Examine the Impact of Lecture Video Policy to Study Indirect-Cost Variances in an Online Cost Accounting Course
Lei Wen, Emporia State University, Emporia, Kansas, USA
This paper makes a contribution to extend accounting education literature by examining the impact of lecture video policy to study indirect-cost variances in an online undergraduate-level cost accounting course. This study finds that the use of lecture video policy has a positive impact on students’ participation in watching indirect-cost variance lecture videos. The research reports more students repeat watching indirect-cost variance lecture videos because indirect-cost variance analysis is the most challenging and difficult topic in this online cost accounting course. In general, the adoption of lecture video policy has a favorable impact on students’ perceptions about their progress. The results clearly demonstrate that students favor lecture-video-watching policy in this online cost accounting course. The implication of this study is that instructors may consider adopting lecture video policy in online upper-level accounting classes, where students may feel more motivated to watch lecture videos to help their learning activities.
Janet Court California State University San Bernardino - California, USA
This paper explores little-examined factors that potentially affect student perceptions of online learning satisfaction by focusing on (1) the use of concrete methods such as online submissions and videoconferencing, (2) student perceptions of educational integrity, and (3) student perceptions of instructor training. Drawing from 21 other empirical studies, an exploratory factor analysis identified five factors related to student impressions of satisfaction of online learning focusing on these less explored aspects using a survey of 397 business students. The regression analysis indicates that basic online functionality, experience with online classes, technology reliability, and students’ communication preferences are significant predictors of student satisfaction. Interactive methods, student perceptions of instructor training, and control of cheating were not significant predictors.
Establishing Student-Led University Consulting Groups
Kevin S. Thompson, University of Connecticut – Storrs, Connecticut, USA
Renukanandan Tumu, University of Connecticut – Storrs, Connecticut, USA
Significant student value is obtainable through the introduction and continuation of a student-led university consulting group. Universities and business schools gain community engagement presence and contribution through such groups as well. Consulting groups represent experiential learning opportunities as students provide consulting services to clients. This article outlines the requirements necessary to establish and maintain a student-led consulting group based on five years of consulting group experience at a major Northeast USA Research-One University. The requirements include experienced alumni, driven students, recruiting process, student training, project sourcing, project work, and project completion.
Keywords: Consulting group, experiential learning, clients, business school
Closing the Technology Skills Gap in Accounting Education:
Making Excel Certification a Student Responsibility
Guy Rotondo, Western Connecticut State University, Danbury, Connecticut, USA
Technology skills are increasingly cited as both curriculum deficiencies in accounting education and skills gaps in the workplace. Employers now view Microsoft Excel skills as the top technology competency required of entry-level accountants. To address these developments, the Western Connecticut State University (WCSU) Accounting Department began requiring Microsoft Office Specialist Excel certification as an independent assignment in its Intermediate Financial Accounting II curriculum. This paper describes the certification exam and the process by which a successful implementation was achieved without an overhaul of curriculum or a significant additional burden on faculty. Nearly all students passed the exam and their perceptions of the assignment show that they viewed the certification assignment positively in terms of its instructional merit despite indicating lesser enjoyment. Overall, students were satisfied with the assignment. The incremental time required by students to complete this requirement was reasonable for an out-of-classroom assignment.
Improving Students' Sentence-level Writing Skills in a Large Undergraduate Business Management Course
Wayne Smith, California State University, Northridge, CA, USA
Ronald Stone, California State University, Northridge, CA, USA
Acknowledging the increasing challenges with respect to students’ recurring development in the area of business composition is now a requisite for many business faculty, including those outside of traditional Departments of English or Business Communication. Central are the supporting roles and direct interventions that non-English and non-Business Communication faculty can take to improve business student composition, prose, and rhetoric on a continuous basis throughout a single course. We discuss our overall approach to this pertinent issue and the specific details of our pedagogy to assist students with improving their contemporary language use. Additionally, we provide preliminary but encouraging early results.
Business Communication, Technical Communication, College Writing, Pedagogy, Writing-Across-the-Curriculum, Language Use, Grammar
Disseminating Information to College Students in a Complex Media Environment
Katherine A. Fraccastoro, Lamar University – Beaumont, Texas, USA
Gisele Moss, Lamar University – Beaumont, Texas, USA
Alicen Flosi, Lamar University – Beaumont, Texas, USA
Komal Karani, Lamar University – Beaumont, Texas, USA
Colleges and universities have a need to provide information to students for many reasons. There are many university events to market to students to encourage attendance and enhance the college experience. There is also vital university information, such as registration deadlines, school outages, financial aid deadlines, etc. that must be disseminated to students as well. As such there is a need to understand how to best communicate with students in today’s complex media environment, so they stay informed. Students have very diverse methods in which they may prefer to receive information, most of which are not traditional types of media. While colleges and universities may use things like flyers and brochures as well as university television and radio, most students are likely to prefer some type of social media in which to get their information. This study exams communication methods with students at a university. It investigates whether students would prefer to get their information via traditional media, email, or some type of social media or app. The preliminary study investigated how students received their information about a specific event, Earth Day. From that study a questionnaire was constructed in which students were asked their preferences on how to receive information from the university. The data was examined to determine the types of media students prefer to use to get university information. The media preferences by student classification were also considered to determine if preferences change as the students age and become more familiar with the university.
Keywords: college student social media use, university social media use
I Can’t Get No (Grade) Satisfaction: Self-regulated Learning and Success in a School of Business
Dr. Sara Kimmel, Mississippi College, Mississippi, USA
Dr. Stephen Trouard, Mississippi College, Mississippi, USA
Dr. Randall Robbins, Mississippi College, Mississippi, USA
Self-directed learning is a vital educational concept in need of further research, not just for its impact on learning, but also to the effects on student academic performance and satisfaction. Self-directed learning consists of the student taking initiative in identifying what their individual learning needs are, formulating their goals, recognizing what resources are available, and determining all possible outcomes. However, does this truly impact student learning, academic achievement, and grade satisfaction? Studies suggest that student motivation, academic performance, and levels of self-efficacy could yield positive increases through the implementation of self-directed learning. This article will examine self-directed learning strategies and their relationship to academic performance and grade satisfaction.
The Week in Review: The Impact of a Current Events Assignment on Students’ Interest in Marketing
Thomas M. Hickman, Washburn University – Kansas, USA
This study measures the effectiveness of a marketing-related current events assignment that was administered over a six-year timeframe to a Principles of Marketing class. Results demonstrated that upon completion of the assignment that students reported higher levels of following the external marketing environment, new product launches, and marketing strategies of firms than they did prior to beginning the project. Further, students reported that the importance of business students following new product launches and marketing strategies of firms was also significantly higher after completing the assignment. Finally, students conveyed their satisfaction with the assignment with a Net Promoter Score of 57.
Keywords: principles of marketing, active learning, current events, net promoter score.
A Cause-Related Marketing Approach to Improving Assessment Culture
Ruth Guthrie, California State Polytechnic University, Pomona, CA USA Zeynep G. Aytug, California State Polytechnic University, Pomona, CA USA Rita Kumar, California State Polytechnic University, Pomona, CA USA
The assessment process for AACSB can become a systematic application of requirements to achieve accreditation. It can be compliance driven, rather than improvement seeking. Assessment programs struggle to show significant ways that they influence curriculum redesign or truly improve learning outcome achievement. While some faculty are aware that their college has a robust assessment program, few of them can describe what the results of the assessment program are. To engage faculty in assessment culture, this research took a novel approach from the field of marketing to build a more positive view of assessment among the faculty at a large business school. Using cause related marketing (CrM), faculty were asked to participate in assessment tasks of their choosing. By participating, they earned cash to purchase a cow for a needy family in a third world country. By allying with a positive cause, good will is created for the assessment program at the college. This study used a pre and post survey to measure faculty attitudes about assessment. Results indicate that a more positive attitude towards assessment was achieved and that there is a significant need for participation of adjunct faculty in assessment.
Keywords: AACSB, Assessment, Assurance of learning, Cause-related marketing, Assessment culture
Experimental Investigation on the Impact of Changing Class-Attendance Policy on Student Performance
Joon-Hee Oh, California State University, East Bay, CA, USA
Though the positive relationship between class attendance and student performance is prevalent, it needs further support from a research design that is coherent and well-controlled for legitimate findings. This study involved conducting a field experiment to improve the controllability of a study and increase the ecological validity of the experiment. In our field experiment, a change in the class-attendance policy was announced in the middle of a quarter, while students were still taking a class. With the policy change, students were not required to attend class. Students’ exam performances before and after the policy change were compared and analyzed for a statistical implication of a potential relationship between their performance and the policy change. This research design is unique and contributes to the literature. To strengthen the validity of the study, we analyzed the results using the difference-in-difference method. The evidence confirms the positive relationship between class attendance and student performance.
Keywords: class attendance, student performance, change in policy, difference-in-difference, field experiment.
Are We Bonding Yet? Using a Mixed Methods Survey Design to Evaluate
Team-building Exercise Outcomes
Eric Gresch – Georgia Gwinnett College, Lawrenceville, GA, USA
Mary Saunders – Georgia Gwinnett College, Lawrenceville, GA, USA
Janita Rawls – Georgia Gwinnett College, Lawrenceville, GA, USA
This exploratory research utilizes a mixed methods survey design to evaluate business students’ attitudes following participation in a team-building exercise. Qualitative results identify themes related to student perceptions of the exercise, including those that address team needs associated with Tuckman’s forming stage of team development. Additionally, quantitative results indicate the relative effectiveness of the exercise in achieving the instructor’s goals for the exercise. Based on the study’s findings, the authors discuss the value of adopting a mixed methods survey strategy for evaluating team-building exercise outcomes and offer suggestions for instructor implementation.
Keywords: team development, team-building exercise, attitudes, mixed methods survey, Tuckman’s model
Entrepreneurship Centers and Skill Development In The Nigerian Polytechnic System
Lawrence F. Ademiluyi, Kwara State University, Malete, Nigeria
John F. Oyedele, Kwara State University, Malete, Nigeria
Umar Yandalu Mustapha, Kwara State University, Malete, Nigeria
The study examined the influence of entrepreneurship centers on acquisition of vocational and entrepreneurship skills in Nigerian polytechnics. The researchers employed mixed method design. The study population consisted of teachers and final-year students of entrepreneurship in public polytechnics in two Nigerian states. A validated structured questionnaire was used for the quantitative aspect of the study, while some respondents were interviewed to obtain clarifications on the result of the quantitative study. The results show that teachers and students uniformly credit entrepreneurship centers for having strong influence on the impartation of vocational and innovation skills; however, the centers are only moderately effective in imparting business/management related entrepreneurship skills. Students and teachers also differ significantly in their assessments. It was concluded that while entrepreneurship centers are effective in imparting both vocational and entrepreneurship skills, their influence on the latter is rather tenuous and open to improvement. The study consequently recommends the merger of both the theoretical and practical aspects of the entrepreneurship program, to be handled by theoretically qualified and technically competent teachers for optimal impartation of vocational and business competencies.
A New Course in Practical Accounting: Skills for Use in Daily Life
Paul R. Goodchild, Quinnipiac University, Hamden, Connecticut, USA
Stephanie D. M. Miller, Quinnipiac University, Hamden, Connecticut, USA
Kenneth N. Ryack, Quinnipiac University, Hamden, Connecticut, USA
Aamer Sheikh, Quinnipiac University, Hamden, Connecticut, USA
Accounting is central to everyday life. In this paper, we propose a new course that introduces undergraduate students to different areas of accounting and highlights the importance of accounting to their day-to-day lives. We present a modular structure that can be taught on-ground or online and that can easily be adapted for use in full-semester courses, half-semester courses, or even shorter intensive courses. The course design is guided by the demands of the ever-evolving business environment, best practices for pedagogy, and accreditation standards for curriculum content. We expect that the course will not only show students how accounting knowledge can benefit them in their daily lives but also pique student interest in the field of accounting and serve as a magnet to attract students to the accounting major.
An Exploratory Examination of Positive Distractions as a Method for Improving Students' Quiz Performance
Ira A. Abdullah, Robert Morris University, Pittsburgh, Pennsylvania, USA
Andrea L. Gouldman, Weber State University, Ogden, Utah, USA
Karen Y. Green, University of Toledo, Toledo, Ohio, USA
The purpose of this study is to examine the impact of positive distractions introduced by faculty to improve student performance in classroom test-taking settings. Specifically, this study explores whether positive distractions in the form of non-discipline specific puzzles embedded at the end of in-class quizzes impact the number of changes that students make while taking quizzes, and the overall quiz performance in introductory and upper-level undergraduate accounting courses. We also investigate students’ perceptions of this practice. The results from this study suggest that faculty in introductory undergraduate business classes should consider using positive distractions in classroom test-taking settings to potentially create a more positive test-taking environment, and to improve student performance. This activity entails little effort from faculty and does not use additional class-time.
Keywords: positive distractions, testing, student performance, higher education in business
Germane Factors of the Financial Risk-Tolerance of Undergraduate Business Students
Zhuoming Peng, Pacific University Oregon, USA
Very few research papers, if there is any, in the education literature have included a discussion about how to estimate a business student’s financial risk-tolerance, let alone any discussion of how the topic can be incorporated into various finance courses. Against this background, a method of estimating the financial risk-tolerance of business students and how the results can be used in finance teaching is introduced. A business student’s part-time employment, as a factor, is a new attempt of this study to investigate its impact on the student’s financial risk-tolerance. This factor appears to be significantly correlated with the level of risk-tolerance, and it is a significant predictor variable of a student’s financial risk-tolerance as well. Like many studies in the personal finance literature, we also find that gender appears to be correlated with a student’s risk-tolerance. Furthermore, gender appears to be a significant predictor of a student’s financial risk-tolerance. The method introduced in and empirical results of this study can be used in the process of selecting students into the investment committee of a student-managed investment fund (SMIF) and various industries/sectors assigned thereafter. In addition, the discussion of the topic of financial risk-tolerance can be incorporated into at least two upper-level finance courses, e.g., Business Finance and Advanced Financial Management. Either a student’s GPA or a student’s decision of choosing finance as the business major does not have a significant association with his/her financial risk-tolerance.
Changing Business Student Perceptions of Program Factors
in Online versus Face-to-Face Education
Lynn A. Fish and Coral R. Snodgrass
Canisius College, New York, USA
In 2012 at an AACSB Jesuit, Catholic University with a strong focus on teaching, business student survey results indicated that they generally preferred face-to-face classes over online classes. Past research indicates that student perceptions may change over time. This study evaluates whether for this population, student perceptions changed. This paper reports on program factors of difficulty, student-to-student interaction, student-to-instructor interaction, cheating and program preference. This research has implications for instructors and administrators.
Minnesota State University Moorhead, Moorhead MN, USA
Various members of the accounting profession have formulated frameworks which define the core competencies accountants should possess as they enter the workforce. The American Institute of Certified Public Accountants (AICPA), as well as the Institute of Management Accountants (IMA), and accounting academic researchers have published their own versions of the knowledge areas and skills desired by the profession. Accounting educators need to evaluate their curricula in light of the professional competencies, in order to determine where modifications to content or pedagogy need to be implemented.
Current curricula do an adequate job of delivering and assessing technical competencies, but spend less effort fostering and assessing “soft skills and behaviors”. This paper presents suggestions for course design and course assessments in order to foster additional accounting competencies. The focus will be on fostering professional and ethical competencies through clear communication of behavioral expectations, and the subsequent measurement of the behaviors.
Chris Ward, University of Findlay, Findlay, Ohio, USA
Within weeks of the COVID19 shutdown, hair scissors, hair coloring, beans, and yeast are in short supply. The on-going shortage of toilet paper continues. While experts can tell consumers there is a sufficient supply for everyone if consumers bought only what was needed, consumers are compelled to hoard products. The psychology behind hoarding, companies’ marketing messages during this pandemic, and the near-term and immediate-term impact of the stay-at-home behavioral changes will be discussed.
Teaching Business Strategies and Game Theory Using Student Group Presentations
Jung S. You
Department of Economics, California State University- East Bay, Hayward, USA
This article presents an effective method for improving student comprehension of the Nash equilibrium in game theory classes. Having students present in small groups increased the students’ ability to understand and retain concepts related to the foundation of game theory. The main purpose of the group presentation was to enable students to construct, study, and solve games, particularly games that could arise in real-world business and economics situations. Students in game theory classes acknowledged that an in-class group presentation is an effective and interesting way to deeply learn about game theory. This article could serve as a how-to-guide for instructors seeking to create a more active student environment in their game theory classes.
Keywords: game theory; Nash equilibrium; interactive learning; group presentation; peer evaluation
Perspectives on Student Interaction of Online Teaching
Lifang Wu and Alan Jin Williams College of Business, Xavier University, Cincinnati, OH, USA
Online learning has becoming increasingly popular among traditional and non-traditional students around the globe. However, lack of student interaction is reportedly one of the major obstacles online teaching has to overcome. This paper focuses on student interaction and studies the relative effectiveness and cost efficiency of various online instructional methods used to facilitate interaction. We particularly develop the performance frontier of student-teacher interaction and teaching efficiency and share insights about making relevant improvement on both dimensions. We argue that online course instructional design should focus on improving student interaction while maintaining high teaching efficiency.
Expense Report Accounting and Internal Control Issues
Robert N. West, Villanova University, Villanova, PA (USA)
This short case deals with information system, internal control, and accounting journal entries associated with expense reports, including the impact that a corporate credit card had on all three items above. Expense reports are a high-risk area, but rarely covered in undergraduate, or graduate, programs.
Rethinking Student Assessment in Business Education:
A Habits of Mind Perspective
Michael Porter, Alabama A&M University, AL
Erkine Dottin, Florida International University, FL
Numerous calls have been made in higher education for a paradigm shift from teaching to learning with the insistence that the primary purpose of higher education institutions is to serve as powerful learning environments, which do not merely transfer knowledge but rather exist to function as nurturing grounds for the acquisition of the types of skills and dispositions essential to the success of the 21st century student. Absent from these calls is a significant element-the focus on habits of mind, which is antithetical to the grade as a final arbiter of what students are learning and their inherent capacity to continue growing in a way that will allow them to achieve industry performance competencies. Existing challenges in managing the theory-practice gap in the business discipline further amplify the need for agility in how B-schools pivot to increasing complexities in a rapidly changing business and global economic environment. This paper overlays a Deweyian pedagogical perspective with a revised assessment system that incorporates a focus on habit of minds, which supports the enhanced preparation of B-school graduates who are entering a radically changing workforce.
Keyword: Habits of Mind, Dispositions, Business Students, Learning Environments, Assessments
Assessing Experiential Learning Innovations
With GenZ Undergraduate Business Students
Larissa Adamiec Ph.D., Benedictine University, Illinois, United States of America Deborah Cernauskas Ph.D., Benedictine University, Illinois, United States of America Sandra Gill Ph.D., Benedictine University, Illinois, United States of America
Zhen Liu, Ph.D., Benedictine University, Illinois, United States of America
Business school assessment of experiential learning (EL) lags behind actual use of many experiential practices. Typically, EL assessment methods are written, such as cases, journals, and essays. These do not easily scale and are at odds with many digital GenZ students. We invented a short electronic survey, to gather students’ retrospective perception of their knowledge and skills gained from four (EL) engagements. We analyzed self-reported gains in knowledge, ability to apply their knowledge, and essential skills in communication and teamwork. We used sentiment analysis on responses to reflective questions. Our high response rate (46%) reinforces the value of user-designed assessments with GenZ, for post-learning reflection and impact. Sentiment analyses of students’ qualitative responses proved highly feasible. From this pilot study, we share future plans to expand digital EL assessments in combination with our traditional methods, for mixed-methods assurance of learning with higher validity, reliability and feasibility.
James P. Borden, Villanova University - Villanova, PA, USAThomas F. Monahan, Villanova University - Villanova, PA, USA
Business schools and employers recognize the value to students of a study abroad experience. Many times, such experiences include an internship as well. While there is a good deal of research on the benefits to students of such experiences, there is not as much written on the benefits to faculty of teaching in a study abroad program. This paper summarizes the benefits to students of both studying and interning abroad. It then describes one business school’s unique study/intern abroad program for freshmen designed to maximize the benefit to students and future employers of such an experience. The paper then examines the value that a faculty member obtains from teaching in such a program and offers tips to maximize the rewards of doing so. A primary goal of the paper is to encourage more faculty to consider teaching abroad opportunities.
Keywords: study abroad, international internship, teaching abroad, faculty opportunities, teaching tips
Lost and Found in Translation
Isaac Ison, Truman State University, Kirksville, MO, USA
Lydia Didia, Penn State Harrisburg, Middletown, PA, USA
With the rise of international students seeking U.S. accounting degrees, this project leveraged the skills of foreign accounting seniors and master’s students to produce 40 short videos explaining basic accounting principles in Chinese, Korean, and Vietnamese. While the pilot project started with scholarship hours, the majority of the work was ultimately completed by volunteers. The videos proved beneficial to both novice students and those who did the recording. Introductory students expressed gratitude for the additional material explaining key U.S. accounting concepts in English and their native language. Volunteers found satisfaction in helping their peers with concepts they had previously struggled with. This paper provides an example of how to empower peer-to-peer learning through the use of technology to help overcome language barriers.
Keywords: Peer-to-Peer learning, Accounting Education, English as a Second Language, Video
Creating Teaching Presence in Online Courses through Videos
Madhumita Banerjee, University of Wisconsin - Parkside, Wisconsin, USA
Joy Wolf, University of Wisconsin - Parkside, Wisconsin, USA
Suresh Chalasani, University of Wisconsin - Parkside, Wisconsin, USA
Parag Dhumal, University of Wisconsin - Parkside, Wisconsin, USA
Michele Gee, University of Wisconsin - Parkside, Wisconsin, USA
As we deal with a global pandemic and educational institutions move their face-to-face offerings to online delivery mode, institutions are grappling with how to replicate the face-to-face learning experience in online courses. In the recent past, online programs have increasingly emphasized incorporating videos in courses. In this paper, we analyze video usage based on the Community of Inquiry framework. Videos can promote social, teaching, and cognitive presence in the online classroom. Online programs use videos differently and examples from multiple programs in natural, health, and social sciences help explore faculty and student perceptions of video usage in these programs. The purpose of this paper is to present a qualitative discussion of how video presence can strengthen student learning in online courses. This paper is applicable for institutions designing or offering online programs and those that are forced to move their programs to online delivery due to the current health crisis.
Keywords: COI Model, Online Learning, Instructional Video, Teaching Presence, Cognitive Presence, Social Presence
A Transportation Matrix Activity Using Monte Carlo Simulation to Generate Variable Shipping Costs
Craig A. Calvert, University of Connecticut, Connecticut, USA
The best activities in any business course are the ones that mimic real-life situations. Providing the balance between reality and academic simplicity makes developing these activities difficult. Most transportation model activities simplify reality by using fixed inputs. The novel aspect of this in-class activity is that the transportation costs are generated using a Monte Carlo simulation. The simulation is used to help students understand the variable nature of transportation costs. However, the first time this activity was used it was not successful, as instructions that did not connect with the students led to class-wide confusion. After revising the instructions students were able to successfully complete the activity and meet the learning outcomes. It is important to understand transportation costs as variability is a common occurrence in the transportation of items in the supply chain.
Keywords: education, operations, activity, transportation, transportation matrix, Monte Carlo, simulation
Teaching Safety Management Principles
Lisa Berardino, State University of New York, Polytechnic Institute, Utica, New York, USA
Human Resource Management teaches principles of safety management (Cascio, 2019; Dessler, 2020). Concepts include OSHA (Occupational Safety Health Agency) inspections, employee accident prone behavior, and warnings that new employees have a higher accident rate. Case examples such as a lab technician’s hair getting caught in a lathe machine warn that safety cannot be just talk and slogans. Machine guards and physical protections are needed in high risk work situations. Organizations and managers have a responsibility to create safe work environments. Teachers of business management have a responsibility to understand what students need to know to keep themselves safe at work and to educate students with that knowledge, skill, and mindset. This paper presents suggestions for improving how business students are taught safety principles.
Mapping Out a High-Impact Service Learning Project for Business Undergrads
Harry J. Wilson, Ohio Northern University, Ohio, USA
Heather A. Crozier, Ohio Northern University, Ohio, USA
Daniel Hadidon, Ohio Northern University, Ohio, USA
As high-impact practices, service learning projects provide an attractive tool for course instructors in undergraduate education. These projects have the potential to teach through demonstration to students how “real-world” practitioners and civic groups implement certain business-related concepts. However, developing successful service learning projects can often prove daunting given constraints on course instructor time and resources, and challenges related to engaging students. This paper proposes that identifying and using technology that is familiar to students facilitates engagement and helps ensure the effectiveness of these projects, and thus, the courses in which they are employed. We present an example of a successful service learning project employed in an undergraduate business class that leverages student familiarity with a popular online mapping application in teaching course objectives.
Keywords: High-impact practices, service learning projects, spatial business data
Peer Coaching and Peer Feedback: Two Models for Enhancing Student Development
Paulette McCarty, D’Amore-McKim School of Business, Northeastern University, Boston, Massachusetts, USA
Edward G. Wertheim, D’Amore-McKim School of Business, Northeastern University, Boston, Massachusetts, USA
Peer feedback, and to a lesser degree, peer coaching, is becoming widespread at all levels of higher education, professional training, and even high school. As with any innovation, a successful peer coaching/feedback program depends on a number of contextual factors. The authors present two very different examples of utilizing peer coaching in one case and peer feedback in the other to enhance student development. One case involves a Freshman Introduction to Business course; the other involves an upper level Negotiations course. Despite the two very different cases, the authors draw general conclusions about the contextual factors that can lead to a successful relational learning program.
Keywords: peer coaching, peer feedback, mentoring, Introduction to Business Course, Teaching Negotiations
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