ethanporcaro/eric-fulltext-meta huggingface dataset:
Incorporating Emotional Intelligence in Legal Education: A Theoretical Perspective
Author: Douglas, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Legal Education (Professions),Lawyers,Problem Solving,Law Students,Conflict,Correlation,Emotional Disturbances,Teaching Methods,Models,Foreign Countries,Reflective Teaching,Metacognition,Empathy,Interpersonal Competence,Self Concept,Motivation

&quot;Thinking like a lawyer&quot; is traditionally associated with rational-analytical problem solving and an adversarial approach to conflict. These features have been correlated with problems of psychological, or emotional, distress amongst lawyers and law students. These problems provide a strong argument for incorporating a consideration of emotion into legal education. How to achieve this is a challenge for legal educators. Addressing that challenge, it is argued that emotional intelligence (EI) provides an existing and useful conceptual framework for acknowledging and incorporating emotion into legal education and practice. Advantages in adopting EI are argued. Goleman's model of EI is identified as the most readily accessible model for EI in law. Goleman's model is adapted and applied to clinical legal education as an optimal site for introducing law students to EI.
Advisor and Student Experiences of Summer Support for College-Intending, Low-Income High School Graduates
Author: Arnold, Karen D.
Date: 2015-01-00
Type: Journal Articles
Subjects: Academic Advising,Low Income,Summer Programs,Intervention,Program Descriptions,Educational Finance,College Attendance,Educational Attainment,Higher Education,Student Surveys,Student Attitudes,Counselor Attitudes,Interviews,Focus Groups,Context Effect,Barriers,High School Graduates,College Admission,Developmental Tasks,Socialization,Randomized Controlled Trials,Synchronous Communication,Handheld Devices,Telecommunications,Qualitative Research

Summer melt occurs when students who have been accepted to college and intend to enroll fail to matriculate in college in the fall semester after high school. A high rate of summer melt contributes to the lower postsecondary attainment rates of low-income students, in particular. This article presents qualitative findings from two interventions intended to reduce summer melt among low-income, urban high school graduates who had been accepted to college and indicated their intention to enroll. Results from student and counselor surveys, interviews, and focus groups point to a web of personal and contextual factors that collectively influence students' college preparation behaviors and provide insight into the areas of summer supports from which students like these can benefit. The data fit an ecological perspective, in which personal, institutional, societal, and temporal factors interact to affect students' behaviors and outcomes. A model of summer intervention shows that obstacles in completing college financing and informational tasks can lead college-intending students to re-open the question of where or whether to attend college in the fall after high school graduation. Given the pressure of concerns about how to actualize their offer of admission, students rarely engage in the anticipatory socialization activities that might help them make optimal transitions into college.
Strengthening Student Engagement with Quantitative Subjects in a Business Faculty
Author: Warwick, Jon
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Business Administration Education,Undergraduate Students,Learner Engagement,Models,Case Studies,Skill Development,Job Skills,Business Skills,Student Evaluation,Formative Evaluation,Curriculum Design,Curriculum Development,Mathematics Skills,Self Efficacy,Anxiety,Faculty Development

This paper reflects on the results of research undertaken at a large UK university relating to the teaching of quantitative subjects within a Business Faculty. It builds on a simple model of student engagement and, through the description of three case studies, describes research undertaken and developments implemented to strengthen aspects of the model, enhance student engagement and help meet the requirements of employers in terms of graduate skills. The paper also outlines some areas for future research.
Student Self-Assessment of Mathematical Skills: A Pilot Study of Accounting Student
Author: Warwick, Jon
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Mathematics Skills,Mathematics Instruction,Pilot Projects,Accounting,Foreign Countries,Undergraduate Students,Student Attitudes,Student Surveys,Statistical Analysis,Learner Engagement,Expectation,Mathematics Anxiety,Likert Scales

When new students arrive at university to commence their undergraduate training they bring with them a host of prior experiences, expectations and beliefs. For students whose course of study includes mathematics these experiences, expectations and beliefs can be very strongly held and somewhat negative towards mathematics. In such cases they can become a barrier to further learning in mathematics. This paper reports on a small pilot study exploring the mathematical experiences, expectations and beliefs of accounting students with a view to improving their engagement with mathematics. The results of a student survey allow the identification of students whose self-assessments and expectations are not congruent with their observed performance with a consequent risk of disengagement from mathematics.
Task Virtuality and Its Effect on Student Project Team Effectiveness
Author: Pineda, Rodley C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Projects,Teamwork,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Group Dynamics,Achievement Gains,Questionnaires,Business Administration Education,Likert Scales,Regression (Statistics),Skill Development,Student Attitudes,Student Satisfaction,College Seniors

This study explores the extent to which students in colocated teams use synchronous and asynchronous computer-mediated communication channels (task virtuality) and how this use affects their perceptions of the team's performance, their satisfaction with the team, and the learning they derive from the process. Survey results show that different computer-mediated communication channels relate to each team outcome. These findings could help educators refine the student experience with these technologies to prepare them for virtual teamwork in the workplace.
Identifying the Financial Literacy Skills Necessary to Run a Small New Zealand Business
Author: Samkin, Grant
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Money Management,Literacy,Small Businesses,Secondary Education,Accounting,Social Media,Web Sites,Business Education,Business Skills,Semi Structured Interviews,English,Mathematics,Employer Attitudes,Entrepreneurship

The objectives of this paper are to identify the financial skills small business owners believe necessary to be successful in business, and to establish whether there is a role for secondary school accounting in contributing to the learning of these skills. A combination of a social network website and snowball sampling technique was used to invite small business owners to participate in the study. The social network website was used to promote the study, with research participants being directed to it for further information. Semi-structured interviews with 18 owners of 17 small businesses situated in the North Island of New Zealand were undertaken. English and maths were identified as being the most important subjects studied at secondary school that contributed to interviewees' understanding the financial side of their business. The small number of business owners interviewed means that the findings of this study may not be representative of the whole population of New Zealand small businesses owners.
A Typology of International Student Community Engagement
Author: Fleischman, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Classification,Foreign Students,Interviews,Student Employment,Foreign Countries,Qualitative Research,Focus Groups,School Community Relationship,Service Learning,Work Experience,Professional Development,College Students,Student Attitudes,Student Characteristics,Social Organizations

This paper presents an empirical study undertaken to develop a typology of international student community engagement activities that incorporates the perceptions of three key stakeholder groups--the international students, the community and the university. Framed by the notion of value co-creation, our exploratory study was undertaken at a rapidly growing, regional Australian university. Qualitative data was collected via interviews with community members (n = 5) and university staff members (n = 4) and focus groups with international students (N = 22). Our resulting typology comprises three clusters of engagement activity--highly unstructured, semi-structured and highly structured--with two engagement types in each cluster. Thus, the six major types of international student university-community engagement activities are: spontaneous occurrences and daily interactions (highly unstructured), informal social gatherings and casual employment (semi-structured) and formal social organisation participation and professional work experience (highly structured). Our typology offers a useful platform for strategic endeavours related to international student university-community engagement.
Increasing Access to Postsecondary Education for Students with Intellectual Disabilities
Author: Cook, Amy L.
Date: 2015-01-00
Type: Journal Articles
Subjects: Access to Education,Intellectual Disability,Developmental Tasks,School Counselors,Individualized Transition Plans,Educational Research,High School Students,Counseling Techniques,Postsecondary Education,Inclusion,Higher Education,Educational Opportunities,Career Readiness,College Readiness,Change Agents,Counselor Role,Cooperation

Students with intellectual disabilities (ID) are increasingly seeking postsecondary education (PSE) opportunities. High school to college transition presents its challenges for all students, and school counselors are uniquely positioned to assist students with ID throughout the PSE process. This article provides a review of the literature on PSE and specifically explores the different types of PSE programming available and strategies high school counselors can employ to effectively assist students with ID in PSE planning.
Accounting Employers&apos; Expectations--The Ideal Accounting Graduates
Author: Low, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: College Graduates,Accounting,Employer Attitudes,Employment Qualifications,Expectation,Job Skills,Qualitative Research,Semi Structured Interviews,Knowledge Level,On the Job Training,Case Method (Teaching Technique),Curriculum Development,Group Discussion,Business Skills,Internship Programs,Business Administration Education,Foreign Countries,Emotional Intelligence,Education Work Relationship

This research examined what accounting employers are seeking in their &quot;ideal&quot; accounting graduate and sought to provide clarification on the &quot;expectation gap&quot; between what accounting employers require in their graduates, and the skills these graduates are exhibiting. Adopting a qualitative research method, this research paper draws on semi-structured interviews conducted face-to-face with participants from key accounting employers. This research found that, in terms of technical skills, employers require at least a sound understanding of the fundamental technical accounting skills. However, beyond this, little more is expected technically of graduates as the requisite technical skills are learned &quot;on the job.&quot; Findings also suggest that the touted &quot;expectation gap&quot; is not as pervasive as prior literature has suggested. Over half of employers also believed universities are preparing students adequately for the workplace, although this seemed to be moderated by an opinion among employers that this is &quot;as well as an academic institution can do.&quot; Based on the findings, some key recommendations were made. These include a greater inclusion of non-technical skills in accounting education through the incorporation of practical case study problems into accounting curricula, involving group discussion and the production of written reports and business presentations for their &quot;client&quot; as well as the continued encouragement of internship opportunities within university degrees.
Engaging Business Students in Quantitative Skills Development
Author: Cronin, Anthony
Date: 2015-00-00
Type: Journal Articles
Subjects: Skill Development,Statistical Analysis,Business Administration Education,College Freshmen,Relevance (Education),Data Analysis,Statistical Inference,Statistics,Student Attitudes,Online Surveys,Action Research,Qualitative Research,Foreign Countries

In this paper the complex problems of developing quantitative and analytical skills in undergraduate first year, first semester business students are addressed. An action research project, detailing how first year business students perceive the relevance of data analysis and inferential statistics in light of the economic downturn and the challenges society faces is discussed. Students' attitudes were evaluated via an online survey consisting of both quantitative and qualitative responses. While two thirds of respondents do acknowledge the relevance of such a course for future business roles, it is shown that more work must be done to distinguish between why data analysis is relevant and how data analysis is performed. Also discussed are findings related to student learning, their intellectual development, and their motivation and expectations upon enrolling on the &quot;Data Analysis for Decision Makers (DADM)&quot; module. The challenges in teaching such a mandatory module to Business students are discussed and a pedagogical framework for promoting deeper student engagement through active learning, regular continuous assessment and technology are also examined.
Exploring the Contribution of Extra Credit in Marketing Education
Author: Elbeck, Matt
Date: 2015-00-00
Type: Journal Articles
Subjects: Marketing,Business Administration Education,Assignments,Incidence,Student Attitudes,Student Motivation,Grades (Scholastic),College Faculty,Online Courses,Prediction,Online Surveys,Content Analysis,Statistical Analysis,Qualitative Research

This study advances the literature on the incidence, attitudes and motivations to complete extra credit assignments. Behavioral feedback from 59 marketing instructors and 43 Principles of Marketing students aligned with reported incidence rates of offering and completing extra credit assignments, respectively. This was followed with open-ended questions about the appeal and benefits of extra credit assignments from a sample of 23 Principles of Marketing students. Content analysis supported by strong inter-rater validation revealed a two-dimensional construct of proactive/achievement orientation to earn more points toward a higher grade and a reactive/recovery orientation to extra credit. Discussion offers guidance on the use of extra credit assignments.
Quantitative Evaluation of Flexibility in Undergraduate Engineering Curricula in the United Arab Emirates
Author: Darwish, Naif A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Foreign Countries,Universities,Statistical Analysis,Fuels,Correlation,Curriculum Development,Required Courses,Prerequisites

In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous quantitative relaxation indicator, developed and published elsewhere by the first author, has been applied to quantify the degree of stiffness and rigidity in undergraduate engineering curricula at the American University of Sharjah (AUS), the University of Sharjah (UOS), United Arab Emirates University (UAEU), and the Petroleum Institute (PI), which are the leading universities in the United Arab Emirates. Results indicate high rigidity (low relaxation indices) due to high degree of interconnectivity between courses, specifically in the second year of the study plans. The chemical engineering curriculum at PI exhibited the least flexibility due to very strong pre-and-co-requisite ties while the civil &amp; environmental curriculum at UAEU showed the highest flexibility. The curricula considered require immediate attention and reorganization in order to facilitate smooth sequential progress of the students from one semester to another. A list of courses that require relaxation of strong pre-and corequisites ties has been presented for each curriculum.
Educational Drama: A Model Used in a Business School
Author: de Villiers, Rouxelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Drama,Models,Business Schools,Business Administration Education,Experiential Learning,Competency Based Education,Simulation,Role Playing,Teaching Methods,Instructional Effectiveness

This article considers the advantages, benefits, disadvantages and weaknesses of experiential learning through the use of educational drama (ED) to assist business students and academics to improve competencies required for their future roles in business. A review of the literature was undertaken. Simulated interaction (SI) and role-play (RP) are identified as an important aid in holistic learning to ensure knowledge acquisition, transferal and creation as part of competency development for business graduates and management executives. As such, these methods can potentially enhance learning of complex business issues and improve retention of complicated theories and concepts, especially of highly technical and quantitative subject matter.
Online Quiz Time Limits and Learning Outcomes in Economics
Author: Evans, Brent
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Timed Tests,Outcomes of Education,Economics Education,Comparative Analysis,Pretests Posttests,Scores,Undergraduate Students,Least Squares Statistics,Regression (Statistics),Microeconomics,Statistical Analysis

In an effort to better understand the impact of timing limits, the authors compare the learning outcomes of students who completed timed quizzes with students who took untimed quizzes in economics principles courses. Students were assigned two online quizzes--one timed and one untimed--and re-tested on the material the following class day. Our findings indicate that time limits do not significantly alter student learning. Thus, the decision of placing time limits should be based on factors (e.g. cheating, student preferences, etc.) other than student learning outcomes.
Closing the College Graduation Gap: National College Access and Success Benchmarking Report
Author: DeBaun, Bill
Date: 2016-01-00
Type: Journal Articles
Subjects: College Students,Graduation Rate,Achievement Gap,Access to Education,Benchmarking,Outcomes of Education,Enrollment Rate,High School Graduates,Educational Attainment,Low Income Students,First Generation College Students

This report, the first of an annual series, establishes meaningful metrics about the outcomes of students served by college access and success programs. Using data collected from 24 college access programs, enrollment and graduation rates for the high school classes of 2007, 2008, and 2009 and an enrollment rate for the high school class of 2013 are calculated. Students served by college access and success programs outperform expectations for college enrollment and completion, demonstrating that current national lower levels of postsecondary attainment for poor and minority students are not destiny. These results support the conclusion that college access and success programs are making progress toward closing the college knowledge, opportunity, and completion gaps for the students they serve.
Fostering Team Creativity in Higher Education Settings
Author: de Villiers Scheepers, Margarietha J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teamwork,Creativity,Problem Solving,Higher Education,Creative Development,Learning Processes,Task Analysis,Skill Development,Teaching Methods,Quasiexperimental Design,Outcomes of Education,Workshops,Creative Thinking,Innovation,Entrepreneurship,Business Administration Education,Adoption (Ideas),Difficulty Level,Undergraduate Students,Statistical Analysis

This paper examines how team creativity can be developed using the Synectics creative problem-solving approach by taking stickiness into account. Stickiness represents the difficulty learners experience in internalising knowledge and skills to perform a task productively. Using a quasi-experimental design learners' perceived change in team creativity was assessed over three months. The findings indicate that team creativity is enhanced using the Synectics approach, overcoming many stickiness challenges. Significant improvements were observed for team creative skills immediately after the workshops and remained three months later. The study's findings add to knowledge of how creativity can be enhanced in teams overcoming inhibitors and suggesting that teams benefit from developing their team creative skills which favour problem-solving, novel ideas and innovation. Synectics, as a team creative problem-solving approach, can be used successfully to stimulate creativity in higher education contexts. Implications for theory and management educators are discussed.
A Hybrid Approach to Teaching Managerial Economics
Author: Metzgar, Matthew
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Economics Education,Administrator Education,Blended Learning,Undergraduate Students,Multiple Choice Tests,Performance Based Assessment,Conventional Instruction,Intermode Differences,Instructional Effectiveness,Case Studies

Many institutions in higher education are experimenting with hybrid teaching approaches to undergraduate courses. Online resources may provide a number of advantages to students as compared to in-class approaches. Research regarding the effectiveness of hybrid approaches is mixed and still accumulating. This paper discusses the use of a hybrid teaching approach for a Managerial Economics class. Identical multiple-choice questions from previous semesters are used to compare student performance in hybrid classes versus traditionally taught classes. Results suggest that student performance is lower in hybrid classes as compared to traditional classes. The differing student performance suggests that the complexity of material in some courses may not be suitable for a hybrid approach.
Nationality as a Determinant of Learning Styles: Comparing Marketing Students from Bulgaria and the USA
Author: Budeva, Desislava
Date: 2015-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Marketing,Comparative Analysis,Cultural Background,Cognitive Style,Undergraduate Students,Acculturation,Foreign Countries,Measures (Individuals),Student Attitudes,Preferences,Statistical Analysis

More than ever, college students vary in terms of nationality and cultural backgrounds, which raises the question: do these cultural differences translate into different learning styles? This study attempts to investigate how marketing students from different countries adopt certain learning styles using two samples of undergraduate students from the USA and Bulgaria, examining separate aspects of learning style preferences based on Kolb's Learning Styles Inventory. Results indicate that only one out of the four Kolb's learning styles dimension is different in the two samples, and even though students from the two countries differ in terms of learning styles, the majority seem to prefer the assimilation and convergence styles.