Pub Date : 2023-01-06DOI: 10.1080/08832323.2022.2163609
J. Allen Brown
This study explores the creation of an experiential learning exercise (ELE) to simulate a generic operations management scenario. Through the case study, students are provided the opportunity to gain tacit understanding of learning curves by doing tasks and observing tasks. The students’ tacit understanding is captured through learning rates. The findings support students learn through repetition and by observing others.
{"title":"Experiential learning beyond the textbook in operations management","authors":"J. Allen Brown","doi":"10.1080/08832323.2022.2163609","DOIUrl":"https://doi.org/10.1080/08832323.2022.2163609","url":null,"abstract":"This study explores the creation of an experiential learning exercise (ELE) to simulate a generic operations management scenario. Through the case study, students are provided the opportunity to gain tacit understanding of learning curves by doing tasks and observing tasks. The students’ tacit understanding is captured through learning rates. The findings support students learn through repetition and by observing others.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135275892","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 : 2023-01-02DOI: 10.1080/08832323.2021.2017251
Carlos Vílchez-Román, Arístides A. Vara-Horna, Lizardo Vargas-Bianchi
Abstract This study aims to validate a data collection tool’s psychometric properties to explore whether business management research’s relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers’ research literacy and evidence-based practice in business education and training.
{"title":"Bringing managers closer to papers: Measuring the relevance of business and management research","authors":"Carlos Vílchez-Román, Arístides A. Vara-Horna, Lizardo Vargas-Bianchi","doi":"10.1080/08832323.2021.2017251","DOIUrl":"https://doi.org/10.1080/08832323.2021.2017251","url":null,"abstract":"Abstract This study aims to validate a data collection tool’s psychometric properties to explore whether business management research’s relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers’ research literacy and evidence-based practice in business education and training.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"17 - 24"},"PeriodicalIF":1.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237020","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 : 2022-12-22DOI: 10.1080/08832323.2022.2150832
Joseph T. Patton, J. Jamsheed, Marc B. Lewis
Abstract This study of 643 students covering 1286 individual undergraduate business classes explored the factors impacting student acquisition of assigned textbooks and instructional materials. The findings indicated that counterintuitively, lower textbook prices did not increase acquisition rates, and that the utility of assigned materials was the primary determinant of acquisition. When students do not acquire their textbooks and materials, it appears to be tied to the belief that course success is not linked to acquiring those materials. Results suggest that materials not needed to obtain a good grade will not be acquired by many students, even at lower prices. Recommendations for practice and policy are offered.
{"title":"Do textbook prices matter? An exploration of factors that influence textbook acquisition by undergraduate business students","authors":"Joseph T. Patton, J. Jamsheed, Marc B. Lewis","doi":"10.1080/08832323.2022.2150832","DOIUrl":"https://doi.org/10.1080/08832323.2022.2150832","url":null,"abstract":"Abstract This study of 643 students covering 1286 individual undergraduate business classes explored the factors impacting student acquisition of assigned textbooks and instructional materials. The findings indicated that counterintuitively, lower textbook prices did not increase acquisition rates, and that the utility of assigned materials was the primary determinant of acquisition. When students do not acquire their textbooks and materials, it appears to be tied to the belief that course success is not linked to acquiring those materials. Results suggest that materials not needed to obtain a good grade will not be acquired by many students, even at lower prices. Recommendations for practice and policy are offered.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"305 - 314"},"PeriodicalIF":1.2,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41985105","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 : 2022-11-17DOI: 10.1080/08832323.2021.2005512
Barihan A. Nabil, A. Srouji, Afaf Abu Zer
Abstract This study adds to the regional and global discourse and understanding of gender stereotyping in accounting education in a Middle Eastern context by investigating the impact of family, society, and the accountants’ work environment as being more suitable for men, on majoring in accounting. Data were collected through a field survey from 830 business students from three universities in Jordan. Structural equation analyses of the quantitative data show a significant influence of patriarchal values on college students and gender stereotyping of accounting as a profession. Accountants’ work environments are still perceived by respondents as being more suitable for men, reflecting slow social changes and denying the accounting profession diversity and the potential contributions of women to the profession.
{"title":"Gender stereotyping in accounting education, why few female students choose accounting","authors":"Barihan A. Nabil, A. Srouji, Afaf Abu Zer","doi":"10.1080/08832323.2021.2005512","DOIUrl":"https://doi.org/10.1080/08832323.2021.2005512","url":null,"abstract":"Abstract This study adds to the regional and global discourse and understanding of gender stereotyping in accounting education in a Middle Eastern context by investigating the impact of family, society, and the accountants’ work environment as being more suitable for men, on majoring in accounting. Data were collected through a field survey from 830 business students from three universities in Jordan. Structural equation analyses of the quantitative data show a significant influence of patriarchal values on college students and gender stereotyping of accounting as a profession. Accountants’ work environments are still perceived by respondents as being more suitable for men, reflecting slow social changes and denying the accounting profession diversity and the potential contributions of women to the profession.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"97 1","pages":"542 - 554"},"PeriodicalIF":1.2,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45939252","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 : 2022-11-16DOI: 10.1080/08832323.2022.2144987
F. Beer, Gilna Samuel, Krystal Rawls, Barbara Sirotnik
Abstract A core value of the Association to Advance Collegiate Schools of Business (AACSB) accreditation standards is diversity and inclusion. Using survey data collected from faculty members within the College of Business at a 4-year U.S. university, this study assesses faculty perceptions regarding diversity, equity, and inclusion (DEI). The findings show that most participants believe that the college is committed to DEI values and agree that the college stakeholders recognize the benefit/need for equity. However, most faculty think that a culture of equity does not categorize their institution and are not aware of the recruitment and retention strategies used by the college or the university.
{"title":"Are we moving the needle? An empirical evaluation of business faculty members’ perceptions of DEI efforts","authors":"F. Beer, Gilna Samuel, Krystal Rawls, Barbara Sirotnik","doi":"10.1080/08832323.2022.2144987","DOIUrl":"https://doi.org/10.1080/08832323.2022.2144987","url":null,"abstract":"Abstract A core value of the Association to Advance Collegiate Schools of Business (AACSB) accreditation standards is diversity and inclusion. Using survey data collected from faculty members within the College of Business at a 4-year U.S. university, this study assesses faculty perceptions regarding diversity, equity, and inclusion (DEI). The findings show that most participants believe that the college is committed to DEI values and agree that the college stakeholders recognize the benefit/need for equity. However, most faculty think that a culture of equity does not categorize their institution and are not aware of the recruitment and retention strategies used by the college or the university.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"251 - 261"},"PeriodicalIF":1.2,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46352128","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 : 2022-11-16DOI: 10.1080/08832323.2022.2144988
Gary Blau, T. Hill, David Nash, Nicole Naumoff
Abstract Competency development is important in any MBA program, perhaps the most in the capstone course. Aggregating replies from 167 MBA graduates who completed a client-oriented, team project-based MBA capstone course within a nine-year study period, two new reliable and distinct scales reflecting career competencies learned were developed, Business Project Competency (6 items) and Opportunity Discovery Competency (8 items). MBA graduates who reported their capstone experience had helped with four career advancing behaviors, i.e., in a job interview; to move to a new position or get a raise; change of careers; or expanding their professional network, had higher perceptions on both scales, versus MBA graduates not reporting these career advancing behaviors.
{"title":"Measuring competencies developed within an MBA capstone course and testing for group differences in perceived competencies for reporting career advancement behaviors","authors":"Gary Blau, T. Hill, David Nash, Nicole Naumoff","doi":"10.1080/08832323.2022.2144988","DOIUrl":"https://doi.org/10.1080/08832323.2022.2144988","url":null,"abstract":"Abstract Competency development is important in any MBA program, perhaps the most in the capstone course. Aggregating replies from 167 MBA graduates who completed a client-oriented, team project-based MBA capstone course within a nine-year study period, two new reliable and distinct scales reflecting career competencies learned were developed, Business Project Competency (6 items) and Opportunity Discovery Competency (8 items). MBA graduates who reported their capstone experience had helped with four career advancing behaviors, i.e., in a job interview; to move to a new position or get a raise; change of careers; or expanding their professional network, had higher perceptions on both scales, versus MBA graduates not reporting these career advancing behaviors.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"295 - 304"},"PeriodicalIF":1.2,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45274208","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 : 2022-11-16DOI: 10.1080/08832323.2022.2141177
Rita J. Shea-Van Fossen
Abstract Vision statements in organizations help CEOs provide focus and direction to a company’s activities and motivate employees toward improved performance. This article explores if an instructor can use a vision statement to overcome course design challenges and motivate students toward improved learning and then presents a process used for developing and implementing vision statements into business courses. Using a pre-and-post design to evaluate student’s learning and performance improvements, preliminary results support the use of course visions in designing courses and show improvements in student learning. The challenges encountered in implementing course vision statements are also discussed.
{"title":"Using vision statements to enhance course design and improve student outcomes","authors":"Rita J. Shea-Van Fossen","doi":"10.1080/08832323.2022.2141177","DOIUrl":"https://doi.org/10.1080/08832323.2022.2141177","url":null,"abstract":"Abstract Vision statements in organizations help CEOs provide focus and direction to a company’s activities and motivate employees toward improved performance. This article explores if an instructor can use a vision statement to overcome course design challenges and motivate students toward improved learning and then presents a process used for developing and implementing vision statements into business courses. Using a pre-and-post design to evaluate student’s learning and performance improvements, preliminary results support the use of course visions in designing courses and show improvements in student learning. The challenges encountered in implementing course vision statements are also discussed.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"284 - 292"},"PeriodicalIF":1.2,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49252166","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 : 2022-10-31DOI: 10.1080/08832323.2022.2138247
Marcus D. Stroud
Abstract The purpose of this article is to provide guidance for instructors who wish to develop a course associated with student participation in the College Fed Challenge (CFC), an academic competition designed to test students’ knowledge of current economic events and monetary policy. We eschew a lecture-only methodology and use small-group and team-based learning to effectively prepare students for this endeavor. Under this framework, students play an active role in the classroom experience, develop critical research and public speaking skills, and benefit from cohesive peer interaction. Samples of in-class activities and the accompanying grading rubrics are provided for seamless instructor implementation.
{"title":"The College Fed Challenge: A roadmap for instructors","authors":"Marcus D. Stroud","doi":"10.1080/08832323.2022.2138247","DOIUrl":"https://doi.org/10.1080/08832323.2022.2138247","url":null,"abstract":"Abstract The purpose of this article is to provide guidance for instructors who wish to develop a course associated with student participation in the College Fed Challenge (CFC), an academic competition designed to test students’ knowledge of current economic events and monetary policy. We eschew a lecture-only methodology and use small-group and team-based learning to effectively prepare students for this endeavor. Under this framework, students play an active role in the classroom experience, develop critical research and public speaking skills, and benefit from cohesive peer interaction. Samples of in-class activities and the accompanying grading rubrics are provided for seamless instructor implementation.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"262 - 271"},"PeriodicalIF":1.2,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45022763","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 : 2022-10-31DOI: 10.1080/08832323.2022.2138248
Luis Demetrio Gómez García, Marisleidy Alba Cabañas
Abstract Theory and practice in entrepreneurship education are still a subject of research. This paper proposes a simulation in which, based on the External Enablers of New Venture Creation approach, students can translate environmental changes generated by the unbalancing conditions of the Covid-19 pandemic into strategic entrepreneurial actions. The practice-based approach grounded in actionable theory is chosen to build our simulation. The exercise is carried out through the business model canvas because of its practical value. Running the simulation proves to be helpful in teaching new theoretical approaches. The simulation also proves that new venture teams can impact more the conversion of environmental changes into strategic entrepreneurial actions than individual entrepreneurs.
{"title":"Integrating the external enablers of new venture creation theory into practice: A simulation approach for teaching entrepreneurship","authors":"Luis Demetrio Gómez García, Marisleidy Alba Cabañas","doi":"10.1080/08832323.2022.2138248","DOIUrl":"https://doi.org/10.1080/08832323.2022.2138248","url":null,"abstract":"Abstract Theory and practice in entrepreneurship education are still a subject of research. This paper proposes a simulation in which, based on the External Enablers of New Venture Creation approach, students can translate environmental changes generated by the unbalancing conditions of the Covid-19 pandemic into strategic entrepreneurial actions. The practice-based approach grounded in actionable theory is chosen to build our simulation. The exercise is carried out through the business model canvas because of its practical value. Running the simulation proves to be helpful in teaching new theoretical approaches. The simulation also proves that new venture teams can impact more the conversion of environmental changes into strategic entrepreneurial actions than individual entrepreneurs.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"272 - 283"},"PeriodicalIF":1.2,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42230492","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 : 2022-10-24DOI: 10.1080/08832323.2022.2129554
Gary Blau
Abstract Business schools need to maintain student academic satisfaction. A key component of a business school’s curriculum is its core or required courses. This study compared graduating business student perceptions about core course scales, their combined quantitative versus qualitative and challenging versus added value impact, on types of student satisfaction. A combined sample of 360 business students filled out an exit survey. Four core course scales were created: quantitative/challenge; qualitative/challenge; quantitative/added value; and qualitative/added value. After controlling for demographic and school-related variables, results showed that the perceived qualitative/added value (to education) core course scale had a consistently strong positive impact on all three types of student satisfaction.
{"title":"Core course scales: Exploring quantitative versus qualitative and challenging versus added value impact on graduating business student satisfaction","authors":"Gary Blau","doi":"10.1080/08832323.2022.2129554","DOIUrl":"https://doi.org/10.1080/08832323.2022.2129554","url":null,"abstract":"Abstract Business schools need to maintain student academic satisfaction. A key component of a business school’s curriculum is its core or required courses. This study compared graduating business student perceptions about core course scales, their combined quantitative versus qualitative and challenging versus added value impact, on types of student satisfaction. A combined sample of 360 business students filled out an exit survey. Four core course scales were created: quantitative/challenge; qualitative/challenge; quantitative/added value; and qualitative/added value. After controlling for demographic and school-related variables, results showed that the perceived qualitative/added value (to education) core course scale had a consistently strong positive impact on all three types of student satisfaction.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"242 - 250"},"PeriodicalIF":1.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44453331","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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