Pub Date : 2023-09-28DOI: 10.1080/08832323.2023.2248348
Amir Gharehgozli, Akash Gupta, Seung-Kuk Paik
AbstractBusiness Analytics has gained the attention of academia and industry due to three main trends namely, availability of data, methodological developments, and explosion in computing power and storage capacity. Many higher education institutes show interest in developing an undergraduate business analytics program. This paper develops a framework including all the detailed steps needed to create and implement such a program for a business college in a state-funded public university. It first focuses on program justification and program development process. Then, it tackles program structure, learning outcomes, and resources. Finally, the lessons learnt are shared.Keywords: Business administrationbusiness analyticsprogram developmentpublic universityundergraduate program
{"title":"Developing an undergraduate business analytics program for a public state-funded business school","authors":"Amir Gharehgozli, Akash Gupta, Seung-Kuk Paik","doi":"10.1080/08832323.2023.2248348","DOIUrl":"https://doi.org/10.1080/08832323.2023.2248348","url":null,"abstract":"AbstractBusiness Analytics has gained the attention of academia and industry due to three main trends namely, availability of data, methodological developments, and explosion in computing power and storage capacity. Many higher education institutes show interest in developing an undergraduate business analytics program. This paper develops a framework including all the detailed steps needed to create and implement such a program for a business college in a state-funded public university. It first focuses on program justification and program development process. Then, it tackles program structure, learning outcomes, and resources. Finally, the lessons learnt are shared.Keywords: Business administrationbusiness analyticsprogram developmentpublic universityundergraduate program","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"62 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":"135385546","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: 10.1080/08832323.2023.2253963
Changyu Yang, Adam Stivers
AbstractThe rapid advancement of artificial intelligence (AI) has given rise to sophisticated language models that excel in understanding and generating human-like text. With the capacity to process vast amounts of information, these models effectively tackle problems across diverse domains. In this paper, we present a comparative analysis of prominent AI language models—ChatGPT and Google Bard—focusing on their ability to solve undergraduate finance problems. We find that GPT-4 significantly outperforms Bard-1.0, excelling in easy problems but struggling with complex ones. The results suggest that it is crucial to handle AI with care in order to uphold academic integrity.Keywords: Artificial intelligenceChatGPTfinancial educationhigher educationundergraduate finance AcknowledgmentsThe authors would like to thank Shishir Paudel, Shiang Liu, and Taggert Brooks for their help.Disclosure statementThe authors report there are no competing interests to declare.Additional informationFundingThis work was supported by grants from the University of Wisconsin-La Crosse College of Business Administration and Menard Family Midwest Initiative for Economic Engagement and Research.
{"title":"Investigating AI languages’ ability to solve undergraduate finance problems","authors":"Changyu Yang, Adam Stivers","doi":"10.1080/08832323.2023.2253963","DOIUrl":"https://doi.org/10.1080/08832323.2023.2253963","url":null,"abstract":"AbstractThe rapid advancement of artificial intelligence (AI) has given rise to sophisticated language models that excel in understanding and generating human-like text. With the capacity to process vast amounts of information, these models effectively tackle problems across diverse domains. In this paper, we present a comparative analysis of prominent AI language models—ChatGPT and Google Bard—focusing on their ability to solve undergraduate finance problems. We find that GPT-4 significantly outperforms Bard-1.0, excelling in easy problems but struggling with complex ones. The results suggest that it is crucial to handle AI with care in order to uphold academic integrity.Keywords: Artificial intelligenceChatGPTfinancial educationhigher educationundergraduate finance AcknowledgmentsThe authors would like to thank Shishir Paudel, Shiang Liu, and Taggert Brooks for their help.Disclosure statementThe authors report there are no competing interests to declare.Additional informationFundingThis work was supported by grants from the University of Wisconsin-La Crosse College of Business Administration and Menard Family Midwest Initiative for Economic Engagement and Research.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"97 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":"135385104","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: 10.1080/08832323.2023.2255724
Ephraim A. Okoro, Peter Cardon
AbstractThis study explored communication apprehension at the beginning and end of a business communication course. Nearly 200 students completed pre-class and post-class assessments of their communication apprehension in speech situations, class discussions, and group discussions. This study showed that a single business communication course significantly reduces oral communication apprehension. Yet, many students still hold communication apprehension at the end of the class. Thus, an approach that is strategic and program long could better address communication apprehension. The confidence gap between women and men is the most striking aspect of this study, with women possessing much more communication apprehension. Business educators should consider interventions to reduce or eliminate this gap.Keywords: Communication apprehensionoral communicationbusiness communicationcommunications
{"title":"Overcoming oral communication apprehension: A call for a renewed focus on confidence building in business education","authors":"Ephraim A. Okoro, Peter Cardon","doi":"10.1080/08832323.2023.2255724","DOIUrl":"https://doi.org/10.1080/08832323.2023.2255724","url":null,"abstract":"AbstractThis study explored communication apprehension at the beginning and end of a business communication course. Nearly 200 students completed pre-class and post-class assessments of their communication apprehension in speech situations, class discussions, and group discussions. This study showed that a single business communication course significantly reduces oral communication apprehension. Yet, many students still hold communication apprehension at the end of the class. Thus, an approach that is strategic and program long could better address communication apprehension. The confidence gap between women and men is the most striking aspect of this study, with women possessing much more communication apprehension. Business educators should consider interventions to reduce or eliminate this gap.Keywords: Communication apprehensionoral communicationbusiness communicationcommunications","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"65 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":"135385548","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: 10.1080/08832323.2023.2263614
Eva A. Alfoldi
AbstractIn the COVID-19 era, Yellowdig (an online discussion board with social media-like features) has increasingly risen to prominence in higher education. Reflecting on a multi-year experiment involving 14 international business and marketing courses, I argue that Yellowdig remains a valuable tool for learning even after returning to face-to-face classes. Nonetheless, my experience also highlights its limitations. While Yellowdig is not a panacea for social learning, it can provide a versatile platform for student interaction and engagement, provided that instructors maintain a clear purpose and realistic expectations. I present key considerations to help instructors optimize their use of Yellowdig.Keywords: Discussion boardslearningsocial interactionstudent engagementYellowdig AcknowledgmentsThe author would like to thank Gary Barnes and Daniel Sullivan for their insights, suggestions, and professional opinions.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 More recently, Shea and Bidjerano (Citation2010) proposed the addition of a fourth construct to the model: learner presence, referring to self-efficacy and individual effort. For a more detailed literature review of the community of inquiry model, see Rourke and Kanuka (Citation2009).2 The company recommends a conversation ratio (total number of comments divided by total number of posts) of 8 or more. While the pedagogical value of focusing heavily on encouraging comments/reactions rather than original content is up for debate, Yellowdig’s developers contend that “the intended purpose of the gamification point system in Yellowdig is to alter behavior, not assess it, and to get students interacting with their peers” (Savvides et al., Citation2019).3 Three outliers from Fall 2020 were excluded from the calculation: 542.3 and 154.6% (minimum word counts were accidentally left on Yellowdig’s default settings) and −37.8% (due to teething problems, several students were granted a make-up assignment late in the course, which allowed them to post short comments).
{"title":"Encouraging student engagement, interaction, and learning via online discussion boards: Reflections on using Yellowdig in the COVID-19 era","authors":"Eva A. Alfoldi","doi":"10.1080/08832323.2023.2263614","DOIUrl":"https://doi.org/10.1080/08832323.2023.2263614","url":null,"abstract":"AbstractIn the COVID-19 era, Yellowdig (an online discussion board with social media-like features) has increasingly risen to prominence in higher education. Reflecting on a multi-year experiment involving 14 international business and marketing courses, I argue that Yellowdig remains a valuable tool for learning even after returning to face-to-face classes. Nonetheless, my experience also highlights its limitations. While Yellowdig is not a panacea for social learning, it can provide a versatile platform for student interaction and engagement, provided that instructors maintain a clear purpose and realistic expectations. I present key considerations to help instructors optimize their use of Yellowdig.Keywords: Discussion boardslearningsocial interactionstudent engagementYellowdig AcknowledgmentsThe author would like to thank Gary Barnes and Daniel Sullivan for their insights, suggestions, and professional opinions.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 More recently, Shea and Bidjerano (Citation2010) proposed the addition of a fourth construct to the model: learner presence, referring to self-efficacy and individual effort. For a more detailed literature review of the community of inquiry model, see Rourke and Kanuka (Citation2009).2 The company recommends a conversation ratio (total number of comments divided by total number of posts) of 8 or more. While the pedagogical value of focusing heavily on encouraging comments/reactions rather than original content is up for debate, Yellowdig’s developers contend that “the intended purpose of the gamification point system in Yellowdig is to alter behavior, not assess it, and to get students interacting with their peers” (Savvides et al., Citation2019).3 Three outliers from Fall 2020 were excluded from the calculation: 542.3 and 154.6% (minimum word counts were accidentally left on Yellowdig’s default settings) and −37.8% (due to teething problems, several students were granted a make-up assignment late in the course, which allowed them to post short comments).","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"48 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":"135385229","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 : 2023-09-05DOI: 10.1080/08832323.2023.2246629
L. Beaudin, David C. Ketcham, P.eter J Nigro, Michael A. Roberto
{"title":"Examining the gender and minority test score gap on the MFT-B: A Blinder-Oaxaca decomposition approach","authors":"L. Beaudin, David C. Ketcham, P.eter J Nigro, Michael A. Roberto","doi":"10.1080/08832323.2023.2246629","DOIUrl":"https://doi.org/10.1080/08832323.2023.2246629","url":null,"abstract":"","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48037301","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 : 2023-09-05DOI: 10.1080/08832323.2023.2252557
Praveen Aggarwal, Joseph Grant
Business schools frequently utilize AACSB’s Salary Survey (Staff Compensation and Demographic Survey, or the SCDS Report) to benchmark salaries being offered by other schools. While providing averages based on a national sample, the SCDS Report obscures differences that might exist in salary averages between masters-granting and doctoral-granting business schools. In this paper, we demonstrate how these differences inflate salary averages for masters-granting schools and present a step-by-step methodology that all participating AACSB-accredited schools that provide survey data can deploy to get salary data that are more peer-appropriate and reflective of market expectations.
{"title":"Keeping up with the Joneses: Faculty salary comparison groups for AACSB-accredited schools","authors":"Praveen Aggarwal, Joseph Grant","doi":"10.1080/08832323.2023.2252557","DOIUrl":"https://doi.org/10.1080/08832323.2023.2252557","url":null,"abstract":"Business schools frequently utilize AACSB’s Salary Survey (Staff Compensation and Demographic Survey, or the SCDS Report) to benchmark salaries being offered by other schools. While providing averages based on a national sample, the SCDS Report obscures differences that might exist in salary averages between masters-granting and doctoral-granting business schools. In this paper, we demonstrate how these differences inflate salary averages for masters-granting schools and present a step-by-step methodology that all participating AACSB-accredited schools that provide survey data can deploy to get salary data that are more peer-appropriate and reflective of market expectations.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254292","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 : 2023-09-05DOI: 10.1080/08832323.2023.2253488
Wendy Swenson Roth
{"title":"Spreadsheet skills training: Required and needs improvement","authors":"Wendy Swenson Roth","doi":"10.1080/08832323.2023.2253488","DOIUrl":"https://doi.org/10.1080/08832323.2023.2253488","url":null,"abstract":"","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43966171","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 : 2023-08-01DOI: 10.1080/08832323.2023.2240475
Brett J. L. Landry, R. Scherer
Abstract The AACSB 2020 business standards update provides a “principle-based” approach to the continuous improvement process for a business school. This approach provides great flexibility for business schools to define faculty sufficiency and maintenance of faculty qualifications in a way that is congruent with their mission and expectations for faculty performance. In the following discussion, we dispel the folklore associated with faculty sufficiency and qualifications (Standard 3). Moreover, we provide a step-by-step process to guide business school administrators in maximizing guideline ratios related to the standard. Finally, examples are provided to illustrate specific strategies for navigating the standard.
{"title":"Navigating AACSB International Standard 3: Strategies to effectively manage faculty sufficiency and qualifications ratios","authors":"Brett J. L. Landry, R. Scherer","doi":"10.1080/08832323.2023.2240475","DOIUrl":"https://doi.org/10.1080/08832323.2023.2240475","url":null,"abstract":"Abstract The AACSB 2020 business standards update provides a “principle-based” approach to the continuous improvement process for a business school. This approach provides great flexibility for business schools to define faculty sufficiency and maintenance of faculty qualifications in a way that is congruent with their mission and expectations for faculty performance. In the following discussion, we dispel the folklore associated with faculty sufficiency and qualifications (Standard 3). Moreover, we provide a step-by-step process to guide business school administrators in maximizing guideline ratios related to the standard. Finally, examples are provided to illustrate specific strategies for navigating the standard.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45252714","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 : 2023-07-14DOI: 10.1080/08832323.2023.2233044
Martina Carlos-Arroyo, José Carlos Vázquez-Parra, Marco Cruz-Sandoval, José-María Romero-Rodríguez
Abstract This article aims to present an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The intention was to identify the scaling of the competency and its sub-competencies during the training process and whether the students have the necessary skills to solve the problems and meet the challenges of their future environments. The study conducted exploratory and multivariate descriptive statistical analyses. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably.
{"title":"Development of complex thinking in a professional training process: An approach to business students of a Mexican University","authors":"Martina Carlos-Arroyo, José Carlos Vázquez-Parra, Marco Cruz-Sandoval, José-María Romero-Rodríguez","doi":"10.1080/08832323.2023.2233044","DOIUrl":"https://doi.org/10.1080/08832323.2023.2233044","url":null,"abstract":"Abstract This article aims to present an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The intention was to identify the scaling of the competency and its sub-competencies during the training process and whether the students have the necessary skills to solve the problems and meet the challenges of their future environments. The study conducted exploratory and multivariate descriptive statistical analyses. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41877660","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 : 2023-07-14DOI: 10.1080/08832323.2023.2232922
Mohamed Zainuba, Ahmad Rahal, O. Kutlubay, Julie Wright
Abstract This study surveyed first-year business students to measure their intended academic major at the beginning and at the end of the semester, and the relative importance of the factors that influenced their choice. Results indicate that students’ independent research, family input, and potential income were the most significant factors of students’ choice of major in the initial survey. A t-test analysis revealed the relative importance of professors’ roles and course contents on students’ choice of major in the follow-up survey. These results have significant implications for the development of effective strategies for students’ recruitment, advising, retention, graduation, and career planning.
{"title":"Students’ choice of major: An approach for academic advising","authors":"Mohamed Zainuba, Ahmad Rahal, O. Kutlubay, Julie Wright","doi":"10.1080/08832323.2023.2232922","DOIUrl":"https://doi.org/10.1080/08832323.2023.2232922","url":null,"abstract":"Abstract This study surveyed first-year business students to measure their intended academic major at the beginning and at the end of the semester, and the relative importance of the factors that influenced their choice. Results indicate that students’ independent research, family input, and potential income were the most significant factors of students’ choice of major in the initial survey. A t-test analysis revealed the relative importance of professors’ roles and course contents on students’ choice of major in the follow-up survey. These results have significant implications for the development of effective strategies for students’ recruitment, advising, retention, graduation, and career planning.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45599735","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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