondents strongly favored requiring students to provide a digital photo ID and audio capabilities when registering for an E course but rejected the idea of requiring them to provide a web cam that might be used for verifying their identity. Respondents strongly believe that students taking an E course should complete some, but not all, examinations on-line and, whenever possible, on the university web site and that they should complete some, but not all, homework assignments on-line and at the university web site whenever possible. They also tended to believe, even though they did not endorse requiring one, that students should use a web cam when completing examinations on-line and that faculty should compare the photo ID with the web cam image. However, they do not believe that students should be required to use a web cam when completing homework assignments or that faculty should compare the photo ID with the web cam image. Respondents believe that students should be required to participate in on-line chat rooms with both the instructor and with the instructor and other students. The use of a web cam and the comparison of a photo ID with a web cam image were not seen as desirable. Overall accounting chairs endorse requiring the student who enrolls in an E course to obtain some existing technology, except for a web cam, that might help control academic dishonesty. They expect the student to be prepared to spend more than $100 to obtain the technology.
A Comparative Study Of Ethical Values Of Business Students: American Vs. Middle Eastern Cultures
Authors: Shurden Michael , Shurden Susan , Cagwin Douglass 
Published: March 2016

Business schools must prepare students to face the world and yet maintain strong ethical convictions. The question of ethics in the business environment is not exclusive to the United States. Ethical business behavior is a multinational issue, and all business schools world-wide must deal with this issue. However, cultural differences often define acceptable ethical behavior. For example, the acceptable amount of a “token” gift from one party to another is an ethical issue. Some American businesses do not even allow employees to accept gifts from clients, while within other businesses, both National and International, it is an acceptable tradition. Bribery of foreign officials during the 1970’s addressed this issue of what is acceptable in the form of gifts and/or payments between public officials when they initiated the Foreign Corrupt Practices Act of 1977, which prohibits the “paying, offering, promising to pay (or authorizing to pay or offer) money or anything of value…..to corrupt payments to a foreign official, a foreign political party or party official, or any candidate for foreign political office” (usdoj.gov). Ethical situations involving foreign officials and diplomats in other countries can also affect business transactions, which may ultimately be controlled by graduates from business schools in our colleges and universities. Consequently, the question is “What are the differences in ethical perceptions and values between cultures?” Once this question is addressed, business professors can adapt their teaching methods to help shape and mold the ethical values of business students. In a search for the answer to these ethical questions between cultures, the authors representing two universities, decided to conduct a small research sample on their business students. One of the colleges is a small public university located in the Southeastern United States, and the other is a university located in the Middle Eastern country of the United Arab Emirates (UAE). A small sample of students from selected business classes of each school were given a 16 question ethics quiz which had been taken from The Wall Street Journal. The questions ranged from personal use of company e-mail on the job to whether or not the individuals had lied about sick days or had taken credit for another’s work. The authors hoped to determine whether there were any significant differences between the answers given from the two schools pertaining to these types of ethical issues and to learn to what extent the different cultures had in shaping the ideas of these future business professionals.
Re-Examine The Use Of The Student's First Language In The English As A Foreign Language Classrooms: A Cross-Case Analysis From Undergraduate Engineering Students In Bangkok, Thailand
Authors: Vanichakorn Neelawan 
Published: March 2016

The purpose of this study was to examine how the use of the student’s first language (L1) by a non-native English-speaking EFL teacher affects the students’ experiences in learning English compared to those in the classrooms where only English is used as a means of teaching. This study also investigates the role of the teacher in providing comprehensible inputs to her EFL learners. A total of four groups participated in this study (approximately 25 students per group). Two groups were randomly assigned to be taught by using both Thai and English languages while the other two groups were taught with English only. Two qualitative data collection methods employed included focus group interviews and classroom observations. A Comprehensible Inputs Checklist was developed to code the classroom observation data and the results were analyzed using a cross case analysis technique. From the cross-case analysis, it was revealed that the students’ English competency level and their attitudes toward English played the most important role in the students’ learning of English. The teacher’s use and non use of the L1 would have a significant effect only when it came to difficult topics or topics that are not related to the students’ backgrounds and interests. The results from the checklist showed that the teacher supported and provided ‘enough’ comprehensible inputs during her teaching. Surprisingly, instead of benefiting more on the students’ learning, the use of the L1 was found to help facilitate the teaching of the non-native EFL teacher. Furthermore, classroom atmosphere, as well as students’ interactions in the participating classrooms, were analyzed and discussed.
Facebook: Perils, Perceptions And Precautions
Authors: La Roche Claire Reeves , Flanigan Mary A. , La Roche St. Clair Reeves 
Published: March 2016

Facebook is one of the fastest growing applications of the Internet. Social networking via Facebook provides a popular way for students and others to connect with a wide audience and expand their circle of friends. Facebook account holders have been denied admission to universities, not hired for jobs, lost scholarships, been disciplined by college administrators and arrested for online postings and exercising what they consider to be their right of free speech. A survey of 118 undergraduate students and 45 employers was conducted in an effort to determine their Facebook habits and perceptions about proper postings. Recent cases involving disciplinary action, restrictions on Facebook use and the First Amendment are discussed. Suggestions are made for safer Facebook protocol.
You Tube As A Learning Tool
Authors: Fralinger Barbara , Owens Russell 
Published: March 2016

This paper expands upon previous research conducted on the effectiveness of implementing Microsoft MovieMaker (a digital video editing program) into the classroom. Sixty-one graduate and twenty undergraduate students from King’s College and Rowan University took part in this study. Using the MovieMaker software to design student created tutorials on material learned in class, participants uploaded finished movie tutorials to the Internet-based website “You Tube” with the goal of providing classmates with a distance education learning program. With the ability to create and upload coursework using graphics and animation, new opportunities exist for teachers and trainers to expand their teaching methodologies while catering to a variety of learning styles. The purpose of this study was to investigate student perceptions of the effectiveness of the You Tube tutorial project on their learning so that a future educational workshop to teach the basics of creating and uploading student video tutorials may be implemented. A survey containing both quantitative and qualitative components was administered at the completion of the You Tube project to assess student perceptions of this teaching strategy. Quantitative analysis involved the use of frequencies and descriptive statistics, while qualitative analysis consisted of grouping open-ended responses into the following themes: 1. Application of You Tube; 2. Major Strengths of the You Tube Project in the Learning Process; 3. Instructor Effectiveness in the Learning Process; and 4. Suggestions for Improvement to Enhance Learning. Results showed that the You Tube tutorial methodology had a significant positive effect on perceived student learning.