ethanporcaro/eric-fulltext-meta huggingface dataset:
Business Student Attitudes, Experience, and Satisfaction with Online Courses
Author: Kuzma, Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Business Administration Education,Student Attitudes,Majors (Students),Difficulty Level,Online Courses,College Students,Educational Experience,Conventional Instruction,Surveys,Grades (Scholastic),Statistical Analysis

The purpose of our study is to examine business students' perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course. Two hundred and ninety students enrolled in upper-level business courses were surveyed at a mid-level Association to Advance Collegiate Schools of Business accredited public university. Students were then asked to contrast their experiences with online and traditional classes regarding convenience, amount learned, difficulty, etc. A breakdown of the students by major revealed similar attitudes toward the online experience whether majoring in a more analytical or soft-skilled business discipline.
A New Approach to Teaching Business Writing: Writing across the Core--A Document Based Curriculum
Author: Hutchins, Teresa D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Business Administration Education,Writing Across the Curriculum,Content Area Writing,Curriculum,Documentation,Printed Materials,Writing Instruction,Student Evaluation,College Faculty,Teaching Methods,Course Content,Teacher Attitudes,Writing Assignments,Program Evaluation,Content Analysis,Program Effectiveness

This paper describes the transition that the Anisfield School of Business of Ramapo College of New Jersey made from a conventional Writing Across the Curriculum approach to a Writing Across the Business Core approach. The impetus for the change is explained as well as the creation and design of the program. The document driven program is analyzed, with special emphasis on faculty buy in. The rationale for the documents chosen is provided as is the logic behind the course sequence. The paper concludes with the results of the first assessment of the program.
Non-Native English Students' Linguistic and Cultural Challenges in Australia
Author: Tananuraksakul, Noparat
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Self Concept,Foreign Countries,Interviews,Student Attitudes,Native Speakers,Student Motivation,Intercultural Communication,Educational Environment,Social Environment,Foreign Students,Cultural Differences,Qualitative Research,Barriers,Language Variation,Graduate Students,Bilingualism

This paper looks into the effect of use of international English on non-native students' dignity in Australian academic and social contexts. The study was undertaken through in-depth interviews with 28 participants from 13 countries. The results partly revealed that there was neither speech convergence nor culture convergence between non-native and native speakers. When native speakers linguistically converged towards non-native speakers, it appeared to backfire as mocking behavior. There was an expectation that host tutors, lecturers and classmates would adjust their speech to a level accommodating non-native speakers, but they did not. Failure to effectively converge linguistically and culturally led to failure in intergroup communication. The failure concomitantly affected participants' self-worth, motivation and identity in a way that diminished their dignity and motivation, impinging on their identity.
Adrift in Auditing Class
Author: Campbell, Annhenrie
Date: 2015-00-00
Type: Journal Articles
Subjects: Audits (Verification),Accounting,Business Administration Education,Majors (Students),Required Courses,Writing (Composition),Writing Skills,Writing Assignments,Program Evaluation,Grading,Licensing Examinations (Professions),Educational Quality,Higher Education,College Faculty,Teacher Attitudes,Teacher Surveys

In 2011, Arum and Roksa challenged the higher education community to examine its practices and improve its performance in Academically Adrift. While recognizing the near universal accessibility achieved by American colleges and universities, the study suggested that students are not learning as well as they should. They measured academic rigor by considering the amount of reading and writing required of students and questioned whether courses are appropriately rigorous. Considering auditing as the accounting course most likely to require writing as well as reading, this study explored the auditing course for the condition of &quot;academic rigor&quot; as defined in the challenge.
Comparison of Secondary Education Mother Tongue Teaching Courses in the International Baccalaureate Program with the National Program in Terms of Critical Thinking
Author: Aktas, Bilge Cam
Date: 2015-02-00
Type: Journal Articles
Subjects: Advanced Placement Programs,Qualitative Research,Turkish,Foreign Countries,Educational Objectives,Course Content,Case Studies,Grade 12,High School Students,Semi Structured Interviews,Computer Software,Teaching Methods,Learning Processes,Student Attitudes,Content Analysis,Critical Thinking,Thinking Skills,Native Language Instruction,Literature

The current study has aimed to compare the objectives, content, teaching-learning process, and evaluation dimensions of the International Baccalaureate Diploma Program (IBDP) Language A1 Course teaching program with those of the teaching programs of high school 12th grade Language and Expression and Turkish Literature courses in relation to critical thinking skills based on the opinions of students within a Turkish context. The present study adopted a qualitative research method and employed a case-study design. The study was conducted in Istanbul Prof. Dr. Mümtaz Turhan Social Sciences High School, which was the first and only state school implementing IBDP in Turkey during the fall term of the 2011-2012 school year. The study group was composed of 11 twelfth graders from this high school who participated in the IBDP and 15 twelfth graders participating in the national program. The study's data were collected through semi-structured interviews conducted with the students. The collected data were structured in the Nvivo 9 qualitative data analysis program and then analyzed by means of content analysis. At the end of the study, based on the students' opinions, it was concluded that although the objectives, content, learning-teaching process, and evaluation of the Language A1 Course made greater contributions to the development of students' critical thinking skills as compared to those of the Turkish Literature and Language and Expression Courses, there are several problems in implementing the IBDP in Turkey.
Comparison of American and Chinese College Students' Perception of Instructor Authority
Author: Li, Ting
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Asians,North Americans,College Faculty,Preferences,Teacher Characteristics,Teacher Student Relationship,Power Structure,Cultural Differences,Cross Cultural Studies,Competence,Surveys,Attitude Measures,Undergraduate Students,Statistical Analysis,Foreign Countries

Teacher authority has long been recognized as one of the critical factors that contribute to the formation of effective learning circumstances (Haywood-Metz, 2006). A survey was developed based on Dornbusch and Scott's (1975) theoretical framework of distinction between formal authority and informal authority, named &quot;The Attitude towards College Instructor Authority&quot; (ACIA). By using this survey among Chinese and American students at an American University, the current study examines college students' perception of instructor authority, including their preference of formal or informal authority, the valued elements in instructor professional competence, as well as the relation between instructor's perceived demographic features and their authority power. The results indicate that overall students rely highly on instructors' position-attached formal authority rather than professionally-oriented informal authority. Whereas there are culture-specified differences between Chinese and American college students' valued dimension of instructors' professional competence at the informal authority level. Possible reasons for the similarities and differences are addressed.
Locus of Internship Management: Does It Matter?
Author: Elrod, Henry
Date: 2012-07-00
Type: Journal Articles
Subjects: Internship Programs,Leadership Styles,Accounting,Program Effectiveness,Program Evaluation,Leadership Effectiveness,Statistical Significance,Critical Thinking,Scores,Writing Achievement,Grade Point Average,Achievement Rating,Vocabulary Skills,Time on Task,Participant Satisfaction,Masters Programs,Business Administration Education

This internship study was designed to help determine the effect of different management styles and structures, by studying two programs. One, housed in the MS in Accounting program, and the other housed in the Business Internship Director's office, produced statistically different results at the 5% level of significance, in intern's site ratings, critical thinking scores, use of technology, writing scores, GPAs, and hourly pay rates. Supervisor ratings, hours worked, evidence of learning in the reflection papers, and intern satisfaction were not statistically different at the 5% level of significance. There was no statistically significant difference in the success of the internships for MSA interns versus BBA interns, based on thematic analysis of the intern's reflection papers. Tests utilized were t-tests of the differences in means from standard internship records. Overall, results indicated that a single discipline internship program, produced results different from a multi-discipline program, as measured by these tests. Indications for further research include consideration of why the results were different.
Multi-Cultural Expedition into Mindfulness among High School Students
Author: Owen, Jonathan
Date: 2012-00-00
Type: Journal Articles
Subjects: Perception,Metacognition,Attention Control,High School Students,Foreign Students,Psychology,Stress Management,Relaxation Training,Cultural Influences,Cultural Differences,Social Differences,Anxiety,College Students

In this article, the authors explain their experience in helping high school students deal with stress. Many international college students know first-hand that striving for academic success can be stressful, and American high school students are no exception. A recent study reported the percentage of students reporting good or above-average high school emotional well-being declined from 55.3 percent in 2009 to 51.9 percent in 2010 (Nauert, 2011). In an attempt to curb this trend, during the fall semester of 2011, a local high school psychology teacher (Arkansas, USA) invited the authors to speak with her four psychology classes about stress and relaxation. Jonathan Owen, an undergraduate psychology student involved with research on mindfulness and biofeedback, explained mindfulness to each class as simply being attentive to one's thoughts and feelings, whereas biofeedback is the real-time measurement of physiological functions increasing individual awareness of internal processes through the use of &quot;EmWave&quot; technology. The emWave uses heart rhythm information to calculate coherence, or balance, between the sympathetic and parasympathetic nervous systems. Through bringing the awareness onto these processes, mindfulness limits the stress-related impact of negative rumination on the body, diverting the attention away from distressing thoughts. Prathyusha Kalavala, a graduate student hailing from India, the homeland of &quot;Yoga and Mindfulness,&quot; followed with a brief explanation of yoga's origination and development within a spiritual and cultural Indian context. In contrast to ancient Indian societal values, American culture has until recently offered very few constructive outlets for dealing with the stresses and anxieties of day to day life. The authors were thrilled to receive dozens of thank-you letters from the students who attended the presentation, some filled with references to how the mindfulness and yoga techniques had begun to help them relieve stress. Both authors were inspired to read that their presentations were making a difference.
Student Outcomes Assessment of a Logistics and Supply Chair Management Major
Author: Walter, Clyde Kenneth
Date: 2012-07-00
Type: Journal Articles
Subjects: Case Studies,Undergraduate Study,Evaluation Methods,Feedback (Response),Business Administration Education,Majors (Students),Supply and Demand,Information Management,Student Evaluation,Outcomes of Education,College Faculty,Teacher Role,Course Content,Educational Objectives,Concept Formation,Planning,Administration,Industry,Transportation,Purchasing,Costs,Multiple Choice Tests,Knowledge Level,Competence,Qualitative Research,Statistical Analysis,Decision Making,Cooperation,Communication Skills,Technology Integration

Assessment of specialized programs, such as logistics and supply chain management program described here, may pose challenges because previous experience are less widely shared than in the more mainline subjects. This case study provides one model that may guide other faculties facing a similar assignment. The report detailed the steps followed to assess an undergraduate program in Logistics and Supply Chain Management. The starting point was a two-stagecourse-mapping, which identified strengths and weaknesses of course coverage compared to college goals, and also compared to a set of topic areas recommended by faculty members. Next in the process was a survey of graduating students who responded to questions about basic concepts in their recently completed courses. The assessment was considered useful in providing a feedback path necessary for faculty to &quot;close the loop&quot; in course design and teaching. In addition, this case study showed how a process from a small liberal arts college may be adopted to a narrowly focused business program in a larger and more diverse university setting.
Rediscovering My Latin-American Professional Identity: A Reflection on a Fulbright Experience
Author: Gonzalez, Virginia
Date: 2012-00-00
Type: Journal Articles
Subjects: Latin Americans,Professional Identity,Foreign Countries,Second Language Learning,College Faculty,Specialists,English (Second Language),Spanish,Academic Discourse,Language Teachers,Universities,College Second Language Programs,International Educational Exchange

I emigrated from Peru to the United States in the mid-1980s. More than 20 years later, a short trip to Latin America helped me come full circle personally and professionally and close the gaps that I had felt developing over the past two decades. This opportunity was provided by a Fulbright Senior Specialist Program award at the University of Costa Rica in San Jose at the School of Modern Languages during 2008. The Fulbright experience was a renewal for me professionally, as it opened a window of opportunities to see the cultural and language commonalties and differences between my academic experience in the US and my Latin American ancestry.
Social Media Use: An Exploratory Test of Effects on the Daily Lives of College Students
Author: Barnett, Barbara
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Networks,College Students,Computer Mediated Communication,Influence of Technology,Internet,Study Habits,Academic Achievement,Family Relationship,Social Life,Grades (Scholastic),Grade Point Average,Correlation,Attendance Patterns,Student Participation,Time,Homework,Statistical Analysis,Student Surveys

This study covers the effects that social media use has on the daily lives of college students. More specifically, the current study focuses on college students' academic success, study habits, social interaction, and family interaction. Social media is a source of online tools that allow people from across the world to communicate with others. This growing trend has become very popular among those who use the internet on a daily basis, especially students. Social media has become so popular that many businesses now use it to advertise their products and colleges use it to connect with their current and future students. Because social media use is becoming more and more popular every day, college students find themselves spending the majority of their time online. Using social media excessively reduces the time that students spend studying. This can cause lowered academic standing, bad grades, and loss of scholarships. Students can also see their social and family lives become affected by social media use. Although being online allows people to have easier communication, it can also cause problems. The best research tool to use for contacting college students is the survey method because it can accurately cover a variety of people and their lifestyles.
International Graduate Students' Academic Performance: What Are the Influencing Factors?
Author: Ren, Jia
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Academic Achievement,Correlation,Educational Policy,Student Needs,Online Surveys,Student Attitudes,Grade Point Average,Native Language,Student Characteristics,English (Second Language),Second Language Learning,Masters Programs,Doctoral Programs,Multiple Regression Analysis

International graduate students have been a sizeable segment of the student body in the U.S. higher educational system. However, this student population has not completely been understood by higher education administrators and faculty and their diverse needs have not been met by existing services on campuses. This study examined factors associated with the students' academic performance in the United States. The findings indicated that factors associated with masters and doctoral students' academic performances were greatly different. This study suggests policies, services and programs to meet this population's unique needs and to assist in their academic success in the United States.
Grounded Identities, Transient Lives: The Emergence of International Student Voices in an Era of Cosmopolitan Learning
Author: Gargano, Terra
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Concept,Foreign Students,Undergraduate Students,Research Universities,Student Attitudes,International Education,Study Abroad,Student Adjustment,Cultural Differences,Generalization,Educational Experience,Indians,Muslims,Arabs

This paper is an exploration of the identity negotiations of two international undergraduate students at a public research university in the United States. Studying abroad constitutes a culturally contested space for educational sojourners, with ruptures that require constant sense-making and negotiations of identities as students attempt to combine the foreign and the familiar. Situational contexts, interpersonal interactions, and the imagination all determine what students learn and how that learning occurs. However, the influence of cosmopolitan learning on the identity negotiations of students is little understood. The experiences of foreign students in many ways challenge the traditional understanding of an international education and the categorization of a traditional international student. Focusing almost exclusively on nationality as an organizing agent and bereft of significant and robust concepts that bring into view the content of international student sense-making, international education discourses neglect to explore the complexity and range of meanings students ascribe to educational sojourns, thereby resulting in a series of undocumented generalizations about students.
Recruiting International Students to Your Campus
Author: McFadden, Cheryl
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Recruitment,Research Universities,Student Surveys,Statistical Analysis,College Choice,Institutional Characteristics,Teacher Student Ratio,Admission (School),Time to Degree,Academic Degrees,Financial Support,Decision Making,Gender Differences,Demography,Regional Characteristics,Case Studies

The purpose of this paper was to determine what institutional, program, and recruitment characteristics influenced international students to attend institutions in the United States. Two hundred sixteen international students at a Southern public research university responded to the survey (53% response rate) from 56 countries representing 8 regions. An empirical analysis using t-tests and analysis of variance was conducted to determine what characteristics international students found to be most important when selecting an institution. Regardless of degree level, all students ranked faculty/student ratio as an important program characteristic. Second, students ranked both the admission process and time to degree as important characteristics. Third, doctoral, master's, and bachelor's students respectively ranked funding as an important characteristic in their decision making process. There are three basic implications for recruitment officers. First, as size matters, international students need to feel connected to faculty and staff. Second, institutions need to implement business strategies to improve efficiency and performance. Third, if the U.S. wants to continue to be a destination for international students, institutions and the federal government need to offer more funding.
International Students' Perceptions of Service Quality in the UK Banking Sector: An Exploratory Study
Author: Bond, Christopher
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Students,Banking,Student Attitudes,Surveys,Foreign Countries,Computer Software,Reliability,Empathy,Services,Gender Differences,Statistical Analysis,Questionnaires,Interviews

This study reviews and evaluates international students' perceptions of UK banks. The specific research objectives were to identify international students' expectations and perceptions of service quality from UK banks and to assess the quality GAP or dissonance between these. A total of 297 international students studying in the UK responded to the survey. Data gathered was analyzed using Statistical Package for the Social Sciences (SPSS 16). The study reveals that the main areas of service quality with which international students are generally satisfied relates to tangibles such as physical layout and appearance. The key areas of dissatisfaction that the study identified were with factors related to reliability and empathy. This appears to be the first study in the UK banking sector that has focused on service quality with respect to international students. The study supports arguments for a more client focused and empathetic approach to meeting this customer segment needs with less homogeneity in the product offering. Whilst this study relates to banking it highlights that international students are a growing customer segment within many developed economies and that with increased globalization service companies may need to give greater consideration to the needs of this particular client group.