Pub Date : 2022-07-06DOI: 10.1080/08832323.2022.2065229
Mohammad I. Merhi, A. Meisami
Abstract This study is one of the first research attempts to examine students’ satisfaction with web-based assessment platforms. Using the self-determination theory, the research model examines the intermediate role of autonomy and competency. We gathered our data from a survey of 324 business students at one of the Midwestern American institutions who used McGraw-Hill Connect. PLS-SEM analytical procedures were used for testing and validating the hypotheses. The data show that competency, autonomy, quality, and feedback have a significant impact on students’ satisfaction. Functionality, quality, and feedback are the antecedents to autonomy and competence. The relationship between functionality and satisfaction is fully mediated by competency. Implications for research and practice are discussed.
{"title":"Connecting the dots: Web-based assessment platforms and students’ satisfaction","authors":"Mohammad I. Merhi, A. Meisami","doi":"10.1080/08832323.2022.2065229","DOIUrl":"https://doi.org/10.1080/08832323.2022.2065229","url":null,"abstract":"Abstract This study is one of the first research attempts to examine students’ satisfaction with web-based assessment platforms. Using the self-determination theory, the research model examines the intermediate role of autonomy and competency. We gathered our data from a survey of 324 business students at one of the Midwestern American institutions who used McGraw-Hill Connect. PLS-SEM analytical procedures were used for testing and validating the hypotheses. The data show that competency, autonomy, quality, and feedback have a significant impact on students’ satisfaction. Functionality, quality, and feedback are the antecedents to autonomy and competence. The relationship between functionality and satisfaction is fully mediated by competency. Implications for research and practice are discussed.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"126 - 138"},"PeriodicalIF":1.2,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46171203","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 : 2022-06-28DOI: 10.1080/08832323.2022.2066058
J. Black, Bethany A. Davidson
Abstract We demonstrate evaluating levels of student engagement in online classes for accreditation. By synthesizing four categories of student engagement (Hillman, Willis, & Gunawardena, 1994) and individual activities from Adler (2020), we extend and use a comprehensive set of student engagement activities for assessment. This systematic evaluation enables determining if the desired level (Carnegie-unit standard of 8,100 min) and variety of student engagement is reached. By assessing two online Master of Entrepreneurship classes in a Southeastern U.S. regional university. Our findings indicate both classes have 8,100+ min of engagement and patterns of using multiple engagement categories. We provide a method for quantifying the level of faculty-student and student-student engagement using an evaluation of two online courses to support that AACSB standards for engagement are met in online programs.
{"title":"Student engagement in online graduate entrepreneurship classes: Demonstrating meeting AACSB standards","authors":"J. Black, Bethany A. Davidson","doi":"10.1080/08832323.2022.2066058","DOIUrl":"https://doi.org/10.1080/08832323.2022.2066058","url":null,"abstract":"Abstract We demonstrate evaluating levels of student engagement in online classes for accreditation. By synthesizing four categories of student engagement (Hillman, Willis, & Gunawardena, 1994) and individual activities from Adler (2020), we extend and use a comprehensive set of student engagement activities for assessment. This systematic evaluation enables determining if the desired level (Carnegie-unit standard of 8,100 min) and variety of student engagement is reached. By assessing two online Master of Entrepreneurship classes in a Southeastern U.S. regional university. Our findings indicate both classes have 8,100+ min of engagement and patterns of using multiple engagement categories. We provide a method for quantifying the level of faculty-student and student-student engagement using an evaluation of two online courses to support that AACSB standards for engagement are met in online programs.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"156 - 165"},"PeriodicalIF":1.2,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43638244","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 : 2022-06-14DOI: 10.1080/08832323.2022.2063239
Gary Blau, T. L. Hill, M. Cannon
Abstract The growth of non-profit organizations has led to a proliferation of non-profit management education (NME) courses across different curricula. We use survey data from a two-semester NME course with a substantive board service requirement to investigate what affects students’ intent to recommend an NME course to other MBA students. Drawing 65 responses from predominantly MBA students who had completed the course between 2011 and 2018, we found that course concept understanding and skill transfer affected students’ intent to recommend. Implications for practice are discussed.
{"title":"Course concept understanding and skill transfer as correlates of intent to recommend an experiential MBA non-profit governance course","authors":"Gary Blau, T. L. Hill, M. Cannon","doi":"10.1080/08832323.2022.2063239","DOIUrl":"https://doi.org/10.1080/08832323.2022.2063239","url":null,"abstract":"Abstract The growth of non-profit organizations has led to a proliferation of non-profit management education (NME) courses across different curricula. We use survey data from a two-semester NME course with a substantive board service requirement to investigate what affects students’ intent to recommend an NME course to other MBA students. Drawing 65 responses from predominantly MBA students who had completed the course between 2011 and 2018, we found that course concept understanding and skill transfer affected students’ intent to recommend. Implications for practice are discussed.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"117 - 125"},"PeriodicalIF":1.2,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41319464","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 : 2022-06-14DOI: 10.1080/08832323.2022.2084357
Daniel Tschopp, David Eplion, D. Barney
Abstract This paper demonstrates how basic financial analysis skills students learn in their introductory courses in financial accounting, managerial accounting, and finance can be used by graduating business majors to make informed employment decisions. Eleven types of basic analysis are used to identify areas of concern in a potential employer’s financial health. Analysis using financial ratios, financial statement line items, and information in audit reports are provided with specific real life examples. This paper can serve as a tool that educators can use to give to their graduating business majors as they begin their job search.
{"title":"Analyze your potential employer","authors":"Daniel Tschopp, David Eplion, D. Barney","doi":"10.1080/08832323.2022.2084357","DOIUrl":"https://doi.org/10.1080/08832323.2022.2084357","url":null,"abstract":"Abstract This paper demonstrates how basic financial analysis skills students learn in their introductory courses in financial accounting, managerial accounting, and finance can be used by graduating business majors to make informed employment decisions. Eleven types of basic analysis are used to identify areas of concern in a potential employer’s financial health. Analysis using financial ratios, financial statement line items, and information in audit reports are provided with specific real life examples. This paper can serve as a tool that educators can use to give to their graduating business majors as they begin their job search.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"139 - 142"},"PeriodicalIF":1.2,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48355562","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 : 2022-06-01DOI: 10.1080/08832323.2022.2063238
Matthew M. Ross
Abstract This research examines the relationship between prerequisite algebra knowledge and graduate corporate finance course performance. Standardized math questions designed for an undergraduate introductory finance course also predict quantitative performance metrics among 128 business graduate students. Results demonstrate that prerequisite math skills, while to a lesser extent than with undergraduate finance courses, do remain an obstacle for the quantitative performance metrics of a graduate corporate finance course. However, math skills demonstrate an inverse relationship with team-based case study performance, thereby obscuring the overall impact of any math skills deficiencies. This research presents a three-question course-embedded assessment tool to support finance course assurance of learning in an AACSB context.
{"title":"Graduate corporate finance: Are math skills an obstacle?","authors":"Matthew M. Ross","doi":"10.1080/08832323.2022.2063238","DOIUrl":"https://doi.org/10.1080/08832323.2022.2063238","url":null,"abstract":"Abstract This research examines the relationship between prerequisite algebra knowledge and graduate corporate finance course performance. Standardized math questions designed for an undergraduate introductory finance course also predict quantitative performance metrics among 128 business graduate students. Results demonstrate that prerequisite math skills, while to a lesser extent than with undergraduate finance courses, do remain an obstacle for the quantitative performance metrics of a graduate corporate finance course. However, math skills demonstrate an inverse relationship with team-based case study performance, thereby obscuring the overall impact of any math skills deficiencies. This research presents a three-question course-embedded assessment tool to support finance course assurance of learning in an AACSB context.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"109 - 116"},"PeriodicalIF":1.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46701449","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 : 2022-03-25DOI: 10.1080/08832323.2022.2054920
chuo-hsuan Lee, Mohamed Gaber
Abstract In this article, we discuss the many post-pandemic challenges facing Accounting instructors and demonstrate how we transform a traditional Managerial Accounting course to improve student engagement, promote critical thinking and life-long learning, and reduce social inequality. Our experiences of transformation can be applied to both in-person course offerings and virtual course offerings that use Zoom or similar platforms.
{"title":"Transforming the introduction to managerial accounting course to improve student engagement, promote critical thinking, and reduce social inequality","authors":"chuo-hsuan Lee, Mohamed Gaber","doi":"10.1080/08832323.2022.2054920","DOIUrl":"https://doi.org/10.1080/08832323.2022.2054920","url":null,"abstract":"Abstract In this article, we discuss the many post-pandemic challenges facing Accounting instructors and demonstrate how we transform a traditional Managerial Accounting course to improve student engagement, promote critical thinking and life-long learning, and reduce social inequality. Our experiences of transformation can be applied to both in-person course offerings and virtual course offerings that use Zoom or similar platforms.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"153 - 155"},"PeriodicalIF":1.2,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59453960","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 : 2022-03-17DOI: 10.1080/08832323.2022.2045555
Uma G. Gupta
Abstract This paper describes the pedagogical experiences and lessons learned from teaching a service-learning graduate course in data governance at a medium-sized university in the Northeast. Just-in-time knowledge delivery and hands-on experiences in the form of service-learning projects played a critical role in knowledge acquisition and retention for students and a deeper understanding of the “messiness” and challenges of crafting and implementing data governance in a real-world environment. The rewards and struggles of students and the instructor provide insights for teaching abstract concepts in interdisciplinary fields in a hands-on environment. Service-learning courses in analytics are evolving. The lessons learned from this experience can be extended to other graduate analytics courses.
{"title":"A graduate course in data governance: A service-learning approach","authors":"Uma G. Gupta","doi":"10.1080/08832323.2022.2045555","DOIUrl":"https://doi.org/10.1080/08832323.2022.2045555","url":null,"abstract":"Abstract This paper describes the pedagogical experiences and lessons learned from teaching a service-learning graduate course in data governance at a medium-sized university in the Northeast. Just-in-time knowledge delivery and hands-on experiences in the form of service-learning projects played a critical role in knowledge acquisition and retention for students and a deeper understanding of the “messiness” and challenges of crafting and implementing data governance in a real-world environment. The rewards and struggles of students and the instructor provide insights for teaching abstract concepts in interdisciplinary fields in a hands-on environment. Service-learning courses in analytics are evolving. The lessons learned from this experience can be extended to other graduate analytics courses.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"84 - 87"},"PeriodicalIF":1.2,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49625785","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 : 2022-03-11DOI: 10.1080/08832323.2022.2047874
M. L. Albuquerque, Charlie Silva Lopes, Denis Silva da Silveira
Abstract Abstraction in business processes (BP) modeling arises from the recognition of similarities to the detriment of its differences. However, teaching modeling to beginning students in the context of process management is a hard task to perform, given the high level of abstraction required for these students to develop. This paper uses BP fragments to facilitate the teaching of BP modeling. Thus, two different process models were used from a BP Office. This observation resulted in the fragments being abstracted and defined by a group of students, later another group applied the third model. Thus, two fragments were abstracted, specified, and reused. In addition to the approach itself and the template used to define the fragments here presented, this research’s main contribution is the role that abstraction plays in BP learning and modeling skills. Finally, the fragments were validated by ten specialists, who emphasized the feasibility of using these fragments.
{"title":"Mutatis mutandis: An abstraction with reusable building block used to teach business process modeling","authors":"M. L. Albuquerque, Charlie Silva Lopes, Denis Silva da Silveira","doi":"10.1080/08832323.2022.2047874","DOIUrl":"https://doi.org/10.1080/08832323.2022.2047874","url":null,"abstract":"Abstract Abstraction in business processes (BP) modeling arises from the recognition of similarities to the detriment of its differences. However, teaching modeling to beginning students in the context of process management is a hard task to perform, given the high level of abstraction required for these students to develop. This paper uses BP fragments to facilitate the teaching of BP modeling. Thus, two different process models were used from a BP Office. This observation resulted in the fragments being abstracted and defined by a group of students, later another group applied the third model. Thus, two fragments were abstracted, specified, and reused. In addition to the approach itself and the template used to define the fragments here presented, this research’s main contribution is the role that abstraction plays in BP learning and modeling skills. Finally, the fragments were validated by ten specialists, who emphasized the feasibility of using these fragments.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"95 - 105"},"PeriodicalIF":1.2,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49225860","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 : 2022-03-11DOI: 10.1080/08832323.2022.2046535
Brian A Vander Schee, Demetra Andrews, Tony Stovall
Abstract Grounded in self-expansion theory, the Senior Business Consultant Project addresses the gap between career competencies possessed by business graduates and those expected by employers. The project took place in a virtual environment to mirror future business settings. Fourth-year consulting students worked in teams of two to provide guidance to first-year client students in teams of four to eight on a month-long team project. The project was implemented at a Midwest public university. Analysis of efficacy results suggest senior students found the collaborative project to be novel and exciting, fostering their sense of their own capabilities, other awareness, and career competencies.
{"title":"Senior business consultant project: Giving advice while gaining other awareness and career competency","authors":"Brian A Vander Schee, Demetra Andrews, Tony Stovall","doi":"10.1080/08832323.2022.2046535","DOIUrl":"https://doi.org/10.1080/08832323.2022.2046535","url":null,"abstract":"Abstract Grounded in self-expansion theory, the Senior Business Consultant Project addresses the gap between career competencies possessed by business graduates and those expected by employers. The project took place in a virtual environment to mirror future business settings. Fourth-year consulting students worked in teams of two to provide guidance to first-year client students in teams of four to eight on a month-long team project. The project was implemented at a Midwest public university. Analysis of efficacy results suggest senior students found the collaborative project to be novel and exciting, fostering their sense of their own capabilities, other awareness, and career competencies.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"88 - 94"},"PeriodicalIF":1.2,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49112085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1080/08832323.2022.2037068
J. Muscatello
Abstract The Operations Management (OM) course is often the first in-depth investigation for students into the OM world. The material can be confusing because it is often delivered as compartmentalized concepts in strategy, demand management, accounting, human resources, economics, etc. Our students do not understand the interdepartmental and interpersonal aspects of the OM, because there are so many people and variables that go into building robust OM policies and processes. Building on the research on learning styles for the emerging adult, this paper describes an innovative approach to integrate the jobs and concepts common to the OM world. This paper proposes that partnerships with local business professionals will increase student learning.
{"title":"An innovative approach to operations management building partnerships with local professionals","authors":"J. Muscatello","doi":"10.1080/08832323.2022.2037068","DOIUrl":"https://doi.org/10.1080/08832323.2022.2037068","url":null,"abstract":"Abstract The Operations Management (OM) course is often the first in-depth investigation for students into the OM world. The material can be confusing because it is often delivered as compartmentalized concepts in strategy, demand management, accounting, human resources, economics, etc. Our students do not understand the interdepartmental and interpersonal aspects of the OM, because there are so many people and variables that go into building robust OM policies and processes. Building on the research on learning styles for the emerging adult, this paper describes an innovative approach to integrate the jobs and concepts common to the OM world. This paper proposes that partnerships with local business professionals will increase student learning.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"106 - 108"},"PeriodicalIF":1.2,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44244450","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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