ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of a Well-Designed Instructional Guideline in Online MBA Teaching
Author: Duesing, Robert J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Guidelines,Online Courses,Graduate Students,Masters Programs,Business Administration Education,Instructional Design,Student Educational Objectives,Taxonomy,Student Evaluation,Evaluation Methods,Student Projects,Information Technology,Resource Allocation,Marketing,Decision Making,Outcomes of Education,Case Studies,Experiential Learning,Hypothesis Testing,Data Analysis,Observation,Behavioral Objectives

This study investigated the positive impact of a teaching practice on student learning outcomes in an online MBA program. An instructional project guideline was developed to help online students enhance their achieving required learning objectives corresponding to five categories of Bloom's Taxonomy. The course learning objectives are based on primary course standards well-received by the Association to Advance Collegiate Schools of Business (AACSB) for online MBA programs, and student learning outcomes were assessed with a pre-designed assessment rubric. All data were collected from student projects in an online MBA operations management course over the last four-year period. The results of this research indicated the efficacy of the instructional project guideline in: using information technology to enhance personal and organizational effectiveness; helping online students achieve the required learning objective to evaluate a resource allocation and a marketing, production management decision using appropriate quantitative or qualitative tools; assess individual and group competencies in a virtual team as well as producing plans to improve personal and team effectiveness.
Using Group Projects to Teach Process Improvement in a Quality Class
Author: Neidigh, Robert O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Experiential Learning,Quality Control,Group Activities,Cooperative Learning,Supply and Demand,Information Management,Business Administration Education,College Students,Student Projects,Computation,Visual Aids,Charts

This paper provides a description of a teaching approach that uses experiential learning to teach process improvement. The teaching approach uses student groups to perform and gather process data in a senior-level quality management class that focuses on Lean Six Sigma. A strategy to link the experiential learning in the group projects to the theory provided in class is detailed, specifically the ability to increase yields through centering the process and decreasing variation. The group deliverables linking experiential learning to theory are described and examples are provided. Also, assessment criteria for the group deliverables are suggested.
Adapting the Survivor Game to Create a Group Learning Term Project in Business Finance
Author: Campbell, Robert D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Games,Real Estate,Business,Group Activities,Intervention,Business Administration Education,Educational Technology,Technology Uses in Education,Money Management,Risk,Grades (Scholastic),Cooperative Learning,Critical Thinking,Problem Solving,Student Evaluation,Public Speaking

A large and growing body of research supports the view that the small-group learning structure can be an effective tool to enhance student performance and encourage innovative problem solving. This paper explains in detail how the framework of the popular television reality show Survivor has been adapted to form a vehicle for a college level group project in business strategy. The example presented is a term project in Real Estate Finance, but this teaching strategy can be applied to any complex business problem. The use of this revised version of the Survivor Game in the curriculum has been associated with intensified group interaction, and a very enthusiastic, analytical and creative attitude toward learning. The game proves to be a catalyst to critical evaluation of complex business problems that would be nearly impossible to explain in a traditional lecture format, and encourages students to find creative strategies to address these problems.
Content Analysis of Assessment Data in Marketing Education
Author: Vowles, Nicole
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Marketing,Content Analysis,Essays,Content Area Writing,Student Evaluation,Bias,Outcomes of Education,College Outcomes Assessment,Knowledge Level,Pretests Posttests

This study analyzes a sample of students' writing to assess their understanding of marketing concepts in the context of a Principles of Marketing course. Content analysis of pre- and post-essays was used to assess student knowledge of marketing concepts. The data was collected in Principles of Marketing classes. and highlight that many students bring an advertising and sales bias into the Principles of Marketing classroom and leave with stronger ideas of relationship and value. The infrequency with which both distribution and pricing are discussed in the essays highlights the need for additional emphasis in these areas. The methodology could be applied in a variety of marketing courses and range of applications for the purpose of course- or program-wide assurance of learning.
Assessing the Financial Knowledge, Behaviours, and Attitudes of Undergraduates
Author: Peach, Nathan D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Behavior,Student Attitudes,Money Management,Knowledge Level,Consumer Education,Credit (Finance),Student Surveys,Multiple Regression Analysis,Financial Problems,Stress Variables,Budgets,Prediction,Statistical Analysis

In this study the relationship between undergraduates' financial knowledge, behaviours, and attitudes are explored. These three dimensions of financial capability are considered in order to identify ways in which they influence one another. Data are collected via a survey administered at a small, private university in the United States. Financial knowledge is evaluated with five questions related to basic financial concepts. The financial behaviours considered are following a formal budget and paying off one's credit card balance every month. Individual's attitudes towards risk and self-reported financial stress are the financial attitudes queried. The results suggest that a higher level of knowledge, in and of itself, does not lead to prudent financial behaviour. Additionally, knowledge does not influence self-reported financial stress but believing one has strong mathematical abilities lowers stress levels. Overconfidence, in the form of an inaccurate appraisal of one's knowledge, lowers the probability an individual pays off their credit card each month. Significant group differences (gender, race, and college major) in financial behaviours and attitudes are found. Group differences, and the idiosyncratic relationship between knowledge, behaviour, and attitudes suggests that financial educational initiatives will be more effective if they target specific financial behaviours in a way that recognizes the uniqueness of those enrolled in the program rather than through one-size-fits-all approaches.
A Business Studies Oriented Taxonomy for Assessing Viewpoint Change through Sustainability Education: Messages, Measures and Moves
Author: Woodward, Russell
Date: 2017-00-00
Type: Journal Articles
Subjects: Taxonomy,Attitude Measures,Sustainability,Business Administration Education,Learning Modules,Student Attitudes,Attitude Change,Transformative Learning,Cognitive Objectives,Affective Objectives,Reflection,Questionnaires,Student Surveys,Pretests Posttests,Change Strategies

This paper explores and deploys a business oriented taxonomy of decisions from which to ascertain change in student viewpoint regarding the study of sustainability modules. A review of conceptual and empirical studies to date on business cohorts' viewpoints regarding sustainability study notes the lack of business contextualization and the emphasis on the affective learning domain without sufficient focus on cognitive learning aspects. The paper then puts forward a taxonomy of decisions termed Messages, Measures and Moves charting progressive degrees of intrinsicality of business performance decision against which sustainability can be attached. With a questionnaire tool based on this taxonomy, primary research is undertaken with a small undergraduate business cohort both pre and post first sustainability module study. The authors acknowledge limitations regarding sample size, lack of cohort comparison/benchmarking and the module's elective status on the programme concerned. Nonetheless, the findings tentatively indicate sustainability module study to engender a degree of viewpoint change from business students in terms of movement/extension through the taxonomy putting sustainability into increasingly intrinsic business performance decisions. Further research is recommended including across multiple cohorts and on mandatory business sustainability modules--as well as invitation of further refinement of the business oriented taxonomy and questionnaire tool.
Challenges in Introducing New Products: A Case Study on the New Product Development Process
Author: Rankin, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Innovation,Barriers,Feasibility Studies,Cost Effectiveness,Food Processing Occupations,Operations Research,Case Method (Teaching Technique),Marketing,Business Administration Education,Behavioral Objectives,Teaching Methods

The case is based on an actual product introduction, and is designed to provide instruction on the new product development process. With the cost to launch new products estimated at least US $15 million and new product failure rates ranging from 40% to 80%, it is imperative that students learn how to determine the financial and market feasibility of a new product and understand the steps in the new product development process. This case is based on an award-winning &quot;real world&quot; convenience frozen food product that continues to be marketed and sold twenty years after its introduction. This case is based on an actual company and events. Names have been disguised to protect the privacy of the company and its management.
Designing Assessment to Promote Engagement among First Year Social Work Students
Author: Morley, Christine
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Social Work,Learner Engagement,Student Evaluation,Academic Persistence,Qualitative Research,Student Surveys,Interpersonal Relationship,Cooperative Learning,Student Attitudes,Sense of Community,Learning Experience,Self Evaluation (Individuals),Pretests Posttests

This paper reports on research that evaluates the potential of assessment to promote students' engagement with their first-year social work education; particularly their sense of connection with other students in ways that may contribute to student persistence in the initial stages of their studies. It presents the findings obtained from a qualitative study that explored students' experiences of undertaking a group presentation/performance assessment task in an introductory critical social work course at a regional Australian university. Overall, the results from a survey with course participants suggest that a group presentation/performance assessment fostered collaboration and cooperation among first-year students in a way that enhanced their engagement with each other, course material, and successful learning in this course. Students' responses regarding the assessment task strongly indicate that their engagement was not simply instrumental or formal, but rather ontological, in that the group presentation/performance engages the students' being as reflexive agents of change in the learning and assessment processes.
Investment Portfolio Simulation: An Assessment Task in Finance
Author: Parle, Gabrielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Investment,Task Analysis,Teaching Methods,Money Management,Behavioral Objectives,Guidelines,Curriculum Implementation,Simulation,Evaluation Methods,Scoring Rubrics,Case Method (Teaching Technique),Business Administration Education,Foreign Countries

The use of an investment portfolio simulation as an assessment task is intended to reinforce learning by involving students in practical application of theoretical principles in a real-time actual financial market. Simulation as a teaching pedagogy promotes individual involvement and provides students with a deeper understanding of the issues, and skills involved. The simulation is designed to engage students in learn by actually applying theory to actual events occurring on the Australian Stock Exchange.
A Comparison of Principles of Economics Curriculum across U.S. Colleges and Universities
Author: Prante, Gerald
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Economics Education,College Curriculum,Comparative Analysis,Universities,Microeconomics,Macroeconomics,Introductory Courses,Required Courses,Sequential Approach,School Size,Minimum Competencies,Mathematics Skills,Student Educational Objectives,Catalogs

This paper compares principles of economics curriculum in 2015-16 academic catalogues among the Princeton Review's &quot;The Best 380 Colleges 2016 Edition.&quot; The paper finds that 76 percent of schools on the list offer separate principles courses for microeconomics and macroeconomics, while 25 percent offer a single principles course covering both micro and macro. A few schools provide both options. Of those schools offering separate micro and macro principles courses, 28 percent require that micro be taken prior to macro, while only 5 percent require macro before micro. Large schools are more likely to offer two separate courses and are also more likely to require micro before macro. A minimum level of math proficiency prior to enrolment in principles courses is required by 16 percent of schools. The goal of this paper is to provide business and economics faculty with information on how other institutions approach the principles of economics curriculum.
A Content Analysis of Accounting Job Advertisements: Skill Requirements for Graduates
Author: Dunbar, Kirsty
Date: 2016-00-00
Type: Journal Articles
Subjects: Content Analysis,Accounting,Advertising,Occupational Information,Employment Qualifications,Job Skills,College Graduates,Foreign Countries,Multivariate Analysis,Communication Skills,Interpersonal Competence,Teamwork,Computer Literacy,Problem Solving

The purpose of this study is to investigate the emphasis placed on technical and soft skills by prospective employers for accounting positions and graduate accounting positions in particular. The data was gathered from job advertisements placed in the careers section of a major newspaper in Queensland Australia over a four-year period from 2006 to 2009. The results are benchmarked against the criteria for accounting degree curricula used by academic and professional bodies to guide and evaluate accounting education in Australia. The findings highlight that employers place greatest emphasis upon soft skills, and to a lesser extent technical skills; although current curricula meet these requirements, the emphasis on these soft skills by employers may need to receive further recognition in future curriculum design.
The Financial and Non-Financial Aspects of Developing a Data-Driven Decision-Making Mindset in an Undergraduate Business Curriculum
Author: Bohler, Jeffrey
Date: 2017-00-00
Type: Journal Articles
Subjects: Data,Decision Making,Business Schools,Business Administration Education,Undergraduate Study,College Curriculum,Universities

Making data-driven decisions is becoming more important for organizations faced with confusing and often contradictory information available to them from their operating environment. This article examines one college of business' journey of developing a data-driven decision-making mindset within its undergraduate curriculum. Lessons learned may be of use to other institutions of higher education that are implementing courses with business intelligence (BI) and business analytics (BA) content to provide students with the knowledge and skills they need to excel in a challenging career environment.
Teaching Strategic Thinking on Oligopoly: Classroom Activity and Theoretic Analysis
Author: Han, Yongseung
Date: 2017-00-00
Type: Journal Articles
Subjects: Class Activities,Thinking Skills,Strategic Planning,Marketing,Teaching Methods,Educational Practices,Educational Strategies,Economics Education,Business Administration Education,Behavioral Objectives,Comparative Analysis

This paper examines the use of a simple classroom activity, in which students are asked to take action representing either collusion or competition for extra credit to teach strategic thinking required in an oligopolistic market. We suggest that the classroom activity is first initiated prior to the teaching of oligopoly and then the instructor teaches oligopoly together with more enhanced classroom activities in accordance with a dynamics of the oligopolistic market. With this approach, the instructor can guide students toward strategic thinking by demonstrating how a student's incentives lead to specific actions within the experiment, which approximates a core trait of Cournot competition.
An Experiment in Mind-Mapping and Argument-Mapping: Tools for Assessing Outcomes in the Business Curriculum
Author: Gargouri, Chanaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Concept Mapping,Persuasive Discourse,Undergraduate Students,Business Administration Education,Student Evaluation,Evaluation Methods,Problem Solving,Introductory Courses,Decision Making,Critical Thinking,Classroom Communication,Pretests Posttests,Quasiexperimental Design

Distinguished from other teaching-learning tools, such as mind and concept mapping in which students draw pictures and concepts and show relationships and correlation between them to demonstrate their own understanding of complex concepts, argument mapping is used to demonstrate clarity of reasoning, based on supporting evidence, and come to a conclusion, which enhances business decision making skills, a common learning outcome in the business curriculum. In this study on business education, argument mapping was demonstrated as an effective methodology to assess student learning and conceptualization of a business and as a useful classroom activity to present a business problem and have students develop business solutions, as individuals or in groups. The paper describes classroom-based evidence from an introductory business course, in which students developed an argument map and then shared their work to stimulate discussion about the business problem/argument to be solved and appropriate business decisions to make.
Does Marketing Need Better Marketing? A Creative Approach to Understanding Student Perceptions of the Marketing Major
Author: Cobb-Walgren, Cathy J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Majors (Students),Marketing,Student Attitudes,Misconceptions,Bias,Career Choice,Nonmajors,Comparative Analysis,Core Curriculum,Statistical Analysis,Word Frequency,Student Surveys

Marketing is often used to correct misperceptions and better align them with reality. Ironically, the discipline of marketing itself currently faces a misalignment between negative public perceptions of the field and the reality of marketing's vital role as a business function. The question this study addresses is: does this misalignment carry over to the academic community, and specifically, undergraduate business students? This paper surveys graduating business students, using semantic differential scaling to measure degree of interest and amount of learning in the nine core undergraduate business courses. The paper then focuses on the core marketing course to examine perceptions of both the marketing field and the marketing major. An innovative qualitative technique using word clouds reveals several diametrically opposing associations that students make of marketing (easy/hard, essential/useless, love/hate) both within the group of marketing majors and between majors and non-majors. Given that today's business students will likely become tomorrow's business leaders, this study suggests that the marketing discipline may need to do a better job of marketing itself to create a consistent and positive image of the profession.
Ferengi Business Practices in &quot;Star Trek: Deep Space Nine&quot;--To Enhance Student Engagement and Teach a Wide Range of Business Concepts
Author: Lopez, Katherine J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Business Administration Education,Concept Teaching,Science Fiction,Demonstration Programs,Accounting,Business Skills,Economics Education,Educational Theories,Film Study,Critical Viewing,Classroom Techniques,Teaching Methods,Tables (Data),Educational Practices

The purpose of this article is to provide examples of business concepts appearing in science fiction, offering accounting and business educators a means to engage students and allow students to make connections with business concepts outside of the strict business realm, resulting in increased long-term learning. To accomplish this, the &quot;Star Trek&quot; series &quot;Deep Space Nine&quot; (Berman, et al., 1993-1999) was examined, and instances of business concepts located in the series were documented and presented in table format. This paper adds value by providing educators with a database of examples to help students learn business concepts. This article identifies specific accounting, business, and economic concepts illustrated by the Ferengi Traders in &quot;Star Trek: Deep Space Nine,&quot; as well as explores the educational theory behind why students are more likely to engage in learning by relating the new to the familiar.
The Toolkit and the Carpenter: Teaching the Critical Distinction between Business Ethics and Personal Morals
Author: Lovett, Steven L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethics,Business Administration Education,Business Skills,Ethical Instruction,Teaching Methods,Moral Values,Leadership Styles,Behavioral Objectives,Critical Thinking,Curriculum Implementation,Teaching Guides

Business ethics' curricula frequently presents and discusses ethical paradigms through the lens of personal values and morality. Ethics professors often have challenges with evaluating students' ability to successfully address many business dilemmas because the way business ethics are taught may only prepare students to choose between the binary solution of &quot;right&quot; or &quot;wrong.&quot; While business students typically receive instruction regarding a variety of ethical paradigms, they are typically presented and discussed within and through the context of personal value systems. Students are often taught, directly or impliedly, that the &quot;Virtue Ethics&quot; paradigm is the &quot;right&quot; way to resolve ethical dilemmas in organizational setting. The popular approach to teaching business ethics may only provide a basic context for teaching and learning business ethics. This paper explores the teaching of business ethics as a critical thinking toolkit, rooted in the theory of adaptive leadership, for corporate decision-making processes, separate and apart from moral value systems.