ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Instructor Attire on Student Perceptions of Faculty Credibility and Their Own Resultant Behavior
Author: Lavin, Angeline M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,College Faculty,Credibility,Student Attitudes,Clothing,Teacher Competencies,Correlation,Student Evaluation of Teacher Performance,Teacher Characteristics,Knowledge Level,Teaching Skills,Teacher Attitudes,Teaching Methods,Graduate Students,Undergraduate Students,Student Surveys,Student Behavior,Regression (Statistics)

Prior studies suggest that faculty members who are credible are more effective in the classroom in that they are evaluated more highly and their students achieve greater learning. This paper explores how the instructor's attire impacts his or her perceived credibility, and how the students' corresponding perception of instructor credibility impacts the students' self-described behavior. Questionnaires depicting instructors of both genders each wearing three different outfits, including casual, business casual and professional attire, are used to assess business student opinions regarding the academician's credibility and the students' resultant effort and learning. The results indicate that faculty members can take comfort in that their level of preparation, knowledge and ability to prepare students for a career do impact their credibility in the eyes of the students, no matter their choice of attire. Instructor credibility, in turn, was found to have a significant positive relationship with all ten student effort and behavior variables that were examined. In particular, credibility had the most impact on the student's preparation for each class, attentiveness, appreciation for instructor effort, and respect for the instructor. Positive significant relationships were also found between credibility and student evaluations of both the class and the instructor.
Universities Becoming the Outsourcing Solution
Author: Bohley, Katharine A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Universities,Outsourcing,Corporations,Masters Programs,Business Administration Education,Management Development,Student Needs,Models,Educational Quality,Program Descriptions,Air Transportation,Industry,Engines,Corporate Education,Problem Solving,Costs

This paper provides a road map for universities to follow in responding to corporations that are in need of a solution to the dilemma of building an executive development program and simultaneously providing their executives with a high quality MBA degree. Difficulties experienced by many corporations are complicated by the fact that MBA programs vary by level of quality, emphasis, availability of concentrations and the degree to which they focus on the specific needs of their executive-level students. In addition, many MBA programs are taught by faculty that see their primary function as research scholars. In some business schools, (Bennis and O'Toole, 2005) there is little responsiveness to the needs of business &quot;customers,&quot; and often faculty have little high level executive experience to enhance the value of education for MBA?s. The solution to this issue is to outsource an executive development program and this paper will address the University of Indianapolis? (UINDY) experience in providing such a program. The model presented in this paper is derived from years of experience in making the MBA cohorts into the recognized outsourcing solution for corporate universities. The model, which has been highly developed, begins with having an active business development and support services team that demonstrates commitment and responsiveness to the needs of the major corporations. UINDY builds on the success of multiple cohorts that have been delivered to these major corporations. This model prioritizes the attitude UINDY brings to this effort--one of responsiveness to the company's needs and a passionate commitment to providing the highest quality accredited degree for their employees that will be &quot;nominated,&quot; for an MBA. A customized curriculum that focuses on the unique issues, concerns and needs of the specific industry, company, and culture of the cohort is developed. As an example, one of our major successes has been in one of the world's largest aircraft engines manufacturing companies. The choice of materials, cases, and the focus of discussions are specific to that industry. The cohorts are taught on the corporate premises, on the company's schedule (not on the official academic schedule) and the students can immediately apply what they are learning to solving problems and providing value to their companies on a continuing basis. We detail the steps and stages of what has been successful in order to provide a toolkit that other universities can follow. The paper also details the pitfalls, problems, and issues that must be faced to increase the likelihood of success and continuity of the programs being extended to future cohorts.
Integrating Experiential Learning into Business Courses: Using Learning Journals to Create Living Case Studies
Author: McHann, James C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Teaching Methods,Assignments,Experiential Learning,Case Studies,Journal Writing,Mentors,College Students

Research demonstrates that the capacity to implement strategy and to execute plans drives business success (Hrebiniak, 2007) and that businesses' inability to succeed by executing effectively arises from the ubiquitous incapacity of business professionals to overcome the gap between what they know and what they are actually able to do, whether personally or professionally (Pfeffer &amp; Sutton, 2000). Research and experience also demonstrates that the capacity to execute is not primarily about operational or tactical skills. Rather, it is more a &quot;discipline to learn&quot; (Bossidy, Charan &amp; Burck, 2002; i.e., the capacity to execute is primarily a discipline of continuously learning to acquire, to interpret, and especially to apply information (Garvin, 2000) in a never-ending spiral of improvement. Business professionals must possess this capacity in order to succeed over the long-term. The purpose of business education is to prepare professionals for successful performance in businesses. However, unlike the preparation of medical doctors and many other professionals, the education in most business schools remains more theoretical than experiential in the andragogy employed. Even the typical case study, like many instructional techniques used in business schools, is still relatively &quot;theoretical&quot; in that it is not a business experience in which the student is personally involved. This paper introduces an instructional method, the journal entry assignment, to help address the challenge of creating a more experiential education and preparation for business. This assignment enables students to &quot;learn by doing&quot; and, in effect, it creates a &quot;living case study&quot; experience for students.
Some Observations from a Very Telling Innocuous Query: An Essay on the State of Higher Education in America
Author: Castillo, José
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Practices,Educational Attainment,Educational Assessment,Educational Change,Educational History,Educational Development,Teacher Attitudes,Administrator Attitudes,Performance Factors,Change Strategies

We present a self-reflective assessment of higher education from the perspective of educators and administrators prompted by a common question addressed to many of us, perhaps hundreds of times in the year; &quot;What's my grade?&quot; Upon some scrutiny, we find a series of troubling interrelated issues that more or less depict a system of higher education adrift in a sea of maladies and its course in need of correction, lest a total &quot;wreck&quot; befall the system.
How Remote Response Devices Enable Student Learning: A Four-Year Analysis
Author: Anderson, William A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Correlation,Grades (Scholastic),Audience Response Systems,Business Administration Education,College Students,Academic Achievement,Student Improvement

The use of Personal Response Systems (PRS) / Classroom Performance Systems (CPS) has expanded considerably since introduction in the early 2000s. Much of the exploration of the technology has focused on methodology, student participation, and student perception. This paper examines actual testing results over nine semesters to provide some insights to the impact of the technology on student grades.
The Dual Benefits of Tax Credits: Taxpayer Income Generation and Economy Stimulus
Author: Guerrero, Robin
Date: 2010-00-00
Type: Journal Articles
Subjects: Tax Credits,Income,Economic Impact,Program Descriptions,Eligibility,Welfare Recipients,Welfare Services,Children,Case Records,Community Surveys,Content Analysis,Finance Reform,Taxes

Two important provisions of the Internal Revenue Code were the creation of the Earned Income Tax Credit and Child Tax Credit. Each of these credits were designed to reduce the amount of tax owed, thereby offsetting some of the increases in living expenses and federal income tax. For many this results in a smaller a tax liability. For others with little or no tax liabilities, the credit can result in a significantly increased refund. Many organizations such as the Volunteer Income Tax Income (VITA) Program, AARP and other similar organizations, cater to assisting these individuals. This is primarily due to the benefits that come from these credits which not only affect these individuals and their families but also the local economies. Larger refunds result in greater sustainability of taxpayer economic stability as well as an ongoing stimulation to the local economy. The purpose of this presentation is to describe the results of a study conducted involving the examination of each of these credits in relation to the taxpayer's Adjusted Gross Income (AGI). The goal of this study was to demonstrate the importance of these credits as to how they benefit the lower income taxpayers. The study examined various taxpayers who qualified for the credits over the course of the past three years. The results demonstrated that roughly 20% to 25% of these taxpayers' annual income is attributed to the assistance provided through these credits. Therefore, the need for the continuance of these credits is not only crucial for the welfare of the lower taxpayers but for stimulating the economy as well.
A Statistical Analysis of the Performance Distance Learning Students and the Full-Time Students at the University of Lagos
Author: Adewara, Johnson Ademola
Date: 2010-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Foreign Countries,Grade Point Average,Business Administration Education,Distance Education,Accounting,Conventional Instruction,Teaching Methods,Comparative Analysis,Academic Achievement,College Students

The study compares the performance of distance learning students with full-time students in a traditional face-to-face learning environment. This study is one aspect of a larger research project designed to gain insight into factors that may influence the performance of distance learning students. The data used in the study represent the graduating GPA (Grade Point Average) and CGPA (Cumulative Grade Point Average). The result showed that students of Distance Learning Institute (DLI) performed better in business administration than the mainstream students, while the mainstream accounting students perform better than the DLI accounting students. Results indicated that there was a statistically significant difference in final grades of these groups of students.
Monitoring the Level of Students' GPAs over Time
Author: Bakir, Saad T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Grade Point Average,Statistical Analysis,Probability,College Students,Business Administration Education,Management Development,Majors (Students),Academic Achievement,Case Studies,Quality Control,Change,Measurement

A nonparametric (or distribution-free) statistical quality control chart is used to monitor the cumulative grade point averages (GPAs) of students over time. The chart is designed to detect any statistically significant positive or negative shifts in student GPAs from a desired target level. This nonparametric control chart is based on the signed-ranks of the GPAs of the sampled students. The exact false alarm rate and the in-control average run length of the proposed chart can be computed exactly and are independent of the underlying probability distribution of GPAs. The traditional Shewhart X-bar control chart for monitoring the mean of a process is based on the assumption that data follows a normal distribution. However, student GPAs may differ significantly from the normal distribution. As a result, using a traditional control chart to monitor the GPAs of students may lead to incorrectly specifying the control limits and the average run length and/or the false alarm rate of the chart. A test study was conducted at the College of Business Administration at Alabama State University. The study monitored the median cumulative GPAs of management majors during the period Spring 2005 through Spring 2009. The study revealed that the GPAs of students were stable at a median level of 2.6 over the period of the study.
Students' Academic Climate Perception of the School of Business of a Mexican University
Author: Valdés-Flores, Patricia
Date: 2010-00-00
Type: Journal Articles
Subjects: Mexicans,Business Administration Education,College Students,Student Attitudes,Educational Quality,Educational Improvement,Surveys,Gender Differences,Foreign Countries,Private Colleges,Strategic Planning,Questionnaires,Likert Scales

This paper discusses student perception of the academic climate of the School of Business in a private university in Tijuana, México. With the participation of 257 students out of 348 enrolled in five academic programs, the survey results show that students perceive that the criteria that make up the academic climate occur &quot;Always&quot; in 18%; 78% of the criteria occur &quot;Frequently&quot; 2% of the aspects takes place &quot;Sometimes&quot; and another 2% of the criteria occurs &quot;Never&quot;. There was a significant difference among the results of the nine semesters, while no significant differences were found between the results of the five academic programs and gender analysis. This paper provides information to higher education academic leaders for the design of educational quality improvement strategic actions.
Helping Undergraduates Discover the Value of a Dollar through Self-Monitoring
Author: Palmer, Lance
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Money Management,Debt (Financial),Consciousness Raising,Self Management,Class Activities,Behavior Change,Purchasing,Outcomes of Education,Student Attitudes,Program Implementation,Online Systems,Qualitative Research

Many college undergraduates lack basic financial management knowledge and skills while bearing ever increasing debt burdens upon graduation. In order to encourage students to become aware of their spending patterns and weigh those patterns against personal values, a self-monitoring project was implemented as a class activity. The resulting effect on financial behavior was examined. Analysis of participants' self-reflection papers revealed that awareness of spending behaviors increased universally among participants, and a significant proportion of students spontaneously modified spending behaviors to more closely conform to personal values. Participants consistently reported the importance of a spending management tool in modifying spending behavior.
Action Research in a Business Classroom--Another Lens to Examine Learning
Author: Smith, Janice Witt
Date: 2010-00-00
Type: Journal Articles
Subjects: Action Research,Human Resources,Labor Relations,Blended Learning,Management Development,Learning Experience,Distance Education,Teaching Methods,Business Administration Education,Learning Theories,Management Systems,Black Colleges,Course Descriptions,Scheduling,Online Courses,Undergraduate Students

This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What is critical about this project is that it could happen in even the most benign and calmest of waters. In an integrated system, the manipulation of one variable creates an impact on the other variables/systems within that environment. The failure to predict the impact and mitigate the damages can lead to disastrous results. The institution must be ready, at all levels, to implement and leverage technology to create distance-learning only environments for traditional students (and faculty) with a bias toward face-to-face educational experience.
Taking the Student's Lead in Teaching Tax
Author: Dockter, DuWayne
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Environment,Delivery Systems,Teaching Methods,Taxes,Business Administration Education,Teaching Guides,Course Objectives,Student Surveys,Learning Strategies,Special Needs Students,Lecture Method,Inquiry,Student Evaluation,Layout (Publications),Educational Practices,Educational Strategies,College Programs

Business education, as a discipline and profession, is evolving in response to changes in our domestic and global environment, technology, subject matter content, and needs of the end-user. In response to these changes, business educators continue to evaluate and refine their instructional methodologies and other components of delivery systems within the learning environment. As with courses, such as individual and corporate income tax, instructors for years have relied on the use of published course lecture materials, forms of media, and packaged supplements, such as tax software. The delivery of information in the form of lectures or other conveyances is often followed up by open-ended and short-response questions, but this is only the beginning for one wishing to meet the needs and expectations of employers and students. Seasoned teachers learn to modify the learning environment to meet the learning styles and special needs of their students. The way in which this is accomplished can make the teaching and learning environment exciting and rewarding. This article incorporates ways in which the teacher can build a successful learning environment while meeting the academic goals and objectives of the course.
Problem-Based Learning on Students' Critical Thinking Skills in Teaching Business Education in Malaysia: A Literature Review
Author: Zabit, Mohd Nazir Md
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Critical Thinking,Thinking Skills,Business Administration Education,College Students,Instructional Effectiveness,Literature Reviews

This review forms the background to explore and to gain empirical support among lecturers to improve the students' critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL). The PBL educational approach is known to have maximum positive impacts in producing professional competencies among graduates in many educational disciplines. However, there is limited discussion about PBL pedagogical approaches implemented in business education. This approach has not been established as a major pedagogical method in schools of business around the world. However, there are a few schools of business that use the implementation of PBL in their curriculum structures. Studies that focused on that issue are implemented in various aspects, courses and using various methodologies. There are various materials which relate to PBL and critical thinking skills. However, in Malaysia, the material is limited because of the lack of research relating to this methodology and lack of research documentations. In Malaysia, the PBL method is only being practised at higher institutions of learning, and it is only limited to certain fields. The analysis of this part tends to discuss PBL in tertiary education, examining the mechanism of the popular educational approach of PBL. The analysis of PBL is intended to see if it may offer any solutions to problems encountered in various education, and to focus on its potential for implementation and impact on critical thinking skills in teaching business education.
Student Evaluation Instruments: The Interactive Impact of Course Requirement, Student Level, Department and Anticipated Grade
Author: Driscoll, Jennifer
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,College Students,College Faculty,Measures (Individuals),Grades (Scholastic),Business Administration Education,Teacher Effectiveness,Instructional Effectiveness,Departments,Required Courses,Statistical Analysis,Student Characteristics,Validity,Student Surveys,Likert Scales,Comparative Analysis

The examination of Student Evaluation Instruments (SEI) has generated a considerable literature. Interestingly, this extensive literature provides no clear guidance on how to interpret SEI results in order to make comparative evaluations of instructors' performances. The research presented in this paper draws upon six semesters worth of SEI responses for all courses in our school of business- a database of nearly 30,000 responses. The paper examines how core measures of teaching effectiveness--student evaluation of instructor's teaching ability and willingness to recommend the instructor--are affected by several factors. These factors include: the department from which the course was offered; whether the course was required by the core, the department or was an elective; the status of the student and the anticipated grade. Statistical analyses are conducted to examine and determine the impact of these factors and their interactions. The goal is to develop a system that can more accurately gauge instructors' performances as measured by the student evaluation instrument.
The &quot;Real-World&quot; Experience: Students' Perspectives on Service-Learning Projects
Author: McLaughlin, Erin
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Student Attitudes,Teaching Methods,Business Administration Education,Graduate Students,Qualitative Research,Interviews,Meetings,Student Journals,Relevance (Education),Ethnography,Student Participation,Video Technology,Experiential Learning,Participant Observation

The purpose of this paper is to identify how students gain &quot;real-world&quot; experience via service-learning projects. This article describes the results of a pilot study conducted with over 75 business graduate students to investigate the effects of service-learning curriculum at the collegiate level. The following qualitative data was collected: observations, field notes, interviews, video-taped group meetings, and student reflection journals. This data was collected to gain insight on the research question, &quot;What are business students? views of service-learning projects and how they contribute to &quot;real-world? experience?&quot; In addition, this article briefly discusses literature on the ethnographic qualitative approach and its significance, as well as the service-learning literature that continues to evolve as the instigation of such projects continues to draw the attention of researchers and educators.