ethanporcaro/eric-fulltext-meta huggingface dataset:
Aligning Sales Curriculum Content and Pedagogy with Practitioners' Needs
Author: Newberry, Robert
Date: 2015-01-00
Type: Journal Articles
Subjects: Business Administration Education,Sales Occupations,Business,Qualitative Research,Skill Development,Alignment (Education),Curriculum Design,College Curriculum,College Graduates,Focus Groups,Interviews

Meeting the instructional needs of both students and sales practitioners is a common challenge for sales educators. The dynamic and ever evolving nature of the sales landscape, in conjunction with the need to align sales curriculum with relevant business practices is the focus of this article. Building on previous research, this study investigates critical topics and training methods currently utilized by industry in order to assess the relevance of content and pedagogy of the sales curriculum. Utilizing qualitative exploratory research methods, the authors identified content, key selling skills, and pedagogy as preferred by sales practitioners. A sales curriculum framework is then proposed that aligns and prioritizes these content topics, skills and pedagogical tools.
Predicting Social Trust with Binary Logistic Regression
Author: Adwere-Boamah, Joseph
Date: 2015-01-00
Type: Journal Articles
Subjects: Trust (Psychology),Regression (Statistics),Predictor Variables,Demography,Educational Attainment,Racial Differences,Gender Differences,Psychological Patterns,Altruism,Statistical Significance

This study used binary logistic regression to predict social trust with five demographic variables from a national sample of adult individuals who participated in The General Social Survey (GSS) in 2012. The five predictor variables were respondents' highest degree earned, race, sex, general happiness and the importance of personally assisting people in trouble. The objective of the data analysis was to assess the impact of the predictors on the likelihood that respondents would report that they have low social trust. The results of binary logistic regression analysis of the data showed that the full logistic regression model containing all the five predictors was statistically significant. The strongest predictor of low social trust was education or degree earned. It recorded an odds ratio of 12.7 indicating that when holding all the other predictors constant, a person who left or dropped out of high school is 12.7 times more likely to have low social trust than a person with a graduate degree. In summary, females are less trustful than males, African Americans are less trustful than Whites, less educated individuals are less trustful than educated individuals and less happy people are less trustful than happy people.
The Effects of Age and Gender on Student Achievement in Face-To-Face and Online College Algebra Classes
Author: Amro, Hanan Jamal
Date: 2015-00-00
Type: Journal Articles
Subjects: Age Differences,Gender Differences,Online Courses,Conventional Instruction,Comparative Analysis,Algebra,College Mathematics,College Students,Statistical Analysis,Hispanic American Students,Multiple Regression Analysis,Predictor Variables,Academic Achievement,Hypothesis Testing,Ethnic Groups,Student Records,Archives

Demand for online learning has increased in recent years due to the convenience of course delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data. The factors of achievement and demographics were compared for face-to-face and online students. Multiple regressions and ANCOVA were performed to analyze the data while controlling age and gender to reveal any significant differences between the two groups. The sample and population for this study were predominantly Hispanic students. Multiple regression findings indicated that age and gender were predictors of student achievement in face-to-face college algebra courses at a college in south Texas. In the equivalent college algebra online courses, neither Age nor Gender impacted students' grade. ANCOVA showed that the average grade of face-to-face students was higher than that of online students.
The Board of Trustees' Professional Development and Effects on Student Achievement
Author: Korelich, Kathryn
Date: 2015-01-00
Type: Journal Articles
Subjects: Academic Achievement,Qualitative Research,Superintendents,Boards of Education,Administrator Attitudes,Inquiry,Grounded Theory,Professional Development,Educational Assessment,Instructional Leadership,Board Administrator Relationship,Case Studies,Measures (Individuals),Credibility,Correlation

With the pressure for school districts to perform well on state assessments (Brown, Jones &amp; Scheunermann, 2012) and the school boards blamed for the problems within a school district (Fridley, 2006), the inquiry of how to increase student achievement continues to be a forerunner in the circles of educators, parents, business and community members. Many of the problems of school districts, especially student achievement, have been blamed specifically on the school board (Fridley, 2006). The purpose of this qualitative study is to develop an understanding of the perceptions of a superintendent, school board president and school board secretary on professional development and its impact on student achievement. This research utilized the grounded theory approach using interviews, transcribing and coding (Glaser &amp; Strauss, 1967; Lincoln &amp; Guba, 1985; Erlandson, Harris &amp; Allen, 1993). Naturalistic inquiry was chosen as the methodology, the dominant instrument of choice used was the human being (Lincoln &amp; Guba, 1985), and the case study design utilized (Erlandson et al., 1993). This qualitative study included participants from the same south central Texas school district: a public school superintendent, the board of trustees' president and the board of trustees' secretary. This study amassed an understanding of how professional development for board members can increase student achievement from a south central Texas school district from the perspectives of the board of trustees' primary players. Utilizing the code analysis process, three interrelated themes emerged with regard to board members' professional development and the effect on student achievement. These included board members' roles, the positive effect of professional development and personal agendas of school board members.
The Impact of Training on Faculty and Student Perceptions of Cyberbullying in an Urban South Central Texas Middle School
Author: Herrera, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Bullying,Student Attitudes,Teacher Attitudes,Computer Mediated Communication,Middle School Students,Middle School Teachers,Victims,Training,Urban Schools,Statistical Analysis,Online Surveys,Video Technology,Internet,Safety,Pretests Posttests,Program Effectiveness,Attitude Change,Grade 7,Grade 8,Grade 6,Comparative Analysis,Disclosure,Student Behavior,Intervention,Racial Differences,Gender Differences,Age Differences,Teacher Characteristics,Student Characteristics

Bullying has been around for decades; however, with the advancements of new emerging technology and devices, the ability for bullying to transcend into the cyber-world is becoming an international issue. Researchers have been intently studying the effects associated with cyberbullying to gain a better understanding of its perpetrators, victims, and bystanders in addition to legal issues and ways to counteract cyber-bullying. This study focused on determining whether cyber-bullying training for students at an urban south central Texas middle school is effective. The researchers utilized a quantitative research method to measure middle school students' perceptions of cyberbullying regarding a single intervention. Data was collected by the school district through the administration of an online student cyber-bullying survey prior to students viewing an &quot;Internet Safety Basics&quot; video, one week after viewing the video and six weeks after students viewed the video. Through analysis, only one area of students' perceptions with regard to the intervention was significant. This area focused on seventh grade students' perception on the effects of cyber-bullying. When students' and teachers' perceptions were compared for analysis, two areas were found to have significant difference: their perceptions of the effects of cyber-bullying and their perceptions of ways on how to positively report cyber-bullying. Results indicate the need for more cyber-bullying interventions or curriculum for students in grades 6, 7 and 8 and training for middle school teachers as literature supports cyber-bullying peaks at these grade levels.
Emerging Research on Social Media Use in Education: A Study of Dissertations
Author: Piotrowski, Chris
Date: 2015-01-00
Type: Journal Articles
Subjects: Social Networks,Technology Uses in Education,Doctoral Dissertations,Content Analysis,Educational Research,Literature Reviews,Instructional Effectiveness,Online Searching,Databases,Web 2.0 Technologies,Graduate Students,Bibliometrics

There has been wide academic and research interest in the application of Social Media (SM) modalities, as instructional tools, in contemporary educational settings. Although research on this topic has grown exponentially in recent years a) very little is known about the breadth of research regarding SM in the scholarly literature, and b) few reviews of data-based, outcome studies on the SM-education nexus have appeared. This study was designed to address both these issues. First, the current analysis attempts to gauge the scope of the research domain of SM-education typology by conducting a content analysis of dissertation research in this area. Second, a subset of these studies, with a focus on empirical outcome, on the efficacy of SM in educational settings was examined. A keyword search of the term (Social Media) yielded 662 studies represented in ProQuest's Dissertations &amp; Theses database. Based on the abstract of each study, the author tagged the reference with a descriptor that best represented the main topical focus of the research. The topical areas that garnered the most research attention, within the domain of SM, were (in rank order): political issues/social movements, marketing/business performance, and college-level educational issues. In total, educational applications of SM accounted for 12% of this dissertation sample. The author summarized the major outcome findings of 29 dissertations that had a specific focus on &quot;SM-Education&quot; issues. Of these, only 2 studies reported any negative views by either students or faculty on the implementation of SM platforms for academic purposes. Instructors' lack of efficacy in Web 2.0 technology, privacy issues, and data overload were the major concerns noted. As these results are based on areas of investigatory interest of young researchers, the current findings provide a barometer of emerging trends regarding critical issues in &quot;Social Media-Education&quot; research.
Graduate Students' Perceptions of Online Learning
Author: Fedynich, LaVonne
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Graduate Students,Online Courses,Distance Education,Educational Technology,Student Surveys,Satisfaction,Barriers,Interaction,Teacher Student Relationship,Instructional Design,Teacher Role,Student Role

Online education has definitely moved into higher education with new programs being added continuously. How can institutions ensure that they are offering quality programs? A vital source of information should come from the students who participated in this study. The purpose of this study was to gain insights into graduate students' perceptions regarding online learning. Two-hundred forty-nine (249) graduate students were surveyed to identify positive components that led to their satisfaction and perceived challenges that inhibited it. Findings from the study indicated that interaction, between students and with the instructor has a major impact on their satisfaction. Other challenges identified were sufficient learner support that linked to campus resources, and the need for varying instructional design and delivery to facilitate students' desire to learn. In contrast, students were highly satisfied with the clarity and organization of instruction using sufficient resources. The instructor's role was identified as being vitally important to students' satisfaction.
Web-Based Testing: Exploring the Relationship between Hardware Usability and Test Performance
Author: Huff, Kyle
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Educational Technology,Computer Uses in Education,Internet,Undergraduate Students,Computers,Cognitive Ability,Laboratories,Questionnaires,Student Characteristics,Correlation,Evaluation Methods,Comparative Analysis,Scores,Gender Differences,Usability

Web-based testing has recently become common in both academic and professional settings. A web-based test is administered through a web browser. Individuals may complete a web-based test at nearly any time and at any place. In addition, almost any computer lab can become a testing center. It is important to understand the environmental issues that may influence test performance. This study furthers our understanding of web-based testing. The research is conducted using an experimental method with 220 undergraduate student participants in an academic environment. Test performance effects are examined based on administration environment, computer hardware configuration, and distractions. Results indicate that minor differences in hardware configurations may have a significant effect on test results.
Educational Context: Preparing Accounting Students to Identify Ethical Dilemmas
Author: Billiot, Mary Jo
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Ethics,Values Education,Context Effect,Accounting,Majors (Students),Moral Issues,Undergraduate Students,Control Groups,Experimental Groups,Student Surveys,Teaching Methods,Instructional Effectiveness,Business Skills,Educational Practices,Capacity Building

We examine the effect of different contexts in an educational process on measures of ethical sensitivity and levels of moral reasoning of accounting majors in the first Intermediate Accounting course. The educational process compared a context that centers on ethical issues with one that focuses on technical accounting issues. At the end of the semester, we measured students' ethical sensitivity and levels of moral reasoning in an environment that does not provide obvious ethical implications. Results from a sample of 193 undergraduate students indicate that those exposed to the ethical context demonstrated higher levels of ethical sensitivity and moral reasoning than students exposed to the technical accounting context. In contrast to prior studies in which participants were asked to respond to an obvious ethical issue, our research instrument contains only subtle clues about a developing ethical dilemma.
Effectively Serving the Needs of Today's Business Student: The Product Life Cycle Approach to Class Organization
Author: Eastman, Jacqueline K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,College Students,Student Needs,Need Gratification,Critical Path Method,Student Characteristics,Marketing,Educational Practices,Educational Strategies,Course Organization,Classroom Techniques

We illustrate a class organization process utilizing the concept of the Product Life Cycle to meet the needs of today's millennial student. In the Introduction stage of a business course, professors need to build structure to encourage commitment. In the Growth stage, professors need to promote the structure through multiple, brief activities that can keep the attention of business students. In the Mature stage, professors need to use the structure to stabilize engagement levels and learning rates but be willing to make adjustments to prevent apathy in the course. Finally, in the Decline stage, professors need to dismantle the structure while allowing opportunities for utilizing materials for future business courses and addressing today's millennial students' need for achievement and sense of entitlement with the course grades. The value is that this paper illustrates an approach to aid professors in organizing business courses that can be utilized in a variety of courses to better serve millennial students.
Broadening Student Perspectives on Marketing Research Ethics: Development and Applications of a Teaching Module
Author: Handlin, Amy
Date: 2012-00-00
Type: Journal Articles
Subjects: Marketing,Ethics,Scientific Research,Teaching Methods,Learning Modules,Program Descriptions,Educational Principles,Educational Practices,Instructional Development,Curriculum Implementation,Ethical Instruction,Educational Resources,College Programs,Controversial Issues (Course Content)

This paper describes an ethics module developed by the author to engage marketing research students during the fall semester, when they are bombarded by political polls. The module matches ethically questionable polling practices to similarly troubling practices in marketing research. The goals are to show that ethical principles are not topic- or context-bound and to broaden students' perspectives on ethics, in general.
Capstone Course Innovation: Bloomberg Professional Service
Author: Payette, Dennis L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Required Courses,Assignments,Curriculum Enrichment,Student Surveys,Student Attitudes,Computer Simulation,Case Studies,Usability,Performance Factors,Database Management Systems,Information Systems,Experiential Learning,Business Administration Education,College Programs,Technology Uses in Education

This paper reports on the introduction of a curricular innovation in a required capstone course: namely the Business Policy and Strategy course in the School of Business at Adelphi University. The curriculum capstone courses have tended to primarily include business related case studies and business simulation exercises. Consequently, curriculum content innovation can be very difficult to implement. The School of Business was recently equipped with a proprietary Bloomberg professional system (BPS) lab as a resource for graduate and undergraduate finance majors. After a training session by one of the authors of this paper, a class assignment was conceived on how the BPS lab could be used in a capstone course without a major disruption of the existing course requirements. This paper described the assignment and presents the results of a survey conducted on the last class day on what the students thought of the BPS assignment which was entitled: &quot;Adopt A Company.&quot;
How to Integrate International Financial Reporting Standards into Accounting Programs
Author: Singer, Robert A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Compliance (Legal),Money Management,Financial Policy,Curriculum Enrichment,Integrated Curriculum,Standards,International Law,Disclosure,Instructional Design,Educational Practices,Educational Strategies,Federal Regulation,International Trade,Business Skills,Business Administration Education,College Programs,Capacity Building

It is expected the SEC will require U.S. domestic companies to prepare and file their annual 10Ks in accordance with international financial reporting standards (IFRS) by 2016. Given the probability that the FASB-IASB convergence project (i.e., Norwalk Agreement) will continue subsequent to mandatory adoption, US accounting programs will be inclined to cover the standards in both reporting regimes. Despite the likely prospect of mandatory adoption of IFRS, most US accounting educators have done little to revise their programs, their courses, and their curricula to address the question of how best to incorporate these standards. This paper discusses the pros/cons of three possible approaches in addressing this question: 1) IFRS taught in a stand-alone course, 2) IFRS taught in all upper-level financial accounting courses, and 3) IFRS taught across the entire accounting curricula. This paper argues in favor of the third alternative since non-accounting business majors will be expected to have a general knowledge of this reporting paradigm, and thus should receive exposure in the introductory courses. Second, if accounting majors obtain exposure to IFRS across the entire accounting curricula, they will obtain a better understanding and appreciation of essential differences between principles and rules based financial reporting systems. Moreover, such exposure across the curricula will allow accounting majors to better evaluate the impact of IFRS vs. US GAAP across the range of accounting disciplines.
Identifying Peer Institutions Using Cluster Analysis
Author: Boronico, Jess
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,Higher Education,Multivariate Analysis,Benchmarking,Comparative Analysis,Colleges

The New York Institute of Technology's (NYIT) School of Management (SOM) wishes to develop a list of peer institutions for the purpose of benchmarking and monitoring/improving performance against other business schools. The procedure utilizes relevant criteria for the purpose of establishing this peer group by way of a cluster analysis. The resulting outcomes suggest five schools that the SOM intends to use for this purpose. The analysis can be extended to also determine the SOM competitive set as well as aspirant schools.
Blending Research and Teamwork to Enhance Undergraduate Education: Results from National Survey of Student Engagement and Business ETS Major Field Test
Author: Ward, Chris
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Teamwork,Blended Learning,National Surveys,Majors (Students),Business Administration Education,Field Experience Programs,Correlation,Rating Scales,Regression (Statistics),Cooperative Learning,Experiential Learning,Student Projects,Educational Experience,Student Research,Integrated Activities,Educational Practices,Teaching Methods

This study is a continuation of previous work by the authors. Most of the NSSE (National Survey of Student Engagement) scales are positively related to higher Business ETS MFT (Major Field Test) scores. The NSSE scales are Active and Collaborative Learning, Enriching Educational Experiences and Integration of Diversity into Coursework. In particular, the NSSE scale of Integration of Diversity into Coursework appears to be significant. Students seem to earn higher scores on the ETS MFT when diversity is integrated into courses. Two of the scales, however, are negatively related to GPA: Level of Academic Challenge and Integration of Diversity into Coursework. The items we added to the survey included a leadership position held on campus and, a NSSE item, the number of courses that expect students to put together ideas or concepts from different courses when completing assignments or during class discussions, were both significant. The positive partial correlation indicated a 0.223 and 0.181 (at the 5% significance level), respectively, for these two items. Other items of interest will be discussed in the paper.