ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Sustainability on Global Trade: A Cross-Curricular Project
Author: Weber, Curt M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Sustainability,International Trade,Interdisciplinary Approach,Correlation,Law Related Education,Business Administration Education,Majors (Students),Feedback (Response),Student Attitudes,Undergraduate Students,Program Descriptions,Teaching Methods

One of the challenges in higher education is leading students in the application of information from one course to learning material in subsequent coursework. The authors have devised a joint project for courses in Logistics and Administrative Law to assist students in correlation of material in courses of two business majors, with emphasis on sustainability and college-identified core competencies. Goals and construction of the project are discussed, with post-project feedback from students participating in the project, and assessment by the authors.
Coordination of Teachers in New Undergraduate Degrees Adapted to European Higher Education Area
Author: Mondéjar-Jiménez, Juan-Antonio
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Legal Education (Professions),Academic Degrees,Curriculum Implementation,Competency Based Education,Articulation (Education),Teacher Collaboration

The introduction of new undergraduate degrees adapted to the European Higher Education Area (EHEA) requires a coordinated effort by teachers, because the different subjects are based on a new methodology of teaching and learning. The Social Sciences School of Cuenca offers degrees in Business Administration, Law and Labor Sciences. The progressive adaptation of the undergraduate degrees at the University of Castilla-La Mancha has culminated with the introduction, in the academic year 2009-2010, of the Business Administration Degree and, beginning in academic year 2010-2011, of the Degrees in Law and in Industrial Relations and Human Resource Development, once they have all been verified by the National Agency for Quality Assessment and Accreditation (ANECA). This paper addresses opportunities for coordination among teachers that occur in the implementation of new degree of Law and Business Administration, through the joint work of teachers in different aspects of competency-based education. After the first course of the new degrees, it must articulate all coordination tools that allow teachers to conduct their work effectively and efficiently, with the aim of providing the best possible service to students. The synergies arising from this deployment will allow better planning tools in the implementation of the following degrees.
Using Aplia in Finance Classes: Student Perspectives and Performance
Author: Pace, R. Daniel
Date: 2010-00-00
Type: Journal Articles
Subjects: Finance Occupations,Business Administration Education,Assignments,Teaching Methods,Student Attitudes,Scores,Tests,Correlation,Instructional Effectiveness,Web Sites,Educational Technology,Homework,Academic Achievement,College Students

The author, an early adopter of Aplia, describes the use of Aplia both pre- and post-acquisition by Cengage Learning. Students improve their exam scores (by 5 to 7 percent) and are receptive to using Aplia. Students report despite spending between 7 and 9 hours a week on Aplia assignments, they would gravitate to future offerings that included Aplia assignments.
Teaching Consolidations Accounting: An Approach to Easing the Challenge
Author: Murphy, Elizabeth A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Organizational Change,Evaluation Methods,Worksheets,Costs,Investment,Recordkeeping

Teaching and learning accounting for consolidations is a challenging endeavor. Students not only need to understand the conceptual underpinnings of the accounting requirements for consolidations, but also must master the complex accounting needed to prepare consolidated financial statements. To add to the challenge, the consolidation process is dependent on how the parent company accounts for the investment on its parent company ledgers. Parent company ledgers either use the cost method or some variation of the equity method to account for investments to be consolidated. The variety in those accounting approaches used by parent companies is comparable to the variety of approaches to teach consolidations that are presented in advanced accounting textbooks, as documented by Luehlfing (1995). Luehlfing outlines the parent company accounting methods that are presumed to be used to teach consolidation accounting in each of the existing U.S. advanced accounting texts, noting that authors promote one method over others. Luehlfing suggests that students should be provided with a comparison of the parent company entries under the cost method and each adaptation of the equity method so that they can obtain a better understanding of the differences in the consolidation worksheet elimination/reclassification entries. Rather than having students learn different consolidation worksheet entries as a result of different recording methods used by the parent for an investment requiring consolidation, an approach can be adopted so that students only need to learn one set of consolidation worksheet entries to develop consolidated financial statements. In addition, a method of analyzing the parent's investment account can be used to not only help understand the conceptual issues associated with consolidation accounting, but also greatly facilitate the mechanics of preparing the consolidation worksheet entries.
New Times, New Ways of Teaching and Learning: Perception of the EHEA and Pedagogical Discussion
Author: González Geraldo, José Luis
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Educational Quality,International Cooperation,College Credits,Student Mobility,Predictor Variables,Likert Scales,Questionnaires,Factor Analysis,Influences,Comparative Analysis,Student Attitudes,Teacher Attitudes

It is 2010, the established deadline of the European Higher Education Area (EHEA). The Bologna Process is an unstoppable reality. But we can not admit that this change, simply by being a significant change, must be for good. We can not also disregard the potential positive pedagogical reform the Bologna Process offers to us. Then, what is the reality of the Bologna Process in Spain? What is the perception of students and teachers? Are there differences in their responses regarding the European Credit Transfer System (ECTS)? What are the pedagogical implications of these answers? This paper provides empirical evidences to these questions through the use of two questionnaires prepared ad hoc according to the pedagogical principles derived from the so-called Bologna Declaration.
Case Studies as Practical Teaching in the New Marketing Courses
Author: Mondéjar-Jiménez, Juan-Antonio
Date: 2010-00-00
Type: Journal Articles
Subjects: Case Studies,Marketing,Teaching Methods,Educational Innovation,Higher Education,Conferences (Gatherings),Foreign Countries,Business Administration Education,Teacher Role

The European Higher Education Area is assuming a change in the teaching-learning of all European universities. The area of Marketing, traditionally characterized by being at the forefront in terms of educational innovation, faces the challenge of finding new tools to facilitate the work of students by encouraging their involvement in the acquisition of new skills. This paper analyzes the capacity that the development of case studies has to develop skills and competencies by the students, which are defendants in the framework of the European Higher Education Area to suit the environment established in the labor market. To this end, it is analyzed the experience and the main conclusions of the practices carried out at the University of Castilla-La Mancha, with the participation of student groups at an international conference aimed at developing teaching cases in public and nonprofit marketing.
Using Open Educational Resources to Help Students Understand the Sub-Prime Lending Crisis
Author: McDowell, Evelyn A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Assignments,Accounting,Feedback (Response),Money Management,Economic Factors,Teaching Methods,Student Attitudes,Undergraduate Students,Concept Formation,Debt (Financial),Credit (Finance),Courseware,Learning Experience,Critical Thinking,Questionnaires

In this paper, I describe an assignment designed to give students an intermediate level of understanding of the causes of the crisis using online educational resources widely available on the internet. I implemented the assignment in an undergraduate intermediate accounting course. Feedback from students indicate the assignment enhanced their learning of basic financial literacy concepts, encouraged them to make links between significant economic events and accounting concepts, and increased their confidence in their ability to learn difficult concepts on their own.
Breaking the Ice: Career Development Activities for Accounting Students
Author: Kilpatrick, Bob G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Career Development,Accounting,Employment Interviews,Networks,Skill Development,Majors (Students),Undergraduate Students,Learning Activities,Student Attitudes,Surveys,Interviews,Focus Groups

This paper describes two co-curricular career development activities, mock interviews and speed networking that we provide for accounting majors at our university. The driving force behind both activities was to increase comfort levels for students when interacting with professionals and to enhance their job interview and networking skills. Results indicate that both activities are successful, as a high proportion of students strongly agree/agree that the activities meet their objectives, and virtually all of the students strongly agree/agree that the activities are a worthwhile use of their time.
Dodging Dysfunctional Dynamics in Power Exchange
Author: Boyd, David P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Group Dynamics,Power Structure,Empowerment,Employees,Employer Employee Relationship,Leadership Styles,Feedback (Response),Ethics,Films

In today's organizations, the impetus for employee empowerment remains strong. By developing an internal talent base, companies increase the likelihood of comprehensive contributions and also engender loyalty within the ranks. A proclivity for power dispersion is evident among many pundits, with some even decreeing it an ethical mandate. Yet, if rashly executed, empowerment can result in dire outcomes for the individual and dysfunctional consequences for the firm. Through reference to the medium of film, this paper portrays four situations where empowerment efforts have gone awry, accentuating employee estrangement and eroding corporate ethics. Because the behavioral dynamics of film are frozen in time and thus susceptible to recursive scrutiny, students can glean institutional insights that will facilitate career advancement. Just as important, they will confront value conflicts that impel them to clarify their own ethical stance.
Cheating in Business Schools, the Millennial Generation, Gender and Racial Diversity: Has the Paradigm Shifted?
Author: Mathison, David L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Cheating,Ethics,Student Behavior,Business Administration Education,Gender Differences,Racial Differences,Generational Differences,Student Diversity,Values,Longitudinal Studies,College Seniors,Essays,Films,Content Analysis,Cultural Differences

Cheating in college is not new. In 1960 over 50 percent of students admitted they cheated. In the second decade of the 21st century has anything changed? This research project looked at three possible new variables, the Millennial Generation, Gender, and Diversity. Results suggest the amount of reported cheating remains the same even with current &quot;Gen Yers&quot; in college. There was also no measured difference in cheating between men and women students. Finally, the present study found that Asian-Americans admitted to cheating far more than the average and Latino-Americans reported to have cheated in college far less than the average current students in college. This paper concludes with the following three implications: 1) Current college undergraduates, &quot;the Millennial Generation,&quot; may actually be more ethical as measured in this study than their Boomer Parents. 2) Women and graduates as measured in this study may be more prone to college cheating than women students in the past--trends of a new post-feminist generation? 3) Finally, diversity and the core values embedded in America's individual subcultures, such as Asian and Hispanic, appear to significantly influence ethical choices of today's college students--diversity within the melting pot?
An Accounting Program Merit Pay Survey
Author: Lindsay, David H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,College Faculty,Merit Pay,Teacher Salaries,Doctoral Programs,Accreditation (Institutions),Surveys

Basing the compensation of accounting professors on merit pay in order to encourage better teaching, research and service is controversial. Before the effectiveness of merit-based salary plans can be examined empirically, it must be determined which accounting programs use such a system. In this study, the 852 accounting programs in the United States were surveyed to identify the methods in use to adjust the salaries of individual professors. Initial findings indicate that schools using a merit system usually do not also offer time in grade increases and that doctoral granting schools and AACSB accredited schools are more likely to use a merit system.
Song of the Open Road: Business Students Blog about Tacit Knowledge in Their Internships
Author: DeWitt, Arlene O.
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Internship Programs,Web 2.0 Technologies,Student Journals,Electronic Journals,Experiential Learning,Seminars,College Students,Informal Education,Web Sites,Electronic Publishing

Student interns produce professional blogs, using Web 2.0, to capture tacit knowledge concepts which are the experiential learning goals of internships in business education. This article discusses the pedagogical goals, methods and outcomes of this initiative. It also provides the theoretical underpinnings of the concept of tacit knowledge in viewing internships as a signature pedagogy in business education. It concludes with an application of this methodology to a strategic communication framework.
Rising with the Tide: Applying &quot;Adaptive Mentorship&quot; in the Professional Practicum
Author: Ralph, Edwin G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mentors,Models,Supervisor Supervisee Relationship,Supervisory Methods,Practicums,Practicum Supervision,Surveys

The Adaptive Mentorship (AM) model (formerly called Contextual Supervision) is described and implications are raised for its wider implementation. The researchers derived the AM model from earlier contingency leadership approaches, and during the last two decades, have further refined it. They argue for the transferability of AM, because it may be adapted by mentors in any field to assist protégés in developing professional proficiency in their respective contexts.
Clickers 201: Exploring the Next Levels of Using Classroom Response Systems in Science Courses
Author: Noel, Tanya
Date: 2010-00-00
Type: Journal Articles
Subjects: Handheld Devices,Educational Technology,Technology Uses in Education,Audience Response Systems,Teaching Methods,Science Instruction,Questioning Techniques,Metacognition,Scientific Concepts,Multiple Choice Tests

While there is a wealth of information and resources for new users of classroom response systems, much is yet to be explored, particularly for experienced instructors hoping to leverage this technology further in support of effective learning. In this paper, I highlight recent literature findings, and suggest some areas for future exploration and discussion.
Responding to the Challenging Dilemma of Faculty Engagement in Research on Teaching and Learning and Disciplinary Research
Author: Kenny, Natasha
Date: 2010-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Researchers,Scholarship,Teacher Participation,Expertise,Organizational Culture,Vocabulary,Educational Change,Change Strategies,Graduate Study,Educational Research,Time Management,Recognition (Achievement),Rewards

Over the past two decades, the scholarship of teaching and learning (SoTL) has received increased attention in academe. Broadly conceptualized as an area which combines the experience of teaching with the scholarship of research, and the dissemination of this knowledge such that the broader academic community can benefit from this scholarly product, SoTL has been regarded as a primary means to increase the quality and value of teaching in higher education. This paper explores five challenges which contribute to the dilemma of faculty engagement in research on teaching and learning: limited expertise, the graduate studies culture, terminology (SoTL is widely misunderstood), reward and recognition, and time constraints. Responses to these challenges are presented in hopes of contributing to a positive dialogue for change, where faculty engagement in research on teaching and learning not only continues to grow, but becomes firmly grounded as an essential scholarly activity within higher education.
The Omitted Variable in Accounting Education Research: The Non-Traditional Student
Author: Mohrweis, Lawrence C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Accounting,Educational Research,Control Groups,Nontraditional Students,Age,Grade Point Average,Gender Differences,Quasiexperimental Design,Regression (Statistics),Business Administration Education,Scheduling,Models,Undergraduate Students

Few studies have examined the empirical question of whether nontraditional students are different from traditional students in learning performance. This study explores this issue. Specifically, is there a performance difference between traditional and nontraditional students in the first course in accounting? The model regressed students' performance (dependent variable) as a function of age (independent variable) along with three controlling attributes: grade point average, gender, and the frequency of class meeting times. The results indicate that nontraditional students performed better than traditional students. This finding has important implications for business education researchers. Educators often engage in quasi-experimental research studies where conclusions are drawn regarding the learning performance of &quot;treatment&quot; versus &quot;control&quot; groups. Researchers should control for the nontraditional variable in their work.
Who and What Influences Choice of University? Student and University Perceptions
Author: Johnston, Timothy C.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,School Choice,Information Sources,Family Influence,Peer Influence,Social Networks,College Bound Students,Student Recruitment,Marketing,College Preparation,Mass Media Effects,Surveys

Emerging peer-to-peer communication via social media, and the role of influential peers, is changing the way that marketers communicate with prospects. The model is changing from a sender-receiver model to one that includes influential peer-to-peer and receiver-to-sender communication. This research examines this phenomenon in the context of student choice of a university. What is the relative influence that various sources of information have on students' choice of university? How does the influence of friends and family members compare to the influence of non-personal media? How do high-touch tools like campus visits compare to high-tech tools such as social media sites? Results of a survey of students showed that parents, along with other family and friends, were the most influential sources of information. Outside of personal contacts, a student's visit to campus was highly influential. Surprisingly, social media was not rated as highly influential compared to traditional media. Results of a second survey of university employees generally predicted student responses well, although employees underestimated the influence of university representatives (faculty members, staff, and coaches) and underestimated the impact of a visit to campus as sources of information for prospective students.
Exploring Identities through Poetic Inquiry: Heartful Journeys into Tangled Places of Complicated Truths and Desires
Author: Guiney Yallop, John J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Poetry,Reading Aloud to Others,Writing Processes,Process Approach (Writing),Professional Identity,Personality Development,College Faculty,Inquiry,Foreign Countries,Graduate Students

One of the challenges we face in higher education is knowing who we are as individuals and as communities. Poetic inquiry (Prendergast, Leggo, &amp; Sameshima, 2009) is a way into that knowing, a way of exploring our own identities and our relationships with each other. Poetic inquiry creates a space for evocative knowing. This research project, supported by the Acadia University Research Fund, included two graduate students as co-participants, one graduate student as co-investigator, and a principal investigator. Through writing, feedback, editing, and rewriting, we sought to create poetry that would show our identities as individuals and in relationships with our communities. We met for four three-hour sessions to write poetry, after reading the work of a poet / scholar. For our fifth session, we performed our poetry at a public reading that was advertised throughout the University community. Audience members were given a copy of our chapbook of poetry (Guiney Yallop, Naylor, Sharif, &amp; Taylor, 2009), which included participant-selected pieces from our own work completed during, or between, the sessions.
Moving (Literally) to Engage Students: Putting the (Physically) Active in Active Learning
Author: Strean, William B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Holistic Approach,Active Learning,Learner Engagement,Motion,Human Posture,Small Group Instruction,Humor,Physiology,Cognitive Processes,Emotional Response,Energy,Behavior,Attention

This paper explores a variety of practices and classroom activities that engage the whole student. Grounded in a somatic perspective (from &quot;soma&quot; meaning the body in its wholeness--the integration of thinking, feeling, and acting), the discussion shows how students can be brought fully into learning through movement, music, and interaction. Examples include: &quot;The Leaders Body: Moving to the Next Level,&quot; which incorporates postures, moving to selected music clips, and working in small groups to learn about five dispositions of the body (determination, openness, flexibility, stability, and centre); &quot;Finding Flow,&quot; which includes an experiential process in groups of five that brings alive the spectrum from boredom to optimal experience to anxiety; and &quot;Building a Humour Body,&quot; which is based on both Reich's (1960) notions about armoring and the chakra system.