ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Short-Term Study Abroad Programs: Achieving Successful International Student Experiences
Author: Eckert, James
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,International Trade,Study Abroad,Experiential Learning,Foreign Countries,International Education,Case Studies,College Faculty,Program Descriptions,Guidelines,Marketing,Program Development,Program Evaluation,Program Implementation,College Students

Most business schools in the U.S. are employing various initiatives to &quot;internationalize&quot; their curriculum in order to prepare students to participate more effectively in a globally interconnected business world. An integral part of these initiatives is to encourage more students to participate in study abroad programs. Though it maybe optimal for students to study abroad for a semester or more, many students do not have the time, resources or confidence to commit to a long-term experience. Consequently, short-term two to three week study abroad programs (SSA) are often a viable and worth while experiential alternative. Often, the process of developing a short-term study abroad experience can be daunting. We use a case study approach to examine how short-term study programs were initiated, planned, organized and implemented in five countries--Malaysia, Singapore, Chile, Germany and Australia. These programs were led by business faculty, at an AACSB accredited Midwestern University, each of whom also had prior experience in conducting study abroad programs. These faculty leaders provided detailed accounts related to each of the programs. A guide using probing questions was prepared through a triangulation process that included the faculty leaders and an administrator that had reviewed and audited 12 previous short-term study abroad programs. Drawing on actual SSA experiences and outcomes, this paper proposes a SSA framework consisting of planning, marketing, conducting and evaluating stages that can make the study abroad process understandable, efficient and easier to implement.
International Students' Experience of Studying and Working at a Northeastern Public University in the US
Author: Kwadzo, Moses
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Sleep,Role Conflict,Stress Variables,Psychological Patterns,Phenomenology,Social Support Groups,Leisure Time,Coping,State Universities,Educational Experience,Student Adjustment,Photography,Culture Conflict,Student Employment,Qualitative Research,Part Time Employment,Semi Structured Interviews

This study explores international students' experiences with studying and working at a North Eastern public university. Through phenomenological research approach that utilized face-to-face interview and photo-elicitation techniques, the personal experiences of twenty international students were captured. The findings of this study indicated that these students benefited from the responsibilities that resulted from their dual role as both students and employees in many ways. However, they also suffered from emotional and physical stress which resulted in tiredness, lack of sleep, role conflict, homesickness and frustration. Interestingly, these students effectively employed different coping mechanisms including finding social support, and participating in leisure and non-leisure activities to off-set the negative effects of studying and working concurrently.
Computer Literacy in Undergraduate Business Education: The Case for the Adult Fast Track Programs
Author: Barrera, Juan Carlos
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Undergraduate Students,Adult Students,Computer Literacy,Acceleration (Education),Foreign Countries,Student Surveys,Multivariate Analysis,Cross Cultural Studies,Differences

Industrialized nations have invested a great deal of public and private resources to facilitate access to information technologies (ITs) and to adjust their cultures and societies to them. These efforts are commonly associated with the idea of expanding computer literacy from higher education institutions to business organizations. Computers have fundamentally altered how we live and work, as well as how we learn and have transformed the world into a global community. Moreover, business organizations have struggled to train and to turn their workforce into a computer literate group that keeps a breast of changes in computing and information technologies, since most of the work does not rely on standardized literacy levels to perform well. This paper presents an examination on current computer literacy skills between groups of adult students enrolled in accelerated undergraduate business programs in the USA and in Germany. Special emphasis is granted to the discussion of the similarities and differences found in computer literacy skills and the implications associated with having literate and illiterate groups in the workplace.
A Chinese Nurse's Socio-Cultural Experiences in Australia
Author: Huang, Yang
Date: 2014-00-00
Type: Journal Articles
Subjects: Asians,Nurses,Foreign Countries,Study Abroad,Foreign Students,Second Language Learning,English (Second Language),Barriers,Culture Conflict,Cultural Differences,Christianity,Churches,Educational Experience,Language Tests,Nursing Education,Language Proficiency,Masters Degrees,Graduate Students,Personal Narratives

In this article, the author expresses her thoughts and experiences on studying abroad. Yang Huang explains that studying overseas for international students means a lot--not only being away from home but also experiencing quite a few unexpected difficulties. Studying abroad is full of challenges for every student due to the language barrier, culture shock, and homesickness. Huang states that she chose overseas studying because she was eager to understand the cultural differences and linguistic variables, and to establish her interest in community and medicine.
Customized versus Standardized Exams for Learning Outcomes Assessment in an Undergraduate Business Program
Author: Phelps, Amy L.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Outcomes Assessment,Standardized Tests,Business Administration Education,Undergraduate Students,Teacher Made Tests,Comparative Analysis,Test Construction,Testing

A standardized exam for program-level assessment can take the form of 1) a customized exam developed in-house by faculty and linked explicitly to program-level learning goals; or 2) a standardized exam developed externally by assessment experts and linked to a set of somewhat broader and more generalizable learning goals. This article discusses the design, development and implementation of a customized exam and subsequent transition to a commercial exam (i.e., the ETS Major Field Test), within an undergraduate business program. We discuss the lessons learned from our experience with the customized exam, our analysis of both the assessment process and the results gathered (primarily curriculum-related), and the rationale underlying the eventual migration to the commercial exam. Of particular emphasis is the situation-dependent and potentially complementary roles of the customized and commercial exams. In this regard we provide a comparison of the two approaches through a framework based on a set of administrative and assessment considerations. They include: relevance to learning goals, exam design and development process, delivery of the exam, impact on learning, impact on courses and curriculum, and impact on student monitoring and management. We note that although the customized exam no longer exists as a standalone assessment instrument, it continues to play a role in assessment by complementing other methods. This outcome, as well as the process leading to it, are potentially applicable to other institutions pursuing an evolutionary approach to learning outcomes assessment.
International Students' Perceptions of Shelter-in-Place Notifications: Implications for University Officials
Author: Johnson, Thomas C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Students,Emergency Programs,College Students,Language Usage,Cultural Influences,Literacy,Focus Groups,Crime,Student Attitudes,English (Second Language),Foreign Countries,Qualitative Research,Semi Structured Interviews,Communication Strategies,Safety,Trust (Psychology),Emotional Response

Emergency notifications and shelter-in-place warnings on college and university campuses are generally issued in English and presuppose either a common shared language and culture or the adaptation of the warning system to a multilingual and multicultural social structure. This study examined the roles that language, culture, and emergency literacy played in international students' perceptions of shelter-in-place notifications on a college campus. Students from Sweden, Bulgaria, and Kenya were recruited to participate in a focus group shortly after they had experienced shelter-in-place warnings after an armed robbery occurred near their campus. These students were interviewed about their perceptions of emergency notification and shelter-in-place warnings. The study's results suggest that, while international student may be proficient in the English language, cultural issues, local practices and customs, and emergency illiteracy may hinder international students from understanding and appreciating the need to shelter-in-place or engage in self-protecting actions during a violent crime. Further, the study's results may have policy implications for colleges and universities regarding emergency communication and training for international students who are not familiar with local crime, emergency terminology, and self-protective actions.
Radical Change in Faculty and Student Evaluation: A Justifiable Heresy?
Author: Gentry, Jeffery
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Student Evaluation of Teacher Performance,Grade Inflation,College Students,College Faculty,Educational History,Accountability,Academic Achievement,Grading,Likert Scales

This article addresses the connection between two continuing trends in higher education: semester evaluation of faculty by students (SE's) and grade inflation. The two phenomena are explored historically; then a two-part plan is proposed to enhance the evaluation of both students and faculty. This solution does not replace current evaluation practices; it merely adds information on each student's relative performance. Although subject to criticism as radical reform, the plan is offered as a feasible check on grade inflation and diminished student responsibility--one that is consistent with long held higher education values, as well as recent calls for increased educational accountability. The author concludes that such efforts offer hope in reversing a set of disturbing trends in student achievement.
Mapping a Mirage: Documenting the Scholarship of Teaching and Learning
Author: Simmons, Nicola
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scholarship,Instruction,Publications,Peer Evaluation,College Instruction

The purpose of the conference session upon which this paper is based was to challenge the notion that evidence of scholarship must be limited to publication in a peer-reviewed journal, and to open the doors for creative thinking about what might constitute evidence of scholarship of teaching and learning. Existing theory around defining scholarship (Boyer, 1990; Glassick, Huber, &amp; Maeroff, 1997; Sorcinelli, 2002) can provide a justification for alternatives, but how can scholarship expressed through teaching or other creative performance be demonstrated? Scholarship of Teaching and Learning (SoTL) scholars in particular may face challenges in documenting their scholarship so promotion and tenure committees can understand its worth. My intent was not to negate the importance of peer-reviewed publications, but to parallel them with other forms of scholarly dissemination that I argue might in some cases have more impact on advancing the field. I also maintain that any understandings of scholarship are both individual and contextual (Baxter Magolda, 1999). The purpose of this summary therefore is not to promote a common definition but rather to challenge the traditional boundaries of understanding. Engagement in scholarship suggests an exchange of ideas, and it is my hope that this article may serve as a starting point for future discussion.
The Map to Curriculum Alignment and Improvement
Author: Kopera-Frye, Karen
Date: 2008-00-00
Type: Journal Articles
Subjects: Curriculum Development,Alignment (Education),College Students,College Faculty,Scholarship,College Instruction,Social Work,Hidden Curriculum,Research Methodology,Methods Courses,Accreditation (Institutions),Accountability

Curriculum mapping is a versatile process tool that can help faculty discern whether different curriculum components align; and if not, what adjustments can be made. Through this process faculty create a graphic portrayal of the program outcomes, the courses that comprise the program, and their relationship to the program's purpose. This article describes both the curriculum mapping process and resulting map, highlighting the versatility of this approach by sharing examples of how it has been used by several academic units.
A Connection between Moral Imperative and Women's Leadership?
Author: Nelson, Sarah W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Moral Values,Women Administrators,Qualitative Research,School Districts,Educational Change,Equal Education,Instructional Leadership,Administrator Education,Community Characteristics,Culturally Relevant Education,Cultural Awareness,Suburban Schools,Achievement Gap,Academic Achievement,Principals,Faculty Development

This paper describes a qualitative study of two school districts' efforts to support school leaders in developing the knowledge and skills to analyze, understand, and transform system inequities. The results suggest that, despite being armed with knowledge and skills, leaders may be reluctant to act even when doing so is within the scope of their authority. This work draws from Fullan's (2003) concept of moral imperative and examines the connection between moral imperative and women's ways of leading. The findings have implications for educational leadership programs that seek to prepare school leaders capable of challenging and changing inequitable systems.
Financial Management: An Organic Approach
Author: Laux, Judy
Date: 2013-00-00
Type: Journal Articles
Subjects: Money Management,Business Administration Education,Budgeting,Financial Support

Although textbooks present corporate finance using a topical approach, good financial management requires an organic approach that integrates the various assignments financial managers confront every day. Breaking the tasks into meaningful subcategories, the current article offers one approach.
Innovation in Competency-Based Program Development: Leveraging the Advisory Board Faculty Alliance
Author: De Los Santos, Esmeralda
Date: 2011-00-00
Type: Journal Articles
Subjects: Innovation,Competency Based Education,Business Administration Education,Undergraduate Students,Graduate Students,Focus Groups,Advisory Committees,Program Improvement,Educational Innovation,Stakeholders,Qualitative Research,Health Education,Case Studies,Board of Education Role,Participative Decision Making,Marketing,Educational Practices,Educational Change,Change Strategies,Operations Research

This paper describes the use of advisory boards in the development of two competency-based business programs: one graduate and the other undergraduate. Though the programs varied significantly in structure and content, both used focus group methodology to collect comprehensive and relevant input from advisory board members comprised of local subject matter experts. Analysis of each program's developmental efforts demonstrates that, while the programs varied significantly in many aspects, both achieved the intended outcome. In both cases, advisory board input contributed to the development of a competency model and associated program curriculum that closely aligned with the program's specific disciplines
Evolving Expectations for Teaching in Higher Education in Canada
Author: Hunt, Gary A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Instruction,Teacher Education,Expectation,Standards,Teacher Competencies,Workshops,Feedback (Response)

Although many Canadian universities offer graduate level training or certificates on teaching in higher education, there is no national framework of expectations or provision for national certification of post-secondary teachers. There are models of post-secondary teaching expectations in the United Kingdom and in elementary and secondary systems in both the US and Canada. In addition, many US universities have competency-based graduate teaching assistant programs. The province of Ontario has adopted a mandatory framework of learning expectations for Baccalaureate and graduate degrees for all publicly funded universities. The question we address in this essay is: Has our teacher training practice evolved to the point where we should look ahead to consider formalizing expectations of effective post-secondary teaching practices through a national framework? In our view, there is now sufficient interest within the Society for Teaching and Learning Higher Education (STLHE) to establish a working group that would initiate a national consultation to discuss the process and structure for formulating an enabling framework.
Embracing the Future: What Can Accounting Graduates Expect?
Author: Corkern, Sheree M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Accounting,Futures (of Society),Supply and Demand,Personnel Selection,Salaries,Employment Opportunities,College Graduates,Certification,Employment Interviews

This article informs accounting educators and graduates about key issues in the accounting profession of today, which has entered a new age, and accounting educators and advisors, old and new, must be informed about future prospects for students and make students aware of what they can expect as accounting graduates. Passing this knowledge to students early on provides them with advanced understanding of what the future holds for accounting professionals and will allow students to better embrace their future once they graduate. This article emphasizes supply and demand, hiring and salary practices, and potential job opportunities for the accounting graduate. Information on the various certifications available for accountants and the interview process is included as well. The final section within the article offers insight into the future of the accounting profession. With this paper, educators and advisors gain knowledge to assist accounting students with their future career search process. Students will still need assistance to help them navigate the new environment that they are about to enter, but a clearer understanding of what to expect provides a better foundation on which to build a successful career.
The Interim Superintendent: A Case Study
Author: Bigham, Gary
Date: 2011-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Role,Case Studies,Administrator Responsibility,Phenomenology,Credibility,Goodness of Fit,Qualitative Research

Considering the vitally important role that the superintendent plays in the overall functioning and wellbeing of any school district, the filling of that position should never be done in haste. Due to the importance of this process and the time it requires, school districts often employ an interim superintendent. In this single case study, one researcher engaged in qualitative research by actually assuming the role of an interim superintendent in a small West Texas school. The findings that emerged from this study consisted of identifying duties and roles of the interim superintendent in comparison with those of the regular superintendent. Major differences were found in the roles of the two positions.
Practice Makes Perfect? University Students' Response to a First-Year Transition Course
Author: Browning, Catherine
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Transitional Programs,First Year Seminars,Student Experience,Student Attitudes,Academic Ability,Academic Achievement,Questionnaires,Online Surveys,Student Surveys

This paper shares new insights on the first-year university student transition experience. Our research focuses on students' practice of academic skills developed in a &quot;Foundations for Learning&quot; course, from their own perspective, after they completed the course. Once they had an opportunity to practice what they learned in subsequent courses we investigated how such practice impacts students' attitudes toward learning and their university experience.
Structuring an MBA Consulting Course: Aligning Pedagogical Strategies to Meet the Needs of a Business School's Critical Stakeholders
Author: Roche, Olivier P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Masters Programs,Alignment (Education),Consultation Programs,Teaching Methods,Stakeholders,Assignments,Graduate Students,Course Organization

At a time when business schools of second-tieruniversities face budget constraints, the MBA consulting program has become avehicle to build a school's reputation and to engage the business community inorder to raise financial resources. Business schools also face competition fromon-line programs, and consulting assignments help to define a school's competitive advantage. Finally, an increasing number of students with little or no prior business experience are seeking the &quot;MBA edge&quot; to help them find their first positions. As a result, the consulting program is rapidly becoming aninstrument of choice to facilitate the transition from campus to professional environment. This article presents the pedagogical strategies implemented by auniversity with limited resources and for which the consulting program has been designed to address the needs of both external and internal stakeholders.
Mentoring Postsecondary Tenure-Track Faculty: A Theory-Building Case Study and Implications for Institutional Policy
Author: Davis, Dannielle Joy
Date: 2011-00-00
Type: Journal Articles
Subjects: College Faculty,Mentors,Case Studies,Tenure,Interprofessional Relationship,Models,Females,Interviews,Observation,Grounded Theory,Collegiality

The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members' integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for administrators in terms of retention of new faculty members in postsecondary settings.
Serial Team Teaching and the Evolving Scholarship of Learning: Students' Perspective
Author: Neumann, Melody
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,College Instruction,Teacher Surveys,Student Surveys,Teacher Attitudes,Student Attitudes,Interviews,Case Studies,Team Teaching,Online Surveys,Correlation,Likert Scales

Faculty and students at the University of Toronto were surveyed and interviewed to form a case study of serial team teaching, in which multiple instructors take turns teaching a segment of the same course in sequence. Student opinions ranged from slightly opposed to slightly in favour of team teaching overall. When asked about specific aspects of team teaching, students who liked it overall tended to like all aspects of it, and did not identify those disadvantages in student experience anticipated by the faculty. In general, students in upper years were less supportive of team teaching than were students in their first and second years.