bluuebunny/crossref_metadata_2025_split huggingface dataset:
Current Trends And Future Considerations Of Higher Education In Business
Authors: Carruth Paul J. , Carruth Ann K. 
Published: March 2016

Graduate programs in business, while still highly regarded, are under increased scrutiny by both business academics and the corporate world. There is growing evidence that graduate business programs are not responsive to the needs of the business community. The complexity and global nature of business today requires that schools must provide their graduates with not only traditional managerial skills, but also skills relating to the interpersonal and conceptual. These essential skills include the ability to team build, to effectively communicate ideas, and to embrace cultural diversity. To remain relevant and viable, business schools must assess not only their teaching, but also the content of their research. Their focus should be on establishing criteria of excellence that benefits not the business school or faculty, but rather those that hire their graduates. The purpose of this paper is to examine some of the basic assumptions of graduate business education today, and provide recommendations for enhancing its relevance in today’s complex business environment. Perspectives that influence these trends are analyzed and include the changing mission of graduate programs in business as well as the debate over specialization versus integration of graduate business courses.
The Education Of Culturally And Linguistically Diverse Students
Authors: Sharma Sunita 
Published: March 2016

In this study, the researcher has examined and presented the perceptions and attitudes of K-12 school teachers regarding students from culturally and linguistically diverse backgrounds. In addition, these same teachers were asked to evaluate their own professional preparations that might enable them to identify and effectively teach these students. This researcher conducted an in depth study in a Northwest Florida School District (Escambia Co.), and a Nodaway County School District in Missouri. A proportionate, stratified, random sample of 300 K-12 regular education teachers, special education teachers, school counselors, and therapists was used for the survey. In addition, a case study was conducted of 30 members from each school district. The findings of these studies, plus previous research and current literature all indicate that these educators were not professionally prepared to identify, understand and work with culturally, and linguistically diverse students.
In Search Of An Integrative Theme For The Undergraduate Business Curriculum
Authors: Sherman W. Richard 
Published: March 2016

The Business Core is typically a set of courses in the curriculum of many business schools which provides the student with a breadth of knowledge across all business disciplines. The purpose of this paper is to introduce a curricular model based upon the balanced scorecard (BSC) developed by Kaplan & Norton (1996). With its multi-dimensional approach that encompasses all business disciplines, the BSC framework provides a natural vehicle for integration. Moreover, with the flexibility in the choice of Key Performance Indicators (KPIs) and the potential for adding other perspectives, the BSC is infinitely adaptable and expandable.
An Experiment Of Student Understanding Of Accruals Versus Cash Flows
Authors: Miranda-Lopez Jose Eduardo , Nichols Linda M. 
Published: March 2016

The concepts of both accrual accounting and cash basis accounting need to be thoroughly understood by accounting graduates as they enter the workplace. In making decisions, both managers and investors often may need to make adjustments from one basis to the other. But do students really understand these concepts? This study uses an experimental approach to determine if students in both the U.S. and Mexico understand the association between accrual and cash flow numbers in the area of depreciation. The results reveal that the majority of student participants in both countries do not understand the relationship between depreciation and cash flows. This suggests that the way depreciation is taught in intermediate accounting may need to be approached differently in order for students to understand the nature of depreciation and its effect on earnings and cash flows.
The Myth Of The Educated Manager Revisited
Authors: Sasse Craig M. , Downing Ricard E. , Puetz James E. 
Published: March 2016

In this work, we examine critical components of traditional education that seem to be the basis for the failure of management development. We differentiate teaching from learning and contend that effective management development should focus much more closely on experiential learning. Guidelines for identifying effective learning programs are provided. “The business schools seem to have forgotten the age-old definition of management—getting things done through people, not through analyses, not through probabilistic statistics, not through econometrics. Through people”. (McGill, 1988, p. 167)
Learning Styles And The Online Classroom: Implications For Business Students
Authors: Nastanski Michael , Slick Thomas 
Published: March 2016

This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when they are sorted by learning style preference. Subjects in the study were 344 online business students from a southeastern university in the United States. Examination of the quantitative data indicated a significant difference existed for Diverger Style Preference learners compared to the Assimilator, Accommodator and Converger learning styles. They had a lower Mean Grade Point (GP) earned. The study revealed approximately one out of five (20%) of the respondents had a Diverger Learning Style Preference. Respondents with this learning style preference appear to be somewhat less likely to be successful in a distance learning environment. A Chi Square calculation showed no significant difference existed among learning styles for those dropping a course although one group (Accomodators) had approximately twice the drop rate of the others. This paper and corresponding study offers university administrators who seek to maintain quality instruction evidence and suggestions for addressing 20 percent of their online population who may be at risk of not obtaining content mastery. This includes implications for DL course design and pedagogy.
Student Perceptions Of Appropriate Classroom Policies Of College Professors
Authors: Dykstra De Vee E. , Moen David H. , Davies Thomas L. 
Published: March 2016

Student perceptions of classroom management practices and policies employed by college educators have not been widely studied. Faculty have broad discretion to determine classroom management practices and policies, and faculty are generally evaluated at least annually with student evaluations of teaching as a significant component of the evaluative process. The focus of this paper is whether students perceive faculty as having the freedom or discretion to adopt specified behaviors or policies unrelated to course content decisions.
E-Learning Preferences Of International Students: The Shandong University Of Technology Study (SDUT)
Authors: Yeung Deniss 
Published: March 2016

This study was prompted by one institution’s decision to make flexible delivery and internationalization a strategic priority. Through an existing relationship with an education institute in China, it has been possible to gauge their students’ online learning experiences, preferences and intentions to study mixed mode delivery programmes overseas. However, on quick review of the literature, it became apparent that there is a dearth of research on overseas students’ online learning preferences. The researcher set out to redress this imbalance and from the insights gained put forward suggestions to strengthen online programme development, staff training and IT investment. These recommendations provide practical strategies for institutes that want to provide relevant programmes to international students and to grow in the international market place.
The Effect Of Plus/Minus Grading On The GPA
Authors: Wilamowsky Yonah , Dickman Bernard H. , Epstein Sheldon 
Published: March 2016

In recent years, an increasing number of colleges and universities have been turning away from traditional letter grading systems that limit student grades to A, B, C, D, and F based on the presumption that grading systems with more flexibility are advantageous to both teachers and students. However, as with any rating system, before opting for a new grading system it is important to recognize that modifications may result in some, possibly unintended, consequences as well. In this paper, we discuss theoretical effects that including plus and/or minus grades may have on Grade Point Average (GPA) and analyze data from a School that implemented such a change.
Using Reflection To Evaluate Course Outcomes
Authors: Deggs David , Weaver Sue W. 
Published: March 2016

Student feedback is essential to improving the quality of instruction in higher education. This article chronicles the process by which an end-of-course reflection exercise was used to gather additional feedback from students and to determine learning outcomes in online course for adult learners. Students were given guiding questions for the reflection activity and student responses were analyzed using categorizing strategies. Four themes emerged from the student responses (qualitative data) including academic planning, earlier exposure to the Kolb model, application of Kolb model to career and professional lives, ability to organize and present information, and student satisfaction.
The Career Portfolio: A Practical Job Search Tool
Authors: Woodbury Denise , Addams Lon , Neal William 
Published: March 2016

While resumes and interviews are a part of the typical process of obtaining a job, they are not the only tools that can be used. A career portfolio is a more complete tool. In the portfolio, the applicant includes a resume but adds evidence of abilities, knowledge, skills, and potential. These documents build credibility. A student who is graduating and seeking an entry-level position would likely include documents produced during academic coursework. Across a career, such documents would be replaced with projects completed on the job and with the permission of the employer. It can assist the individual demonstrate qualifications in a performance evaluation or for promotion. Thus, the career portfolio can be useful in obtaining an internship or entry-level position and throughout a career’s progression.
The DNA Of Materials
Authors: Abdul-Razzaq Wathiq N. , Bushey Ryan K. 
Published: March 2016

Introductory physics labs provide many challenging yet applicable experiments and concepts to the many fields of engineering. One such lab has been developed at West Virginia University that explores resistivities of several different materials and ties this concept into electrical engineering practices and standards. Many students do not realize that resistivity is a very significant quantity that contributes greatly to the understanding of natural as well as man-made materials; it is the DNA of materials. This lab provides engineering students an opportunity to not only learn physics of materials, but to also gain real-world experience and understanding of why certain materials are used in electronic devices and when designing and constructing buildings. This lab has been implemented in several introductory lab levels here at West Virginia University, and all have been met with enthusiasm and strong participation. In our pre-engineering physics course, this has been especially effective, as it has given the students some hands-on experience with physics principles that they will make use of in their future careers.
Tinkering With The Traditional To Assess And Promote Quality Instruction: Learning From A New And Unimproved Instructor Evaluation Instrument
Authors: Amrein-Beardsley Audrey , Haladyna Thomas 
Published: March 2016

For over 30 years survey instruments have been used in colleges of higher education to measure instructional effectiveness. Extensive research has been conducted to determine which items best capture this construct. This research study was triggered by a college of education’s enthusiastic but failed attempt to create a new and improved instructor survey based on this research. Researchers found that the new instrument was no better than its predecessor. Student halo ratings contaminated results, reliability was lower than expected, and the survey results indicated one single dimension – general teaching effectiveness. Two associated variables of considerable interest, course relevance and rigor/demand, were also contaminated by student halo rating. Based on these findings and the extensive literature on student surveys of teaching effectiveness, we argue that traditional surveys based on conventional items may be valid for evaluating global teaching effectiveness and other summative purposes but not for the formative, self-diagnostic, and reflective purposes anticipated. New ways of evaluating teaching in higher education are presented and discussed. The article shares insights into theory-based survey development and a plan for validation.
Teaching To Think: Applying The Socratic Method Outside The Law School Setting
Authors: Peterson Evan 
Published: March 2016

An active learning process has the potential to provide educational benefits above-and-beyond what they might receive from more traditional, passive approaches. The Socratic Method is a unique approach to passive learning that facilitates critical thinking, open-mindedness, and teamwork. By imposing a series of guided questions to students, an instructor can challenge students to think for themselves, learn from their mistakes, and give them the necessary tools they will need to assess situations they will encounter in both their professional and personal lives.
Faculty-Study Groups Support School Improvement Efforts
Authors: Hilliard Ann 
Published: March 2016

This article focuses on effective professional interactions of teachers and administrators as faculty-study groups in school improvement practices and educational reform to improve instruction and learning. The emphasis on practical approach promises to create conditions for continuous systemic change and academic improvement. The author incorporated current knowledge of effective practices and innovative strategies into the faculty-study groups to improve teaching, learning, collaboration, and meet high academic standards. In faculty-study groups, research-based best practices for teaching excellence and learning, in addition to continuous focus on effective collaborative group efforts on “data use” in the decision making process for school improvement are shared among members and colleagues. Working together allows faculty-study groups to examine formative and summative students’ data reports and to determine priority agenda goals. Coming together as a focused study group, faculty members collaboratively identify students that are at risk of meeting standards on state assessment tests. The study groups seek ways to implement appropriate intervention strategies or accommodations in their plan to meet the individual needs of students. Not only these, faculty-study groups are able to prepare, revise and/or establish new goals for the school improvement plan and develop an implementation and evaluation rubric for the plan. Moreover, the groups assist the school improvement leadership team to promote school improvement practices throughout the school. Creating a culture of accountability, showcasing success stories, providing a monthly update to the School Improvement Leadership Team (SILT), and evaluating the faculty improvement plan on the goals set forth, is another role performed by the faculty-study group. This article offers several views on how the responsibilities of faculty-study groups are identified and implemented in two middle school environments in a large school district on the east coast of the United States of America. A survey distributed to thirty-two participating members of each group provides insight on how the study groups feel about their role in school improvement. The expected outcomes of the faculty-study group are to improve the skills and practices of all faculty members, continuous participation in professional development efforts, and show how study groups can make a positive impact on school improvement and student achievement.
Teachers As Learners: Implications Of Adult Education For Professional Development
Authors: Beavers Amy 
Published: March 2016

Effective communication with teachers is a critical element of any successful professional development. Teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers. Ideally, professional development offers a means of collaborative support and training to collectively conquer challenges facing teachers both in and out of the classroom. The need for continued professional development is widely accepted. Certainly, programs based on high-quality and meaningful teacher development can affect teachers’ skills and attitudes in the classroom, further increasing the quality of education the students receive. There are numerous resources and studies detailing the components of effective professional development; however, these models can be quite extensive and potentially overwhelming to an administrator who already has enough tasks to occupy their time. By incorporating a few basic principles established within the field of adult education, teacher professional development can dramatically increase its effectiveness. This paper outlines very briefly some of these concepts and offers simple and applicable suggestions for teacher professional development programs such as: the characteristics of adult learners, self-directed learning, transformative learning and critical reflection.
Utilizing Online Exams: A Case Study
Authors: Schmidt Stacy M.P. , Ralph David L. , Buskirk Bruce 
Published: March 2016

Technology has opened a wide range of possibilities for the college classroom. Thus, the classroom has changed in a variety of ways. Some courses have been converted to fully online courses. Students and instructors do not have any face-to-face contact in these courses. Other courses have converted a portion of their courses to online. These classes are generally referred to as Hybrid classes. Students and instructors meet face-to-face for a portion of the course and complete online assignments for the remainder of the course. Some other courses have maintained their face-to-face course but have integrated technology into those courses. Instructors have utilized a variety of technologies that include but are not limited to: Live Chats, Threaded Discussions – Forums, Powerpoint Presentations, Email, Videos, Software, Spreadsheets, Word Processors, Online Portals, Electronic Portfolios/Projects, Online Exams. This is a case study of the implementation of online exams in a traditional classroom. Students are given a paper and pencil exam that has been utilized previously in other courses as the midterm. Then an online exam was utilized in the courses. The case study looks at the success of the exam from the point of view of the students and instructors. Students overwhelmingly indicated that the online exam was superior to the paper exam. Students indicated that the online exams provided an opportunity for students to complete the exam at a time that was best for them. They were able to pick a time that reduced anxiety. The online exam also provided immediate feedback on how they did. Faculty indicated that although the online exam does have a few glitches and there are concerns about cheating, it was effective and proved useful. Further studies need to be done regarding the online exam to assure that it is an accurate evaluation of student learning.
Impact Of Organizational Climate On Performance Of College Teachers In Punjab
Authors: Raza Syed Ahmad 
Published: March 2016

The study aimed to determine the impact of organizational climate on performance of college teachers. The researcher selected the area of college education as the focus of the study. The study was delimited to all the public sector degree colleges of Punjab. Population of this study consisted of all the principals and teachers working in public sector degree colleges of Punjab and the simple random sampling technique sample was used. The sample consisted of 70 degree colleges, their heads, and five teachers from each sampled college. In order to measure the variables, the research instruments were the questionnaires for principals and teachers. Each questionnaire consisted of 30 items. The data collected from sampled colleges were tabulated, analyzed and interpreted in light of the objectives of the study by applying statistical tools of research, such as mean, standard deviation, standard error of means, and coefficient of correlation. On the basis of analysis, it was concluded that the majority of public college principals opined that open climate was very highly and positively correlated to teacher performance, but paternal and closed climates were negatively correlated to teacher performance. In light of the conclusions, it is recommended that teachers may be given chances to discuss their academic problems in groups, seminars, and conferences. Workshops may be arranged more for this purpose. The management style of principals may be improved through in-service training, seminars, workshops and departmental meetings and supervision. Performance of teachers can be increased by promoting open, as well as controlled, climates and avoiding closed climate. These climates may be ensured through administrative policy and measures.
A Discussion And Experiment On Incorporating History Into The Mathematics Classroom
Authors: Bellomo Carryn , Wertheimer Cassidy 
Published: March 2016

As a high school algebra teacher continuing as a student in a Master’s of Mathematics Program, the author decided with the help of an advisor to see what effect incorporating history had on an Algebra II Honors course. The following paper includes a brief review of research, analysis of ways to incorporate history of mathematics into the classroom, examples of methods used in the classroom, and the effect this had on student and teacher learning and attitudes.
A Court Case Analysis Of Administrative Versus Faculty Grading Rights
Authors: Bates Homer L. , Waldrup Bobby E. 
Published: March 2016

Since 1940, when the AAUP formally defined academic freedom (AAUP, 1984), most faculty members believe they have the final authority in assigning course grades to their students. Faculty members may be surprised that several recent court decisions have concluded that college and university administrators have the right to change grades initially assigned by faculty. This manuscript examines faculty members’ rights to assign student grades within the context of academic freedom. Several important recent court decisions on student grading and grade changes are summarized and discussed. Based on these decisions, recommendations are made for both faculty and college and university administrators regarding the assignment of student grades and the student grade appeals process.