Pub Date : 2023-05-03DOI: 10.1080/08832323.2023.2208812
Kenneth J. Chapman, M. Meuter
Abstract This research investigates the effect of exceptionally poor team members (identified as “bad apples”) on team dynamics and team performance. The negative impact of bad apples is shown to harm group dynamic factors of team effectiveness, relationships, cohesion, and increase conflict. In addition, we show that bad apples reduce team satisfaction and overall team grades. The use of a two-stage peer evaluation process is explored as a viable technique to minimize the negative impact of bad apples and appears to reduce the number of bad apples. We conclude with a discussion of applicable tools and techniques that can be utilized in a classroom to enhance the group experience and outcomes.
{"title":"The influence and mitigation of bad apples on group dynamics and outcomes","authors":"Kenneth J. Chapman, M. Meuter","doi":"10.1080/08832323.2023.2208812","DOIUrl":"https://doi.org/10.1080/08832323.2023.2208812","url":null,"abstract":"Abstract This research investigates the effect of exceptionally poor team members (identified as “bad apples”) on team dynamics and team performance. The negative impact of bad apples is shown to harm group dynamic factors of team effectiveness, relationships, cohesion, and increase conflict. In addition, we show that bad apples reduce team satisfaction and overall team grades. The use of a two-stage peer evaluation process is explored as a viable technique to minimize the negative impact of bad apples and appears to reduce the number of bad apples. We conclude with a discussion of applicable tools and techniques that can be utilized in a classroom to enhance the group experience and outcomes.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"387 - 394"},"PeriodicalIF":1.2,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44542673","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 : 2023-05-03DOI: 10.1080/08832323.2023.2196048
Bruno Dyck, Chi-Hung Liao, R. Manchanda
Abstract Responsible Management Education (RME) seeks to prepare students to address social and ecological crises via going beyond a traditional narrow understanding of shareholder wealth maximization. Past research has shown mixed results regarding the effectiveness of RME courses to change students’ subsequent behavior. We examine whether taking an RME course that teaches multiple approaches to management affects students’ subsequent investment decisions. We find that such students allocate less money to investments that focus only on financial returns without regard for social and ecological well-being, thereby counterbalancing our finding that greater investment knowledge is associated with allocating more money to such investments. Implications are discussed.
{"title":"The effect of teaching multiple approaches to management on students’ subsequent investment decisions: Implications for Responsible Management Education","authors":"Bruno Dyck, Chi-Hung Liao, R. Manchanda","doi":"10.1080/08832323.2023.2196048","DOIUrl":"https://doi.org/10.1080/08832323.2023.2196048","url":null,"abstract":"Abstract Responsible Management Education (RME) seeks to prepare students to address social and ecological crises via going beyond a traditional narrow understanding of shareholder wealth maximization. Past research has shown mixed results regarding the effectiveness of RME courses to change students’ subsequent behavior. We examine whether taking an RME course that teaches multiple approaches to management affects students’ subsequent investment decisions. We find that such students allocate less money to investments that focus only on financial returns without regard for social and ecological well-being, thereby counterbalancing our finding that greater investment knowledge is associated with allocating more money to such investments. Implications are discussed.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"359 - 366"},"PeriodicalIF":1.2,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717350","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 : 2023-05-03DOI: 10.1080/08832323.2023.2201414
Mohammad Tariqul Islam Khan
Abstract This study attempts to assess individuals’ Bitcoin, Ethereum and Litecoin literacy, and then identifies different profiles based on the literacy levels of these cryptocurrencies, and further investigates whether financial literacy explains Bitcoin, Ethereum and Litecoin literacy. Using a sample from higher learning institutions in Malaysia, the results indicate that individuals exhibit higher knowledge on Bitcoin compared to Ethereum and Litecoin. Cluster analysis revealed two clusters, where the high-cryptocurrency-literacy cluster (high in Bitcoin, Ethereum, and Litecoin literacy) has a distinct demographic profile and higher financial literacy than the low-cryptocurrency-literacy cluster (low in Bitcoin, Ethereum, and Litecoin literacy). Financial literacy is shown to explain Bitcoin and Ethereum literacy, but not Litecoin literacy.
{"title":"Literacy, profile, and determinants of Bitcoin, Ethereum, and Litecoin: Survey results","authors":"Mohammad Tariqul Islam Khan","doi":"10.1080/08832323.2023.2201414","DOIUrl":"https://doi.org/10.1080/08832323.2023.2201414","url":null,"abstract":"Abstract This study attempts to assess individuals’ Bitcoin, Ethereum and Litecoin literacy, and then identifies different profiles based on the literacy levels of these cryptocurrencies, and further investigates whether financial literacy explains Bitcoin, Ethereum and Litecoin literacy. Using a sample from higher learning institutions in Malaysia, the results indicate that individuals exhibit higher knowledge on Bitcoin compared to Ethereum and Litecoin. Cluster analysis revealed two clusters, where the high-cryptocurrency-literacy cluster (high in Bitcoin, Ethereum, and Litecoin literacy) has a distinct demographic profile and higher financial literacy than the low-cryptocurrency-literacy cluster (low in Bitcoin, Ethereum, and Litecoin literacy). Financial literacy is shown to explain Bitcoin and Ethereum literacy, but not Litecoin literacy.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"367 - 377"},"PeriodicalIF":1.2,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42834476","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 : 2023-04-28DOI: 10.1080/08832323.2023.2185582
Aaron T. McDonald, David Pulaski, Ralph Heidl
Despite collaboration being integrated into business education, challenges remain in preparing students to collaborate in modern organizations. This challenge is partially due to educators primarily focusing on within-team collaboration while, due to increased work complexity, organizations have moved to multiteam systems which also require between-team collaboration. Therefore, we developed the Magnetic Tower, which integrates within and between-team collaboration in an experiential learning exercise. In this exercise, teams implement within-team collaboration aspects such as communication, coordination, balancing members’ contributions, and mutual support as well as between-team collaboration aspects such as boundary spanning, knowledge sharing, and integration to successfully complete the project.
{"title":"Magnetic tower: Within and between-team collaboration experiential exercise","authors":"Aaron T. McDonald, David Pulaski, Ralph Heidl","doi":"10.1080/08832323.2023.2185582","DOIUrl":"https://doi.org/10.1080/08832323.2023.2185582","url":null,"abstract":"Despite collaboration being integrated into business education, challenges remain in preparing students to collaborate in modern organizations. This challenge is partially due to educators primarily focusing on within-team collaboration while, due to increased work complexity, organizations have moved to multiteam systems which also require between-team collaboration. Therefore, we developed the Magnetic Tower, which integrates within and between-team collaboration in an experiential learning exercise. In this exercise, teams implement within-team collaboration aspects such as communication, coordination, balancing members’ contributions, and mutual support as well as between-team collaboration aspects such as boundary spanning, knowledge sharing, and integration to successfully complete the project.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135912786","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 : 2023-04-28DOI: 10.1080/08832323.2023.2191170
Garrett Lane Cohee
Abstract Accreditation by the Association to Advance Collegiate Schools of Business (AACSB) exemplifies a widely accepted commitment to business school differentiation both in terms of both value and quality. Business schools embarking on the initial accreditation journey must invest significant human and capital resources to achieve this goal. Given this, institutions should employ practices designed to optimize their potential for success. Well-established project management processes can do just that. This paper summarizes the scope of AACSB initial accreditation, reviews applicable project management development approaches, and summarizes the project management methods and artifacts most appropriate for each phase of the accreditation process.
{"title":"Project management methods applied to the Association to Advance Collegiate Schools of Business (AACSB) initial accreditation process","authors":"Garrett Lane Cohee","doi":"10.1080/08832323.2023.2191170","DOIUrl":"https://doi.org/10.1080/08832323.2023.2191170","url":null,"abstract":"Abstract Accreditation by the Association to Advance Collegiate Schools of Business (AACSB) exemplifies a widely accepted commitment to business school differentiation both in terms of both value and quality. Business schools embarking on the initial accreditation journey must invest significant human and capital resources to achieve this goal. Given this, institutions should employ practices designed to optimize their potential for success. Well-established project management processes can do just that. This paper summarizes the scope of AACSB initial accreditation, reviews applicable project management development approaches, and summarizes the project management methods and artifacts most appropriate for each phase of the accreditation process.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"349 - 358"},"PeriodicalIF":1.2,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44914872","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 : 2023-04-28DOI: 10.1080/08832323.2023.2196049
J. St. John, Kathryn St John, Christopher St. John
Abstract Teamwork skills are an important part of business school curriculum typically taught using project-based experiential methods. This paper presents best practices for teaching teamwork skills to Gen Z students using a project-based learning, peer mentoring approach. With experiential learning theory as a guide, an interdisciplinary process was developed between an introductory programming course and a capstone business project management course to improve experiential learning and overcome issues like the free-rider problem. The opinions and sentiments of peer mentors were examined using text analysis and sentiment analysis. Peer mentoring between two interdisciplinary courses was found to reduce the free-rider problem and was beneficial for both classes.
{"title":"Learning by facilitating: A project-based interdisciplinary approach","authors":"J. St. John, Kathryn St John, Christopher St. John","doi":"10.1080/08832323.2023.2196049","DOIUrl":"https://doi.org/10.1080/08832323.2023.2196049","url":null,"abstract":"Abstract Teamwork skills are an important part of business school curriculum typically taught using project-based experiential methods. This paper presents best practices for teaching teamwork skills to Gen Z students using a project-based learning, peer mentoring approach. With experiential learning theory as a guide, an interdisciplinary process was developed between an introductory programming course and a capstone business project management course to improve experiential learning and overcome issues like the free-rider problem. The opinions and sentiments of peer mentors were examined using text analysis and sentiment analysis. Peer mentoring between two interdisciplinary courses was found to reduce the free-rider problem and was beneficial for both classes.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"404 - 411"},"PeriodicalIF":1.2,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43039480","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 : 2023-04-28DOI: 10.1080/08832323.2023.2189685
Michael R. Pepe, Joseph McCollum
Abstract The purpose of this study was to empirically investigate the effectiveness of the Blended Learning Choice Model on student academic performance. In response to the requirements necessitated by the COVID-19 pandemic, an adaptive blended learning method was developed. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a digital marketing course at a private undergraduate liberal arts college located in the northeastern United States. The Choice Model of instruction was used for two sections of the digital marketing course during the fall 2020 and spring 2021 semesters. During the fall 2021 semester, the two sections returned to 100% in-person instruction. This research compared the academic performance of students by their choice of delivery instruction method, synchronous remote or classroom, in two sections during the fall 2020 and spring 2021 semesters. For each semester and section, the overall grade point average (GPA) of each student was compared to the GPA earned in the digital marketing course. Students were assigned to one of two groups depending on their selected choice of a remote synchronous delivery method or in-person classroom instruction. A two-sample t-test was performed to compare the grades of students in the remote section to the in-person section. The combined results of the fall 2020 and spring 2021 semesters indicated that students enrolled in the course via remote delivery demonstrated significantly lower GPA compared to students with in-person instruction.
{"title":"The impact of using a blended learning Choice Model method on student performance in higher education during COVID-19","authors":"Michael R. Pepe, Joseph McCollum","doi":"10.1080/08832323.2023.2189685","DOIUrl":"https://doi.org/10.1080/08832323.2023.2189685","url":null,"abstract":"Abstract The purpose of this study was to empirically investigate the effectiveness of the Blended Learning Choice Model on student academic performance. In response to the requirements necessitated by the COVID-19 pandemic, an adaptive blended learning method was developed. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a digital marketing course at a private undergraduate liberal arts college located in the northeastern United States. The Choice Model of instruction was used for two sections of the digital marketing course during the fall 2020 and spring 2021 semesters. During the fall 2021 semester, the two sections returned to 100% in-person instruction. This research compared the academic performance of students by their choice of delivery instruction method, synchronous remote or classroom, in two sections during the fall 2020 and spring 2021 semesters. For each semester and section, the overall grade point average (GPA) of each student was compared to the GPA earned in the digital marketing course. Students were assigned to one of two groups depending on their selected choice of a remote synchronous delivery method or in-person classroom instruction. A two-sample t-test was performed to compare the grades of students in the remote section to the in-person section. The combined results of the fall 2020 and spring 2021 semesters indicated that students enrolled in the course via remote delivery demonstrated significantly lower GPA compared to students with in-person instruction.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"324 - 330"},"PeriodicalIF":1.2,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46558805","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 : 2023-02-17DOI: 10.1080/08832323.2022.2045556
Bhuwandeep , Piyusa Das, Satya N. Mishra
Abstract Due to COVID-19, there was a sudden shift from offline campus learning to emergency remote learning. Consequently, there is little understanding of students’ preferences, perceptions, and attitudes regarding online education. This research paper aims to bridge this gap through the study conducted over 3 months in three stages for business management students. Our study focuses on learning preferences, barriers, benefits, and opportunities in online learning during pandemic times. Our research has significant managerial implications. Our study concludes that making the online content more interactive, project-based, and less dependent on the live classes (by providing prerecorded lessons and notes) with clear communication of learning outcomes will benefit the students.
{"title":"Management education in pandemic times: Insights, challenges, and opportunities for the future","authors":"Bhuwandeep , Piyusa Das, Satya N. Mishra","doi":"10.1080/08832323.2022.2045556","DOIUrl":"https://doi.org/10.1080/08832323.2022.2045556","url":null,"abstract":"Abstract Due to COVID-19, there was a sudden shift from offline campus learning to emergency remote learning. Consequently, there is little understanding of students’ preferences, perceptions, and attitudes regarding online education. This research paper aims to bridge this gap through the study conducted over 3 months in three stages for business management students. Our study focuses on learning preferences, barriers, benefits, and opportunities in online learning during pandemic times. Our research has significant managerial implications. Our study concludes that making the online content more interactive, project-based, and less dependent on the live classes (by providing prerecorded lessons and notes) with clear communication of learning outcomes will benefit the students.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"68 - 76"},"PeriodicalIF":1.2,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43684813","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 : 2023-02-14DOI: 10.1080/08832323.2023.2172373
Khalid A. Alanzi
Abstract This study intended to empirically investigate the influence of select factors on the remote learning performance of accounting students at a business college in Kuwait. The study attempted to address some factors that might influence accounting students’ performance when learning remotely and that have not been investigated in prior research within distance accounting education literature. A stepwise regression model used a sample of 100 accounting students who were enrolled during the COVID-19 pandemic and had learned remotely to test the study’s hypotheses. The results indicated that the college GPA had the most significant influence on the remote learning performance of accounting students, followed by students’ age.
{"title":"Determinants of accounting remote learning performance: Evidence from Kuwait in the context of COVID-19 pandemic","authors":"Khalid A. Alanzi","doi":"10.1080/08832323.2023.2172373","DOIUrl":"https://doi.org/10.1080/08832323.2023.2172373","url":null,"abstract":"Abstract This study intended to empirically investigate the influence of select factors on the remote learning performance of accounting students at a business college in Kuwait. The study attempted to address some factors that might influence accounting students’ performance when learning remotely and that have not been investigated in prior research within distance accounting education literature. A stepwise regression model used a sample of 100 accounting students who were enrolled during the COVID-19 pandemic and had learned remotely to test the study’s hypotheses. The results indicated that the college GPA had the most significant influence on the remote learning performance of accounting students, followed by students’ age.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"315 - 323"},"PeriodicalIF":1.2,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43192610","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 : 2023-02-14DOI: 10.1080/08832323.2023.2173481
Deborah DeLong, Brian A Vander Schee
study
学习
{"title":"Correction Notice","authors":"Deborah DeLong, Brian A Vander Schee","doi":"10.1080/08832323.2023.2173481","DOIUrl":"https://doi.org/10.1080/08832323.2023.2173481","url":null,"abstract":"study","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"347 - 347"},"PeriodicalIF":1.2,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42237673","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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