Pub Date : 2022-02-04DOI: 10.1080/08832323.2021.1990003
J. Morrison
{"title":"Book review: Adapting to new opportunities and realities!","authors":"J. Morrison","doi":"10.1080/08832323.2021.1990003","DOIUrl":"https://doi.org/10.1080/08832323.2021.1990003","url":null,"abstract":"","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"97 1","pages":"499 - 500"},"PeriodicalIF":1.2,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43049454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.1080/08832323.2021.1988884
J. Morrison
{"title":"Redesigning our future: A reading for every business major","authors":"J. Morrison","doi":"10.1080/08832323.2021.1988884","DOIUrl":"https://doi.org/10.1080/08832323.2021.1988884","url":null,"abstract":"","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"97 1","pages":"497 - 498"},"PeriodicalIF":1.2,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48975612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.1080/08832323.2022.2028711
Seife Dendir
Abstract This study investigates whether online homework improves learning in principles of microeconomics. It contributes to the related literature in two dimensions. First, it tests whether there is a positive association between students’ performances on homework and exams. Importantly, it measures learning through exams that were given shortly after students completed the relevant homework, thereby avoiding a potential “decaying effect.” Second, it tests whether the impact of homework varies by learning mode—face-to-face versus online. Results show that online homework improves learning. However, there is no significant difference in the impact of homework between the two learning modes.
{"title":"Impact of online homework on learning in face-to-face and online principles of microeconomics","authors":"Seife Dendir","doi":"10.1080/08832323.2022.2028711","DOIUrl":"https://doi.org/10.1080/08832323.2022.2028711","url":null,"abstract":"Abstract This study investigates whether online homework improves learning in principles of microeconomics. It contributes to the related literature in two dimensions. First, it tests whether there is a positive association between students’ performances on homework and exams. Importantly, it measures learning through exams that were given shortly after students completed the relevant homework, thereby avoiding a potential “decaying effect.” Second, it tests whether the impact of homework varies by learning mode—face-to-face versus online. Results show that online homework improves learning. However, there is no significant difference in the impact of homework between the two learning modes.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"59 - 67"},"PeriodicalIF":1.2,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43967922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-28DOI: 10.1080/08832323.2021.2025022
Daniel C. Brannon, Muhanad S. Manshad
Abstract There is increasing interest in the effectiveness of online case-based instruction. Although some prior research has emphasized the importance of online discussion and communication for these cases, recent work suggests that individual completion of these cases is also effective. In this research, participants individually read ethics cases and respond to questions from a popular online ethics case bank before completing the Self-reported Inappropriate Negotiation Strategies questionnaire. Students who individually engaged with the longer online case were less likely to endorse deceptive business negotiation tactics versus the control group, whereas students who engaged with the shorter online case were not.
{"title":"The effect of online individual ethics cases on moral reasoning in business negotiation: An experimental study","authors":"Daniel C. Brannon, Muhanad S. Manshad","doi":"10.1080/08832323.2021.2025022","DOIUrl":"https://doi.org/10.1080/08832323.2021.2025022","url":null,"abstract":"Abstract There is increasing interest in the effectiveness of online case-based instruction. Although some prior research has emphasized the importance of online discussion and communication for these cases, recent work suggests that individual completion of these cases is also effective. In this research, participants individually read ethics cases and respond to questions from a popular online ethics case bank before completing the Self-reported Inappropriate Negotiation Strategies questionnaire. Students who individually engaged with the longer online case were less likely to endorse deceptive business negotiation tactics versus the control group, whereas students who engaged with the shorter online case were not.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"43 - 50"},"PeriodicalIF":1.2,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46757135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-18DOI: 10.1080/08832323.2021.2023854
E. Zhang, Á. Szerencsi
Abstract Various curricula and educational materials for responsible management education (RME) have been developed by business schools from different parts of the world for sustainable development. There is, however, limited research on the effectiveness of these courses. By conducting surveys before and after the semester among business students from two RME courses, this study investigated the impacts on students’ awareness of and attitudes toward ethical and sustainable issues in business practices. Findings show that students have enriched their understanding of the issues, have a positive attitude toward RME, but need a stronger driver of behavioral change.
{"title":"Major shift or business as usual? An investigation on the impacts of responsible management education","authors":"E. Zhang, Á. Szerencsi","doi":"10.1080/08832323.2021.2023854","DOIUrl":"https://doi.org/10.1080/08832323.2021.2023854","url":null,"abstract":"Abstract Various curricula and educational materials for responsible management education (RME) have been developed by business schools from different parts of the world for sustainable development. There is, however, limited research on the effectiveness of these courses. By conducting surveys before and after the semester among business students from two RME courses, this study investigated the impacts on students’ awareness of and attitudes toward ethical and sustainable issues in business practices. Findings show that students have enriched their understanding of the issues, have a positive attitude toward RME, but need a stronger driver of behavioral change.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"25 - 33"},"PeriodicalIF":1.2,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47042852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-13DOI: 10.1080/08832323.2021.2023853
Chalarce Totanan
Abstract The purpose of this study was to explain the level of accounting understanding in the learning process based on the technology. Population, there were 453 accounting students. The results: the level of understanding for assets was 85.5% and equity 86.8%, which is very understandable. For liabilities, it was only 66.1%, less understanding. Through statistical testing, the accounting learning system using Google Classroom provides a level of understanding of 0.437, using Zoom is 1.334, and the use of WhatsApp is −0.158, which has a negative effect. Zoom is superior because lecturers and students can interact as they would in an offline classroom setting. This research can be generalized to different courses.
{"title":"Is Google Classroom, Zoom, and WhatsApp effective for accounting students during the COVID-19 pandemic?","authors":"Chalarce Totanan","doi":"10.1080/08832323.2021.2023853","DOIUrl":"https://doi.org/10.1080/08832323.2021.2023853","url":null,"abstract":"Abstract The purpose of this study was to explain the level of accounting understanding in the learning process based on the technology. Population, there were 453 accounting students. The results: the level of understanding for assets was 85.5% and equity 86.8%, which is very understandable. For liabilities, it was only 66.1%, less understanding. Through statistical testing, the accounting learning system using Google Classroom provides a level of understanding of 0.437, using Zoom is 1.334, and the use of WhatsApp is −0.158, which has a negative effect. Zoom is superior because lecturers and students can interact as they would in an offline classroom setting. This research can be generalized to different courses.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"97 1","pages":"555 - 561"},"PeriodicalIF":1.2,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41474453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-13DOI: 10.1080/08832323.2021.2023855
Thanuci Silva, R. D. Santos, Débora Mallet
Abstract Assuring the quality of education is a concern of learning institutions. To do so, it is necessary to have assertive learning management, with consistent data on students’ outcomes. This research provides associate deans and researchers, a roadmap with which to gather evidence to improve the quality of open-ended assessments. Based on statistical methods, we used our results to discuss the validity and consistency of six assessments applied in Insper—an AACSB accredited school in Brazil. The roadmap was capable of targeting aspects needing improvement, which is better than having to discard the assessments and developing new ones, and stimulating faculty awareness to consistent metrics to accurately manage the curriculum.
{"title":"Constructing a roadmap to measure the quality of business assessments aimed at curriculum management","authors":"Thanuci Silva, R. D. Santos, Débora Mallet","doi":"10.1080/08832323.2021.2023855","DOIUrl":"https://doi.org/10.1080/08832323.2021.2023855","url":null,"abstract":"Abstract Assuring the quality of education is a concern of learning institutions. To do so, it is necessary to have assertive learning management, with consistent data on students’ outcomes. This research provides associate deans and researchers, a roadmap with which to gather evidence to improve the quality of open-ended assessments. Based on statistical methods, we used our results to discuss the validity and consistency of six assessments applied in Insper—an AACSB accredited school in Brazil. The roadmap was capable of targeting aspects needing improvement, which is better than having to discard the assessments and developing new ones, and stimulating faculty awareness to consistent metrics to accurately manage the curriculum.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"34 - 42"},"PeriodicalIF":1.2,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47538157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1080/08832323.2021.2009754
A. Chaudhry
Abstract An exploratory study investigated team-based learning (TBL) for leadership competencies and academic performance while incorporating within-unit diversity. Self and peer-ratings of leadership competencies in TBL courses taught in a US Midwest university were utilized. t-Tests revealed a significant increase in the peer ratings. Test of diversifying characteristics and leadership showed career orientation, gender, major, and work experience as salient variables. Hierarchical linear modeling established peer-rated leadership as a function of team membership and a predictor of student’s academic performance. Discussion of the results is presented to highlight a path forward.
{"title":"Leadership, diversity, and academic performance: An investigation of team-based learning","authors":"A. Chaudhry","doi":"10.1080/08832323.2021.2009754","DOIUrl":"https://doi.org/10.1080/08832323.2021.2009754","url":null,"abstract":"Abstract An exploratory study investigated team-based learning (TBL) for leadership competencies and academic performance while incorporating within-unit diversity. Self and peer-ratings of leadership competencies in TBL courses taught in a US Midwest university were utilized. t-Tests revealed a significant increase in the peer ratings. Test of diversifying characteristics and leadership showed career orientation, gender, major, and work experience as salient variables. Hierarchical linear modeling established peer-rated leadership as a function of team membership and a predictor of student’s academic performance. Discussion of the results is presented to highlight a path forward.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"9 - 16"},"PeriodicalIF":1.2,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41449972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1080/08832323.2021.1974813
Laurie E. Beauvais, Susan M. Bosco, David E. Desplaces, Avi Kay
Abstract Business ethics is widely viewed as essential to business education. However, considerable discretion exists regarding its actual instruction. This study explored the impact of instructor and institutional factors on faculty engagement with business ethics. A positive correlation emerged between belief in the importance of and comfort with teaching ethics and faculty engagement. Also, faculty in institutions without codes of ethics were more likely to address ethical behavior in the classroom. Finally, there was marginal support for a relationship between faculty perception of the importance of ethical behavior for career advancement and addressing ethical conduct in courses. Findings and their implications are addressed.
{"title":"What factors predict faculty engagement in business ethics education?","authors":"Laurie E. Beauvais, Susan M. Bosco, David E. Desplaces, Avi Kay","doi":"10.1080/08832323.2021.1974813","DOIUrl":"https://doi.org/10.1080/08832323.2021.1974813","url":null,"abstract":"Abstract Business ethics is widely viewed as essential to business education. However, considerable discretion exists regarding its actual instruction. This study explored the impact of instructor and institutional factors on faculty engagement with business ethics. A positive correlation emerged between belief in the importance of and comfort with teaching ethics and faculty engagement. Also, faculty in institutions without codes of ethics were more likely to address ethical behavior in the classroom. Finally, there was marginal support for a relationship between faculty perception of the importance of ethical behavior for career advancement and addressing ethical conduct in courses. Findings and their implications are addressed.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"97 1","pages":"429 - 438"},"PeriodicalIF":1.2,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1080/08832323.2021.2005513
Fernando Almeida, Orlando Costa
Abstract The increasing complexity of financial products and services requires a domain of information and knowledge in the financial area. This study explores the role of financial literacy in undergraduate students at a higher education institution in Portugal. A sample of 196 undergraduate students enrolled in six courses in the fields of engineering and social sciences was considered. The results reveal that the level of knowledge about financial literacy is quite heterogeneous. Formal and informal channels tend to coexist when they perform a financial decision. Furthermore, the findings indicate that the awareness of cryptocurrencies is high, while the adherence to digital platforms for the acquisition of these currencies remains low.
{"title":"Perspectives on financial literacy in undergraduate students","authors":"Fernando Almeida, Orlando Costa","doi":"10.1080/08832323.2021.2005513","DOIUrl":"https://doi.org/10.1080/08832323.2021.2005513","url":null,"abstract":"Abstract The increasing complexity of financial products and services requires a domain of information and knowledge in the financial area. This study explores the role of financial literacy in undergraduate students at a higher education institution in Portugal. A sample of 196 undergraduate students enrolled in six courses in the fields of engineering and social sciences was considered. The results reveal that the level of knowledge about financial literacy is quite heterogeneous. Formal and informal channels tend to coexist when they perform a financial decision. Furthermore, the findings indicate that the awareness of cryptocurrencies is high, while the adherence to digital platforms for the acquisition of these currencies remains low.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"1 - 8"},"PeriodicalIF":1.2,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47318530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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