ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethic's Askew: A Case Study of Ethics in an Educational Environment
Author: Shurden, Susan
Date: 2010-05-00
Type: Journal Articles
Subjects: Educational Environment,Ethics,Case Studies,Business Administration Education,College Students,Questionnaires,Student Surveys,Student Characteristics,Likert Scales,Student Attitudes

For a formal definition of ethics, Webster's New World Dictionary (1995) defines the term as &quot;the study of standards of conduct and moral judgment&quot;. Ethics is important to individuals because we are concerned with what leaders do and who they are--their conduct and character. &quot;Conduct&quot; is a word that implies behavior. Behavior can change under differing circumstances. For instance, in a &quot;low key&quot;, unstressed situation, most individuals tend to be civil and polite; however, the introduction of stress factored into a scenario can totally change the dynamics of the situation, as well as the ability of those involved to &quot;cope&quot;. Stress can cause individuals to become hostile, rebellious, and oftentimes uncompromising. Stress introduced into a situation can also cause individuals to become unethical. For example, take natural disasters such as Hurricane Katrina in 2005 whereby individuals were under tremendous stress of discomfort from not having a clean environment in which to live, as well as conditions of hunger and thirst from lack of food and fresh water. Most of us have witnessed the television footage of the &quot;looting&quot; that occurred from these conditions. Or take the civil unrest that occurred in the streets of Los Angeles after the verdict of 1992 when police officers were acquitted of the beating of an African American named Rodney King. Again, anger and stress caused looting and violence to erupt in the streets. While these are &quot;extreme&quot; situations, the question arises as to how individuals cope with stress in an atmosphere where civility is taught and encouraged. For instance, consider a classroom situation where an assignment to produce an outcome is given with few rules, and the members of the group are from other classes, possibly even in other states. The means of communication for these individuals are e-mail, a relatively new virtual reality website, similar to face book, or telephone should one choose to use that method. This type of situation would most likely exist in a graduate program and in fact, did. This paper is a case study of just that type of situation.
Factors That Impact the Ethical Behavior of College Students
Author: Joseph, Jacob
Date: 2010-05-00
Type: Journal Articles
Subjects: College Students,Performance Factors,Ethics,Student Behavior,Attribution Theory,Peer Influence,Grade Point Average,Success,Gender Differences,Racial Differences,Social Desirability,Business Administration Education,Majors (Students),Nonmajors,Student Surveys,Questionnaires,Likert Scales,Regression (Statistics),Correlation,Behavior Rating Scales

This study examines factors impacting ethical behavior of 182 college students in the midwestern and northwestern United States. Ethical behavior of peers had the most significant impact on ethical behavior of students. Success (in terms of grade point average) of students, and gender of the respondents, also significantly impacted ethical behavior. Female students were significantly more ethical than their male counterparts. Race of the respondent did not have an impact on their ethical behavior. Overclaiming scales indicated that social desirability bias did significantly impact the results of our study. Implications of this study for researchers and practitioners are discussed.
The Impact of Students' Expectations of Grades and Perceptions of Course Difficulty, Workload, and Pace on Faculty Evaluations
Author: Thornton, Barry
Date: 2010-12-00
Type: Journal Articles
Subjects: Teacher Evaluation,Student Evaluation of Teacher Performance,Business Administration Education,Teacher Effectiveness,Expectation,Grades (Scholastic),Difficulty Level,Teaching Load,Student Surveys,College Students,Multiple Regression Analysis,Predictor Variables

Decisions concerning tenure, promotion, and merit raises are of crucial importance to college and university faculty. These decisions are greatly affected by the evaluation of faculty by their students. It is often argued that student evaluations of faculty are influenced by a number of factors that do not reflect the important elements of university level instruction, such as subject knowledge and clarity of exposition. Rather, some faculty believe that if a professor is an easy grader, has a low workload, or if the class itself is considered easy, he or she is more likely to receive a favorable student evaluation. This paper utilizes a sample of faculty evaluations from the College of Business of a small southeastern university to investigate these hypotheses.
Unbundling Faculty Roles in Online Distance Education Programs
Author: Neely, Patricia W.
Date: 2010-06-00
Type: Journal Articles
Subjects: Teacher Role,College Faculty,Guidelines,Online Courses,Program Development,Costs,Cost Effectiveness,Decision Making,Distance Education,Teaching Methods,Academic Advising,Instructional Design,Correlation,Teacher Student Relationship,College Students

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration which is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.
School Organizational Innovative Indicators for Technical Universities and Institutes
Author: Chen, Su-Chang
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Institutes,Universities,Educational Indicators,Educational Innovation,Leadership,College Administration,Guidance,College Curriculum,Curriculum Development,Faculty Development,Educational Facilities Design,Educational Facilities Planning

This study aimed to construct the organizational innovation indicators of technical universities and institutes. This study held a group discussion and expert focus meeting and afterward, this study generalized seven facets of school organizational innovation: leadership innovation, administration innovation, student guidance and activity innovation, curriculum and instruction innovation, teacher professional development innovation, resource application innovation, and campus construction innovation. Then 25 criteria and 83 indices were developed.
How Are Your Graduates Doing? Do They Still Love You?
Author: Saunders, Gary
Date: 2010-05-00
Type: Journal Articles
Subjects: Accounting,Accreditation (Institutions),Questionnaires,College Graduates,Graduate Surveys,Response Rates (Questionnaires),Student Characteristics,Employment Opportunities,Employment Potential,Satisfaction,Career Development,Success

Section 33 of the AACSB requirements for Specialized Accreditation of Accounting Programs requires that that each accounting program applying for specialized accreditation demonstrate its success with regard to the placement of students within three months of graduation and the career success of graduates at an appropriate later time (e.g., 5 or 10 years). The accounting program in a medium sized Midwestern university recently applied for &quot;Specialized Accounting Accreditation&quot; and found that only anecdotal data was available to satisfy this standard. In order to satisfy section 33 of the standards a questionnaire was developed and emailed to a list of accounting graduates. A list of 1,026 email addresses for accounting graduates was obtained from the alumni office and questionnaires were sent by email to each of the graduates. As expected, some of the email addresses were outdated and 269 were returned as undeliverable leaving 757 questionnaires delivered to accounting graduates. A total of 212 were returned for a 28% response rate with 103 (48%) requesting a copy of the results. The average age of the respondents was 44.2 years and the average graduation year was 1986, suggesting that the average age at graduation (21 years ago) was 23 years. The oldest graduate was 74 and the youngest was 22. More than one half of the graduates had obtained their first professional position before graduation and 90% had obtained a professional position within three months of graduation. Respondents were asked how many times they had changed companies in their careers and, remarkably, 23% had never changed companies. All of the graduates, except for one who had never changed companies, were satisfied with the progression of their careers. Another requirement of standard 33 is to demonstrate &quot;career success of graduates at an appropriate later time (e.g., 5 or 10 years).&quot; Graduates were asked if they were &quot;satisfied with the progression of your career.&quot; Remember, on average they had been graduated for about 12 years. Ninety seven percent indicated that they were satisfied with the progression of their careers. That indicates that they have achieved career success as they define success. Responses to whether graduates believe their education at Marshall adequately prepared them for their career were significantly (0.000) with whether they were satisfied with the progression of their career and with whether they would recommend the accounting program at Marshall to their children or friends (0.000 level). These relationships suggest that graduates are consistent in their approval and support for the accounting program.
Understanding and Confronting Alcohol-Induced Risky Behavior among College Students
Author: Dornier, Lucien J.
Date: 2010-06-00
Type: Journal Articles
Subjects: Alcohol Abuse,College Students,At Risk Persons,Health Behavior,Age Differences,Socioeconomic Status,Games,Social Attitudes,Intervention,Alcohol Education,Traffic Safety,Hypothesis Testing,Questionnaires,Motor Vehicles,Student Attitudes,Death

Confronting alcohol abuse is a challenge for most higher education institutions. Each year, students are admitted to hospitals for issues arising from the misuse of alcohol. The deaths of some engaged in alcohol related activities is especially worrisome. Factors such as age and financial standing could impact the likelihood of abuse. So-called drinking &quot;games&quot; have potentially altered student perceptions of alcohol consumption and may lead to reckless behavior. This study looks at perceptions of alcohol use among college students and investigates the level of support a late night shuttle system might garner if offered to students on a college campus.
The Research Roadmap: A Primer to the Approach and Process
Author: Burian, Philip E.
Date: 2010-08-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Dissertations,Graduation Rate,Mentors,Research Methodology,Qualitative Research,Statistical Analysis,Mixed Methods Research,Action Research,Ethics,Selection,Data Collection,Sampling,Data Analysis

Performing research can be an overwhelming and challenging endeavor. It's easy to get confused just from collecting, reading and deciphering textbooks and journal articles. Getting organized and mapping out the entire process would be extremely helpful and more importantly provide a path for accomplishing the research project. This paper will provide a research roadmap that can be used as a guide for accomplishing a research project or a doctoral dissertation. It will discuss research methods, ethics in research, key components, and provide a comprehensive graphic that can be used as a guide to quick-start the research effort.
Who Would Propel Post-Communist Universities--The Challenge of Motivation
Author: Keczer, Gabriella
Date: 2010-06-00
Type: Journal Articles
Subjects: Higher Education,Colleges,Human Resources,Personnel Management,Teacher Motivation,Individual Needs,Theories,Expectation,Social Systems

Motivation is an outstanding priority of human resource management. A person is motivated to make efforts and perform by the desire to satisfy his needs. So when we deal with the issue of motivation at the workplace, the first thing we have to learn is what needs employees may have, and we also have to check which of these needs the workplace/job concerned is likely to meet and which are those that will have been left partially or totally unsatisfied. In my theoretical paper building on the need theories of Maslow, McClelland, Vroom, Porter-Lawler and Adams I analyze which basic needs the post-communist universities (state-owned higher educational institutions of the former communist countries) are likely to meet and those needs that will be partially or completely left unsatisfied. I conclude that post-communist universities are unable to meet the needs of those people who are, in each organization, the cornerstones of the future, development, competitiveness: they are the talented youth, the creative innovators and the committed leaders.
The Education Value of Cloud Computing
Author: Katzan, Harry, Jr.
Date: 2010-07-00
Type: Journal Articles
Subjects: Internet,Computer Software,Technology Uses in Education,Economic Factors,Models,Information Technology,Information Storage

Cloud computing is a technique for supplying computer facilities and providing access to software via the Internet. Cloud computing represents a contextual shift in how computers are provisioned and accessed. One of the defining characteristics of cloud software service is the transfer of control from the client domain to the service provider. Another is that the client benefits from economy of scale on the part of the provider. Cloud computing is particularly attractive to small and medium-sized educational institutions, because it represents a lower total cost of ownership (TCO) than alternative modalities.
Learning to Invest--A New Frontier
Author: Melton, Michael R.
Date: 2010-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Money Management,Business Administration Education,Seminars,Investment,College Faculty,Educational Objectives,Risk,Web Sites,Teacher Role

The purpose of this paper is to introduce a new and innovative course in the field of Finance, promoting the notion of &quot;hands-on&quot; instruction through the management of real-dollars. This course solely focuses on the management of such a Student Managed Fund (SMF). Employing a seminar setting on the undergraduate level, while using the latest security analysis technology, students take part in every aspect of fund management. From the initial stages of forming an investment strategy, to the later stages of portfolio reallocation, students are grounded in reality. This paper will illustrate the objectives set forth by the professor(s) and the methods used by the students to accomplish said goals. The focus will be on the differences in risk preferences and actions due to the management of real money versus simulated &quot;play money,&quot; as well as the benefits garnered from such a course. In conjunction with the introduction of this new course, this research will formulate the methodology behind the use of a real-time financial analysis platform, such as SDS MarketWatch, to create and manage a portfolio. Lastly, the benefits of using such a real-time financial analysis platform will be made evident.
The Development of Expert Learners in the Classroom
Author: Rahman, Saemah
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Focus Groups,Learning Strategies,Qualitative Research,Secondary School Students,Grade 10,Computer Software,Secondary School Teachers

The term &quot;expert learner&quot; refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that focused on the importance of learning strategies and &quot;learning how to learn&quot; approach. Some researchers combined the role of teachers and students in formulating a framework on how to develop expert learners. This study aimed to identify issues related to the development of expert learners in the classroom. Data were collected from focus group with students and teachers in Malaysia. Findings were reduced into thematic categories representing students' and teachers' perceptions on the issues. Results of the study showed that the use of metacognitive strategies among students is very minimal and many teachers did not aware the benefit of making the learning process visible to students. The implementation of &quot;learning to learn&quot; approach in the teaching and learning process remain one of the key problem need to be address in order to help students learn effectively in the classroom.
On Line Instruction: An Opportunity to Re-Examine and Re-Invent Pedagogy
Author: Rosenthal, Irene
Date: 2010-08-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Electronic Learning,Discourse Analysis,Educational Technology,Thinking Skills,Graduate Students,Higher Education

Author recounts ten discoveries she made about on-line instruction that were beyond her field of vision when she was still viewing it though the lens of traditional classroom instruction. The discoveries include what she learned by reviewing the research in effective course design and a discourse analysis she conducted of the number and types of ideas exchanged during two asynchronous discussions.
The Impact of Religiously Affiliated Universities and Courses in Ethics and Religious Studies on Students' Attitude toward Business Ethics
Author: Comegys, Charles
Date: 2010-06-00
Type: Journal Articles
Subjects: Ethics,Business,College Role,Business Administration Education,Role of Education,Curriculum,Student Attitudes,Attitude Measures,Religious Factors,Religion,Program Effectiveness,Church Related Colleges,Consciousness Raising,Questionnaires,Undergraduate Students,Gender Differences,Age Differences,Majors (Students),Grade Point Average,Moral Values

Unfortunate unethical events are continuing in the business arena and now more than ever these business judgmental shortcoming focus attention on the ethics of business executives. Thus, colleges and universities must continue to address business ethics as they prepare and train the next generation of executives. Educational institutions should be concerned with the environmental factors and curricular additions or modifications that may impact their graduating students who will become future business leaders. The purpose of this study is to examine students' attitude toward business ethics and to determine: (1) if attending a religiously affiliated educational institution impact these ethical attitudes, and (2) if completing ethics courses or religious studies courses effects these ethical attitudes. There is evidence to suggest that students attending religiously affiliated colleges and universities may have attitudes about business that are more ethical. Additionally, the argument that ethics can be taught is supported. Business majors who had completed at least one ethics course were found to have a more strict ethical perspective. No differences were found with non-business majors who had one or more ethics courses compared to those students that did not complete such a course. Results also indicated that business majors with one or more religious studies course were slightly more ethical in their outlooks. The influence of religious studies courses on ethical attitudes was far greater for non-business majors. The implications are that ethical education and institutional climate may play a role in effectively shaping students attitudes about business ethics. This study suggests that completing ethics courses for business majors and religious studies courses for non-business majors may impact undergraduate students' attitudes towards business ethics. Colleges and universities must continue to focus on the challenges and address opportunities to achieve success in business ethics education.
Inclusion Needs of 3.0 Students in Latin America
Author: Budden, Connie B.
Date: 2010-05-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Access to Computers,Open Universities,Distance Education,Student Needs,Technology Uses in Education,Graduate Students,Student Surveys

Recent changes in information and communication technologies offer people unprecedented opportunities to generate and share knowledge. Currently, inclusion refers to equal opportunities for the 3.0 person and it is not limited to special physical needs or reducing the digital divide. Faced with this reality, universities, in general must transform themselves. Open universities, in particular, will have to renovate themselves and build the scenarios required by new students. This research paper explores distance learning students' new inclusion needs and proposes four strategies to attend them.
Understanding Arabic-Speaking Skill Learning Strategies among Selected Malay Learners: A Case-Study at the International Islamic University Malaysia (IIUM)
Author: Haron, Sueraya Che
Date: 2010-08-00
Type: Journal Articles
Subjects: Semitic Languages,Indonesian,Foreign Countries,Case Studies,Learning Strategies,Language Tests,Student Placement,Islam,Religious Education,Oral Language,Second Language Learning,Language Skills,Student Attitudes,College Students,Semi Structured Interviews,Focus Groups

In Malaysia, studies have shown that most Malay learners learning Arabic Language exhibit weak Arabic speaking skill despite spending years of learning the language. However, given the same learning environment and experience, some of them could be considered as good Arabic speakers as revealed by the results of Arabic Placement Test conducted by the Center of Languages and pre-Academic Development (CELPAD) of the International Islamic University Malaysia (IIUM). These learners have successfully scored band 7 and above in Arabic speaking skill test. The researchers believe that being aware of certain learning strategies in enhancing their speaking skills would help these learners to become good Arabic speakers. This assumption is based on several theories in language learning strategies which postulate that learners' success in language learning or lack of it is attributable to the various strategies which different learners bring to tasks and not solely relying on environment per say. Therefore this study attempts to understand the assumption by investigating the Arabic speaking skill learning strategies of selected Malay good Arabic speakers and Malay poor Arabic speakers at the (IIUM) within and outside the parameters of the educational settings. In addition, the research also seeks to explore the students' perception on Arabic speaking skill in terms of the importance of Arabic speaking skill for the Malay learners, the required level of Arabic speaking skill for the Malay learners and the prerequisites to become good Arabic speakers.