Business Education Innovation Journal

An In-Class Assignment on Multidimensional Scaling:

Creating Perceptual Maps of Current Movies

Stephen F. Pirog, III, Seton Hall University, New Jersey, USA

Gary H. Kritz, Seton Hall University, New Jersey, USA

Joseph Z. Wisenblit, Seton Hall University, New Jersey, USA

ABSTRACT

Students gain an appreciation of perceptual mapping techniques through an assignment in which they supply their own similarities data for analysis via multidimensional scaling and then analyze the output.  By using a product category – current movies – in which students have great interest, and by letting students evaluate their own perceptions, the assignment generates interest in some of the technique’s more arcane problems; these include proper labeling of axes, specifying the correct number of dimensions, and designating a suitable number and composition of concepts.  Step-by-step instructions for the instructor are provided, as well as a set of questions and answers for assessing students’ understanding. Students’ assessment of the assignment indicate that they evaluated the assignment favorably in terms of pedagogical merit and affect.

Keywords: perceptual mapping, multidimensional scaling, consumer research, in-class assignments

Vulnerability in the Classroom:

A Catalyst for Subjective Well-Being, Empathy, and Learning

Bryant Thompson, Weber State University – Ogden, Utah, USA

Cory Moss, Weber State University – Ogden, Utah, USA

Travis Simkins, Southern Utah University – Cedar City, Utah, USA

Todd Woodruff, United States Military Academy at West Point – West Point, New York, USA

ABSTRACT

Building on a leader development assignment used at the United States Military Academy at West Point, we created an innovative course requirement assigning undergraduate students at a public civilian university in the Mountain West to share and analyze crucible events as part of an individual student presentation. Crucible events are defining moments of change comprised of adversity and a positive response to that adversity. We developed this course requirement to enable enduring positive experiences and enhanced long-term outcomes for students. Although this assignment caused many participating students to feel vulnerable, students reported that this vulnerability facilitated subjective well-being, empathy, and learning.

Keywords: Vulnerability, Subjective well-being, Empathy, Learning

Developing Trustworthy Business Leaders: Modeling and Creating Justice-driven Trust in the MBA Organizational Behavior Classroom

Jennifer S. Anderson, Weber State University, Ogden, Utah, USA

S. Duane Hansen, Weber State University, Ogden, Utah, USA

Jace Johnson, Weber State University, Ogden, Utah, USA

Matthew Mouritsen, Weber State University, Ogden, Utah, USA

ABSTRACT

Recent polls suggest that business managers and executives rank very close to the bottom of professions in terms of honesty and ethical standards. Although other contributing causes certainly exist, credible evidence suggests that increasing distrust of business leaders may in part be due to the experience students have in MBA programs. The purpose of this paper is to build on extant research examining trust as a pedagogical tool in MBA program, by proposing a pedagogical platform based on organizational justice in order to create and embed psychological trust as a means of developing ethicality in leaders, specifically via training in MBA organizational behavior coursework. We discuss the interrelationship between justice and trust, with organizational justice as the basis for generating trust in the classroom, and provide specific suggestions for modeling justice principles in order to do so. We suggest that such a platform has the potential to restore the trust of employees and other stakeholders by way of training future business leaders to prioritize ethical and just behavior and long-term relationships over more short-term interests. 

Keywords:  Trust, Trustworthiness, Organizational Justice, Trust in Leadership, Business Ethics, Organizational Behavior, Organizational Behavior Education, Masters of Business Administration Degree, Pedagogy

Factors Affecting the Selection of Online Classes

by Graduate Business Students

Yong Gyo Lee, University of Houston-Victoria, TX, USA

Donna Y. Stringer, University of Houston-Clear Lake, TX, USA

ABSTRACT

This study examines the factors affecting the selection of class delivery mode, online vs. face-to-face classes. Using data collected from graduate business students over several years, this study documents the roles of barriers to take F2F classes, motivators of online classes, and individual characteristics. The research findings have implications for instructors, designers, and administrators of the online education.

Keywords: online learning, class delivery mode, motivators, barriers, business education.

Teaching R to Undergraduate Business Students

Dae-Hee Kim, Christopher Newport University – Newport News, Virginia, USA

ABSTRACT

When developing a curriculum on business analytics, along with what is being taught, how it is being taught is important, especially regarding choosing the right analytical tool. This article offers a pedagogical example of using R in a business analytics course with undergraduate students. This teaching case outlines the methods that address the steep learning curve of R and analyzes student feedback on the learning experience. Based on positive student responses, the article suggests that R is a viable option to use to teach business analytics to undergraduate students.

Keywords: R, business analytics, data analytics, business education, business pedagogy

Moving to the Cloud - Integrating a Real-Life Case to Teaching QuickBooks Online

Qiongyao Zhang, Robert Morris University, Moon Township, Pennsylvania, USA

Jacob Peng, Robert Morris University, Moon Township, Pennsylvania, USA

Chenchen Huang, State University of New York-Buffalo State, Buffalo, New York, USA

ABSTRACT

This paper illustrates a new pedagogical approach in teaching QuickBooks Online (QBO) to undergraduate students in an Accounting Information System (AIS) course. This new approach is centered around integrating Systems Understanding Aid (SUA) into the curriculum of teaching QBO, and assists the instructor in fostering active student learning. The new pedagogical approach was compared with the traditional pedagogical approach that was employed in teaching Access and Excel in the same AIS class. The results of the comparison showed the effectiveness of the new approach. 

Key words: QuickBooks Online, Systems Understanding Aid, active learning

Mind the Gap: Approaches to Gaining Important Job Skills

Sohel Ahmad, St. Cloud State University, St. Cloud, MN, U.S.A

ABSTRACT

Prospective employers were asked to rate skills they considered most important for job candidates to possess. Students were asked to identify the skills employers thought were most important. This study found a gap between the employers’ and students’ responses. A number of activities were suggested to minimize this gap so that students understand the skills employers perceive as important and better prepare them for the job market.

Keywords: job skills, co-curricular activities, curriculum design

Employability Skills Needed by Business Education Graduates as Perceived by Business Teachers and Employers of Labour in Two Southwestern Nigerian States

Dr. L. F. Ademiluyi,Kwara State University, Malete, Nigeria, femiluyi44@gmail.com

ABSTRACT

The national crisis of graduate unemployment has brought the issue of employability skill acquisition to the front burner of national discourse, with employers of labor insisting that most graduates are unemployable. The study therefore sought to identify employability skills needed by business education graduates as perceived by employers of labor and business education teachers in two southern Nigerian states.  The researcher employed descriptive survey design. The study population  consisted of 81business educators, 46 human resources managers of public limited liability companies and 46 human resource managers of government-owned corporations  or statutory companies with headquarters or major offices in the study states.  No sample was drawn as the entire population was studied.  Three research questions and one hypothesis guided the study. The instrument for data collection was a two-section researcher-designed questionnaire. The first section sought demographic information on the respondents; these were used for the test of hypothesis.  The second section, structured on the 4-point rating scale pattern, consisted of 36 questions designed to elicit responses on the formulated research questions. The instrument was validated by three experts while the reliability test, using the test-retest method, yielded a reliability coefficient of 0.83.  The research questions were analyzed with mean ratings and standard deviation while the null hypothesis was tested at 0.05 level of significance with One-Way ANOVA. The results showed that the listed technical, interpersonal and communication skills were either strongly needed or needed.  The test of hypothesis showed significant difference in the mean ratings of business educators and employers of labor in the private sector on the employability skills needed by business education students for gainful employment.  The study therefore concluded that in addition to technical skills,  interpersonal and communication skills are indispensable for employability. The study subsequently recommended the injection of employability skill items into all contents of business education curriculum. The study further recommended the involvement of the private sector in the development of business education program curriculums.

Key words: Employability skills, business educators employers of labor, Southwestern Nigeria.

Teaching Personal Resilience in the College or University Classroom

Ray Luechtefeld, PhD, University of Central Missouri, Warrensburg, Missouri, USA

Lorin Rosel Walker, PhD, University of Central Missouri, Warrensburg, Missouri, USA

Jo Anne C. Long Walker, JD, University of Central Missouri, Warrensburg, Missouri, USA

ABSTRACT

College or university classrooms have the potential to produce valuable outcomes beyond those specified in the learning objectives for a particular course. For example, personal resilience is one such outcome that has achieved significant attention in the literature. Personal resilience is the ability to bounce back, learn from, and move forward after negative experiences. This article explores the experiential interventions that two university instructors use with undergraduate business students to increase the students’ resilience. The classroom interventions are grounded in a proposed teleological process model of resilience development that includes six causal processes that help students to reframe challenges they face, become more inured to individual and team failure, give and receive rich feedback, provide peer feedback, seek the attention of valued, high-reputation others, and accept increasingly difficult challenges throughout the semester.

Keywords: resilience, higher education, experiential, teleological process model, college or university students, faculty support, classroom resilience interventions

Soft Skill Development in a Total Enterprise Simulation

Ellen J. Frank, Southern Connecticut State University

New Haven, Connecticut U.S.A.

ABSTRACT

Many undergraduate business programs contain a capstone course that is built around a total enterprise simulation that makes use of the “hard skills” learned in coursework. Although these simulations always involve group teamwork, they rarely purposely build into the semester design an appreciation of the “soft skills” that are also necessary to become effective managers. This paper describes a set of organizational behavior activities that were “piggy-backed” onto a simulation. Aspects of group performance, group dynamics, and member satisfaction, as well as personal growth activities were some of the target areas this enrichment package covered.

Keywords: Simulation, capstone course, soft skills organizational behavior, group dynamics

A Tale of Two Courses: Applying Sustainability Principles to the Intermediate Financial Accounting and Auditing Courses

Michael Kraten, Houston Baptist University, Houston, Texas, U.S.A.

Kenneth N. Ryack, Quinnipiac University, Hamden, Connecticut, U.S.A.

Aamer Sheikh, Quinnipiac University, Hamden, Connecticut, U.S.A.

Kathleen A. Simione, Quinnipiac University, Hamden, Connecticut, U.S.A.

ABSTRACT

More and more accounting programs are looking for ways to incorporate sustainability topics into their curriculum as a result of an increasing demand for accounting graduates with an understanding of sustainability reporting coupled with new AACSB International accreditation standards that require coverage of such topics. This paper describes use of a case which incorporates economic, environmental, and social sustainability in the intermediate financial accounting and auditing classes via an experiential learning activity that offers an opportunity for team work and role playing. The intermediate accounting version begins with analytics where students evaluate how a proposed new hydro-electric company’s debt and equity mix impacts the financials, and then they reevaluate it in light of a potential environmental contingency. In both the audit and intermediate versions, students learn about sustainability reporting and weigh the benefits of a new hydro-electric power plant against the risk of an endangered species going extinct.

Keywords: Analytics, Assurance, Experiential Learning, Financial Reporting, Integrated Reporting, Sustainability.

Solution Scholars: An Interdisciplinary Student Consulting Model

Beverly K. Brockman, University of Tennessee at Chattanooga

Liza Soydan, Insight to Inform Consulting

Abstract

Solution Scholars is a collaborative program of a mid-sized, metropolitan, regional university and the local branch of the state’s Small Business Development Center. The purpose of Solution Scholars is to provide student-delivered consulting services to inform its clients’ strategic decision-making. The program utilizes both graduate and undergraduate students, with the graduate students serving as managers for the undergraduates. Solution Scholars recognizes the importance of an interdisciplinary approach to solving challenges new ventures and small businesses face, providing multiple pedagogical benefits for students, as well as help with strategic growth decisions for its clients. Significant opportunities exist to expand Solution Scholars to enhance the benefits of experiential learning, and to increase the scope and depth of client deliverables.

Keywords:            student consulting, community-university partnerships, experiential learning,

                                project-based learning, interdisciplinary learning

Instructor Academic Factors and Their Influence on Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution

Lynn A. Fish, Canisius College, Buffalo, NY, USA

Coral R. Snodgrass, Canisius College, Buffalo, NY, USA

ABSTRACT

In spite of the fact that instructors are a critical input into the education paradigm, research on instructor perspectives on online education are sparse. As part of a large study, the intention of this paper is to explore how demographic factors, specifically instructor academic factors, affect instructor perceptions at a Jesuit, Catholic private University in the northeast. Analysis of the differences between online and face-to-face perspectives on many individual and program factors demonstrated significant differences. The intention here is to continue this discussion through evaluating the specific academic factors of the instructor - the school the instructor is teaching in, instructor rank and the highest degree the instructor has completed

Keywords: instructor perceptions, online education, academic factors

Assessing and Developing Leadership Capabilities in MBA Students Using The 16PF® Personality Test

Charles J. Hobson, Cynthia S. Roberts, Rajan Selladurai, Jana Szostek,

Indiana University Northwest, Indiana, United States

John Gibson, Purdue University, Indiana, United States

ABSTRACT

The 16PF® personality test and 16PF® Leadership Coaching Report were utilized as a framework to assess and develop the critically important but often under-emphasized leadership “soft skills” of MBA students. The test was administered to 59 students in five Teamwork and Team Leadership MBA classes over a two-year period. Test results are provided in the form of a 16PF® Leadership Coaching Report, which identifies strengthen, and weaknesses, performance comparisons to successful leaders, and specific developmental recommendations. Students were asked to use the report as the basis for an assignment to (1) better leverage two of their existing strengths in the workplace and (2) make improvements in two of their weaker areas. Anonymous, end-of semester responses from students were uniformly very positive.

Keywords: 16PF®, Leadership,

The Use of Extracurricular Interdisciplinary Project-Based Teams in Higher Education as a Catalyst for Actionable Knowledge

Peter Kaufman, Illinois State University - Normal, Illinois, USA

Nathan Hartman, Illinois State University - Normal, Illinois, USA

Jim Jones, Illinois State University - Normal, Illinois, USA

Rishi Saripalle, Illinois State University - Normal, Illinois, USA

Pete Smudde, Illinois State University - Normal, Illinois, USA

Will Hunter, Illinois State University - Normal, Illinois, USA

Roy Magnuson, Illinois State University - Normal, Illinois, USA

ABSTRACT

The Innovation Consulting Community is an extracurricular, interdisciplinary, project-based professional development experience available at no cost to all students at a large university in the Midwest.  Students from across campus and academic levels who volunteer to participate in this noncredit, unpaid experience are formed into teams and consult with organizations under the mentorship of faculty, staff, or experienced practitioners.  Prior to beginning their consulting engagements, students must complete background work in design thinking, project management, leadership, conflict resolution, and self-awareness.  Additional optional professional development workshops are also offered.  In addition to program mechanics, this paper provides feedback from students who participated in the first year of the program and concludes with recommendations on how institutions could develop a similar program.

Keywords: actionable knowledge, experiential learning, interdisciplinary, innovation in higher education, student consulting

The Role of Competency Based Education in Higher Education:

The Process of Tuning the Marketing Discipline

Peter Kaufman, Illinois State University - Normal, IL, USA

Debra K. Cartwright, Truman State University - Kirksville, MO, USA

Karen Welte Gore, Ivy Tech Community College, Southwest Campus - Evansville, IN, USA

ABSTRACT

Higher education is feeling pressure to make changes in the way it operates. Scholars have identified gaps which may be growing between marketing practitioner needs and marketing education content. At the same time, higher education is facing numerous challenges from environmental forces such as online education and in many cases reduced stakeholder support.  Competency based education (CBE) has emerged as a potential educational focus.  One of the benefits of CBE is that the skills and knowledge a student needs to acquire become transparent at the outset of the program thereby sending a clear signal to prospective students.   This paper provides an extensive presentation of a three state multi-degree competency based framework for the marketing discipline based on Tuning methodology.  The development, analysis and evaluation of marketing competencies used multiple methods and offers educators in the field of marketing both a framework for developing competencies and a comprehensive set of competencies for consideration in their marketing curriculum.  

Keywords:  Competency based education, accreditation, assessment, assurance of learning, outcomes data, AACSB

The CPA Project:  A Model To Embrace Diversity and Inclusion In the Accounting Profession

Barbara L. Adams, Ph.D., CPA, South Carolina State University, USA

ABSTRACT

While the number of black CPAs has increased substantially since John Cromwell, Jr. became the first African-American CPA in 1921, the accounting profession still has not achieved the degree of diversity reflected in the total population. Considerable effort and dollars have been expended by the AICPA, NASBA and other organizations to increase the number of African-American CPAs, however, the results are disappointing. Currently, only 3% of CPAs are African-Americans.  The purpose of this article is to address why progress has been slow despite several initiatives to increase the number of minority CPAs and suggest a model to develop a pipeline of minority CPAs to increase diversity within the accounting profession. This will entail developing partnerships and collaborative efforts between academia, the CPA profession and various organizations, and providing support and information to potential CPA candidates. A comprehensive and collaborative model (The CPA Project) is suggested for implementation at selected Historically Black College and Universities (HBCUs). The CPA Project consists of five components to motivate and prepare minority undergraduate students for careers in public accounting: (1) HBCU institutions with a CPA Champion that will coordinate activities to engage students and prepare students for a career in public accounting; (2) A two-week Summer Institute for selected students; (3) CPA exam review and coaching sessions; (4) Internship opportunities through partnering with CPA firms; and (5) mentoring and other support to overcome obstacles faced by minority students.  

Keywords: CPA, minority, model, Historically Black Colleges & Universities

Adding Hands-on Learning to a Digital Marketing Course with a Simulation

Timothy C. Johnston, Murray State University, Kentucky, USA

ABSTRACT

The contribution of this paper is to provide results of a beta test of the Stukent Mimic Pro Simulation to instructors who may be considering using the simulation.  I have since used the Mimic simulation again with an online MBA class with excellent results.  I give the simulation an unqualified positive recommendation.  I conclude that the primary contribution of the Mimic simulation is to give students hands-on experience with “paid search,” and secondarily understanding of other concepts such as search engine optimization, landing page design, email, and analytics.

Keywords:  hands-on learning, digital marketing, Mimic simulation, Stukent

Engaging Students in Large Sections of Principles of Marketing

Michael J. Swenson, Brigham Young University – Provo, Utah, USA

Gary K. Rhoads, Brigham Young University – Provo, Utah, USA

ABSTRACT

Business schools continue to seek ways to engage students in large sections of introductory classes and principles classes. Distractions from various sources, combined with changes and expectations of today’s university students, may cause disengagement. The literature is replete with evidence of the positive benefits of student engagement, including learning and retention. Accordingly, we present three methods for engaging students in the large sections of the principles of marketing course.

Keywords: student engagement, student response systems, in-class activities, application assignments, principles of marketing

The Enhancement of Learning Outcomes in a Marketing Fundamentals Course Through Innovations in Coursework Content and Delivery Mode

Bob Kimball, University of West Florida, Pensacola, FL

ABSTRACT

In recent years, there have been numerous innovations in education involving the structure and presentation of coursework content and its delivery to students.  Two issues in particular have been widely addressed:  Concerns about the adequacy and affordability of traditional textbooks and the utilization of technology to supplement or replace classroom lectures.  The study then describes related innovations in a Marketing Fundamentals course designed to address the learning objectives of a foundation-level course.  Results of this study indicated encouraging learning outcomes for students who had taken the innovative course compared to a traditional textbook/lecture format or online.

Keywords:  Teaching, Video lecture capture, Alternative content modes, Outcomes assessment

Using the Mega Millions Lottery in Your

Principles of Finance Class

John B. White, Ph.D., United States Coast Guard Academy, New London, CT, USA

ABSTRACT

The recent record-setting purse in the Mega Millions Lottery has sparked widespread interest in the game.  People who had never previously purchased a lottery ticket bought one in the hopes of winning all or part of the $1.6 billion prize.  The winner receives entire $1.6 billion only if they choose to spread their prize over 30 payments.  If the winner desires to take the prize as an immediate lump sum, the figure falls to $904 million, or 56.5% of the advertised prize.  This event provides an excellent example of a “real-world” financial analysis that captures students’ interest.  It can be used to illustrate annuities, capital budgeting, the use of spreadsheets, and even the impact of taxes.

Key words:  Lottery, Annuities, Time value of money

Using Threat Vulnerability Asset (TVA)

Methodology to Identify Cyber Threats and System Vulnerabilities:

A Student Field Project Case Study

Roberto J. Mejias, Colorado State University-Pueblo Pueblo, Colorado, U.S.A.

Morgan A. Shepherd, University of Colorado-Colorado Springs, Colorado Springs, Colorado, U.S.A.

Michael Fronmueller, University of Wisconsin-River Falls, River Falls, Wisconsin

Richard A. Huff, Colorado State University-Pueblo Pueblo, Colorado, U.S.A.

ABSTRACT

Research demonstrates that the use of vulnerability assessment (VA) tools are critical in identifying cyber threats and system vulnerabilities. This paper presents a case study of a student field project that utilized the Threat Vulnerability Asset (TVA) matrix methodology, an open source and uncomplicated VA tool to identify cyber threats and system vulnerabilities for a software engineering organization in the U.S. Southwest. The TVA methodology specifically helped the student project team identify and prioritize their client organization’s most critical IT (information technology) resources, the cyber threats to those critical IT resources, the IT safeguards currently in place and identify the resulting system vulnerabilities from the triangulation of these three TVA matrix components. Additionally, the TVA methodology assisted the student project team to identify clear imbalances in the allocation of IT safeguards to certain critical and vulnerable IT resources. The implications for practitioners and educators from the results of this TVA field case study is that open source and uncomplicated VA tools such as the TVA methodology increase student pedagogy for the active learning of cyber threats and system vulnerabilities in our current IT-intensive environments.

Keywords: TVA methodology, cyber threats, threat vulnerability analysis, system vulnerabilities, vulnerability assessment methodologies, information security risk, student cyber security field projects. 

A New Graduate Artificial Intelligence Course for Managers

Charles Mutigwe, Western New England University, Massachusetts, USA
Bruce Mtigwe, National University of Science & Technology, Bulawayo, Zimbabwe

ABSTRACT

A seismic shift is in progress on multiple technological fronts that will force business schools to re-evaluate what they teach and how they teach it. Artificial Intelligence is one such technology that is up-ending many of the established models of business. This paper looks at how an artificial intelligence course that is traditionally offered in computer science and engineering departments, was taken out of its natural environment, remodeled and repackaged for business school students in pursuit of a new approach towards developing cross-over courses for business students. Based on this experience, we highlight some new course development opportunities for business schools.

Keywords: artificial intelligence, machine learning, deep learning, online education, business course

The Convergence of AAC&U Value Rubrics, Assessment, and Experiential Learning

Linda C. Rodriguez, University of South Carolina Aiken, SC, USA

Michael J. “Mick” Fekula, University of South Carolina Aiken, SC, USA

ABSTRACT

With the advent of a new MBA program, a school of business engaged in the development of an accompanying assessment system in compliance with accreditation requirements. After establishing program outcomes, the Graduate Committee began working on the means to assess those outcomes. The school’s experience with other assessment efforts indicated that existing processes and instruments needed improvement. Thus, the committee sought a more robust system, to include qualitative assessment artifacts rooted in applied learning. Because such artifacts would require effective rubrics, one team member suggested the Association of American Colleges and Universities VALUE Rubrics. The AAC&U rubrics are oriented toward integrative and applied learning.  In this article, we suggest that rubrics have the potential to assess the extent of experiential learning. It is important to assess the effectiveness of experiential methods because graduate business students generally prefer real-life application opportunities.  Rubrics that are employed in ‘closing the loop’ and supporting continuous improvement can help impact learning when employed as program assessment tools.  We propose that the relationship between AAC&U Value Rubrics, assessment, and experiential learning impacts continuous improvement efforts.   

Keywords:  Rubrics, assessment, experiential learning, continuous improvement

An Aesthetic Approach to Online MBA Student Engagement

Kathy Mack, University of South Carolina-Aiken, South Carolina USA

ABSTRACT

Online MBA programs pose unique challenges to student engagement in both virtual teams and learning communities. “Getting to know you” activities are vital for building virtual relationships. The purpose of this paper is to explore how an aesthetics-based experiential approach has the potential to build early ‘aesthetic connections’ that foster both virtual teamwork and online participation. 

Keywords: Online MBA, Aesthetics, Engagement, Teams

Business Internship Management Using Salesforce.com

C. Clifton Eason, Samford University, Alabama, USA

Nathan Kirkpatrick, Stephen F. Austin State University, Texas, USA

Barbara Cartledge, Samford University, Alabama, USA

ABSTRACT

While most business schools administer an internship program, practices vary widely, and many internship coordinators look for more efficient ways to manage the large volume of students and companies hoping to be matched with the right fit.  In this paper, the authors review common approaches to internship administration and their inherent inefficiencies.  Recommending Salesforce.com as an effective vehicle for administering an internship program, the authors explain how programs can obtain and use Salesforce.com while elaborating on benefits programs may experience by utilizing this popular and powerful CRM program.

Keywords:  Internships, salesforce.com, business students, administration

An Integrated Case to Teach Healthcare Reimbursement

Suresh Chalasani, PhD, University of Wisconsin-Parkside, Kenosha, WI

Sridevi Koritala, MD, Advocate Aurora Healthcare, St. Francis, WI 53235

ABSTRACT

Healthcare reimbursement is a significant component of the healthcare revenue cycle and management processes. Many healthcare management programs both at the undergraduate and graduate levels include competencies and outcomes related to healthcare reimbursement. An example healthcare-reimbursement competency is “Manage the use of clinical data required by various payment and reimbursement systems.” To teach this competency effectively, educators need to emphasize both the detailed processes and the computational methods for reimbursement. However, often multiple situations related to reimbursement are taught using separate problems without an integrated case. Students often do not make connections between individual problems and have difficulty grasping the myriad aspects of healthcare reimbursement. In this paper, we present an integrated case to teach multiple reimbursement methods and to analyze national healthcare data. Educators have the ability to use different parts of this case in assignments related to healthcare management, healthcare reimbursement, and revenue cycle management, according to the needs of their programs.

Keywords: Healthcare management, healthcare reimbursement, revenue cycle management, prospective payment systems, integrated cases

Collegiate Online Education for Accounting: A Boon or A Fallacy?

Nishat Abbasi, Menlo College, Atherton, California, USA

ABSTRACT

This paper is on an accounting education area that is transforming the landscape of US higher education including accounting education; the significance of this paper on collegiate online education for accounting (COEA) is enhanced by the paucity of accounting research in this area. Online education (OE) is characterized as a tsunami and a disruptive innovation for US higher education. This paper contributes to knowledge on contemporary accounting education and research through its review of COEA/OE literature and an evaluation of its central purpose of addressing whether COEA is a boon or a fallacy as well as through its conclusions and recommendations. The paper concludes that COEA, the “second curve” (Handy 2015a) of accounting education, is taking off and offers immense opportunities to contemporary accounting education and may pose grave risks if these opportunities are not availed.

Keywords: accounting education, online education, student-learning, pedagogy, blended learning

ABSTRACT

This article offers faculty an innovative teaching approach for an experiential class project centered around design thinking.  The basic processes of the project are detailed using a running example where the entrepreneurship instructor partners with corporate entrepreneurs from a leading financial technology firm to develop, teach, and team with student groups to design think solutions for three of the community’s greatest challenges:  substance abuse, youth education, and technology.  Learning objectives are identified and measures of the program’s effectiveness at achieving the learning objectives are collected, assessed, and reported.  Analysis of the data suggests the program is effective at enhancing student empathy, complex problem-solving skills, felt-responsibility, and community self-efficacy.  Further, students perceive that the corporate entrepreneurs properly supported them in the project and they were quite satisfied with working with real customers, the corporate entrepreneurs, and the program overall. 

Keywords:  corporate partnerships, design thinking, corporate entrepreneurship, experiential learning, social entrepreneurship, entrepreneurship education

Partnering with Corporate Entrepreneurs on an

Experiential Design Thinking Project

Bennie Eng, Marshall University, WV, USA

Ralph McKinney, Marshall University, WV, USA

Isabelle Rogner, Intuit Inc., CA, USA

ABSTRACT

This article offers faculty an innovative teaching approach for an experiential class project centered around design thinking.  The basic processes of the project are detailed using a running example where the entrepreneurship instructor partners with corporate entrepreneurs from a leading financial technology firm to develop, teach, and team with student groups to design think solutions for three of the community’s greatest challenges:  substance abuse, youth education, and technology.  Learning objectives are identified and measures of the program’s effectiveness at achieving the learning objectives are collected, assessed, and reported.  Analysis of the data suggests the program is effective at enhancing student empathy, complex problem-solving skills, felt-responsibility, and community self-efficacy.  Further, students perceive that the corporate entrepreneurs properly supported them in the project and they were quite satisfied with working with real customers, the corporate entrepreneurs, and the program overall. 

Keywords:  corporate partnerships, design thinking, corporate entrepreneurship, experiential learning, social entrepreneurship, entrepreneurship education

Preparing Teams for an Academic Case Competition – An Approach

Raymond M. Kinnunen, Emeritus, Northeastern University Boston, MA, USA

Robert Steere, Northeastern University, Boston, MA, USA

Brendan Bannister, Northeastern University, Boston, MA, USA

ABSTRACT

The purpose of this paper is to present a process for preparing teams to compete in prestigious academic case competitions.  This paper proposes that academic case competitions can be a component contributing to preparing academic athletes for the real world and contributing to students becoming more workforce self-efficacious.  When approached correctly, academic case competitions offer an alternative way or methodology to prepare students for the real world and provide a capstone for experiential learning.  Ultimately, students will leave with Enhanced Self-Efficacy (I Can Win), Enhanced Team Self-Efficacy (We Can Win), and Enhanced Skills (Analysis, Presentation, Defending Recommendations, Teamwork, & More).  They also leave as Academic Athletes.

Keywords: Academic case competition, experiential education, case analysis