ethanporcaro/eric-fulltext-meta huggingface dataset:
Revisiting Financial (Accounting) Literacy: A Comparison of Audit Committee Members and Business Students
Author: Giacomino, Don E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Accounting,Money Management,Business Administration Education,Committees,Financial Audits,Group Membership,Knowledge Level,Skill Analysis,Undergraduate Students,Governance,Expertise,Administrators,Comparative Analysis,Correlation

While financial literacy is important for an audit committee in discharging its duties there is no authoritative guidance or definition and limited empirical research as to what constitutes financial literacy of audit committees and business students. Coates et al. conducted a study that examined the financial literacy of corporate board members and MBA students at the University of Chicago using an instrument developed by Schipper and Weil. Their findings suggest that both groups lack the appropriate level of financial literacy. This paper extends that research by using the same instrument to examine the financial literacy of undergraduate accounting finance students at a private Midwestern university. Our findings indicate the undergraduate students also lack financial literacy. Caution should be used in interpreting these results since there is no consensus definition of financial literacy within the accounting profession.
Segmenting Business Students Using Cluster Analysis Applied to Student Satisfaction Survey Results
Author: Gibson, Allen
Date: 2009-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Student Surveys,Participant Satisfaction,College Programs,Program Effectiveness,Business Administration Education,Undergraduate Students,Predictor Variables,Collegiality,Evaluation Criteria,Instructional Effectiveness,Educational Quality,Concept Mapping,Academic Advising,Cluster Grouping

This paper demonstrates a new application of cluster analysis to segment business school students according to their degree of satisfaction with various aspects of the academic program. The resulting clusters provide additional insight into drivers of student satisfaction that are not evident from analysis of the responses of the student body as a whole. The results show how predictors of satisfaction cited in prior studies, such as quality of advising and degree of social integration, are important to some students but less important to others.
Mission Possible
Author: Philbrick, Jane Hass
Date: 2009-00-00
Type: Journal Articles
Subjects: Periodicals,Journal Articles,Reading Motivation,Program Effectiveness,Program Evaluation,Reading Programs,Business Communication,Control Groups,Experimental Groups,Hypothesis Testing,Achievement Gains,Comparative Analysis,Comparative Testing,Teaching Methods

The authors examine the impact of a program designed to encourage students to read popular business magazines. The results suggest that a reading program can improve student knowledge of current events, but that more work is needed to encourage students to attain timely knowledge of the current environment of business.
Adding Value to the First-Year Experience: Embedding Self and Major Exploration in the College of Business Curriculum
Author: Damminger, Joanne K.
Date: 2009-00-00
Type: Journal Articles
Subjects: First Year Seminars,Curriculum Development,Business Administration Education,Career Development,Career Choice,Career Education,Self Evaluation (Individuals),Student Surveys,Participant Satisfaction,Student Attitudes,Majors (Students),College Students,Student Experience

This paper details the First-Year Career Development Program (First-Year Program)--a component of a comprehensive multi-year program designed to guide business students through self-assessment and the selection of an appropriate business major and ultimately to prepare them to secure professional career positions. The First-Year Program is designed to integrate student self-assessment and career and business major exploration into the First-Year Experience. A survey of students who participated in the First-Year Program indicated a high level of student satisfaction. It further indicated that participants were more positive about completing their degree programs at the regional university where the First-Year Program is conducted. The First-Year Program was developed collaboratively by Career and Academic Planning Center professionals and College of Business faculty.
A Novel Approach to Undergraduate Decision Sciences Curriculum
Author: Markowski, Carol
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Science Curriculum,Business Administration Education,Program Descriptions,Decision Making,Decision Making Skills,Core Curriculum,Majors (Students),Curriculum Development,Curriculum Enrichment,Educational Practices,Educational Strategies

This paper describes an unusual approach to the incorporation of decision sciences in the core business curriculum as well as a novel undergraduate major in decision sciences.
Characteristics of Accounting Faculty in the U.S.
Author: Kamath, Ravindra R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Accounting,College Faculty,Teacher Characteristics,Demography,Individual Characteristics,Predictor Variables,Profiles,Academic Rank (Professional),Educational Attainment,Graduation,Teacher Certification,Administrators,Interests,Institutional Characteristics,Statistical Analysis

In this article, the academic and personal characteristics of Accounting faculty members at Colleges and Universities in the United States are analyzed to determine the demographics of the Accounting Professorate. Data on 12 variables were collected for the 2004-2005 academic year as a means of constructing a professional profile of the typical accounting professor teaching at today's universities. Given that there are anticipated shortages of accounting faculty, this information should be of interest to students who are considering accounting as a major, those contemplating entering the profession, and those faculty members who are engaged in educating the next generation of accounting faculty members.
An Examination of Kolb's Learning Style Inventory
Author: Gooden, Doreen J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Cognitive Style,Learning Processes,Measures (Individuals),Teaching Methods,Student Needs,Outcomes of Education

As educators our primary focus is that of ensuring that students experience positive learning outcomes. Research, however, has shown that there are differences in students' learning styles and that these differences will impact on the overall learning process. One way of ensuring that these positive outcomes are achieved is by identifying the different learning styles of students and modifying our teaching methodology to meeting those needs. This paper examines Kolb's (1984) Learning Style Inventory and provides suggestions on how to address the different students' learning styles in order to enhance the learning process.
Building an Experiential Learning Model for a Project Management Course
Author: Chen, Kuan C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Experiential Learning,Program Administration,Models,Learning Experience,Case Studies,Teaching Methods,Educational Practices,Course Descriptions,Program Implementation,Instructional Development,College Programs

Teaching students to become project management professionals requires a real world experience. Incorporating live clients into student projects, instead of using case studies or mock companies, adds a dimension that exposes students to the realities of project management. This paper will describe a structured methodology used in a project management course to learn a completed project life cycle. Based upon the written evaluations included with the final project documentation, students feel this project is the most valuable learning experience of the course. Furthermore, the positive relationship established with the clients allows this project to serve as a bridge between business and academe. This paper will discuss a variety of approaches to build an experiential learning model and provide a case study of a project management course using experiential learning to evolve a learning opportunity.
Using Peer Grading and Proofreading to Ratchet Student Expectations in Preparing Accounting Cases
Author: Chaney, Barbara A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Accounting,Peer Evaluation,Grading,Proofreading,Expectation,Critical Thinking,Communication Skills,Curriculum Design,Curriculum Enrichment,Case Method (Teaching Technique),Student Improvement,Instructional Effectiveness,Teaching Methods,Student Experience,Feedback (Response),Scores,Assignments,Prior Learning,Experimental Groups,Control Groups,Measures (Individuals),Comparative Analysis,College Students

Accounting educators struggle with ways to incorporate the development of critical thinking and communication skills into the curriculum. Case analysis is one tool for developing these skills. We examine whether students' case analysis scores improve as a result of participation in peer grading and peer review. We find that students improve their ability to perform case analyses after both evaluating and being evaluated by student peers. Students initially experience an Expectation Ratcheting learning effect after evaluating the case of a peer. Subsequently, students experience an Enhanced Feedback learning effect from the comments and suggestions made by the peers who evaluated (proofread) their cases.
Learning from Students' Perspectives on Open Education at Arab Universities: A Case Study
Author: Kansal, Vineet
Date: 2009-00-00
Type: Journal Articles
Subjects: Open Education,Case Studies,Student Attitudes,Continuing Education,Graduate Study,Graduate Students,Questionnaires,Student Surveys,Qualitative Research,Program Effectiveness,Program Evaluation,Educational Quality,Educational Objectives,Instructional Material Evaluation,Tutoring,Learning Processes,Student Evaluation,Testing,Educational Facilities,Delivery Systems,Open Universities,Foreign Countries

Open learning provides a unique opportunity to professionals for their continuing education and capacity building. Arab Open University, Kuwait (AOU) has been a successful enterprise with an objective to address the educational needs of masses in the Arab universities. Continuing education in the Arab region was the most neglected part of the educational system. AOU, in collaboration with Open University, UK (OU/UK), tailored graduate programs in the field of &quot;Business Administration&quot;, &quot;Information and Computing Technology&quot; and &quot;English language &amp; Literature&quot; in 2002, which presents a number of futuristic strategies that can be used in the process of design to improve the harmony between the user and building the environment in which it is placed. In this study, the students' perspectives of the graduate programs in Arab Open University, Kuwait Branch have been studied through a questionnaire survey to evaluate the effectiveness of open education. The data collected from 5,430 students were analyzed through descriptive statistics and provided qualitative inputs to the study. Most of the respondents found the program useful for their career and jobs. The study explored and revealed that there were potential issues which were addressed, but there is still a lot to be done for attainment of the objective of the establishment.
Graduates: Perceptions of MBA Value
Author: Bledsoe, Maynard T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Graduate Surveys,College Graduates,Value Judgment,Educational Benefits,Business Administration Education,College Outcomes Assessment,Participant Satisfaction,Demography,Age Differences,Employment Level,Status,Alumni,Institutional Mission,Career Development,Graduate Students,Student Experience

MBA worth--who decides? Much of the current assessment comes from market driven and/or institutional perspectives. This research examines responses from Meredith College MBA graduates to determine their perceptions of the worth and value of their MBA experience.
Self Expression in Technical Courses: Making It Happen
Author: Amadio, William J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Technical Education,Self Expression,Cooperative Learning,Teamwork,Self Motivation,Computer Science Education,Programming,Teaching Methods,Active Learning,Instructional Effectiveness,Learning Activities,Learning Processes,Learning Experience,Observation,Performance Factors,Student Evaluation,Sequential Approach,College Students

This paper examines how Team Learning allows students to express themselves through their work. I define expression to include taking ownership of one's work, i.e. working through self-motivation rather than through the dictates of a teacher, and participating in a community of workers. This participation includes working with colleagues on projects of interest to the community, submitting one's work to the scrutiny of the team and the larger community, and evaluating colleagues' work in the same manner. I present the results of my use of Team Learning in four computer programming classes.
Internal Aspects of the Skill Transfer of Manual Assembly Work
Author: Doyo, Daisuke
Date: 2009-00-00
Type: Journal Articles
Subjects: Difficulty Level,Training Methods,Trainees,Kinetics,Psychomotor Skills,Skill Development,Skill Analysis,Job Skills,Manufacturing,Task Analysis,Evaluation Methods,Observation,Educational Experiments,Job Training,Measurement Techniques,Measurement Objectives,Transfer of Training

In manual assembly work, parts are often assembled by applying force with a simple tool or by hand. A worker thus needs control the force he or she applies in working, as an appropriate level of force is requisite for minimizing work failures and improving efficiency. The object of this study is to clarify the relationship between the level of force and level of training difficulty in manual assembly work. Measurements of the training difficulty for 10 test subjects (persons being tested) at force gauges of 30, 40, 50, 60, 70, 80, 100, and 120N revealed a relationship between the force gauge internal to each test subject and the training difficulty.
Differences in Selection Criteria among Traditional Students, Adult Continuing Education Students and Graduate Students
Author: Schimmel, Kurt
Date: 2009-00-00
Type: Journal Articles
Subjects: Graduate Students,Selection Criteria,Nontraditional Students,Continuation Students,Adult Students,Undergraduate Students,Cohort Analysis,Online Surveys,School Choice,Student Surveys,Student Attitudes,Predictor Variables,Correlation,Comparative Analysis,Demography,School Location,Reputation,Attribution Theory

This paper examines college selection cues and criteria differences among three important segments of students. These segments were traditional undergraduate students, adult continuing education students and graduate students. There were significant differences among the a-priori defined segments.
Early Admission Call-Up: A Strategy and Marketing Perk for Attracting Better Students to a College in Lebanon
Author: Naimy, Viviane
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Admission,Enrollment Management,Enrollment Influences,Private Colleges,Student Records,Early Admission,Cohort Analysis,High Achievement,Enrollment Rate,Longitudinal Studies,High School Graduates,Grade Point Average,Enrollment Trends,Comparative Analysis,Admission Criteria,Academic Achievement,Marketing

The purpose of this study was to determine whether an early call-up strategy helps in attracting better students to a private university in Lebanon. Early admission call-up was administered to the top 25 percentile-ranked students of main feeder schools at a private university in Lebanon. Admission data was accrued for students who applied for admission from 2000 to 2006. The early admission call-up was made in the spring of 2006 and compared to the top 25 percentile-ranked students of previous years that were not treated with the early-admission call-up. They were also compared to those below the 25 percentile score cohort group. The results showed that students who were treated with the call-up enrolled at higher rates than those at the top 25 percentile rank in previous years. It was also shown that those at the top 25 percentile score had a higher high school averages as compared to the previous years. Early admission call-up provides a strategic marketing &quot;perk&quot; to enrolling above average students at a private university in Lebanon.
Did the Pension Protection Act (PPA) of 2006 Resolve the Pension Crisis in Corporate America?
Author: Luca, John J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Federal Legislation,Public Policy,Policy Analysis,Retirement Benefits,Program Effectiveness,Program Evaluation,Personnel Policy,Change Strategies,Improvement Programs,Retirement

On August 17, 2006, President George W. Bush signed into law the Pension Protection Act (PL 109-280). The 907-page federal law has been referred to as the most comprehensive reform of the nation's pension law since the enactment of the Employee Retirement Income Security Act (ERISA) of 1974 (Lucas, 2008). This paper will examine the major provisions of the Pension Protection Act (PPA). Additionally, the paper will analyze the impact of PPA on the retirement programs in corporate America and whether it resolved the pension crisis that existed prior to its passage as a federal law.
Enhancing the Graduate Information Systems Curriculum: A Career Skills Oriented Approach
Author: Khoo, Benjamin
Date: 2009-00-00
Type: Journal Articles
Subjects: Information Systems,Curriculum Development,Curriculum Enrichment,Skill Analysis,Job Skills,Information Security,Educational Practices,Educational Change,Educational Certificates,Core Curriculum,Fundamental Concepts,Graduate Study,Course Descriptions,Course Objectives,Information Science Education,Required Courses,Degree Requirements

The Information Systems (IS) curriculum needs to be updated frequently due to the rapid rate of advances in information systems (IS) and the technologies that drive IS, and also industry's skill requirement of IS graduates. This paper describes a Career Skills Oriented Approach to enhance the graduate IS curriculum based on current information from recent career skills studies, United States Bureau of Labor Statistics (BLS), MSIS2000 model curriculum recommendations, the current demand for information security professionals, professional certifications in demand, and the resources required.
Assessing Students' Learning of Internal Controls: Closing the Loop
Author: Amer, T. S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Outcome Measures,Minimum Competency Testing,Benchmarking,Skill Analysis,Accounting,Curriculum Development,Curriculum Design,Predictor Variables,Scoring Rubrics,Achievement Rating,Achievement Gains,Performance Based Assessment,College Programs,Business Administration Education

This study describes the multifaceted components of an assessment process. The paper explains a novel approach in which an advisory council participated in a &quot;fun,&quot; hands-on activity to rank-order learning outcomes. The top ranked learning competency, as identified by the advisory council, was the need for students to gain a better understanding of internal controls. With this competency identified, the advisory council exercise was then followed-up by a modification in the auditing course. An empirical study, consisting of a control group and a treatment group, was conducted to assess whether performance on an internal control essay question by students now met or exceeded established expectations. The results indicated that students' preliminary understanding of internal controls had been enhanced. The accounting faculty further closed the loop by approving a new internal controls course designed to cover, in greater detail, topics such as the COSO internal controls framework, Sarbanes-Oxley requirements, recent PCAOB statements, and real-world cases involving internal control failures.
Classroom Participation Strategy in Principles of Finance Courses
Author: Fewings, David R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Participation,Classroom Environment,Classroom Techniques,Educational Strategies,Teaching Methods,Finance Occupations,Educational Principles,Business Administration Education,Introductory Courses,Student Motivation,Motivation Techniques,Evidence,Achievement Gains,Predictor Variables,Performance Based Assessment,Instructional Effectiveness,College Students

The challenge of introductory finance courses often surprises junior level university students. This paper describes a strategy that effectively motivates students to prepare solutions to problems for each class and to be prepared to check work presented by classmates. Empirically, the participation grade was found to be positively and significantly related to performance on the final examination while controlling for other performance attributes. Collateral benefits observed included a gradually reduced level of stress in students making presentations and an improved ability to focus on presentations by colleagues whose work they might be called upon to verify and discuss pedagogically.
Making the Case for the Creation of an Academic Honesty and Integrity Culture in Higher Education: Reflections and Suggestions for Reducing the Rise in Student Cheating
Author: Cavico, Frank J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Integrity,Ethics,Higher Education,Reflection,Cheating,Organizational Culture,School Culture,Plagiarism,School Policy,Conferences (Gatherings),Consciousness Raising,Educational Responsibility,Discipline Policy,Educational Practices,Change Strategies

Using an example from the work of one university in the United States, this case is principally an essay of reflections, thoughts, questions, and suggestions for the creation of an academic honesty and integrity culture in higher education institutions. The authors provide their thoughts and insights from their combined 30 years of teaching and administration experiences regarding this important and challenging academic area. The authors were recently involved in the revision of their business school's academic honesty policy as well as in their school's yearly conference for all faculty members--full-time and adjunct--in which the topic of academic honesty was the primary academic component. This article is not intended to be a research type article, though some current research on academic honesty will be presented, neither is it intended to be a detailed explication of the authors' school's academic honesty policy, nor a &quot;how to&quot; article when it comes to a school's developing and implementing academic honesty policies and procedures. Rather, as the word &quot;Reflections&quot; in the article's title indicates, this paper is based on the knowledge gained by the authors in their school's revision of its policy, their participation in the conference and the presentations therein, as well as the authors' own experiences from teaching management, business law, and business ethics courses for many years. The authors hope that the issues they raise, the insights they obtained, and the recommendations and suggestions they make will be helpful to their colleagues in academia in establishing a culture of academic honesty and integrity at their schools.