Pub Date : 2023-12-11DOI: 10.1080/08832323.2023.2278069
Gerard Beenen, Shaun Pichler, Jenny Zhang
Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study’s purpose therefore is to investigate how a dual emp...
{"title":"From we to me: A dual emphasis on social identity and task autonomy enhances personal learning in student teams","authors":"Gerard Beenen, Shaun Pichler, Jenny Zhang","doi":"10.1080/08832323.2023.2278069","DOIUrl":"https://doi.org/10.1080/08832323.2023.2278069","url":null,"abstract":"Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study’s purpose therefore is to investigate how a dual emp...","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"26 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138574814","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 : 2023-12-11DOI: 10.1080/08832323.2023.2286444
Matthew P. Shatzkin, Wei Chen, David S. Greisler, Christopher Kratz
Teaching statistics to undergraduate business students is an enduring challenge, often due to student apprehension and low understanding of relevance. The Data to Decision Project is an approach de...
{"title":"The Data to Decision Project: An experiential approach to teaching undergraduate business statistics","authors":"Matthew P. Shatzkin, Wei Chen, David S. Greisler, Christopher Kratz","doi":"10.1080/08832323.2023.2286444","DOIUrl":"https://doi.org/10.1080/08832323.2023.2286444","url":null,"abstract":"Teaching statistics to undergraduate business students is an enduring challenge, often due to student apprehension and low understanding of relevance. The Data to Decision Project is an approach de...","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"14 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138686582","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 : 2023-11-02DOI: 10.1080/08832323.2023.2275205
Nora Moran, David Ackerman
AbstractMany companies use artificial intelligence (AI) to screen job applicants. With more colleges also adopting AI programs to provide feedback on job seekers’ applications, will students be receptive to using these tools? This research shows certain key factors – perceptions of AI program effectiveness and enjoyability, higher networking anxiety, and being a first-generation college student – predict increased interest in using AI programs for career preparation purposes. Additional qualitative analyses also reveal why certain subsets of students have negative attitudes toward such programs. Recommendations for colleges offering AI tools and discussion of ideas for further research are provided.Keywords: Career development and preparationartificial intelligenceVMOCKfirst-generation college students IRB approval informationThe project described in this study was given approval by the CSUN Committee for the Protection of Human Subjects of California State University, Northridge (IRB #: IRB-FY22-158). All participants were given a consent form at the start of the study, as per the guidelines of the IRB at our institution. Identifiable information was not collected or used in our study.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"“Can AI really help me land a job?” Student reactions to the use of artificial intelligence in career preparation","authors":"Nora Moran, David Ackerman","doi":"10.1080/08832323.2023.2275205","DOIUrl":"https://doi.org/10.1080/08832323.2023.2275205","url":null,"abstract":"AbstractMany companies use artificial intelligence (AI) to screen job applicants. With more colleges also adopting AI programs to provide feedback on job seekers’ applications, will students be receptive to using these tools? This research shows certain key factors – perceptions of AI program effectiveness and enjoyability, higher networking anxiety, and being a first-generation college student – predict increased interest in using AI programs for career preparation purposes. Additional qualitative analyses also reveal why certain subsets of students have negative attitudes toward such programs. Recommendations for colleges offering AI tools and discussion of ideas for further research are provided.Keywords: Career development and preparationartificial intelligenceVMOCKfirst-generation college students IRB approval informationThe project described in this study was given approval by the CSUN Committee for the Protection of Human Subjects of California State University, Northridge (IRB #: IRB-FY22-158). All participants were given a consent form at the start of the study, as per the guidelines of the IRB at our institution. Identifiable information was not collected or used in our study.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135932796","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 : 2023-11-02DOI: 10.1080/08832323.2023.2277272
Nilakshi Borah, Shishir Paudel, Adam Stivers
AbstractThis study examines whether case-based learning (CBL) in a core finance class improves student performance. It analyzes students’ exam scores over two semesters at a regional U.S. public university. During the first semester, CBL is used to teach two sections of an intermediate corporate finance class. During the subsequent semester, the first half of the semester is taught using CBL while the second half of the semester is taught using problem-based learning (PBL). The difference-in-differences analysis shows that the advantage of CBL over PBL approach is noticeable. Additionally, the analysis of students’ grade distributions appears to show that the CBL approach lifts students at both the top and bottom strata.Keywords: Case-based learningproblem-based learningfinance pedagogycorporate financecases in finance Disclosure statementThe authors report there are no competing interests to declare.Notes1 The mixed-methods approach is chosen to allow a baseline comparison of students across semesters when the same instructional method is used (CBL). It also allows for a longitudinal comparison of CBL versus PBL.2 The multiple-choice questions used for this experiment are part of the exams that include problem-solving/essay-type questions as well. The exams themselves constitute 75% of the total class grade. The instructor curves the test/class grades as needed to achieve a distribution range that is within the college/departmental practices. Historically, the actual course grades of D/F have seldom exceeded 10%.3 We also gave students in each semester a survey asking them how they would rate their learning in the class compared to their other classes on a 1-5 Likert scale (with 1 representing learning a lot less in the class and 5 representing learning a lot more in the class). In these unreported results (available upon request from the authors), we observe an average response of 3.9 (median of 4) in the CBL semester and 3.4 (median of 3.5) in the mixed methods semester.Additional informationFundingThis work was supported by funding from the University of Wisconsin-La Crosse College of Business Administration and the Menard Family Midwest Initiative for Economic Engagement and Research.
{"title":"Comparing the effectiveness of case-based learning and problem-based learning in a core finance class","authors":"Nilakshi Borah, Shishir Paudel, Adam Stivers","doi":"10.1080/08832323.2023.2277272","DOIUrl":"https://doi.org/10.1080/08832323.2023.2277272","url":null,"abstract":"AbstractThis study examines whether case-based learning (CBL) in a core finance class improves student performance. It analyzes students’ exam scores over two semesters at a regional U.S. public university. During the first semester, CBL is used to teach two sections of an intermediate corporate finance class. During the subsequent semester, the first half of the semester is taught using CBL while the second half of the semester is taught using problem-based learning (PBL). The difference-in-differences analysis shows that the advantage of CBL over PBL approach is noticeable. Additionally, the analysis of students’ grade distributions appears to show that the CBL approach lifts students at both the top and bottom strata.Keywords: Case-based learningproblem-based learningfinance pedagogycorporate financecases in finance Disclosure statementThe authors report there are no competing interests to declare.Notes1 The mixed-methods approach is chosen to allow a baseline comparison of students across semesters when the same instructional method is used (CBL). It also allows for a longitudinal comparison of CBL versus PBL.2 The multiple-choice questions used for this experiment are part of the exams that include problem-solving/essay-type questions as well. The exams themselves constitute 75% of the total class grade. The instructor curves the test/class grades as needed to achieve a distribution range that is within the college/departmental practices. Historically, the actual course grades of D/F have seldom exceeded 10%.3 We also gave students in each semester a survey asking them how they would rate their learning in the class compared to their other classes on a 1-5 Likert scale (with 1 representing learning a lot less in the class and 5 representing learning a lot more in the class). In these unreported results (available upon request from the authors), we observe an average response of 3.9 (median of 4) in the CBL semester and 3.4 (median of 3.5) in the mixed methods semester.Additional informationFundingThis work was supported by funding from the University of Wisconsin-La Crosse College of Business Administration and the Menard Family Midwest Initiative for Economic Engagement and Research.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"57 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933460","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 : 2023-10-27DOI: 10.1080/08832323.2023.2260930
Jason L. Snyder, Mark D. Cistulli, Cathleen D. Donahue, Alana S. Ledford
AbstractCollege textbook costs have risen dramatically since the late 1970s. Open educational resources (OERs) stand as a low- to no-cost alternative. This research examined the impact of OER book adoption on indicators of student performance and perceptions of the instructor, learning, and out-of-classroom communication. The first study compared student course grades and persistence before and after an OER book adoption. The second study focused on student perceptions related to the OER book, course instructor, cognitive and affective learning, and student out-of-classroom communication. Results indicated that OER book usage is beneficial to student learning. Implications impacting both instructors and students are discussed for OER adoption in college classrooms.Keywords: affective learningattitude toward instructorcognitive learningopen educational resourcesout-of-classroom communication
{"title":"Student perceptions of open educational resource textbooks and their impact on perceptions of the instructor, learning, and out-of-classroom communication","authors":"Jason L. Snyder, Mark D. Cistulli, Cathleen D. Donahue, Alana S. Ledford","doi":"10.1080/08832323.2023.2260930","DOIUrl":"https://doi.org/10.1080/08832323.2023.2260930","url":null,"abstract":"AbstractCollege textbook costs have risen dramatically since the late 1970s. Open educational resources (OERs) stand as a low- to no-cost alternative. This research examined the impact of OER book adoption on indicators of student performance and perceptions of the instructor, learning, and out-of-classroom communication. The first study compared student course grades and persistence before and after an OER book adoption. The second study focused on student perceptions related to the OER book, course instructor, cognitive and affective learning, and student out-of-classroom communication. Results indicated that OER book usage is beneficial to student learning. Implications impacting both instructors and students are discussed for OER adoption in college classrooms.Keywords: affective learningattitude toward instructorcognitive learningopen educational resourcesout-of-classroom communication","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"7 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263225","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 : 2023-10-27DOI: 10.1080/08832323.2023.2268800
Evodio Kaltenecker, Kingsley Okoye
AbstractThis study analyzed the impact of location, accreditation, and faculty size on the ranking of elite business schools. It used descriptive statistics and inferential analysis (analysis of covariance) to establish the effect of location on the business schools’ ranking while also controlling the influence (impact) of the covariates (accreditation and faculty size) on the outcomes. It found that location and accreditation type do not significantly affect the business schools’ ranking. The size of the faculty impacted the rankings of the programs. However, the pairwise comparison of the critical factors shows that faculty size and accreditation are more impactful in European business schools than in China, the United States/Canada, and other regions. Finally, smaller business schools (mainly in Europe) pursue Triple Crown accreditation to compete with more extensive, U.S.-based programs, favoring only the Association to Advance Collegiate Schools of Business accreditation.Keywords: Accreditationbusiness schoolsfacultylocationrankings
摘要本研究分析了地理位置、认证和师资规模对精英商学院排名的影响。它使用描述性统计和推理分析(协方差分析)来确定地理位置对商学院排名的影响，同时还控制协变量(认证和教师规模)对结果的影响。调查发现，地点和认证类型对商学院的排名没有显著影响。师资队伍的规模影响了这些项目的排名。然而，对关键因素的两两比较显示，师资规模和认证在欧洲商学院的影响力大于中国、美国/加拿大和其他地区。最后，规模较小的商学院(主要在欧洲)追求三冠王认证，以与更广泛的美国项目竞争，只倾向于美国高等商学院协会(Association to Advance Collegiate schools of business)认证。关键词:认证;商学院;师资
{"title":"How do location, accreditation, and faculty size affect business schools’ ranking?","authors":"Evodio Kaltenecker, Kingsley Okoye","doi":"10.1080/08832323.2023.2268800","DOIUrl":"https://doi.org/10.1080/08832323.2023.2268800","url":null,"abstract":"AbstractThis study analyzed the impact of location, accreditation, and faculty size on the ranking of elite business schools. It used descriptive statistics and inferential analysis (analysis of covariance) to establish the effect of location on the business schools’ ranking while also controlling the influence (impact) of the covariates (accreditation and faculty size) on the outcomes. It found that location and accreditation type do not significantly affect the business schools’ ranking. The size of the faculty impacted the rankings of the programs. However, the pairwise comparison of the critical factors shows that faculty size and accreditation are more impactful in European business schools than in China, the United States/Canada, and other regions. Finally, smaller business schools (mainly in Europe) pursue Triple Crown accreditation to compete with more extensive, U.S.-based programs, favoring only the Association to Advance Collegiate Schools of Business accreditation.Keywords: Accreditationbusiness schoolsfacultylocationrankings","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263417","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 : 2023-10-09DOI: 10.1080/08832323.2023.2260929
Nodir Adilov, Jeffrey W. Cline, Hui Hanke, Kent Kauffman, Lisa Meneau, Elva Resendez, Shubham Singh, Mike Slaubaugh, Nichaya Suntornpithug
AbstractThis article develops an index to measure the level of susceptibility of courses to cheating using ChatGPT (Chat Generative Pre-trained Transformer), an advanced text-based artificial intelligence (AI) language model. It demonstrates the application of the index to a sample of business courses in a mid-sized university. The study finds that the vulnerability index varies across disciplines and teaching modalities. As advanced language models become more common in academic settings and create new educational challenges, the study provides an intuitive and practical mechanism for instructors and academic units to measure and assess the vulnerability of their courses to various language-based predictive models.Keywords: ChatGPTcheating using AIclassroom cheatingcourse vulnerability index AcknowledgmentsWe thank the participants of the Midwest Business Association Administration (MBAA) 2023 conference for their helpful suggestions and comments. We also thank Marc Lafuente for his assistance.Author contributionsConceptualization: N. Adilov.Analysis: N. Adilov, J. W. Cline, H. Hanke, K. Kauffman, L. Meneau, E. Resendez, S. Singh, M. Slaubaugh, N. Suntornpithug.Writing and editing: N. Adilov, J. W. Cline, H. Hanke, K. Kauffman, L. Meneau, E. Resendez, S. Singh, M. Slaubaugh, N. Suntornpithug.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 ChatGPT uses multiple layers of “transformers” to understand text, to recognize the patterns, and to predict the next word in the text. ChatGPT has been trained on vast amounts of text data and then “fine-tuned” to be more user-friendly when responding to queries.2 To the best of authors’ knowledge, no other researchers have utilized a similar course vulnerability index. Consequently, we took it upon ourselves to develop the index. However, Adilov and Cline (Citation2023) presented an economic theoretical model and suggested that the value of our course vulnerability index affects the amount of effort a student invests in a course.3 The VI could theoretically increase beyond 100 if an instructor offers extra credit points.4 Hybrid courses are approximately 50% face-to-face and 50% online.5 As an exception to this pattern, ChatGPT’s accuracy in business statistics was at 90%.6 Our recommendations are consistent with the theoretical findings of Adilov and Cline (Citation2023) that the percentage of course requirements where students are able to use AI to cheat should be minimized.
摘要本文利用ChatGPT(聊天生成预训练转换器)——一种先进的基于文本的人工智能(AI)语言模型，开发了一个指标来衡量课程对作弊的敏感性水平。本文以一所中等规模大学的商科课程为例，说明了该指数的应用。研究发现，不同学科、不同教学方式的学生脆弱性指数存在差异。随着先进的语言模型在学术环境中变得越来越普遍，并带来了新的教育挑战，该研究为教师和学术单位提供了一种直观和实用的机制，以衡量和评估他们的课程对各种基于语言的预测模型的脆弱性。关键词:chatgpt使用网络作弊课堂作弊课程漏洞指数感谢中西部商业协会管理局(MBAA) 2023年会议的与会者提供的宝贵建议和意见。我们也感谢马克·拉文特的协助。概念化:N. Adilov。分析:N. Adilov, J. W. Cline, H. Hanke, K. Kauffman, L. Meneau, E. Resendez, S. Singh, M. Slaubaugh, N. Suntornpithug撰稿编辑:N. Adilov, J. W. Cline, H. Hanke, K. Kauffman, L. Meneau, E. Resendez, S. Singh, M. Slaubaugh, N. Suntornpithug披露声明作者未报告潜在的利益冲突。注1 ChatGPT使用多层“变形器”来理解文本、识别模式并预测文本中的下一个单词。ChatGPT已经在大量的文本数据上进行了训练，然后进行了“微调”，使其在响应查询时更加用户友好据笔者所知，还没有其他研究人员使用过类似的课程漏洞指数。因此，我们自己承担了开发该指数的责任。然而，Adilov和Cline (Citation2023)提出了一个经济理论模型，并认为我们的课程脆弱性指数的值会影响学生在课程上投入的努力量如果老师提供额外的学分，理论上VI可以超过100分混合课程大约50%面对面授课，50%在线授课作为此模式的一个例外，ChatGPT在业务统计中的准确性为90%我们的建议与Adilov和Cline (Citation2023)的理论发现是一致的，即学生能够使用人工智能作弊的课程要求的百分比应该最小化。
{"title":"ChatGPT and the course vulnerability index","authors":"Nodir Adilov, Jeffrey W. Cline, Hui Hanke, Kent Kauffman, Lisa Meneau, Elva Resendez, Shubham Singh, Mike Slaubaugh, Nichaya Suntornpithug","doi":"10.1080/08832323.2023.2260929","DOIUrl":"https://doi.org/10.1080/08832323.2023.2260929","url":null,"abstract":"AbstractThis article develops an index to measure the level of susceptibility of courses to cheating using ChatGPT (Chat Generative Pre-trained Transformer), an advanced text-based artificial intelligence (AI) language model. It demonstrates the application of the index to a sample of business courses in a mid-sized university. The study finds that the vulnerability index varies across disciplines and teaching modalities. As advanced language models become more common in academic settings and create new educational challenges, the study provides an intuitive and practical mechanism for instructors and academic units to measure and assess the vulnerability of their courses to various language-based predictive models.Keywords: ChatGPTcheating using AIclassroom cheatingcourse vulnerability index AcknowledgmentsWe thank the participants of the Midwest Business Association Administration (MBAA) 2023 conference for their helpful suggestions and comments. We also thank Marc Lafuente for his assistance.Author contributionsConceptualization: N. Adilov.Analysis: N. Adilov, J. W. Cline, H. Hanke, K. Kauffman, L. Meneau, E. Resendez, S. Singh, M. Slaubaugh, N. Suntornpithug.Writing and editing: N. Adilov, J. W. Cline, H. Hanke, K. Kauffman, L. Meneau, E. Resendez, S. Singh, M. Slaubaugh, N. Suntornpithug.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 ChatGPT uses multiple layers of “transformers” to understand text, to recognize the patterns, and to predict the next word in the text. ChatGPT has been trained on vast amounts of text data and then “fine-tuned” to be more user-friendly when responding to queries.2 To the best of authors’ knowledge, no other researchers have utilized a similar course vulnerability index. Consequently, we took it upon ourselves to develop the index. However, Adilov and Cline (Citation2023) presented an economic theoretical model and suggested that the value of our course vulnerability index affects the amount of effort a student invests in a course.3 The VI could theoretically increase beyond 100 if an instructor offers extra credit points.4 Hybrid courses are approximately 50% face-to-face and 50% online.5 As an exception to this pattern, ChatGPT’s accuracy in business statistics was at 90%.6 Our recommendations are consistent with the theoretical findings of Adilov and Cline (Citation2023) that the percentage of course requirements where students are able to use AI to cheat should be minimized.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093299","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 : 2023-10-02DOI: 10.1080/08832323.2023.2260925
Renuka Sharma, Kiran Mehta, Vishal Vyas
AbstractThe propensity to cheat is intrinsic to every kind of education or training that requires effort and commitment. Academic dishonesty is a significant issue among secondary and postsecondary students worldwide. The majority of students have been involved in at least one kind of academic dishonesty in the preceding academic year. The fraud triangle was studied to explain student dishonesty. The present research evaluates how much the fraud triangle theory adds to business school students’ dishonesty. Technology as a mediator has also been studied. The research found that, despite their insight into the gravity of most cheating activities, students continued to actively participate in cheating.Keywords: Academic dishonestyfraud triangle theoryuse of technologystructure equation modelingmediation effect
{"title":"Investigating academic dishonesty among business school students using fraud triangle theory and role of technology","authors":"Renuka Sharma, Kiran Mehta, Vishal Vyas","doi":"10.1080/08832323.2023.2260925","DOIUrl":"https://doi.org/10.1080/08832323.2023.2260925","url":null,"abstract":"AbstractThe propensity to cheat is intrinsic to every kind of education or training that requires effort and commitment. Academic dishonesty is a significant issue among secondary and postsecondary students worldwide. The majority of students have been involved in at least one kind of academic dishonesty in the preceding academic year. The fraud triangle was studied to explain student dishonesty. The present research evaluates how much the fraud triangle theory adds to business school students’ dishonesty. Technology as a mediator has also been studied. The research found that, despite their insight into the gravity of most cheating activities, students continued to actively participate in cheating.Keywords: Academic dishonestyfraud triangle theoryuse of technologystructure equation modelingmediation effect","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135828210","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 : 2023-09-28DOI: 10.1080/08832323.2023.2260931
Gary Blau, TL Hill
AbstractUsing qualitative open item analysis, MBA alumni were asked their perceptions of competencies, skills and concepts developed or reinforced in a client-focused team project MBA capstone course. The replies from 167 respondents were aggregated together over a nine-year period from 2013 to 2021. Conversion of coded responses to managerial competencies indicated eight competencies: client relationship management, communication, financial modeling, presentation, project management, research and analysis, strategic deliverable recommendation, and team leadership. This coding structure provided partial convergent validation for prior theoretical and empirical work linking MBA learned-to-needed managerial competencies. In addition, several differences were found between competencies/skills developed or reinforced in the MBA capstone by type of undergraduate major, i.e., business, liberal arts or STEM.Keywords: MBA competenciesMBA capstone courseundergraduate majoropen item analysis Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"A qualitative analysis of competencies and skills developed or reinforced in an MBA capstone course and comparison of competencies developed by type of undergraduate major","authors":"Gary Blau, TL Hill","doi":"10.1080/08832323.2023.2260931","DOIUrl":"https://doi.org/10.1080/08832323.2023.2260931","url":null,"abstract":"AbstractUsing qualitative open item analysis, MBA alumni were asked their perceptions of competencies, skills and concepts developed or reinforced in a client-focused team project MBA capstone course. The replies from 167 respondents were aggregated together over a nine-year period from 2013 to 2021. Conversion of coded responses to managerial competencies indicated eight competencies: client relationship management, communication, financial modeling, presentation, project management, research and analysis, strategic deliverable recommendation, and team leadership. This coding structure provided partial convergent validation for prior theoretical and empirical work linking MBA learned-to-needed managerial competencies. In addition, several differences were found between competencies/skills developed or reinforced in the MBA capstone by type of undergraduate major, i.e., business, liberal arts or STEM.Keywords: MBA competenciesMBA capstone courseundergraduate majoropen item analysis Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385101","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 : 2023-09-28DOI: 10.1080/08832323.2023.2253492
Earl J. Weiss, Paul J. Lazarony
AbstractThis study examines and preserves a record of the preferences and experiences of junior-level business students majoring in accounting when online instruction was mandatory during the COVID-19 pandemic. Two separate surveys were completed by 327 and 247 students covering five semesters. Among other results, the data collected and analyzed included whether students turned off their video (camera) and why, the degree of burnout students experienced, what instructional modality students preferred, the positives and negatives of online instruction, and whether student gender was statistically significant.Keywords: Burnout (fatigue)genderonline instructionpreferencesstudentszoom video (camera) Ethical approvalThe survey used in this study involving human subjects was reviewed by the Committee for Protection of Human Subjects at California State University, Northridge, and found not to be subject to institutional review board regulation.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"A look back at mandatory online instruction: Preserving a record of student preferences and experiences","authors":"Earl J. Weiss, Paul J. Lazarony","doi":"10.1080/08832323.2023.2253492","DOIUrl":"https://doi.org/10.1080/08832323.2023.2253492","url":null,"abstract":"AbstractThis study examines and preserves a record of the preferences and experiences of junior-level business students majoring in accounting when online instruction was mandatory during the COVID-19 pandemic. Two separate surveys were completed by 327 and 247 students covering five semesters. Among other results, the data collected and analyzed included whether students turned off their video (camera) and why, the degree of burnout students experienced, what instructional modality students preferred, the positives and negatives of online instruction, and whether student gender was statistically significant.Keywords: Burnout (fatigue)genderonline instructionpreferencesstudentszoom video (camera) Ethical approvalThe survey used in this study involving human subjects was reviewed by the Committee for Protection of Human Subjects at California State University, Northridge, and found not to be subject to institutional review board regulation.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385544","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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