ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing International Consulting Projects and International Business Courses Using Virtual Teams
Author: Prachyl, Cheryl
Date: 2011-05-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Mediated Communication,Distance Education,Online Courses,Student Projects,International Educational Exchange,Partnerships in Education,School Business Relationship,Business Skills,Course Objectives,Student Characteristics,Intercultural Programs,Consultation Programs,Business Administration Education,Global Approach,Foreign Countries

The Instituto Tecnologico y de Estudios Superiores de Monterrey and Texas Wesleyan University used technology based courses to enhance internationalization of their curricula. These courses required students to use computer technology as the distance communication medium and to complete an applied international consulting project as part of each course. Students used computer technology to conduct chat sessions, threaded discussions, and video conferencing sessions. Cross-campus teams of students shared information and research regarding logistics, marketing, pricing, and legal issues to formulate a business plan for a U.S. or Mexican sponsor company interested in import/export activities. Students from each campus also participated in exchange visits to the U.S. and Mexico to observe foreign business practices firsthand and to increase their cultural awareness. At the completion of the course, students were required to present the project results to the sponsor company's owner or representative.
Understanding Market Concentration: Internet-Based Applications from the Banking Industry
Author: Hays, Fred H.
Date: 2011-05-00
Type: Journal Articles
Subjects: Banking,Internet,Guidelines,Economics Education,Finance Occupations,Marketing,Human Resources,Management Development,Competition,Change,Educational Resources,Economic Climate

Market structure is an essential topic in economics and finance courses, including bank management as well as many other business school courses, for example marketing, human resources and strategic management. Instructors explain the virtues of perfect competition and the evils of monopoly along with alternative market models. Often conversations drift into discussing mergers and acquisitions, specifically why some mergers are approved while others are denied. This paper provides instructors with a handy resource that assists students in understanding changes in market concentration using &quot;real-world&quot; banking examples and &quot;what-if&quot; scenarios. It also introduces the recently revised Department of Justice/Federal Trade Commission Horizontal Merger Guidelines. Finally the paper discusses several issues closely related to market concentration.
Economies and Effectiveness in Educating Personnel for Individuals with Disabilities
Author: Gentry, Ruben
Date: 2011-09-00
Type: Journal Articles
Subjects: Disabilities,Teaching Methods,Inclusion,Teacher Competencies,Regular and Special Education Relationship,Teacher Responsibility,Teacher Education Programs,Role of Education,Accountability,Educational History,Educational Legislation,Equal Education,Educational Quality,Federal Legislation,Delivery Systems

It takes a school, as opposed to a single teacher, to properly educate persons with disabilities. In addition to the potential for effectiveness, such an approach may very well come with economic benefits. At one point universities offered teacher preparation programs almost solely for specific majors, such as special education. Now, lines between departments of education are more seamless. Most education majors take one or more courses in special education and get field-based experience with persons with disabilities and special education majors are taking more courses in reading and content areas to be fully certified. The dynamics of the &quot;inclusion&quot; concept has gotten considerable attention at the school level. Educating persons with disabilities in regular classes has been viewed as both more socially and academically beneficial than educating them in restricted settings. However, some professionals think that inclusion may be overly glorified and that eliminating traditional service delivery systems (continuum of services model), may be throwing away the baby with the bath. But if general educators are to be held more accountable for all students, they must be adequately prepared. Is what currently been done in teacher preparation programs sufficient? This presentation reviews former and current practices in educating persons with disabilities and how higher education is leading the way, or responding, in preparing exemplary personnel to meet their needs.
An Exploratory Study of Student Motivations for Taking Online Courses and Learning Outcomes
Author: Nonis, Sarath A.
Date: 2012-02-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Student Motivation,Online Courses,Web Based Instruction,Outcomes of Education,Factor Analysis,Correlation,Self Efficacy,Satisfaction

An investigation of students taking online classes exposed crucial student perceptions important to their selecting online/web-assisted courses. An exploratory factor analysis provided three factors of &quot;convenience,&quot; &quot;enjoyment &amp; independence,&quot; and &quot;no other option available&quot; as motivations for students taking online/web-assisted courses. Positive correlations were identified linking the personal student variables of motivation and self-efficacy with the two motivations for students taking online/web-assisted courses of convenience and enjoyment &amp; independence. However, negative relationships were revealed between the personal student variables of motivation and self-efficacy and the motivation for students taking online/web-assisted courses when no option existed. Similar results were identified between student outcomes such as learning and learning experience satisfaction and the three motivations for taking online/web-assisted courses. Study implications are also discussed.
University Engagement: Ivory Tower of Beacon of Hope?
Author: Suarez, Ray
Date: 2004-00-00
Type: Journal Articles
Subjects: Learner Engagement,Neighborhoods,Urban Universities,Higher Education,Scholarship,School Community Relationship,Colleges,Universities,Geographic Location,School Location

In this keynote address presentation, Ray Suarez, senior correspondent for public television's &quot;The NewsHour with Jim Lehrer,&quot; makes a compelling case for saving America's urban neighborhoods from decline. Suarez discusses the role that higher education must play in this effort. [Keynote Address presented at the Outreach Scholarship 2003 Conference, Madison, WI, Oct 12-14, 2003]
Management Educators Can Bring Awareness to the Need to Plan for Succession
Author: Lampton, Jolene A.
Date: 2011-05-00
Type: Journal Articles
Subjects: Administrative Change,Strategic Planning,Administrator Education,Online Surveys,Student Personnel Workers,Conferences (Gatherings),Educational Needs,Educational Administration,Administrator Attitudes

Management educators can pick up on consultants' trends as related to succession planning in the real world. An opportunity exists for management educators to clarify some subjects in management curricula and solidify issues that are happening with groups of practitioners. Younger practitioners may need to be taught and supported differently than the culture supporting previous generations. Communication practices and mentoring techniques need to be more pronounced as related to succession planning.
Integrating Finance and Accounting through a Business Combination Assignment
Author: Walstra, Richard
Date: 2012-02-00
Type: Journal Articles
Subjects: Finance Occupations,Accounting,Business Administration Education,Interdisciplinary Approach,Teaching Methods,Barriers,Costs,Delivery Systems,Team Teaching,Instructional Design,Case Studies,Assignments,Information Technology,Computer Software

The traditional approach to business education has been through functional training in specific disciplines. However, changes in the way businesses have operated over the past twenty years have led to calls for a new, integrated approach to business education. Support for an integrated curriculum has come from various professional organizations and accrediting bodies. Business schools have expressed interest in, and support for, better integration within their programs, but progress has been slow. Many approaches to integration exist, ranging from fully integrated curricula to new or collaborative pedagogy. These approaches often present challenges: implementation costs, faculty resistance, and other barriers. Finance, as with other disciplines, faces the silo effect and the concern that finance education is being approached too narrowly. Faculty should consider ways to improve their delivery methods in the classroom. Beyond the option of a fully integrated program, improvements might include team teaching, linked course design, deliberate course sequencing, shared case studies, and integrated assignments. New pedagogy should include an emphasis on technology and communication, both of which have been identified as important skills in modern business. This paper presents an integrative merger and acquisition assignment which addresses important strategic dimensions affecting the finance and accounting disciplines. Bringing together these disciplines simulates the business world's integration of responsibilities. The Excel-based assignment expands student exposure to technology and facilitates group work and communication through variable inputs and scenarios. By addressing multiple issues deemed important to financial management and business education, the assignment offers a valuable addition to finance pedagogy.
Classroom Research: A Tool for Preparing Pre-Service Teachers to Become Reflective Practitioners
Author: Odhiambo, Eucabeth
Date: 2010-10-00
Type: Journal Articles
Subjects: Classroom Research,Preservice Teachers,Student Teacher Evaluation,Student Teacher Attitudes,Learning Experience,Action Research,Field Experience Programs,Reflective Teaching,Research Skills,Undergraduate Students,Educational Strategies,Educational Practices,Teaching Methods,Teaching Skills,Likert Scales,Student Surveys,Pretests Posttests

Including classroom research methodology in undergraduate is not a common practice. In order for practicing teachers to conduct classroom research in their own classrooms it is critical that they are involved in some form of planning preparation during their pre-service years. In this study, classroom research was included in one undergraduate education course for the following purposes 1) analyzing the involvement of pre-service teachers in action research through a two day field experience and, 2) assessing how this experience impacted students' view regarding classroom research as a tool for improving reflection and classroom decision making 3) assessing ways in which undergraduate faculty can improve projects to enhance student experiences and skills in using action research as a tool for instruction and assessment. Students selected topics that they were able to observe related to classroom practice, analyze and develop alternative design. Results from this study indicate that most participants experienced an increased comfort level about conducting classroom research as a tool for improving reflection, and solving classroom issues
Foundations of Online Education at Tarleton State University
Author: Atchley, Wayne
Date: 2011-09-00
Type: Journal Articles
Subjects: Foundations of Education,Online Courses,Student Records,Enrollment Trends,Interviews,Teacher Attitudes,Employee Attitudes,Delivery Systems,Educational History,Technology Uses in Education,Technological Advancement,Funding Formulas,State Universities

Online course delivery has been used for many years in higher education. Like many institutions, Tarleton State University has used online education as a means to increase student enrollment and satisfy the changing education needs of both traditional and non-traditional students. The purpose of this study was to examine the origins of online education at Tarleton State University and explore the benefits to both the students and the university. Data related to online and traditional student course enrollments were extracted from the university student records system and personal interviews were conducted with faculty and staff responsible for implementing and maintaining the online course management system. Tarleton State University was an early adopter of technologies used to deliver courses online. As a result of online course delivery, Tarleton State University has realized an increase in enrollments and a cost savings when compared to Traditional course delivery.
Socioeconomic Status, Ethnicity and the Context of Achievement in Minority Education
Author: Faitar, Gheorghita M.
Date: 2011-05-00
Type: Journal Articles
Subjects: Socioeconomic Status,Educational Strategies,Cultural Pluralism,Literacy,Minority Group Students,Mentors,Outcomes of Education,Mothers,Parent Child Relationship,Academic Achievement,Achievement Gap,Cultural Background,Educational Change,Educational Background,Family Characteristics,Cultural Context,Case Studies,Preschool Children,Toddlers

Teachers have a unique position and opportunity by virtue of their profession to be able to present and guide students along a path of discovery. Educators, mentors, parents, communities are all responsible for accomplishing milestones when considering closing the achievement gap for students of various cultural, social, and economic backgrounds in their quest for knowledge. The achievement gap, in spite of multiple longitudinal efforts and struggles for educational system reform continues to persist in school's diverse population. The outcomes of the educational process for the minority student population, especially for African Americans and Hispanics are always at the center of performance analysis and deemed to be greatly improved. We aim to understand achievement gaps in terms of the particular educational and socio-cultural context of family background (mothers' influence). In addition, educational strategies that teachers of culturally diverse learners or of a minority background design for reducing literacy gap will be discussed.
Evaluating Web-Based Learning Systems
Author: Pergola, Teresa M.
Date: 2011-05-00
Type: Journal Articles
Subjects: Web Based Instruction,Accounting,Educational Technology,Textbooks,Preferences,Teaching Methods,Information Systems,Costs,Educational Planning,Online Systems,Reliability,Teacher Education,Guidelines

Accounting educators continuously seek ways to effectively integrate instructional technology into accounting coursework as a means to facilitate active learning environments and address the technology-driven learning preferences of the current generation of students. Most accounting textbook publishers now provide interactive, web-based learning systems as a supplement to their textbooks. However, there are critical differences across publishers with respect to the system's interface, functions, content, features, and support. These differences directly impact the effectiveness of a web-based learning system as an instructional tool and as a corollary, may impact the ultimate utility of the associated textbook as a pedagogical resource. As such, an evaluation of available web-based learning systems is an essential component of the textbook review process and should consist of a meticulous evaluation of the system's functionality and features in light of instructor and student needs and preferences. Unfortunately, given the functional intricacies and disparity in features across web-based learning systems, this can be a daunting task. The purpose of this paper is to offer accounting educators some practical guidance on evaluating web-based learning systems prior to adoption. This guidance is presented in the form of a framework based on key processes underlying the systems development life cycle (SDLC), a logical process model used by systems professionals to guide the acquisition and/or development of information systems.
A Study of the Gender Differences on Spreadsheet Grades for Undergraduate Students
Author: Coleman, Phillip
Date: 2011-05-00
Type: Journal Articles
Subjects: Gender Differences,Scores,Information Systems,Spreadsheets,Computer Science Education,Statistical Analysis,Student Attitudes,Cognitive Style,College Students

The purpose of this study is to investigate the differences between genders on the scores of a series of spreadsheet projects in a survey computer information systems course. This study hypothesizes that there will be significance in scores in the ten assigned projects between female students and males students; with the female students scoring higher than male students in a majority of the projects. Additionally, this study hypothesizes that there will be a significant difference in the mean project score for all ten projects with the female students scoring higher than the male students. Group statistics and t-tests were used to determine significance between females and males. Among the discoveries, except for a slight difference in two of the projects, there was no significance between female and male students' project scores. An interesting downward trend in mean scores emerged as the projects progressed.
Developing Leadership Skills in a Virtual Simulation: Coaching the Affiliative Style Leader
Author: Gurley, Kathy
Date: 2011-05-00
Type: Journal Articles
Subjects: Leadership Training,Computer Simulation,Masters Programs,Business Administration Education,Black Colleges,Teaching Methods,Questionnaires,Student Attitudes,Management Development,Scores,Vignettes,Money Management,Undergraduate Students,Leadership Styles

This study looked at the use of a business simulation that focused on improving the leadership skills of students in an MBA class at an HBCU in North Carolina. The students were asked to complete a questionnaire that identified their dominant leadership style. The study then compared the students who had an affiliative style of management against students with other leadership styles noting differences in how they performed in the leadership simulation. The results indicated that the affiliative style was less effective in developing and utilizing power and spoke significantly less to people than students with the other managerial styles. Further results stated that students with an affiliative managerial style scored significantly lower on both the financial and customer goals and that there was a significant difference in the number of times students opposed another character's ideas with the affiliative style. The results also showed that students had a significant improvement in their leadership, business results and total scores after playing scenario one multiple times. The multiple attempts at playing the scenarios allow students to adopt their styles to improve their scores and experiment with behaviors that are more typical of other managerial styles. Finally, the study noted that simulations provide an excellent opportunity to couple both conceptual learning with practice that is a self paced, in safe environment.
The New HD Classroom: A &quot;Hyper Diverse&quot; Approach to Engaging with Students
Author: Browning, Leigh
Date: 2011-05-00
Type: Journal Articles
Subjects: Social Media,Delivery Systems,Mass Media Use,Student Attitudes,Student Surveys,Rating Scales,Gender Differences,Beliefs,Technology Uses in Education,Technology Planning,Likert Scales,Time Factors (Learning),College Students,Student Motivation,Factor Analysis

Social media sites such as Facebook and Twitter have come to dominate internet usage in recent years. Facebook alone has over 550 million users as of Fall 2010, while Twitter claims over 100 million users. While academia was fairly quick to adopt online education models in the 1990s, it has thus far not yet embraced social media portals as a way to deliver course content and engage students. This may be due to uncertainties regarding student perceptions about social media, its purposes, and its applications. In this research, the Social Media Affinity Scale was created and deployed to measure perceptions about social media. The results of this scale provide a measure of readiness that university academics could use to determine whether social media might be used effectively and efficiently among students. Results of the study showed that, among the students surveyed, no significant differences exist between males and females in their internet usage, social media usage, and beliefs about social media sites in general. Based on these results, a roadmap for social media integration is proposed for college classes. [The article contains a bibliography.]
The Impact of Technology on Hispanic Students
Author: Kelsey, Cheryl
Date: 2011-05-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Hispanic American Students,Elementary School Teachers,Elementary School Students,Technology Integration,Access to Computers,Program Effectiveness,Surveys

The purpose of the study was to determine if elementary teachers use technology as a tool to enhance classroom strategies for improving student achievement among Hispanic students. The following research questions were utilized: a) Are computers available for classroom teachers and Hispanic students? b) Has the available technology contributed to the academic success of Hispanic students? and c) Are teachers trained regarding the use of technology as a teaching tool? Participants responded to a survey designed to determine if elementary teachers used technology as a tool to enhance classroom strategies for improving student achievement among Hispanic students. The findings from the study support the assertion that the availability of technology has an impact on the academic success of the Hispanic students in one South Texas elementary school. Every classroom was equipped with computers. A limited number of students had a computer in their home. Teachers' responses demonstrated the positive effect of being trained to use technology as a teaching tool and the subsequent contributions technology has had on the academic success of the students in the classroom.
Formative Assessment: The One-Minute Paper vs. the Daily Quiz
Author: Kwan, Felix
Date: 2011-05-00
Type: Journal Articles
Subjects: Formative Evaluation,Tests,Teaching Methods,Incentives,Student Evaluation,Testing,Educational Benefits,Evaluation Methods,Comparative Analysis,Feedback (Response),Student Attitudes

Regular assessment is a vital part of effective teaching and learning. For this, the &quot;one-minute paper&quot; has been popular among faculty. While many teachers who have used it find huge benefits from it, there are also several weaknesses of this tool that are commonly reported by its users. This paper suggests the &quot;daily quiz&quot; as a better tool for assessing and promoting students' learning. The tool provides a better incentive setup that elicits a more sustained serious response-effort from the students, as well as a sharper focus in assessing cognitive learning. Furthermore, research results in the literature on the effects of frequent testing and the notion of &quot;effortful retrieval&quot; support the author's experience with the daily quiz. End-of-term surveys of students' opinions about the usefulness of the daily quiz also confirm the tremendous benefits from this tool. This paper compares the major characteristics of the &quot;minute-paper&quot; versus the daily quiz, based on a survey of the literature as well as the author's experiences with these tools. This paper will be of interest to those who employ (or are planning to employ) frequent assessment in their classes. It gives them an analysis of the costs and benefits of two common assessment tools.