ethanporcaro/eric-fulltext-meta huggingface dataset:
An Empirical Evaluation of a Broad Ranging E-Text Adoption with Recommendations for Improving Deployment Success for Students
Author: Chapman, Jared R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Adoption (Ideas),Business Administration Education,Intervention,Electronic Learning,Electronic Publishing,Textbook Research,Focus Groups,Student Attitudes,Student Experience,Program Implementation,Student Surveys,Correlation,Predictor Variables,Multiple Regression Analysis,Usability,Preferences,Content Analysis,Case Studies,College Students

Electronic course materials have several advantages over printed materials. While these advantages create an enticing argument for the adoption of electronic textbooks, there are disadvantages that may hobble e-text adoption. This case study investigates the e-text adoption process for 50 class sections across 8 business disciplines with 27 different instructors. It explores interventions that can be pursued to ameliorate important challenges and effect a more successful e-text adoption. It provides faculty, publishers, and university administrators with actionable advice for improving student response to e-text implementations. A wide variety of feelings were expressed about how e-texts are implemented, ranging from strong dissatisfaction to strong satisfaction. The results indicate that great care should be taken to ensure that as many students as possible have a positive experience during an e-text adoption. Several variables were identified as important to students and can readily be influenced and improved by faculty, administrators, and vendors. These include: &quot;how effectively professors use the material&quot;, &quot;price&quot;, &quot;quality of the sign-up process&quot;, and &quot;how useful the e-textbook platform training was&quot;. Finally, two factors, technical and functional satisfaction, should be considered when implementing e-text solutions.
An MBA Cohort&apos;s Use of an Enterprise Social Network for Collaborative Learning
Author: Murphy, Glen D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Business Administration Education,Social Networks,Social Media,Masters Programs,Longitudinal Studies,Mass Media Use,Transcripts (Written Records),Data Analysis,Foreign Countries,Learning Strategies,Cohort Analysis,Network Analysis

The rapid pace of social media means that our understanding of the way in which it facilitates the learning process continues to lag. The findings of a longitudinal study of an executive MBA cohort over a period of eight months in their use of the social media application Yammer is presented. Student interaction data was analysed using a form of thematic analysis termed genre analysis (Westman &amp; Freund, 2010) to categorize the various interactions observed. The major data source used to inform this study was a textual analysis of the Yammer user traffic of an executive MBA cohort. Consistent with user behaviour outside of a university context students tended to adapt Yammer to suit their own needs, utilising the tool in a variety of diverse ways over an extended period to support their learning and cohort interactions. Over time the ownership and use of the Yammer site shifted to become student driven and facilitated. The motivations behind the site's use, perceived advantages and disadvantages and changes in usage patterns are documented. The case provides a useful insight into the way in which students used this technology to facilitate their learning goals and how patterns of behaviour changed over time in response to the changing needs of the cohort.
Accounting Education and the Provision of Soft Skills: Implications of the Recent NZICA CA Academic Requirement Changes
Author: Low, Mary
Date: 2013-00-00
Type: Journal Articles
Subjects: Accounting,Basic Skills,Educational Needs,Qualitative Research,Interviews,Degree Requirements,Educational History,Semi Structured Interviews,Graduate Surveys,Demography,Educational Change,Program Attitudes,College Programs,Foreign Countries

This research examined the role of accounting education in the provision of soft skills to accounting graduates, and how this may be affected by the recent changes in academic requirements initiated by NZICA. A qualitative research method utilizing in-depth interviews was conducted with accounting graduates, partners of the Big4 accounting firms, and two NZICA representatives. A literature review was conducted in order to review research regarding the purpose of tertiary accounting education, the issues in accounting education, and the provision of soft skills in accounting education. Included in this paper is a brief history of NZICA which focuses on its establishment and the changing academic requirements to become a qualified CA. The research found that overall, the majority of participants in this study were of the opinion that tertiary accounting education plays an important role in soft skills development for accounting graduates. The majority of participants also perceived that a three year degree should not diminish the quality of soft skills development at tertiary level since the fourth year did not provide additional soft skills development for them. The implications of the 2010 academic changes may not be witnessed for a few years; therefore, it would be ideal for NZICA to conduct a review of the academic changes commencing from 2013 to see whether the changes have improved the students' education experience, practitioners' pool of graduates and the profession's pool of members. Such a review will be important to gather feedback and determine whether further academic changes will need to be made to ensure a quality tertiary level accounting education.
An Approach to Improving the Learning Experience for First Year Accounting Curriculum
Author: Kirkham, Ross
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Experience,Accounting,College Freshmen,Educational Improvement,Educational Strategies,Educational Practices,Models,Computer Literacy,Concept Mapping,Mnemonics,Learning Strategies

The purpose of this paper is to present a theoretical model to address design and assessment of accounting practice sets that will enhance learning and provide clearer learning outcomes for first year accounting students. The paper explores extant literature in developing an action plan that can be followed to maximise learning outcomes for first year accounting students when completing an accounting practice set assessment. Given the wide use of accounting practice sets a model for addressing issues of design and assessment are an important contribution to the accounting education literature.
Mathematics in Finance and Economics: Importance of Teaching Higher Order Mathematical Thinking Skills in Finance
Author: Tularam, Gurudeo Anand
Date: 2013-00-00
Type: Journal Articles
Subjects: Thinking Skills,Economics Education,Mathematics Instruction,Relevance (Education),Models,Finance Occupations,Business Schools,Business Administration Education,Educational Needs,Foreign Countries,Case Studies,Qualitative Research,Statistical Analysis,Higher Education

This paper addresses the importance of teaching mathematics in business and finance schools of tertiary institutions of Australia. The paper explores the nature of thinking and reasoning required for advancement financial or economic studies involves the use of higher order thinking and creativity skills (HOTS) for teaching in mathematics classes. The paper demonstrates how various skills required in finance are related to the mathematical way of thinking and reasoning. The 2007 global crisis has focused attention on financial thinking generally and mathematics teaching of finance in particular for the lack of skills by finance personnel. This could be addressed through student learning and teaching by reshaping business schools to include well designed financial mathematics courses that are compulsory, in degree programs. The mathematical reasoning patterns, thinking, explanations, simplifications required in transfer of knowledge to students is effectively taught if experts in the field are explicating or presenting proofs. The essence of the conceptual development of models and their assumptions and solutions requires training beyond those of the non-mathematics personnel, mainly due to their lack of years of time spent on such mathematically work. If the methodology described is adhered to our future business and finance students could be afforded a better educational experience in mathematical thinking and reasoning as well as higher order thinking and creative skills in their courses and degree programs.
A String Search Marketing Application Using Visual Programming
Author: Chin, Jerry M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Marketing,Business Administration Education,Visual Aids,Programming,Cues,Courseware,Coding,Behavioral Objectives,Mathematical Applications,Teaching Methods,Learning Strategies

This paper demonstrates the use of programing software that provides the student programmer visual cues to construct the code to a student programming assignment. This method does not disregard or minimize the syntax or required logical constructs. The student can concentrate more on the logic and less on the language itself.
Clinical Supervision in Undergraduate Nursing Students: A Review of the Literature
Author: Franklin, Natasha
Date: 2013-00-00
Type: Journal Articles
Subjects: Literature Reviews,Undergraduate Students,Nursing Students,Clinical Teaching (Health Professions),Supervisory Methods,Models

The concept of clinical supervision to facilitate the clinical education environment in undergraduate nursing students is well discussed within the literature. Despite the many models of clinical supervision described within the literature there is a lack of clear guidance and direction which clinical supervision model best suits the clinical learning environment for undergraduate nursing students since the formation of Health Workforce Australia. This paper reviews the five clinical supervision models described by Health Workforce Australia and demonstrates that there is clear evidence to support that the facilitator-preceptor and dedicated-education unit models are two models of clinical supervision to best support the clinical learning environment.
Integrating Conceptual and Quantitative Knowledge
Author: Metzgar, Matthew
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Concept Formation,Problem Solving,Economics Education,Macroeconomics,Statistics,Tests,Undergraduate Students

There has been an emphasis in some science courses to focus more on teaching conceptual knowledge. Though certain innovations have been successful in increasing student conceptual knowledge, performance on quantitative problem-solving tasks often remains unaffected. Research also shows that students tend to maintain conceptual and quantitative knowledge in different mental domains. Traditional end-of-the-chapter problems typically have either a conceptual focus or a quantitative focus. This paper discusses the potential of multi-part problems that ask students the same question in both a conceptual and a quantitative way. The author highlights his recent experience using these problems in an upper-level economics course.
Using Conversational Learning to Enhance Teaching of Diversity
Author: Dawson, Gail A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Pluralism,Cultural Differences,Controversial Issues (Course Content),Discussion (Teaching Technique),Barriers,Learning Processes,Teaching Methods,Educational Strategies

To function in today's diverse and multicultural environment, workers must be properly prepared; yet teaching diversity is not an easy task. This article explores some of the challenges of diversity and proposes the use of conversational learning to make teaching more effective in preparing students and employees for the workplace. In addition, a model of conversational learning is discussed along with ways to facilitate its use in teaching diversity.
The Relevance of Business Law Education for Future Accountants: A New Zealand Perspective
Author: McCourt, Alison
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Laws,Accounting,Foreign Countries,Curriculum,Legal Problems,Mixed Methods Research,Questionnaires,College Students,Student Attitudes,Teaching Methods,Course Content,Role,Business,Taxes,Employment

The importance of business law education is emphasised by the fact that there is a compulsory commercial law topic in the academic requirements for a chartered accountants' programme of study. However, researchers over time have pointed out that there was a gap between the legal awareness and understanding expected of graduate accountants and the legal education offered at a tertiary level. This study attempts to determine whether the current business law curriculum offered at two New Zealand universities is adequate in terms of preparing accounting students for the wide variety of legal issues that they may be exposed to throughout their careers. A mixed methods approach was used. Specifically, quantitative data was obtained through an online questionnaire which was distributed to accounting students at two New Zealand universities. The purpose of these surveys was to gain information on students' perceptions of the adequacy of the business law curriculum at their universities. Overall, the findings indicate that gaps currently exist between what is currently taught and what students believe ought to be taught. Specifically, the results reflect accounting students' belief that each of the 11 business law topics identified in the survey should be explored in greater detail. In particular, taxation law, employment law and trust law have the largest disparities between the level of detail taught and the level of detail expected by students. The key change recommended by students is that of a shift from the traditional law approach (which focuses on the technical details of contracts and other traditional legal topics) to the legal environment approach (which places more emphasis on understanding how the legal system operates and the role of the law in business). This is a recommendation which many academics have advocated since the late 1960s but which business schools have only instituted piecemeal and what appears to be on an ad hoc and inadequate manner.
Helping Undergraduates Think Like a CEO: The APPLE Analysis as a Teaching Tool for Strategic Management
Author: Domke-Damonte, Darla J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Undergraduate Students,Management Development,Statistical Analysis,Student Attitudes,Consultants,Assignments,Outcomes of Education,Business Administration Education,Scores,College Faculty,Experiential Learning,Profiles,Leadership,Governance,Strategic Planning

This paper presents a class assignment, entitled the APPLE Analysis, for developing pre-analysis comprehension about company conditions, resources and challenges as a part of the undergraduate strategic management capstone course. Because undergraduate students lack the causal maps of seasoned executives, this assignment helps students to develop an appropriate frame of reference to then tackle more traditional external/internal approaches to strategic analysis as a part of a live consulting case. The article describes the background for the development of the assignment, the components of each application tool and its assessment, and then summarizes with a description of student perceptions and outcomes. The results of its first application indicate strong student support for its ability to deliver on content outcomes, with 74.9% noting its value in understanding course and analytical concepts, and an ANOVA analysis of the differences in final project analysis scores in the semester postadoption to be significantly higher at the 0.10 level (F = 2.944; p = 0.092) than scores in the semester pre-adoption when controlling for professor. Faculty also noted stronger integration of multiple levels and breadth of analysis for the more traditional live case consulting analysis.
An Investigation into the Relationship between On-Line Formative Assessments and Performance of Students
Author: Yeo, Cheok Heng
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Formative Evaluation,Academic Achievement,Summative Evaluation,Electronic Learning,Correlation,Foreign Countries,College Students,Comparative Analysis,Online Courses

The aim of this study is to investigate the relationship between attempting online formative assessments and performance of students. The study is motivated by the dearth in research in the area of online formative assessment. The study reports mixed result of such relationship. A relationship was reported between attempting online formative assessments and performance in the mid-semester exam and each topic in the mid-semester exam. On the contrary, such relationship was not reported in regard to performance in the final exam and most topics examined in the final exam. The reason behind such findings can be attributed to the difference in the structure of questions in the final exam compared to those provided in online formative assessments, difference in complexity of topics and higher workload of students in studying specific topics. The findings of the present study have implications for accounting educators in regard to the use of on-line formative assessments and development of syllabus.
Recognising the Effects of Costing Assumptions in Educational Business Simulation Games
Author: Eckardt, Gordon
Date: 2015-00-00
Type: Journal Articles
Subjects: Business Administration Education,Simulation,Educational Games,Teaching Methods,Measurement Techniques,Computation,Regression (Statistics),Labor,Costs,Expenditures,Educational Technology,Technology Uses in Education

Business simulations are a powerful way to provide experiential learning that is focussed, controlled, and concentrated. Inherent in any simulation, however, are numerous assumptions that determine feedback, and hence the lessons learnt. In this conceptual paper we describe some common cost assumptions that are implicit in simulation design and discuss the implications for the lessons that are learnt from the simulation. In particular, concerns are raised about misconceptions that may arise when the assumptions are not recognised. Examples are drawn from a popular business simulation. We conclude that, while there are advantages from both simple and sophisticated approaches to costing, the impact on profits can be huge. When the assumptions are not explicit, they can send signals about cost behaviour which are inconsistent with reality. We recommend that when using a business simulation the facilitator explicitly recognise the assumptions, and thereby recognise the generalisations that can, or can't be drawn from the simulated experience.
Aligning Business and Education: 21st Century Skill Preparation
Author: Campbell, Charles L., Jr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Alignment (Education),Business Administration Education,Skill Development,Writing Skills,Information Literacy,Critical Thinking,Interpersonal Communication,Qualitative Research,Semi Structured Interviews,Employer Attitudes,Administrator Attitudes,Teacher Attitudes,Case Studies,College Faculty

The purpose of this paper is to explore stakeholder perceptions concerning four key 21st century skills required for graduates to be successful in today's workplace, and to report on common themes surrounding how a post-secondary school in the Southwest United States is preparing graduates with predominant 21st Century skills: interpersonal communication, critical thinking, information literacy, and adroit writing. A qualitative exploratory case study was employed. Semi-structured interviews were conducted with 14 local employers who hire graduates, and 14 faculty members and 14 administrators from the research site. Data were coded and analyzed for common themes with the support of NVivo qualitative software. Overall, the three participant strata group stakeholders indicated that the research site is not doing very well integrating the predominant four 21st Century skills into curricula. Interpersonal communication was rated as the highest skill evident in graduates, followed by critical thinking, information literacy, and the skill needing the most improvement, adroit writing.
The Importance and Implementation of Eight Components of College and Career Readiness Counseling in School Counselor Education Programs
Author: Perusse, Rachelle
Date: 2015-01-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Counselor Training,Graduate Students,Questionnaires,School Counseling,Administrator Attitudes,Advocacy,Equal Education,School Counselors,Academic Aspiration,Online Surveys,College Choice,Career Choice,College Admission,Educational Change,Paying for College,Elementary Secondary Education

School counselor education program administrators (N = 131) responded to an online questionnaire where the importance and extent of implementation of The College Board's National Office of School Counselor Advocacy (NOSCA) Eight Components of College and Career Readiness in their school counselor education program were assessed. The mean importance of the components was rated between &quot;moderately important&quot; and &quot;very important&quot; by participants, and the components were &quot;usually&quot; implemented in the curriculum of their programs. Implications of this study include the need for increased attention in graduate-level school counselor training programs on equity-focused college and career readiness counseling and knowledge of current national initiatives.
A Conceptual Framework for Evaluating Attrition in Online Courses
Author: Laing, C. Linda
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Online Courses,Student Attrition,School Holding Power,Student Motivation,Foreign Countries,Alienation,Learner Engagement,Higher Education,Student Satisfaction,Communities of Practice,Electronic Learning,Educational Technology

The purpose of this paper is to develop a conceptual framework that considers the role that the sense of isolation and alienation play in contributing to attrition in online courses in the higher education sector. The approach adopted in this paper is a theoretical study aimed at synthesizing existing theories. The ultimate contribution of this paper is to assist future research explore attrition in online courses as well as identify appropriate methods to engage and motivate students.
The Lecture: A Teaching Strategy through the Looking Glass
Author: Perrin, Ronald William
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Lecture Method,Class Size,Case Method (Teaching Technique),Comparative Analysis,Technology Uses in Education

This paper explores the viability of the lecture as a teaching strategy for large groups in light of the various elements that influence the choice of method for teaching large groups. The method employed in this paper draws on the Brunswick Lens Model and Foucauldian discourse to evaluate the dominant pedagogical perspective of the past to translate the perspective into the current view of the lecture as a teaching strategy within the context of current practice. Consideration is given to issues about the future of the lecture. The literature suggests that research and debate regarding the role of the lecture in the learning process has been minimal and mixed. Historically, the changes that have occurred in the lecture format are the result of new technologies applied to the presentation process rather than the content. The evolution of a discerning/sophisticated audience (students) has given rise to technological advances in the classroom and lecture theatre. Technology in its many guises, such as the creation of cyberspace, has motivated the development of alternative approaches both to the traditional lecture as a strategy and to its parameters.