ethanporcaro/eric-fulltext-meta huggingface dataset:
Institutional Environment(s) for Online Course Development and Delivery
Author: McNeal, Ralph B., Jr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Research Universities,Case Studies,College Faculty,College Environment,Instructional Design,Technology Integration,Political Influences,Administrators,Teacher Attitudes,Administrator Attitudes,Negative Attitudes,Intellectual Property,Educational Resources,Specialists,Teacher Student Relationship

There is a lot we know about online courses, but a lot is yet to be discovered. We know quite a bit about how to develop these courses, as well as how to deliver them. We know quite a bit about assuring the quality of these courses, and how to assess student performance. We know quite a bit about how to &quot;incentivize&quot; faculty to develop these courses, and about their equivalence to hybrid and traditional classroom-based courses. What we do not know, and what Sociology can contribute to the discussion, is how the institutional environment affect's individual faculty member's propensity and ability to develop and deliver online courses. This manuscript attempts to tackle these issues and discusses nine different elements that affect the development and delivery of these courses including the technological/teaching context, the political environment, faculty and administrative resistance, competing agendas, course ownership, resources, specialists and technology, and the human touch. Each of these areas is discussed in the article then linked to an individual case study at a large research University in the Northeastern United States.
Enhancing Learning Outcomes through Application Driven Activities in Marketing
Author: Stegemann, Nicole
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Outcomes of Education,Marketing,Environmental Influences,Experiential Learning,College Students

This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning activities reinforcing marketing theories. In this paper, we provide details of a marketing communications exercise which in addition to being a vehicle for active learning also allowed students to apply the results of their previous research thereby effectively aligning all learning and assessment tasks. The activity required students to take a previously completed environmental analysis of a foreign country and using that information develop a print advertisement for an Australian branded product unavailable in that country. Details are provided on the in-class activity including guidelines for conducting the practice-orientated exercise and information on the assessment tasks leading up to this activity. The paper provides academics with an example of how to apply concepts to real life examples in the classroom and give students hands on experience and further shows how learning can be scaffolded through assessment. We found that students actively engaged in the experience and improved their learning outcomes through application of their previous research and the concepts discussed in class.
Experiential Learning: Improving the Efficacy of an Undergraduate Business Degree
Author: DeSimone, Frank
Date: 2013-00-00
Type: Journal Articles
Subjects: Experiential Learning,Undergraduate Students,Business Administration Education,Critical Thinking,Decision Making Skills,Decision Making,Thinking Skills,Consumer Economics,Control Groups,Observation,Experimental Groups,Hypothesis Testing,Cues,Student Surveys,Case Method (Teaching Technique),Participant Satisfaction,Program Improvement,Curriculum Enrichment,Teaching Methods,Educational Practices,Qualitative Research,Statistical Analysis

This article deals with a subject that is extremely important to the success of future graduates of any college or University--specifically Critical Thinking and Decision Making. Our article explains the research results and observations of critical thinking research conducted at two different colleges in the fall semester of 2011. The research prompts were used at two different colleges (Wagner College and Monmouth University) with different student profiles during the same semester. The purpose of the research was to test how critical thinking skills were affected by two different experiential programs and how &quot;Ex-Ed&quot; is a critical part of a student's total education. Experimental Education (Ex-Ed) is a very hot topic among academics these days and our research at Wagner College involved testing the improvement in critical thinking skills in a &quot;marketing incubator&quot; system during a Consumer Behavior class with 34 registered students in the fall semester in 2011. In this case, some of the students participated in the marketing incubator (18), while some did not (16), essentially providing a control groups for comparison. At Monmouth University, the research was testing the improvement in critical thinking skills in two entrepreneurial studies classes with a total of 67 students. Qualitative observations are included as the research is conducted, and suggestions for future related research are proposed. Our feeling is that to form a definitive conclusion, the subsequent research needs to be done in the area of both decision making and the creation of a value proposition.
Critical Learning Skills for Business Students
Author: Jance, Marsha
Date: 2013-00-00
Type: Journal Articles
Subjects: Skill Analysis,Business Skills,Business Administration Education,College Faculty,Teacher Surveys,Classification,Needs Assessment,Educational Needs,Critical Thinking,Time Management,Psychometrics,Reading Comprehension,Business Communication,Writing Skills,Tenure,Teaching Experience,Teacher Student Ratio

A survey addressing critical skills for business students was developed and disseminated. Sixteen critical skills (such as critical thinking and time management) were identified as skills that need to be acquired in order for business students to be successful in their advanced courses and careers. The survey was disseminated and taken by several business faculty at various institutions. The survey participants were asked to rank both the importance of a particular skill and where their students currently rank in possessing this skill. This paper discusses the format of the survey, presents the survey results, analyzes the top three critical skills, and mentions future research opportunities.
Facilitating Cooperative Learning in Online and Blended Courses: An Example from an Integrated Marketing Communications Course
Author: Johnson, Katryna
Date: 2013-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Online Courses,Blended Learning,Marketing,Business Administration Education,Active Learning,Undergraduate Students,Experiential Learning,Group Activities,College Instruction

Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning for students. Strategies to enhance collaboration in the online environment are discussed. The use of online discussions, blogs and experiential learning through an undergraduate integrated marketing communications plan are provided as examples of cooperative learning in online and blended environments.
Mindfulness Practices for Accounting and Business Education: A New Perspective
Author: Borker, David R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Metacognition,Attention Control,Perception,Accounting,Business Administration Education,Teaching Methods,Buddhism,Undergraduate Study,Graduate Study,Educational Practices,Class Activities,Reading Materials,Homework,Test Wiseness,Listening Skills,Human Body,Communication Skills,Stress Management,Reflection

For more than a decade, researchers in accounting and business education have focused on the concept of mindfulness as a source of ideas that contribute to transforming the classroom experience and the quality of student learning. This research is founded on the work of social scientists studying the general application of mindfulness to teaching and learning. (Langer, 2000) The focus is primarily on cognitive applications of mindfulness, such as, looking closely, exploring possibilities and perspectives, and introducing ambiguity. However, the construct of Mindfulness originates in the millennia old teachings of Buddhism. This paper proposes Mindfulness solutions to learning derived from non-cognitive practices associated with the Buddhist tradition. These practices emphasize the interconnectedness of mind and body and are anchored in focusing on the body. Four powerful core practices and several related support practices are presented and discussed. These have been adapted for use in the teaching of accounting and business at the undergraduate and graduate level. A sample protocol of Mindfulness practices is proposed for in-class activities of accounting and business students, and activities outside the classroom, e.g., reading course material, doing homework, studying for tests, and participating in student group activities. Future Directions for empirical research on the efficacy of these practices in improving students' technical knowledge and conceptual understanding are discussed.
The Impact of Globalization and Technology on Teaching Business Communication: Reframing and Enlarging World View, Methods, and Content
Author: Berry, Priscilla
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Communication,Business Administration Education,Influence of Technology,Global Approach,Teaching Methods,Instructional Innovation,Technology Uses in Education,Classroom Environment,Classroom Techniques,World Views,Culturally Relevant Education,Mass Media Effects,Mass Media Use,Educational Practices,Educational Strategies,College Programs,Course Content,Educational Change,Change Strategies

This paper explores the current paradigm shift in the use of technology in the classroom, which is occurring because of technology explosion in society, impact of globalization, necessary reframing, and enlarging of the world view, methods, and content to make business communication classes relevant. The question is whether the classroom should mirror society or whether society will eventually mirror the classroom. If the classroom mirrors society, the responsibility of methods and content becomes an outwardly directed response. In essence, we simply copy what we see happening in technology within the business arena, such as blogs, Facebook, Twitter, or YouTube videos. If society will mirror the classroom, then the content and methods used can determine whether the potential for higher order thinking can be actualized within the society, as a whole, through the pedagogy of business communication. This actualization must come through the structure and use of an ethical core in teaching, with an understanding that technology has the power to both advance innovation and collaboration or mislead and distort, and it is the classroom facilitator's responsibility to foster the realization of the power of technology. The business world is challenging those of us who teach business communication to make use of technology in a more &quot;21st century&quot; manner; not so much in the use of technology, but more in the attitudes that shape its use. In addition to teaching how to use technology for communication, there is a strong push to teach appropriate ethics in its use within a reframed world view. This paper addresses how content and methods must be reframed and how professors must adopt a revised world view that aligns with a culturally diverse audience and a 24/7, communicative, free, and open environment. The power and force of said technology, specifically social-media communication, has the ability to alter the course of lives, communities, corporations, and countries and must be seen as an integral part of the business classroom.
Should Mathematics Be a Mandatory Fundamental Component of Any IT Discipline?
Author: Eid, Chaker
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Technology,Mathematics Education,Interdisciplinary Approach,Unified Studies Curriculum,Cognitive Ability,Mathematical Concepts,Problem Solving,Correlation,Student Records,Student Improvement,Achievement Rating,Cognitive Development,Programming Languages,Programming,Enrichment Activities,Required Courses,Fundamental Concepts,College Programs

In this paper, we investigate whether and how mathematics factors into students' performance in IT learning. The involved cognitive levels of students learning mathematics and hence problem solving, are correlated to how well they are able to transpose their knowledge and apply it to problem solving in the IT field(s). Our hypothesis is that if students perform better in mathematics, in terms of level of mathematics course and grade earned in that course prior to engaging in IT studies, their performance in IT will also be higher. The performance of several groups of students, over a period of five semesters are collected, analyzed and the correlation between mathematics learning ability and that of IT is measured, analyzed, and the results are reported and therefore the hypothesis is tested.
Evaluating the Effectiveness of Audio in Hybrid Courses
Author: Ball, Daniel R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Colleges,Audio Equipment,Computer Software,Visual Aids,Teaching Methods,Student Surveys,Instructional Effectiveness,Statistical Analysis,Electronic Learning,College Students

The prevalence of either completely online or hybrid courses has continued to increase over the past decade, but properly designing the delivery mode of these courses remains a challenge. Whereas fully online institutions of higher education may focus on a purely online delivery format, more traditional colleges and universities have the challenge of balancing online and traditional classroom instruction using the hybrid course format. Whereas basic hybrid courses may have relied more on visual aids of instruction, this paper focuses on the effectiveness of enhancing these hybrid courses with audio lectures. Hybrid courses were created using PowerPoint slides consisting of a mix of visual and audio instructional delivery modes, and student surveys were subsequently administered at the conclusion of the semester to determine the ultimate effectiveness of audio enhancements. This paper presents the details of this case study, the corresponding statistical analyses and interpretations, and general concluding recommendations for audio-enhanced course design. Overall, the addition of the audio component to the hybrid course structure made the hybrid course experience more effective, increased the likelihood that the students would take or recommend future hybrid courses that contained audio enhancements, and made it more likely that the students would prefer a hybrid course to a traditional classroom-only course. Continued research is necessary to provide a more active learning experience and class community during the online components, and synergistically utilize classroom time more effectively to truly capture the benefits of both online and traditional instruction using the audio-enhanced hybrid course format.
Can Business Students Forecast Their Own Grade?
Author: Hossain, Belayet
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Grade Prediction,College Students,Expectation,Predictive Measurement,Predictive Validity,Attitude Change,Student Attitudes,Student Surveys,Error Patterns,Scores,Achievement Gains,Achievement Rating

This study examines grade expectations of two groups of business students for their final course mark. We separate students that are on average &quot;better&quot; forecasters on the basis of them not making significant forecast errors during the semester from those students that are poor forecasters of their final grade. We find that the better forecasters are students that have a higher final grade on average than the poor forecasters. The sample evidence indicates that students' are overconfident, as indicated by their initial grade expectations, irrespective of ability to forecast. But these expectations change during the semester in the downwards direction as students accumulate information on their performance. As expected the poor forecasting students have much more sluggish expectations.
Fostering Culture Change in an Undergraduate Business Program: &quot;Nudging&quot; Students towards Greater Involvement in Extra-Curricular Activities
Author: Martin, Elizabeth M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Business Administration Education,Student Participation,Extracurricular Activities,First Generation College Students,Marketing,Incentives,School Culture,Change

A report on a successfully implemented program to increase student participation in extra-curricular activities in an undergraduate business program with a high percentage of first-generation college students. A market-research study offered insight as to why students were not participating before the program was launched. Greater participation in extra-curricular activities was used as a means to provide valuable career preparation and to develop professional habits. Participation was encouraged with very small rewards tied to existing courses, consistent with the &quot;nudging&quot; mechanism of behavioral economics.
Flipping the Business College on Its Side
Author: Brozik, Dallas
Date: 2013-00-00
Type: Journal Articles
Subjects: College Programs,Holistic Approach,Organizational Change,Organizational Theories,Colleges,Business Administration Education,Educational Change,Change Strategies,Integrated Curriculum,Interdisciplinary Approach,Administrative Organization,Design Preferences,Program Design,College Planning,College Administration,Core Curriculum

Colleges of business are typically formed around functional divisions like accounting, finance, management, and marketing. This discipline-based structure serves to convey basic information to the students, but it is poorly suited to provide an educational experience that integrates the functional areas into a holistic framework. Efforts to refine the educational process have met with limited success due to the tendencies of organizations and their members to resist change. A new design for the structure and management of colleges of business is necessary if today's schools are to be better able to meet the needs of tomorrow's students.
Using an Assessment of Learning System to Integrate Core Content across the Curriculum
Author: Rosales, Jean
Date: 2013-00-00
Type: Journal Articles
Subjects: Core Curriculum,Integrated Curriculum,Integrated Learning Systems,Introductory Courses,Instructional Design,Curriculum Design,Student Evaluation,Teaching Methods,Educational Practices,Educational Innovation,College Programs

College and university programs are under increasing pressure to effectively measure and assess student performance, knowledge, and skills in their classes, majors and programs. We discuss how embracing this assessment charge can lead to a more cohesive and educational curriculum in which students and educators alike see the connections from one course to another as well as how a program's core learning objectives map throughout the curriculum. We discuss the importance of this in today's new reality of transfer students, online education, mega-classes and adjunct faculty. Lastly, we present an example of how we have begun to harness the reality of assessment to better integrate and harmonize an introductory course and an upper level course.
An Examination of Personal Values and Value Systems of Chinese and U.S. Business Students
Author: Giacomino, Don E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Values,Gender Differences,Majors (Students),Cross Cultural Studies,Comparative Education,Comparative Analysis,Ethics,Student Surveys,Classification,Beliefs,Student Attitudes,Foreign Countries,College Students

Using the Rokeach Value Survey and the Musser and Orke typology this paper examines the personal values and value systems of business students in China and compares the results with the results of a recent study that used similar methodology to examine the values and value systems of U.S. students. The study also examines the differences in values and value systems of the Chinese students by gender and by major. While there are few differences for the Chinese students by gender, our findings show several differences in the rankings of values by the Chinese and U.S. students as well as differences in value systems. Implications for accounting education are discussed.
Ethical Issues in Accounting: A Teaching Guide
Author: Doolan, Amy L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Accounting,Ethics,Teaching Guides,Teaching Methods,Undergraduate Students,Outcome Measures,Controversial Issues (Course Content),Evaluation Criteria,Background,Class Activities,Discussion (Teaching Technique),Writing Assignments,Vignettes,Business Administration Education,Ethical Instruction,Educational Practices,Educational Strategies,Moral Development

Theodore Roosevelt said, &quot;To educate a person in mind and not in morals is to educate a menace to society.&quot; With this quote in mind, this paper describes three ethical issues in the discipline area of accounting. The format of the paper is to first provide background information on the ethical question or scenario then to provide a pedagogical approach for presenting the issue to undergraduate accounting students. Finally, a teaching guide for the professor to utilize in lecturing the topic, a sample assignment related to the topic, and ways to assess the outcomes of the assignment is provided. Relevant literature on the topics chosen is provided in summary in the background section of each issue. The pedagogical exercises are designed to incorporate elements of deontological, utilitarianism, and virtue ethical systems. Additionally, students are asked to consider the Christian worldview in their responses to the ethical issue and also discuss how Scripture impacts their decisions.