ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of Interest and Perception of the Financial Planning Profession Among Finance Undergraduate Students
Author: Chen, Leon
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Regression (Statistics),Student Attitudes,Financial Services,Money Management,Student Surveys,Finance Occupations,College Programs

We conducted an annual survey of undergraduate students taking finance courses over the past 5 years (2009-2014). Our results showed that although more than 70% of students considered the financial planning profession to some extent, the percentage of students who had seriously considered it declined over time, despite the increasing number of new hires in the area. Our regression models showed that students with a higher level of related experience were more likely to show increased interest over time and that male students were less likely to change their minds regarding their decisions to become a financial planner. These results suggest that academic programs need to form stronger partnerships with the industry and to facilitate better communications with female students regarding the profession.
Financial Stress, Coping Strategy, and Academic Achievement of College Students
Author: Britt, Sonya L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Stress Variables,Coping,Academic Achievement,Psychological Patterns,Student Attitudes,Money Management,Correlation,Undergraduate Students,Online Surveys,Student Surveys,Well Being,Costs,Paying for College,Expenditures,Student Characteristics,Statistical Analysis,Income,Debt (Financial)

The impact of financial stress on college students can range from psychological distress to adverse academic outcomes. The purpose of this study was to identify how resources and perceptions alter the amount of financial stress felt by college students and how this relates to academic achievement. Results from 2,236 Midwestern college students indicate that financial and life stressors, higher subjective financial knowledge, fewer financial resources, negative perceptions, and lower mastery are associated with higher financial stress. Financial stress was not associated with academic achievement, but financial stressors, objective financial knowledge, and financial resources were highly related to financial stress. Increasing available financial resources to students, in addition to providing opportunities to increase financial knowledge for students, would likely be associated with decreased stress and better academic achievement.
What Are Student Loan Borrowers Thinking? Insights from Focus Groups on College Selection and Student Loan Decision Making
Author: Johnson, Carrie L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Debt (Financial),Paying for College,Loan Repayment,Tuition,College Choice,Focus Groups,Decision Making,College Students,Grounded Theory,Online Courses,Management Systems,Qualitative Research,Parent Influence,Student Financial Aid

This study used data from online focus groups collected from November 2014 to April 2015 to understand college students' decision-making processes when borrowing money to finance their education. Data were collected using an online course management system. Results suggest that (a) students relied heavily on advice from parents, guidance counselors, and friends; (b) attending college was not possible without student loans; and (c) students knew very little about the loans they would be responsible for repaying. Recommendations for financial educators and counselors to help student borrowers make prudent decisions about education debt are presented.
Information Sources and Retirement Savings of Working Women
Author: Hsua, Chungwen
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Sources,Retirement,Employed Women,Money Management,Income,Online Surveys,Financial Services,Finance Occupations

This study examined how retirement planning information search was related to retirement savings of working women. By controlling for sociodemographic variables, the study further explored factors associated with individual information sources for retirement planning. An online survey was developed to collect data from a national population, obtaining 591 valid responses. The results showed that women who learned about retirement planning through discussions with friends/relatives tended to save less in their personal retirement savings, whereas those who obtained information from financial advisors tended to save more. Personal income was positively associated with seeking information from financial advisors. The study concluded by discussing the implications for financial service providers, retirement plan marketers, financial educators, researchers, and policymakers.
The Effectiveness of Multimedia Application on Students Listening Comprehension
Author: Pangaribuan, Tagor
Date: 2017-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Multimedia Instruction,Multimedia Materials,Instructional Effectiveness,Teaching Methods,Control Groups,Experimental Groups,Conventional Instruction,Listening Skills,College Students,Pretests Posttests,Foreign Countries

Listening comprehension is a complex skill particulaly in mastered by non-native speaker settings. This research aimed at finding out the effect of multimedia application on students' listening. The research design is experimental, with a t-test. The population is the sixth semester of HKBP Nommensen University at the academic year of 2016/2017, six classes of listening comprehension, 3 classes for experiments and the other for control, each class of 20 students. The findings states that the Tcount = 14.68 &gt; Ttable = 2.02 in a significance 0.05 and degree of freedom 38. It means that, multimedia application is effective than conventional media. Multimedia in this study can be used by other lecturer or teacher as the optional instrument in teaching listening comprehension.
Networking for English Literature Class: Cooperative Learning in Chinese Context
Author: Li, Huiyin
Date: 2017-00-00
Type: Journal Articles
Subjects: English Literature,Cooperative Learning,Action Research,Social Networks,Nonmajors,College Second Language Programs,Questionnaires,Online Surveys,Teaching Methods,Instructional Effectiveness,Foreign Countries

This action research was conducted to investigate the efficacy of networking, an adjusted cooperative learning method employed in an English literature class for non-English majors in China. Questionnaire was administered online anonymously to college students after a 14-week cooperative learning in literature class in a Chinese university, aiming to study whether the proposed cooperative learning method was an effective method in literature class and how it would impact students. The results indicated that it was an effective instructional practice with benefits in academic study, accountability and social skills.
Designing and Using Projects with Real World Application in a MBA Managerial Accounting Class: The Case of The Balanced Scorecard
Author: Houke, Charlotte
Date: 2017-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Active Learning,Student Projects,Problem Based Learning,Curriculum Design,Curriculum Development,Likert Scales,Student Surveys,Teaching Methods,Case Method (Teaching Technique),Student Satisfaction,Student Motivation,Instructional Innovation,Educational Strategies,Curriculum Implementation,Behavioral Objectives,Performance Factors

This paper explores the purpose of designing and using projects with real world application in a M.B.A. managerial accounting class. Included is a discussion of how and why the Balanced Scorecard (BSC) Project has been used in classes to link theory with practice by providing real world application of the BSC framework. M.B.A. students represent a diverse background of professionals with skill sets in a variety of different fields. The BSC project was selected and designed for this group in part due to its broad application and ease with which each student would be able to gather and apply information. Students were challenged to design a personal BSC based on their particular position. The BSC framework emphasizes the key role played by management accounting in influencing and assessing performance from the four BSC perspectives (financial, customer, internal business process, and learning and growth) and includes financial and nonfinancial measures. The basic learning objective was for the student to apply what they learned about the balanced scorecard to their organization and clarify their understanding of how their position relates to company strategy. The project also provided the opportunity to increase the student's understanding of their organization's business model by developing business performance metrics linked to strategy. Each student designed a personal BSC with at least one measure from each of the four balanced scorecard perspectives. The project was divided into six weeks. Weekly feedback was provided from the professor to assist in the design of the BSC. The project was assigned in eight M.B.A. managerial accounting classes between 2013 and 2015. At the end of each class, students were asked to complete a survey. The survey contained five questions to be answered on a five point Likert scale with space for additional comments. The survey yielded 72 useable responses. The majority of the students (90% or greater) reported that they either agreed or strongly agreed that they enjoyed the BSC project and it increased their understanding of how their position contributes to the overall strategy of their organization. The majority of the students (90% or greater) reported that they either agreed or strongly agreed that they gained knowledge that will be beneficial to them on their job and recommend that the BSC project be included in future managerial accounting classes.
African American Students at Predominantly White Institutions: A Collaborative Style Cohort Recruitment &amp; Retention Model
Author: Eakins, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: African American Students,Teacher Recruitment,Diversity (Faculty),Cluster Grouping,Teacher Selection,Selection Criteria,Models,Disproportionate Representation,Barriers,Academic Persistence,School Holding Power,College Students,Racial Attitudes,Change Strategies

Recently the US have seen a movement of African American students demonstrating dissatisfaction with their treatment and presence at predominantly white institutions. Some of the common discrepancies from the students' perspectives have included the lack of student and faculty representation of color on these campuses. The model of cohort recruitment or cluster hiring has been a practice used to help diversify the faculty representation at PWIs. A similar model may be developed to recruit and retain African American students, but it requires synergy between schools, colleges, and the admissions department.
Using Personal Selling Techniques to Influence Student Evaluation of Faculty Instruction
Author: Adrian, C. Mitchell
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Feedback (Response),Teacher Evaluation,Teacher Effectiveness,Teacher Student Relationship,Intervention,College Faculty,Salesmanship,Marketing,Language Usage,Trust (Psychology)

Use of Student Evaluation of Instruction (SEI) in higher education was originally intended as a source of feedback to faculty, but it has developed into a significant part of faculty performance evaluations. Administrators supporting the use of SEI's as a performance indicator assume students recognize and reward &quot;good teaching.&quot; It is suggested here that personal selling techniques commonly used in marketing and sales can be applied in a classroom setting to help faculty influence student evaluations in a way that is positive both for the faculty member and for the students. Through relationship building and using language to &quot;close the deal,&quot; faculty can increase perceptions of trust from students. This, in turn, can result in student confidence regarding the relevance and importance of course content as well as higher scores on SEI's for the instructor.
Teaching Diversity through Case Competition
Author: Phillips, T. Nichole
Date: 2017-00-00
Type: Journal Articles
Subjects: Competition,Cultural Differences,Teaching Methods,Case Method (Teaching Technique),Educational Practices,Program Descriptions,Program Design,Undergraduate Students,College Instruction

This paper shares the process and outcomes of utilizing case competitions as an approach to diversity education. A university-wide case competition was held for two consecutive years. We detail the procedure for facilitating the competition, the role of internal and external stakeholders, and student performance and feedback. It is our position that the use of case competitions presents a unique opportunity to engage students around topics of diversity in a non-accusatory, non-threatening environment where the primary task is to provide a solution to a diversity-related problem. By design, cases require students to think comprehensively and creatively about the topics to produce evidence-based solutions. The competitive format creates a level of excitement and opportunity where students will conduct research analysis and produce solutions above those that may be presented to an assignment in a course.
Saudi Arabian International Graduate Students&apos; Lived Experiences at a U.S. University
Author: Young, Barbara N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Student Experience,Action Research,Qualitative Research,Student Surveys,Barriers,Context Effect,Language Proficiency,Interviews,Gender Differences,Psychological Patterns

Enrollment of Saudi Arabian International students' in United States institutions of higher learning has increased substantially over the years since King Abdullah initially launched the Saudi scholarship program in 2005 that was renewed in 2010 and funded an outward flow of Saudi student, including females, to universities worldwide. A commitment to education for women is evident in that the program also provides funding for an accompanying male relative for every Saudi female awarded a scholarship. As a result, a number of Saudi females are able to receive a similar cross-cultural experience along with their male counterparts. The majority of Saudi students are sent to English speaking countries, with the U.S. universities having the largest number of enrollees. Consequently, there is a social and cultural impact as well as an academic one results as these Saudi international male and female students move through the acculturation process that accompanies their studies in the U.S. Saudi women were not encouraged to study abroad prior to 2010; as a result, they have been largely underrepresented in past research studies. Since primarily male students have been both scholars and participants in multiple research studies in the past decades, the inclusion of Saudi Women International Graduate Students in this study, along with their male counterparts, has presented a unique opportunity for findings to emerge regarding gender-related issues in society and academia between the U.S. and Saudi Arabia as these female SA students are studying for the first time in mixed-gender environment and male SA students are interacting for the first time along with SA females in a mixed-gender environment.
Smartphone and Curriculum Opportunities for College Faculty
Author: Migdalski, Scott T.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Faculty,Handheld Devices,Technology Integration,Technology Uses in Education,Educational Technology,Teacher Attitudes,Delivery Systems,Student Attitudes,Evaluation Methods,Usability,Instructional Innovation,Teaching Methods

The ever-increasing popularity of the smartphone continues to impact many professions. Physicians use the device for medication dosing, professional drivers use the GPS application, mariners use the navigation maps, builders use materials-estimator applications, property appraisers use the camera capability, and students use the device to search and consume large amounts of information. College educators have an opportunity to harness their student's multi-tasking capabilities by integrating smartphone technology into their curriculum. This opportunity also inspires educator's concerns for the wellness-impact to students who overuse their smartphones. For faculty who explore this technology integration, options exist to enhance their lesson plans' presentation, application, and evaluation components. Finally, student's perspectives of smart phone use within the educational environment remains positive and are inspiring institutions to explore new options to exploit the technology. One study cited that almost seventy percent of the students surveyed indicated that there is a direct correlation between their academic success and the educational use of their smartphones. Smartphone technology possesses the capabilities of information search, video and audio recording, instant communication, and a variety of applications which, if properly exploited, can serve to enhance the teaching/learning environment both inside and outside the college classroom.
Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software
Author: McCulloch, Ryan Sterling
Date: 2017-00-00
Type: Journal Articles
Subjects: Statistics,Mathematics Instruction,Introductory Courses,Computer Software,Learning Laboratories,Computer Uses in Education,Instructional Effectiveness,Comparative Analysis,Lecture Method,Hypothesis Testing,Student Surveys,Pretests Posttests,Student Attitudes,Preferences,Retention (Psychology),Undergraduate Students,Likert Scales,Statistical Analysis

The role of any statistics course is to increase the understanding and comprehension of statistical concepts and those goals can be achieved via both theoretical instruction and statistical software training. However, many introductory courses either forego advanced software usage, or leave its use to the student as a peripheral activity. The purpose of this study was to determine if there was instructional value in replacing classroom time with laboratory time dedicated to statistical software usage. The first approach used classroom lecture presentations, while the second replaced one classroom period per week with statistical software laboratories. It was hypothesized that replacing classroom time with software based laboratories would increase the level of statistics knowledge as compared to an otherwise identical class with no lab based component. Both pre-course and end-of course surveys were used, as well as identical examination questions. Comparisons within a time point, and longitudinal performance over the course were both evaluated. Survey results indicated that students would recommend lab based instruction significantly more than a primarily lecture based instruction (32% more, p=0.020). Additionally, the performance improvement over the course of the semester was significantly higher for those students participating in laboratories (19.2% increase, p=0.011). These findings indicate that sacrificing classroom time for a laboratory period improves the educational experience in an introductory statistics course and may help with the understanding and retention of difficult topics.
Research at Colleges in Ontario: Learning from the Past and Looking Towards the Future
Author: Holmes, Krista M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Research,Federal Legislation,Educational Legislation,Barriers,Small Businesses,Educational Research,Resource Allocation

Research activities are a relatively new undertaking for Ontario colleges. The Government of Ontario enabled Ontario colleges to grant baccalaureate degrees in applied areas of study with the passing of the 2000 Postsecondary Education Choice and Excellence Act, and conduct applied research with the passing of the 2002 Colleges of Applied Arts and Technology Act. Fifteen years later, applied research has now become an essential part of college programming. This article provides history and context for the emergence of Ontario colleges as institutions engaging in applied research activities, examines the barriers and limitations that researchers at Ontario colleges face, and identifies some implications for research practice at Ontario colleges in the future.
Integrating and Assessing Essential Learning Outcomes: The Syllabus and Formative Feedback
Author: Cydis, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Course Descriptions,Teaching Methods,Outcomes of Education,Extracurricular Activities,Correlation,Learning Experience,Qualitative Research,Role,College Faculty,Comparative Analysis,Questionnaires,Self Concept,Student Attitudes,College Students,Statistical Analysis,Scoring Rubrics,Content Analysis,Interviews,Teacher Attitudes

This article describes the results of a follow-up investigation to a study in which researchers proposed a model for implementing a college-wide initiative in which ten essential learning outcomes students acquire from curricular and extra-curricular learning experiences were developed and implemented at the university. Using descriptive and correlational statistics, and an analysis of qualitative data researchers identified pedagogical factors that supported student competence with essential learning outcomes. This follow-up study investigated the role of the syllabus as a tool for promoting ELO competence, and the results of this study also serve as further evidence of the pedagogical practices that support ELO competence in students. Collectively, the data from this second study reveal that intentional practices on the part of faculty and professional staff, enhanced student ELO competence (Cydis, Galantino, Hood, Padden, and Richard, 2015). When researchers compared the results of the pre and post student self-perception questionnaires, an increase of 0.25, (p = 0.05) was found in round one of data collection, and an increase of 0.34 (p = 0.05) in round two indicating an increase in students' self-perception of their ELO competence from the beginning to the end of the semester. In the second iteration of the learning community and data collection, researchers further analyzed the content of participant syllabi using an adapted version of The Syllabus Rubric (Palmer, Bach and Streifer, 2014) and found that while explicit and intentional efforts to effectively integrate ELOs did in fact promote student perceived ELO competence, a learner-centered syllabus alone, did not necessarily correlate with increases in student perceived competence in the essential learning outcomes targeted in respective courses.
If You Build It They Will Come (And Persist): Exploring Learning Accessibility for Students with Disabilities in the Ontario College System
Author: Ferguson, Renée J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Disabilities,Access to Education,Academic Accommodations (Disabilities),Assistive Technology,Definitions,Self Advocacy,Barriers,Equal Education,Academic Persistence

Ontario's colleges accept learners with many backgrounds, experiences, and academic needs. Students with disabilities are a growing and diverse population. Is the Ontario College system providing efficacious and responsive support to these learners?