ethanporcaro/eric-fulltext-meta huggingface dataset:
Issues Surrounding Accounting Lab and Online Accounting Resource Implementation
Author: Arnaudovska, Emilija
Date: 2009-00-00
Type: Journal Articles
Subjects: Accounting,Electronic Libraries,Electronic Learning,Educational Resources,Access to Information,Learning Processes,Student Attitudes,Questionnaires,Online Surveys,Use Studies,Achievement Gains,User Satisfaction (Information),User Needs (Information),Information Utilization,Undergraduate Students,Educational Practices,Business Administration Education,Grade Point Average

Students find themselves troubled with understanding concepts and processes involved in different subject areas. Many times they seek assistance but find themselves at a loss. Being aware of support resources and having assistance at one's disposal can eliminate the stress of searching for help. Nevertheless, as in the movies, the question begs to be answered, &quot;If you build it, will they come?&quot; Plainly speaking, will students take advantage of resources offered to them and benefit from them? This study focuses on students' perceptions of an Accounting Lab and accounting online solutions available to assist the learning process.
Student Perspectives of Competition: A Qualitative Analysis
Author: Firmin, Michael W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Attitudes,Competition,Qualitative Research,Action Research,Business Administration Education,College Students,Interviews,Self Concept,Cognitive Processes,Affective Behavior,Self Esteem,Success,Gender Differences,Attitude Measures,Peer Relationship

The present study involved action research of appraising business students' individual assessments of a classroom competition exercise in which they participated for a university semester. Analysis of in-depth interviews held with each student show four over-arching themes shared by the participants. First, students showed significant self-insight into how they perceive themselves competing. This occurred on both the cognitive and affective domains. Second, with relative consistency, students reported avoiding competitive situations where they did not believe chances were good that they would win. Conversely, they tended to involve themselves in situations where success was perceived as possible or likely. Third, gender differences existed in how the students viewed competition. And fourth, we found that classroom competition affected how the students related to one another on personal levels.
An Investigation of the Erosion in New Major Innovation Characteristics over Time
Author: O'Donnell, Joseph B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Innovation,Majors (Students),Student Attrition,Factor Analysis,Statistical Analysis,Higher Education,Academic Persistence,College Students,Student Surveys,Measures (Individuals)

A recent study by O'Donnell and Sauer (2008) indicated, that over time, the benefit of launching new majors to reduce freshman attrition dissipated. In 2004, new majors had a significant effect on reducing attrition. By 2007, however, these same new majors were no longer significant predictors of attrition. What happened between 2004 and 2007 to cause this erosion in the affect of new majors on attrition? In this study, we examine the differences in perceptions of the innovative characteristics in an effort to explain why this erosion might have occurred. Results of a two-way between subjects ANOVA reveals that new majors began to be perceived as similar to old majors along certain dimensions of innovative characteristics. In particular, differences in the prospects of getting a better job, the perception that the new major was easier, hearing from others that new majors offered better job prospects and that employers preferred new majors, and that new majors were less compatible with student needs and goals, all disappeared by 2007. Nevertheless, new majors were still perceived as requiring more prerequisites, being more likely to require an extra course, and as not being offered at other area colleges and universities relative to old majors. This article discusses the impact and consequences of these findings and proposes future research to be pursued.
Career Pathing among General Administrative and Support Services Employees Based on Holland?s Typology of Personality Theory and Personal Style Inventory
Author: Mendoza, Catalino N.
Date: 2009-00-00
Type: Journal Articles
Subjects: Career Development,Personality Theories,Classification,Personality Measures,Higher Education,School Personnel,Office Occupations,Correlation,Statistical Analysis,Foreign Countries

The study is about the prevailing differences, commonalities and significant contributions of the career pathing among the general administrative and support services employees based on Holland's Typology of Personality Theory and Personal Style Inventory of selected higher educational institutions in Metro Manila.
Comparing and Managing the Relative Importance and Ranking of Reasons for Selecting the Masters' of Business Administration Program
Author: Snyder, Ronald L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Business Administration Education,Graduate Students,Graduate Study,Adult Students,Comparative Analysis,College Choice,Educational Objectives,Student Attitudes,Masters Programs,Marketing,Student Recruitment,Institutional Characteristics,Institutional Evaluation,Religious Factors,Career Development,School Schedules,Questionnaires

This paper reports the findings of a study involving the selection process that adult graduate students used when choosing to pursue and attain an advanced business degree at Southern Wesleyan University. This study includes a comparison of the initial priorities used in the selection process to priorities that remain important in retrospect. The study also includes a comparison of the school's stated program objectives to the reasons for students' program selection. A two-tailed analysis of data supplied by 184 respondents revealed there was no significant difference between student responses at the beginning of the program and student responses at the conclusion of the program. The study also reveals a close alignment between the school's program objectives and some of the highest ranked priorities given by the students for choosing the programs. The four (4) highest ranked priorities at the beginning and at the end of the program included &quot;Fits my schedule&quot;, &quot;Job advancement/marketability&quot;, &quot;Received undergraduate degree from SWU,&quot; and &quot;Christian perspective.&quot; These results can assist University administrators, managers, and recruiters in adapting their marketing strategies to provide critical and relevant information to prospective students. The study did not consider demographics as a component of the selection process or with the school's stated program objectives.
Two Years into the Journey: AACSB Assessment of Learning in a &quot;Principles of Marketing&quot; Course
Author: Clinton, Steven R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Marketing,Business Administration Education,Standards,Educational Objectives,Educational Assessment,Measures (Individuals),College Faculty,Undergraduate Students,Instructional Program Divisions,Educational Philosophy,Questionnaires

Using a &quot;Principles of Marketing&quot; course, the authors demonstrate how compliance with AACSB standards and assessment of learning has been undertaken at Robert Morris University over a two-year period. Learning goals and objectives are tied to a specific assessment instrument to provide an illustration of how broad conceptual ideas are translated into classroom-level implementation. Numerous issues related to this two-year process are discussed.
Reinforcing Comprehensive Business Learning through an Undergraduate Retailing Course: A Prospectus
Author: Ahmed, Irfan
Date: 2009-00-00
Type: Journal Articles
Subjects: Retailing,Business Administration Education,Business Skills,Undergraduate Students,Curriculum Design,Curriculum Enrichment,Career Readiness,Marketing,Program Improvement,Course Descriptions,Course Objectives,Educational Strategies,Instructional Design

Undergraduate programs in business are expected to provide a comprehensive learning for their students in order to prepare them to be able to deal with complex business problems in their jobs. Business schools attempt to provide this learning through various curricular design strategies. This paper proposes the use of an undergraduate course in retailing to help in achieving the objective of comprehensive learning about the operation of business enterprises, especially for marketing majors. A case is made that a well-designed retailing course provides the potential for reinforcing learning achieved in other marketing courses, creates an opportunity for cross-functional business learning, and can also help in achievement of learning goals specified by AACSB.
Teaching Elementary Accounting to Non-Accounting Majors
Author: Lloyd, Cynthia B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Accounting,Nonmajors,College Students,Introductory Courses,Business Administration Education,Barriers,Teaching Methods,Thinking Skills,Student Participation,Active Learning,Student Interests,Critical Thinking,Class Size,Remedial Instruction,Case Studies,Experiential Learning,Cooperative Learning,Mnemonics,Evaluation Methods

A central recurring theme in business education is the optimal strategy for improving introductory accounting, the gateway subject of business education. For many students, especially non-accounting majors, who are required to take introductory accounting as a requirement of the curriculum, introductory accounting has become a major obstacle for achieving their goal of obtaining undergraduate degree in business. This paper reviews a variety of common but underutilized strategies for presenting learning opportunities to non-accounting majors in their first accounting course. Effective teaching methodologies that will promote active learning to help non-accounting majors develop interest in accounting and enhance their critical thinking skills in the acquisition of accounting knowledge are explored. Included in this review are discussions about the adjustments that can be made relative to class size and individuality in the early pre-course stages. Teaching strategies such as the use of remedial modules, case studies, hands-on student participation opportunities, within or separate from the classroom lecture, mini-quizzes, and mnemonics are discussed. Guidance is offered to accounting academics who wish to fulfill their responsibility to students in the most difficult, rule-dominated, math-oriented, and consequently, &quot;high risk&quot; course of introductory accounting.
An On-Line Virtual Environment for Teaching Statistical Sampling and Analysis
Author: Marsh, Michael T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Online Courses,Statistical Analysis,Sampling,Teaching Methods,Concept Formation,Data Collection,Experiments,Educational Technology,Technology Uses in Education,Introductory Courses,Statistics,Computation,Hypothesis Testing,Regression (Statistics),Knowledge Level,Instructional Effectiveness,Statistical Inference,College Mathematics,Grade Point Average

Regardless of the related discipline, students in statistics courses invariably have difficulty understanding the connection between the numerical values calculated for end-of-the-chapter exercises and their usefulness in decision making. This disconnect is, in part, due to the lack of time and opportunity to actually design the experiments and collect the data. The prototypes proposed in this project were developed to allow students to design experiments and collect data in relevant settings without the impediments to real data collection. The virtual environments attempt to replicate real situations of interest in which students can design and run experiments, devise alternative sampling strategies, analyze the results of experiments, and relate the result to the original experiment. The setting and underlying data set detailed in this paper were developed to allow students to experience a wide range of statistical concepts typically found in introductory statistic courses, such as basic descriptive statistics, estimation, hypothesis testing, ANOVA, and regression. Assessments of student knowledge after using this approach have shown marked increases in students' understanding of statistical concepts, especially confidence intervals and hypothesis testing. Specific details about the data set are provided as are suggestions for using it in an introductory statistics class. Potential uses and examples for a variety of disciplines are also included.
Thermodynamic Laws Applied to Economic Systems
Author: González, José Villacís
Date: 2009-00-00
Type: Journal Articles
Subjects: Thermodynamics,Scientific Principles,Economic Factors,Energy,Scientific Concepts,Energy Conservation,Economic Development,Economic Climate,Figurative Language

Economic activity in its different manifestations--production, exchange, consumption and, particularly, information on quantities and prices--generates and transfers energy. As a result, we can apply to it the basic laws of thermodynamics. These laws are applicable within a system, i.e., in a country or between systems and countries. To these systems we can apply the thermodynamic principles. In order to work with these concepts, we must first define what a system, in this case an economic system, is and then explain what we mean by a closed or open system. Given that entropy is intimately connected to the level of disorder within a system and, thus, with its information, this multiple vector connects the systems internally and externally.
Long-Run Success in the Accounting Profession: A Study of Student Perceptions
Author: Carrington, Linda
Date: 2009-00-00
Type: Journal Articles
Subjects: Accounting,Success,Student Attitudes,Job Skills,Business Skills,Undergraduate Students,Career Readiness,Educational Needs,Knowledge Level,Work Experience,Expertise,Professional Development,Program Effectiveness,Student Projects,Program Implementation,Improvement Programs,Class Activities,Questionnaires,Achievement Gains,Capacity Building

Accounting students are generally well aware of the skills, education, and accomplishments needed to get that first job and initially enter the accounting profession. However, it is equally important that accounting students approaching graduation have a good understanding of the skills, education and accomplishments required for an experienced accountant (an accountant who is three, five, or even ten years into their career). Armed with this information, students will be better equipped to make the best decisions as they complete their undergraduate degree and begin their careers. This would include decisions about graduate studies, pursuing certifications, accepting a job in a particular industry or one which provides specific experiences or training. Unfortunately, many students do not have accurate or complete information regarding the requirements for continued, long-run success in the profession. This paper reports the results of a project which (1) measured accounting students perceptions of the education, training, knowledge and experience required for experienced accountants, (2) implemented a class project exposing students to employers' requirements for experienced accountants, and (3) measured student perceptions after the project was completed.
Using a Wiki as a Group Communications Tool
Author: Mihm, Barbara
Date: 2009-00-00
Type: Journal Articles
Subjects: Web Sites,Collaborative Writing,Web 2.0 Technologies,Computer Mediated Communication,Educational Technology,Teaching Methods,College Faculty,Technology Uses in Education,Student Surveys,College Students,Student Attitudes,Communication Strategies,Cooperative Learning,Business Administration Education,Teacher Collaboration

The research explains wiki development and use in industry and potential benefits in higher education as a collaborative communication tool. The findings of a study conducted in a business administration class involving the use of wikis is discussed. The paper concludes with useful guidelines for college instructors incorporating wikis as a teaching methodology.
A MATLAB-Aided Method for Teaching Calculus-Based Business Mathematics
Author: Liang, Jiajuan
Date: 2009-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Education,Business Administration Education,Undergraduate Students,College Mathematics,Computer Software,Computation,Computer Assisted Instruction,Graphing Calculators,Mathematics Instruction,Mathematical Concepts,Problem Solving,Mathematical Formulas

MATLAB is a powerful package for numerical computation. MATLAB contains a rich pool of mathematical functions and provides flexible plotting functions for illustrating mathematical solutions. The course of calculus-based business mathematics consists of two major topics: 1) derivative and its applications in business; and 2) integration and its applications in business. Both topics involve various mathematical functions that may scare many business students. Fortunately, MATLAB provides an easy solution to handling the derivative and integration of various mathematical functions. With the help of MATLAB, all elementary formulas for derivative and integration in the textbooks of calculus-based business mathematics become less important to those students who have difficulty in learning and using mathematical formulas to find solutions to quantitative business problems. With the wide availability of various business data bases including the MATLAB package in the Samuel S. Bergami, Jr. Learning Center for Finance and Technology at the University of New Haven, in this paper, we illustrate how to use MATLAB to help students? learning of calculus-based business mathematics and apply the calculus principles to find solutions to real quantitative business problems. Our experience shows that MATLAB greatly saves students? efforts in learning difficult and pure calculus formulas and it is easy for business students to acquire the basic internal functions in using MATLAB.
A Conceptual Change Model for Teaching Heat Energy, Heat Transfer and Insulation
Author: Lee, C. K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Science,Science Education,Misconceptions,Heat,Energy,Scientific Concepts,Concept Formation,Interviews,Experiments,Pretests Posttests,Measures (Individuals),Elementary School Students,Grade 4,Comparative Analysis

This study examines the existing knowledge that pre-service elementary teachers (PSETs) have regarding heat energy, heat transfer and insulation. The PSETs' knowledge of heat energy was initially assessed by using an activity: determining which container would be best to keep hot water warm for the longest period of time. Results showed that PSETs could not explain the concept of insulation and heat transfer. Moreover, they held the misconception that a container deemed best to keep water warm would not be the best container to keep ice cream cold. To reconcile the misconceptions of PSETs, the researcher used the ED3U Conceptual Change Model (McComas, 1995) integrated with Posner, Strike, Hewson and Gertzog's (1982) conditions for accommodations for the designed instruction and discussions. Results show PSETs can understand the concepts better when analogy and daily life experiences are used.
Application of the First Law of Thermodynamics to the Adiabatic Processes of an Ideal Gas: Physics Teacher Candidates' Opinions
Author: Gonen, S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Thermodynamics,Preservice Teachers,Physics,Science Instruction,Heat,Energy,Comprehension,Misconceptions,Concept Formation,Scientific Concepts,Science Tests,Semi Structured Interviews,Case Studies

The present study was carried out with 46 teacher candidates taking the course of &quot;Thermodynamics&quot; in the Department of Physics Teaching. The purpose of the study was to determine the difficulties that teacher candidates experienced in explaining the heat, work and internal energy relationships in the processes of adiabatic compression and expansion of an ideal gas. By examining both the results the teacher candidates found and the related interpretations made by the teacher candidates, the difficulties they experienced in understanding the subject were determined. The difficulties determined were gathered under two categories: a) discriminating the concepts (heat, work, internal energy and temperature) and b) application of the first law of thermodynamics to the adiabatic processes. It was seen that most of the teacher candidates experienced difficulty in understanding the fact that there was no difference between the functions of the concepts of heat and work in the microscopic scale.
Catering for Individual Student Learning Preferences in Economics
Author: Stokes, Anthony
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economics Education,College Instruction,Computer Assisted Instruction,Cognitive Style,Student Characteristics,College Students,Macroeconomics,Instructional Effectiveness,Student Surveys

There have been many national and international reports expressing concern about the problems of teaching economics subjects in universities and colleges. This paper puts forward one approach to deal with the issue through the use of a computer based learning program designed to cater for the differences in backgrounds and learning styles of economics students at the University of Wollongong, Australia.
Professional Journals as a Source of Information about Teaching NOS: An Examination of Articles Published in Science &amp; Children, 1996-2010
Author: Cite, S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Principles,Periodicals,Journal Articles,Elementary School Science,Pedagogical Content Knowledge,Science Activities,Content Analysis,Alignment (Education),Elementary School Teachers,Teacher Improvement,Information Sources

Articles in the National Association for Science Teachers [NSTA] elementary journal &quot;Science and Children&quot; that describe an activity related to teaching nature of science [NOS] were analysed to ascertain the extent to which those activities align with research based suggestions for teaching NOS and the extent to which articles have potential for informing teachers&apos; Pedagogical Content Knowledge [PCK] for teaching NOS. The results showed that the majority of activities focused on broad ideas such as &quot;science as a human endeavour&quot;, whereas other aspects of NOS were emphasized less frequently or not at all. In terms of the potential of articles to improve teachers&apos; PCK for NOS, we found authors included very little information relevant to teachers&apos; knowledge of assessment of NOS and knowledge of learners. We suggest further study into the degree to which &quot;activities that work&quot; (Appleton, 2006) from teacher professional journals may be a source of PCK.