bluuebunny/crossref_metadata_2025_split 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.
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?).
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.
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.
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.
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.
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.
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.
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.
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.
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.