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Empowering Marginalized Communities: Enhancing Social Entrepreneurship Programs in Universities through Access, Active Learning, and Content Innovation
Phani Tej Adidam, University of Nebraska at Omaha, USA
Xiaoming Yang, University of Nebraska at Omaha, USA
Vijayabaskar Masilamani, GITAM University, India
Nithin Sai Kolli, GITAM University, India
Usha Rani Budumuru, GITAM University, India
ABSTRACT
Universities are grappling with the task of establishing an effective academic framework for nurturing and educating social entrepreneurs. This gives rise to three critical research questions. First, how can we improve accessibility to social entrepreneurship programs within universities? Second, which learning model(s) would yield the greatest impact in cultivating social entrepreneurs? Finally, what specific content should take precedence in educating both current and future social entrepreneurs? To tackle these concerns, universities must open their doors to non-traditional students and facilitate the integration of actual social entrepreneurs into classrooms alongside their conventional peers. They should employ pedagogical tools that prioritize active learning, impart crucial soft skills, and advocate for both economic and intellectual diversity. Moreover, they should place emphasis on two key content areas—effectual logic and value co-creation—within their social entrepreneurship programs.
Keywords: Social entrepreneurship; universities; socially disadvantaged; active learning; effectual logic.
Exploring User Interaction Satisfaction with ERPsim Games Used in Learning about ERP Systems
Sung J. Shim, Seton Hall University – South Orange, New Jersey, USA
ABSTRACT
This study attempts to evaluate user interaction satisfaction with ERPsim games, using data from a survey of graduate students who used ERPsim games in a course on enterprise resource planning (ERP) systems. The results show that the respondents are satisfied with user interaction with the ERPsim game. The results also show that the areas of screen factors, terminology, and system information, learning factors, and usability and user interface are found to have positive effects on the overall reactions to the ERPsim game, while the area of system capabilities is found to have no effect on the overall reactions to the ERPsim game. The results of this study would be helpful to those who use ERPsim games as instructional and learning tools as well as those who design user interaction of ERPsim games and further SAP ERP system on which ERPsim games run.
Keywords: User interaction, user satisfaction, ERPsim games, ERP systems
Using Role Play to Help Students Learn About the Biopharmaceutical Industry in a Strategy Course
Kevin Pan, Samford University, Alabama, USA
Reginald J. Harris, Samford University, Alabama, USA
Quyen Ly, Samford University, Alabama, USA
ABSTRACT
The biopharmaceutical industry is a critical part of healthcare. To develop a biopharmaceutical product, a company must undergo a lengthy, expensive process. Various stakeholders, such as patients and medical practitioners, are involved in decision-making. As a result, biopharma provides ample examples for business students to learn business strategy concepts, such as stakeholder theory and merger and acquisition strategy. However, the complexity and many stakeholders involved can make it difficult for students to grasp strategic issues in biopharma. To help business students understand strategic lessons in the context of biopharmaceuticals, in this paper, we introduce the use of role-play as a class activity to teach biopharma in strategy courses. Students have found role play to be an effective way to help them gain an understanding of strategic issues in the biopharmaceutical industry.
Keywords: role play, class activity, business strategy, biopharmaceutical industry, active learning
Teaching Business Model Analysis With The Wall Street Journal
Rebecca Bunkley Schmeller, Ashland University, Ashland, Ohio, United States of America
ABSTRACT
Purpose. This paper’s findings, originally presented at the 2022 Association for Business Simulation and Experiential Learning, addresses the reported lack of Business Model understanding by examining Wall Street Journal articles for teaching Business Model concepts in a capstone business course. Findings. Content analysis of a random convenience sample of articles found 63% were appropriate for illustrating Business Model analysis. Recommendations. This limited study should be expanded with larger samples. Limitations. This study used randomly chosen samples of teaching materials and news articles, and this study’s content analysis used interpretive coding. Future research with automatic coding is needed to increase validity. Value. Because evidence shows a lack of Business Model understanding in undergraduate business students, professors must use innovative and experiential methods.
Keywords: business capstone course, business model teaching, business news
Comparing Instructor and Student Perspectives of Online versus Face-to-Face Education Individual Factors During the Pandemic
Lynn Fish, Ph.D. and Coral Snodgrass, Ph.D., Canisius University, NY, USA
ABSTRACT
During the pandemic, business students’ and instructors’ perspectives regarding face-to-face and online were simultaneously surveyed. Instructors and students who have experienced online education, significantly differ on their perspectives of online education with respect to individual factors of motivation, self-directed, independence, schedule flexibility, time investment, and overall preference for FTF. However, the two groups did not significantly differ on their perspectives for discipline, cost investment, happiness with the environment, and online appropriateness. The AACSB-accredited, Jesuit, Catholic University has a strong focus on face-to-face teaching. This article offers insight into the differences in educational environment perspectives, which may affect student learning.
Keywords: Online Education, Individual Perspectives, Instructors, Students
A Comparison of Instructor Perspectives of Online and Face-to-Face Education Before and During the Pandemic
Lynn Fish, Ph.D. and Coral Snodgrass, Ph.D., Canisius University, NY, USA
ABSTRACT
Instructors and their perspectives on online and face-to-face education are a critical component to education. While research into this topic has increased in recent years, it still remains sparse. In light of the abrupt switch for most courses to online education due to the pandemic, the purpose of this study is to compare instructor perspectives of online versus face-to-face education before and during the pandemic at a Jesuit, Catholic private University in the northeast. Changes in individual instructor and program factors are the salient factors that influence these perceptions and are reviewed.
Keywords: instructor perspectives, online education, face-to-face education
Lowered Barriers: The Shifting Perception of Sales Careers Among U.S. Undergraduate Students and Its Impact on Sales Education
Dae-Hee Kim, Christopher Newport University, Newport News, VA, USA
Lisa Spiller, Christopher Newport University, Newport News, VA, USA
ABSTRACT
Despite the high demand for sales positions across various business sectors today, the sales curriculum remains underrepresented in U.S. business school curricula. A significant barrier to the development of more robust sales programs has been the prevailing negative perceptions associated with sales professions. Prior research indicated that business students had negative stereotypes about sales professions, contributing to a general disinterest in pursuing sales careers. This study investigates the perceptions of sales careers among business students at an AACSB-accredited mid-size university in the United States. Contrary to the prevailing literature, our findings reveal a more nuanced and balanced perspective on sales careers, challenging the predominantly negative perception. Students majoring in management and marketing showed a markedly more positive attitude towards sales careers compared to their peers in accounting and finance. Remarkably, the perceptions of freshmen and sophomores were significantly more positive than those of juniors and seniors. Moreover, students across all majors and academic levels expressed a high regard for sales courses within the business curriculum. These findings advocate for business programs to expand their sales course offerings and develop comprehensive sales curricula, enabling interested students to effectively prepare for and pursue careers in the highly sought-after field of sales.
Keywords: Sales education, Sales perceptions, Sales careers, Sales curriculum
Data Analytics to Create Ballots for University Committee Elections
Jaideep T. Naidu, Thomas Jefferson University, Philadelphia, PA, USA
ABSTRACT
Service on University committees is typically required for full-time faculty members. One of the key tasks for members of the College Committee on Governance at Thomas Jefferson University is administering the nomination and election process for committees requiring election of faculty representatives. This is done during Spring semester of each year for the following academic year. Since committees have different eligibility criteria, it determines who qualifies to be on the ballot for each committee, as per the bylaws. Such ballots were created manually in the past. With almost 50 faculty members and eleven committees, the manual method is time consuming and prone to errors. Hence, the Governance Committee created an Excel based spreadsheet to finalize the ballot for each committee. This simplified the process and we now have an efficient system in place. The spreadsheet we created required practical applications of Excel formulas using AND, OR, and nested IF statements, along with conditional formatting. So, a version of this problem was used in an MBA class. The relatability of the problem resulted in active participation and engagement by the students with respect to a challenging learning objective for Excel learners.
Keywords: Spreadsheet modeling, Data Analytics, University Committee elections
Unique Approaches to Upper-Level Writing Skill Support: Student Use and Perceptions of a Business Writing Program
Ashly B. Smith, Sam Houston State University – Huntsville, Texas, USA
Lindsay C. Clark, Sam Houston State University – Huntsville, Texas, USA
ABSTRACT
Effective communication is named as a key goal for business graduates by many business colleges, professional business education organizations, and the accreditation organization Association to Advance Collegiate Schools of Business (AACSB). Still, several studies have reported increasing deficiencies in recent graduates’ workplace communication skills, emphasizing the importance of exploring best practices for building students’ communication abilities (Addams & Allred, 2015; National Association of Colleges and Employers [NACE], 2018). This study discusses an embedded grader support program and investigates students’ perceptions and use of the feedback received on their business writing assignments. The results from a Qualtrics survey completed by 79 upper-level undergraduate and graduate students indicate that respondents find this type of writing support valuable; however, the responses identify issues with students’ ability to access, understand, and use the resources and grader’s feedback. We offer recommendations for improving the implementation and feedback protocols for similar writing skill programs.
Keywords: Writing skill development, Embedded grader, Writing support program design, Writing in the disciplines, Business writing
Redesigning Experiential Learning Opportunities for the Virtual Environment: Considerations for Online Business and Accounting Programs
Daniel Hebert, Syracuse University, New York, United States
Katie Matt, State University of New York Polytechnic Institute, New York, United States
ABSTRACT
Experiential learning activities function as a bridge between theoretical knowledge and practical application. A classic type of experiential learning activity, the internship, is a longstanding opportunity for students to apply theoretical course material to first-person, real-world situations. Traditionally, internships have been an on-site opportunity where students seek out organizations who are hiring interns and try to coordinate with their faculty advisor. Yet, with an increase in online course offerings, as well as online careers, there is a shift in academia toward including more experiential learning opportunities in an online format. To respond to this shift, internships must adapt to allow students these real-world opportunities that often lead to careers and allow for students to have the benefit of interning in the online environment. Further, faculty are incorporating other types of experiential learning into the classroom, and not limiting experiential learning to internships alone. This current article discusses the increase in online learning, the literature to support the need for various types of online experiential learning opportunities, and next steps that business schools can take to successfully administer online internships to meet the growing demand for online experiential learning opportunities.
Keywords: Online learning, Internships, Business Schools, Experiential Learning
Integrating Business, Design, and Engineering:
Challenges, Instructional Strategies, and Assessment in Undergraduate Business Education
Chae Mi Lim, Thomas Jefferson University, Pennsylvania, USA
Jason Crook, Thomas Jefferson University, Pennsylvania, USA
ABSTRACT
Interdisciplinary learning is crucial in preparing students for the complexities of the modern business landscape by blending knowledge from diverse fields to foster innovative solutions for emerging opportunities. However, incorporating this approach in the early years of higher education remains a challenge. Drawing from experience in integrating business, design, and engineering in an introductory undergraduate course, this study examines the associated challenges, instructional strategies, and assessment methods used. The paper aims to assist educators in enhancing interdisciplinary learning within undergraduate business education, emphasizing the critical role of early exposure to interdisciplinary practice in preparing students for their future careers.
Keywords: Interdisciplinary learning, business education, introductory, undergraduate, assessment, challenges, instructional strategies
Navigating the Challenges of Academic Dishonesty in Online Accounting Education: A Look at the Increasing Use of Academic Resource Sites
Letitia Meier Pleis, Metropolitan State University of Denver, Colorado, USA
ABSTRACT
This paper explores the intricate challenges of maintaining academic integrity within online accounting courses, looking at both the initial rise of online education before the COVID-19 pandemic and its continuance post pandemic. Utilizing the fraud triangle framework, this study examines the factors contributing to increased opportunities for cheating, the rationalization behind such unethical behaviors, and the pressures leading students towards academic dishonesty. The research highlights the significant role of academic resource sites (ARS) like Chegg and Course Hero in providing students with unauthorized access to assessment answers, further exacerbated by the advent of sophisticated technologies such as generative AI tools. The intention of this paper is to increase awareness of the unethical use of ARS by accounting students for online assessments. This study shows that there has been a significant increase of the use of these resources. The importance of curbing the use of ARS for cheating goes beyond the integrity of the accounting class, unethical behavior as a student has been shown to increase unethical behavior as a professional. The accounting profession relies on ethical behavior.
Keywords: Academic Integrity, Online Education, Academic Resource Sites (ARS), Cheating Deterrence
Using AACSB Best Practices to Improve Project Based Learning Outcomes in Lean Six Sigma Education for Supply Chain Management Majors
Thomas V. Scannell, Western Michigan University, Kalamazoo, Michigan, USA
Sime Curkovic, Western Michigan University, Kalamazoo, Michigan, USA
ABSTRACT
Supply chain management graduates develop a range of skills and knowledge that enable them to support decision making and continuous improvement efforts for the organization. This study examines how the continuous improvement courses in the supply chain management curriculum at a midwestern university were improved by focusing on the project based learning experience. The AACSB best practices for curriculum change proved to be an efficient and effective approach to making these active learning changes, and in providing greater value to the students and other stakeholders.
Keywords: Supply Chain, Continuous Improvement, Lean Six Sigma, Yellow Belt Certification, Business Education, Project Based Learning, Active Learning, AACSB
Peer Assessment of Information System Case Study Presentations by Students
Minsuk K. Shim, University of Rhode Island – Kingston, Rhode Island, USA
Sung J. Shim, Seton Hall University – South Orange, New Jersey, USA
ABSTRACT
The discipline of information systems management in business education aims to help students comprehend practical aspects of information systems in organizations. Real-world case studies are a common tool, often requiring students to present their analyses in class. However, assessing these presentations is challenging. This study explores peer assessment's role in evaluating information systems case study presentations, focusing on the organization, content, and communication aspects of presentations. The research questions inquire about the reliability of peer assessments of presentations, their correlation with course grades, and potential biases. Data was collected from graduate-level information systems students, using Likert-type scale surveys. Reliability analysis confirms the constructs' empirical reliability, and correlations between peer assessments of presentations and class grades are inconclusive. Despite student biases, peer assessment of presentations remains reliable. The study's results are expected to contribute to research on peer assessment of presentations, with practical implications for educators using real-world case studies and peer assessment of presentations.
Keywords: Peer assessment, in-class presentation, case study, information systems
Teaching Business Analytics: Do Dogs Know Calculus?
Robert C. Forrester, Midwestern State University, Wichita Falls, TX, USA
John E. Martinez, Midwestern State University, Wichita Falls, TX, USA
Mike C. Patterson, Midwestern State University, Wichita Falls, TX, USA
ABSTRACT
As data storage and gathering have become more available and less expensive, the demand for employees and managers with the skills to analyze, interpret, and provide business guidance with the data has increased. Universities and colleges are increasingly adding programs to teach students these skills. Students are increasingly caught up in the specific programming in the courses and need to improve in mastering the critical thinking skills needed for analysis techniques. This paper presents a standard puzzle as a classroom example of how to solve an optimization problem. In Tim Pennings' article, "Do Dogs Know Calculus? Pennings assures that his corgi, Elvis, does not. However, the clever title introduces humor and fun into the business analytics classroom. This paper aims to present a software mathematical model of the ball-retrieving, distance-minimizing dog problem of retrieving a tossed object into the water and solving the problem with critical thinking and software.
Keywords: puzzles, mathematical modeling, optimization, solver, spreadsheet, Lingo, PBL
Towards a Model Accounting Curriculum
Michael S. Wilson, PhD CPA
ABSTRACT
The purpose of this descriptive paper is to describe how accounting curriculums can align with an Accounting Information Systems degree based on the CPA evolution model curriculum. The paper explores how changes in professional competencies are aligned with current curriculum that spans different academic disciplines.
Labor experts have predicted that a coming wave of automation and digital technology upending the work force was coming and is turning into reality. In part due to the COVID-19 outbreak that rapidly changed the workplace with millions of Americans moving their workspaces to their homes as employers offer flexible work arrangements, such as teleworking. The pandemic destroyed some jobs while altering how and where work is done for nearly everyone. Estimates of over half of Americans are working from home, tethered to their employers via laptops and Wi-Fi, up from 15 percent before the pandemic, according to a recent MIT study. In the coronavirus economy, companies are adopting more automation, as they seek to cut costs and increase efficiency. These workplace changes have influenced the core competencies of accountants driving accounting degrees towards Accounting Information System skills.
Key words. Accounting Information Systems, CPA Evolution Model Curriculum, Accounting skill competencies.
A Case of Financial Ratios That Can Inadvertently Mislead
Martin Gosman, Wesleyan University, Middletown CT, USA
Mathius Gazi, Wesleyan University, Middletown CT, USA
Akiva Lind, Wesleyan University, Middletown CT, USA
ABSTRACT
In this case, a new investment group selects Burlington Stores as the off-price retailer to include in its stock portfolio, impressed with Burlington’s reporting of a much higher gross-profit percentage than that of its peers and the firm’s 443% return on stockholders’ equity (ROE), fifth highest among the Fortune 500. After observing one year later that Burlington’s stock performance was similar to that of its peers, Ross Stores and TJX, the group considers the factors that could have falsely suggested superior earning power on behalf of Burlington. In the process, they come to realize the challenges that can exist when comparing firms on the basis of their gross-profit percentages and returns on stockholders’ equity. In a teaching note that follows, questions enable students to revisit key points raised in the case as they examine financial-statement disclosures for fourteen additional retailers.
Keywords: ratio comparisons of firms, gross-profit percentage, return on stockholders’ equity
Long-Term Considerations Based on Market Trends and Ongoing Success Factors for a Fully Online Business Bachelor's Degree Completion Program
Kathy Richie, Minnesota State University, Mankato, MN, USA
Claudia Pragman, Minnesota State University, Mankato, MN, USA
ABSTRACT
Higher education continues to explore options to maintain and sustain programs for students working full-time by offering degree completion programs that balance life and work and serve to meet their educational goals. A potential competitive advantage may be the ability of institutions to provide personalized assistance and flexible course offerings. The College of Business at our university began a Bachelor of Business Administration degree completion program in 2018. Three years later, we observed changes in our student demographics and the demand for post-secondary education. We gathered data on the 197 students who had enrolled in the program in those three years and reviewed the marketing, recruiting, and advising strategies we employed during that period. Along the way, we observed that the success of our program earned support from our university, inspired us to make the curriculum more relevant, and allowed us to assemble an academically qualified core faculty. In the future, we will continue to gather and analyze the track and analyze program data, look for trends, and alter our strategies.
Keywords: working adults, online learning, bachelor of business administration, degree completion
A Project-Based Learning Approach in an Accelerated Online Global Supply Chain Management Capstone Course
Bulent Erenay, Northern Kentucky University, Highland Heights, Kentucky, USA
ABSTRACT
In this study, a project-based experiential learning approach is proposed for a capstone course in an accelerated online undergraduate Global Supply Chain Management program. The course integrates project management skills, teamwork, collaboration, organization, problem-solving, decision making, time management, and Six Sigma skills in the development of a new product and the design of its end-to-end supply chain. Key components of the course include project management, product development using Design for Six Sigma tools, sourcing strategies, manufacturing system design, distribution and warehousing planning, and financial analysis. Tools such as responsibility matrix, meeting minutes, progress reports, and self and peer evaluations are employed to foster a culture of accountability and enhance organizational skills. Positive student feedback underscores the course's practical relevance and its impact on job readiness.
Keywords: Project-based learning, supply chain management, online education, adult learners, group project, teamwork, product development, experiential learning, Six Sigma
A ChatGPT Developed Webpage Based Roulette Simulation to Teach Business Students Probability and Expected Value Concepts
David Weltman, Texas Christian University, Fort Worth, TX USA
ABSTRACT
An understanding of probability and statistics forms a crucial foundation for business students, many of whom will pursue careers that involve data analysis. Teaching probability concepts, however, can be quite challenging for instructors. Students may find the topic dry or boring and are intimidated by esoteric formulas. To address this challenge, this teaching brief describes an active learning, webpage-based simulation to help students grasp basic ideas regarding probability and expected value calculations. By using games of chance, we are able to more readily capture students' interest and engagement. The simulation-based application described in this brief is easy for students to understand and use, provides real time visualizations of important game metrics, graphically illustrates the law of large numbers, and supports theoretically derived results. This research demonstrates that webpage-based, gaming simulations can be engaging and effective in teaching students probability principles. The application was developed using prompts in ChatGPT3.5 and is available on GitHub.
Keywords: Teaching Statistics, Probability, Simulation, Expected Value, Active Learning
Forced Distribution Performance Appraisal: A Teaching Activity
Joseph Westlin, Minnesota State University, Mankato, Minnesota, USA
Kathleen Dale, Minnesota State University, Minnesota, USA
ABSTRACT
Performance appraisal is a common and necessary element of effective organizations. Business schools should provide students the knowledge and skills needed to accurately determine performance criteria and evaluate employee performance (Rubin & Edwards, 2020). This paper introduces an activity designed to teach students about forced-distribution rating scales. Within forced distribution rating scales, evaluators have a finite number of scores that can be assigned in high, medium, or low performance categories. Through this activity, students should learn how to navigate the ambiguity of performance appraisal and develop skills for effective and consistent interpretation of performance criteria.
Keywords: performance appraisal, forced distribution
Beyond the Business Model Canvas: Business and Stakeholder Model Visualization and Audit.
Dekuwmini Mornah, Northern Kentucky University, USA.
ABSTRACT
This paper presents the "Business and Stakeholder Model Visualization and Audit" an educational activity that extends the traditional Business Model Canvas (BMC) to include stakeholder interactions and value dynamics. It guides students through stakeholder identification, value mapping, and sustainability analysis, enabling them to visualize the relationships between a business and its external stakeholders. By analyzing value creation, capture, and associated costs, students can assess the sustainability of a business and its partnerships model. This approach fosters a comprehensive understanding of business models, emphasizing the importance of sustainable stakeholder engagement for long-term viability. The paper provides a framework for integrating this activity into business education to develop innovative and sustainable business models. An illustrative example demonstrates the application of this approach.
Keywords: Business Model Canvas (BMC), Stakeholder Engagement Visualization, Sustainability Analysis, Value Creation and Capture
The Role of Psychological Resilience in Business Education
Jonathan Biggane, California State University, Fresno
Robert Steinbauer, Brock University
ABSTRACT
The concept of psychological resilience has garnered increasing attention in organizational contexts. The ability to adapt and thrive amidst uncertainty and adversity is not merely advantageous but has become imperative for organizational survival. Drawing upon a synthesis of research, scholarly discourse, and practical insights, we delve into the multifaceted realm of building resilient individuals and organizations within the realm of business education. By examining psychological resilience and common approaches to building it, we aim to provide a comprehensive understanding of the principles and practices essential to infuse scholarship on resilience into business education.
Keywords: Psychological Resilience, Cognitive Appraisal Theory, Adversity
StartupWorld 1.0: Entrepreneurial Simulation
Manuel Tarrazo, University of San Francisco, California, USA
Abstract
This paper describes a classroom-based simulation of a startup in its early stages. Offered as an introduction to a 12-hour, 2-week module during a graduate entrepreneurial finance course, the simulation provided students an economical and straightforward overview of basic concepts and processes in early-stage startups. It also led students into rather specialized technical material, such as first-round valuation and capitalization (equity/ownership allocation) and the importance of team formation and human resources/capital in attracting funding in early stages. The simulation achieved these goals by focusing on social interactions through role-playing (i.e., founders, funders, professionals). Furthermore, the simulation engaged students, motivated them to learn, and provided them valuable feedback. This paper provides all the necessary information readers may need to replicate the simulation described and experiment with it (e.g., concept, steps, protocol, Microsoft Excel support, calibrations).
Keywords: Business simulations, entrepreneurship and startups, behavioral simulations, role-playing, experiential learning.
Active Learning: Positive Impact on Student Mental Health, Engagement, and Course Learning
Craig A. Calvert, University of Connecticut, Connecticut, USA
Abstract
Active learning can have a positive impact on student learning and on student mental health. In-class activities are a common method of active learning and have been shown to be effective in teaching course fundamentals and as tools to reinforce course material. The impact of active learning on the educational value is well studied, but the impact on student mental health is less studied. The activity developed for this course was successful as demonstrated by student responses to questions. Responses by students to post-activity questions, demonstrated that the interactions with other people during the activity positively impacted student mental health. The results of this paper demonstrate that when considering the use of active learning in courses, student mental health should be considered along with the academic utility.
Keywords: Active Learning, Student Engagement, Mental Health, Operations Management, In-class Activity
Innovations in Conserving Resources in Direct Assessment of Student Learning: The Value of the Second Reader
May H. Lo, Western New England University, Massachusetts, USA
Janelle Goodnight, Western New England University, Massachusetts, USA
Abstract
The second reader approach is regarded as a preferred practice in direct assessment of student learning. It is, however, costly. Most universities and colleges increasingly face a challenge of meeting more demands with shrinking resources, which motivates schools to find ways to conserve resources. This study explores the possibility of reducing costs consumed in direct assessment. Using assessment data from a private university, this study examines two research questions: (1) Do assessment results differ between the second-reader approach and instructor approach? (2) If the results differ, what characteristics are associated with the differences? Our results show that the appropriateness of adopting instructor approach to conserve assessment costs is contextual. It is best suited for quantitative or well-structured courses. Suggestions for future research on conserving assessment resources innovatively are also discussed.
Keywords: assurance of learning, direct assessment, second reader approach
Design Thinking in the University and the Business Classroom:
A Collaborative Search for Solutions
Peter Kaufman, Nathan Hartman, Rick Valentin, Gina L. Hunter, Jim Jones, Maria Luisa Zamudio, Becky LaMont
Illinois State University, Normal, Illinois, USA
Ken Baldauf, Florida State University, Tallahassee, Florida, USA.
ABSTRACT
Design Thinking is a popular tool for problem solving and innovation in business organizations yet is less often used by university decision makers. While advances in artificial intelligence and automation underscore the critical need for problem-solving, collaboration, and creativity in the labor market, colleges struggle to keep up with and prepare students at the intense pace of change. Much of the research on the use of Design Thinking focuses on how to implement its methods on a small scale, such as within a single project or a class. This paper describes a macro-level, detailed change management approach taken by one public university to introduce Design Thinking broadly and to garner support for it from university and college of business administrators down to faculty and students. This approach generated broad, sustainable institutional and college support paving the way for continuous design thinking applications for university-wide and course-based problem solving and innovation.
Keywords: Design Thinking, business education, university administration, change management, collaboration
The Impact of Mental Health on University Course Grades
in an Introductory Business Class
James C. Brau, Brigham Young University, Utah, USA
Jameson L. Brau, Gonzaga University School of Law, Washington, USA
ABSTRACT
Brau, et al. (2016, 2017, 2021, 2022) have worked to determine factors of academic achievement in university business courses. The current study continues this thread of literature and introduces four mental health factors. These factors are attention deficient hyperactivity disorder (ADHD), autism spectrum disorder (ASD), anxiety, and depression. Using a sample of 864 college students, we find that ADHD, anxiety, and depression significantly and negatively correlate with student grades in univariate and pairwise tests. After applying controls, these three mental health variables lose their significance. In contrast, the ASD variables correlate significantly and positively with course grade in multivariate tests.
Keywords: business education, mental health, ADHD, ASD
Survey of Employers’ Perceptions of MBA Value and Incorporating Data Analytics Curriculum to Add Value
Kevin Pan, Samford University, Alabama, USA
C. Clifton Eason, Samford University, Alabama, USA
Bayleigh Garmon, Samford University, Alabama, USA
Bailey Spaulding, Samford University, Alabama, USA
ABSTRACT
In today's business world, it seems that graduate education is unimportant for getting a desirable job. Meanwhile, new business analytics and artificial intelligence technologies require professionals to acquire more education. In this study, we survey business professionals’ views on graduate education. We found that graduate education, e.g., Master of Business Administration (MBA), is not viewed as essential. However, an analytics curriculum can add value to graduate education and make it much more marketable to pursue graduate business degrees. Further, our study reveals the data analytics topics that should be incorporated into graduate business education.
Keywords: Master of Business Administration, graduate curriculum, data analytics, industry survey, business education.
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