Equipping Non-Analysts with Business Analytics Skills: A One-Course Curriculum for Undergraduate Business Degrees
Jennifer Dapko, Florida Southern College, FL, USA
Greg Snyder, Florida Southern College, FL, USA
ABSTRACT
The explosion of data in all industries necessitates data literacy for every business graduate, not just data specialists. However, cramming data analysis skills into a limited curriculum for non-analyst majors poses a challenge. This article proposes a solution: a single, skills-based course built around the CRISP-DM data analysis process. This course equips students with foundational data literacy. By integrating critical thinking and communication skills, the course prepares graduates to become data-savvy professionals who can make meaningful contributions in any organization. This curriculum offers a practical solution for business schools to bridge the data literacy gap and meet the growing demand for data-literate graduates.
Keywords: business analytics, teaching undergraduate analytics, analytics skills for business students, business degree curriculum
The Effect of the COVID Disruption in 2020 on High
School Learning and College Preparation:
One College’s Experience
Zachary A. Kudlak, Ph.D. United States Coast Guard Academy, New London, CT USA
John B. White. Ph.D. United States Coast Guard Academy, New London, CT USA
ABSTRACT
The detrimental impact on learning from the COVID disruption in the Spring of 2020 has been well discussed. There seems to be no doubt that there is a lingering effect from that event, as colleges are now dealing with students that had a high school experience unlike their older classmates. The question of how this impacts their college preparation is not as well known or studied. This study seeks to compare quantitative objective measures of learning, aptitude, and reasoning ability over a pre- and post-COVID time period. The analysis of the data yielded mixed results. Some measures, such as SAT verbal and high school GPA are higher in the post-COVID period. The Watson Glaser test for critical thinking did not indicate that the tests scores differed between the pre- and post-COVID periods.
Keywords: COVID effect on learning, high school students’ preparedness for college, grade inflation,
The Role of Faculty in Facilitating Trust Building in Student Groups:
Review and Recommendations
Wonseok Choi, University of Detroit Mercy, Michigan, USA
Lawrence E. Zeff, University of Detroit Mercy (retired), Michigan, USA
Mary A. Higby, University of Detroit Mercy (retired), Michigan, USA
ABSTRACT
Faculty have always been concerned with student performance and satisfaction with coursework and learning applications. Group projects provide an opportunity for student involvement in applying and investigating course concepts. Research has identified several intra-group processes that have a major impact on the effectiveness of both face-to-face (FTF) class meetings and online class interactions as they enhance desired outcomes. Our goal for this paper is to review the intra-group processes and provide a set of recommendations to aid faculty in enhancing group project experiences, thereby increasing student performance and satisfaction. Findings indicate that intra-group trust is the most critical of these processes. Studies suggest that effective group communication provides an environment within which trust exists and with which it interacts to increase the impact on performance. Two other group processes that improve trust are peer learning and intra-group conflict management. We combine several findings to offer recommendations to faculty to help increase student satisfaction with team members, performance grades and the course itself. For example, we recommend faculty meet with groups very early in the semester and provide task-related feedback throughout the course. We also suggest initial interactions be more social in nature, evolving into more task-related interaction to help create both affective and cognitive trust.
Keywords: Swift trust, Team performance, Intra-group trust, Student satisfaction, Recommendations for faculty
Conversations About Equity in Accounting Classrooms:
Five Examples from Current Events
Stephanie D. M. Miller, Quinnipiac University, Hamden, Connecticut, USA
Corinna Pazzanese, Quinnipiac University, Hamden, Connecticut, USA
ABSTRACT
This paper provides accounting educators with resources to help them engage students in critical conversations about equity issues in accounting. Drawing from current events, we offer five example topics for classroom discussion across multiple areas of accounting. First, we discuss the equity implications of the use of facial recognition technology by the Internal Revenue Service. Second, we examine the equity impacts of layoffs. Third, we consider the use of blockchain technology in accounting to address global equity issues. Fourth, we discuss equity concerns related to the cashless economy. Lastly, we explore unique post-retirement benefit accounting requirements for the United States Postal Service and the organization’s role in promoting economic and social equity. Each example includes background information, discussion prompts, and links to recent news articles that accounting faculty can use as course materials to facilitate meaningful discussions on equity-related topics.
Keywords: Accounting, DEI, Layoffs, Blockchain
Teaching PFAS Under the New CPA Model Curriculum
Mark A. Nickerson, State University of New York at Fredonia – Fredonia, New York, USA
Linda A. Hall, State University of New York at Fredonia – Fredonia, New York, USA
ABSTRACT
Under the new American Institute of Certified Public Accountants (AICPA)-National Association of State Boards of Accountancy (NASBA) Certified Public Accountant (CPA) Evolution Model Curriculum, students seeking to take the Tax Compliance and Planning (TCP) section of the uniform CPA exam will be evaluated heavily on Tax Compliance and Planning for Individuals and Personal Financial Planning. While some undergraduate and graduate finance curricula include personal financial planning, most accounting curricula do not. When modifying their accounting curricula to meet the new CPA exam specifications, universities must address how to cover and deliver new content areas. As many accounting instructors may have never focused on personal finance or financial planning, this may be a new and unfamiliar area for them. This paper aims to describe the proposed learning objectives of the course in Personal Financial Advisory Services (PFAS) recommended by the AICPA-NASBA CPA Evolution Model Curriculum. In addition, the paper provides current accounting instructors with the best pedagogy for delivering such courses based on prior research as well as provides accounting faculty with recommended resources to assist with curriculum development.
Keywords: CPA Evolution Model Curriculum, Personal Financial Advisory Services, AICPA, NASBA
Unemployment Rate and the Core Job Skills Demanded:
Implications for Graduates
Sohel Ahmad, St. Cloud State University, St. Cloud, MN, U.S.A
ABSTRACT
Human capital is critical to the success of an organization. Over the years, researchers have attempted to identify job skills demanded by employers. The present study extends that stream of research by exploring the demand for these skills in the context of broader economic conditions using the unemployment rate as a proxy and identifying the core skill set in the process. This core skill set may serve as the starting point from which to build other soft skills. Development of these skills can positively impact the career growth of recent college graduates and contribute to the competitiveness of the organizations they work for.
Keywords: soft skills, unemployment rate, skill mismatch, curriculum design, career pathways, candidate quality
Student Perceptions of Learning in Business Subject Areas
After Completing an X-Culture Project
Johnine McCartney, D.P.S., MBA
Donna Coelho, M.S.M.
Ronald Drozdenko, Ph.D.
Marketing Department, Western Connecticut State University, USA
ABSTRACT
The X-Culture program provides students with the opportunity to work as part of a global virtual team to solution a real-world business challenge. Given the reliance of multinational organizations on virtual teams, it has become valuable, if not critical, for students to develop cultural intelligence, the soft skills and business discipline skills to work effectively across all business functions with a multicultural perspective. Increasing our understanding of the X-Culture learning outcomes for the business discipline areas and associated soft skills may contribute to the X-Culture program curriculum development and student success. This paper explores the perceptions of student participants in the X-Culture project on their learning outcomes across business disciplines, and soft skills areas such as global team leadership and collaboration. Our findings suggest that X-Culture students report learning in all the business disciplines, and soft skill areas, however the level of learning varies significantly across disciplines and skill areas. An exploratory analysis of the data suggests that the benefit of participating in X-Culture may vary by ethnic group.
Keywords: Experiential Business Learning, International Business, Virtual teams, Global teams, Self-directed teams, Cross-Cultural Skills, Cultural Competency, Soft Skills
Assessing the Impact of Software As A Service (SaaS) Innovations on Disrupting the Enterprise Software Industry
Steven R. Kursh – Software Analysis Group, Cambridge, MA, USA
Pratik Patel – Software Analysis Group, Cambridge, MA, USA
ABSTRACT
A primary factor in the recent growth in the enterprise software industry is software-as-a-service, commonly known by its acronym - SaaS. The key drivers of this growth are several technology and business innovations working in concert. In this paper, we extend prior research regarding disruptive innovation with a specific focus on the enterprise software industry. We discuss how acquisition and deployment of SaaS by enterprises is different than on-premises software sold as a product; related technology infrastructure and licensing of SaaS; and accounting and finance metrics for assessing and valuing SaaS companies that complement GAAP standards and principles. The paper will be useful to professors and students in course discussions regarding innovation and, more broadly, technology.
Keywords: disruptive innovation, software industry practices, SaaS, entrepreneurial finance
Analyzing the Outcomes of the Learning Objectives when Business Intelligence and Big Data Analytics are Incorporated in a Database Course
George Garman, Metropolitan State University of Denver - Denver, Colorado, USA
ABSTRACT
The learning objectives of introductory database courses were changed about twenty years ago to incorporate the changing role of data that was occurring in the world. Data were being viewed in new ways for analysis and techniques were being developed to better store, retrieve, and analyze the data. The structure known as the Data Warehouse was developed throughout the 1990s as a method of modifying the data and storing it permanently. Techniques were developed to access the data residing in the warehouses in ways that led to easy analysis of the data. Online Analytical Processing (OLAP) tools and data mining techniques became standards. IT professionals developed structures to capture and maintain very large amounts of data and allow for relatively stress-free retrieval. This paper provides a statistical study of the outcomes of learning objectives of business intelligence and big data analytics in an introductory database course at a large urban public university. Since business intelligence and big data analytics are relatively new, the time period under consideration covers the years 2017 through 2024. The study considers different outcomes in sections that are delivered in the instructor-led format verses the online format. The study also considers the varying outcomes of the learning objectives during spring and fall semesters and the shortened summer session. A factorial ANOVA model is used to measure the significance of the differences in the means of outcomes of learning objectives in categorized sections of the database course. There is not enough evidence to conclude that differences exist in the semester in which the course is taken. However, there are significant differences in the means of the outcomes of learning objectives between instructor-led sections and online sections.
Keywords: Business Intelligence, Big Data Analytics. Online courses, Instructor-led courses
Integrating Sustainability into Supplier Management: A Classroom Exercise for SMEs Using the Kraljic Matrix and Sustainability Measurement Tool
Lisa M. Walters, State University of New York at Fredonia, USA
So-Jin Yu, State University of New York at Fredonia, USA
ABSTRACT
This paper provides an in-class exercise that examines the supply chain management practices of Small and Medium Enterprises (SMEs), as it relates to supplier monitoring and qualification. Although cost and delivery performance are commonly prioritized in supplier evaluation, here it is demonstrated that incorporating sustainability considerations offers a broader perspective that may reveal risks and opportunities not captured by traditional metrics alone. Using a newly developed Sustainability Measurement Tool (SMT), SMEs can assess suppliers holistically, focusing on the environmental, social, and economic dimensions of sustainability, in addition to the core operational metrics which are considered regarding the Kraljic Matrix. The focus of this exercise is SMEs, which play a critical role in global supply chains and often face resource constraints that prevent them from fully integrating sustainability into their operations.
The exercise provided is a two-day classroom event, which engages students in hands-on analysis of supply chain metrics and sustainability. As a result, the exercise helps students understand how SMEs can consider supplier management beyond typical considerations. This approach enhances student comprehension of supply chain dynamics within the context of sustainability.
Keywords: sustainability, supply chain, supplier qualification, supplier monitoring, supplier management
Facilitating Student Learning of Spreadsheets In Cost Accounting through Instructional Scaffolding
Barbara Lamberton, Professor of Accounting
Barney School of Business, University of Hartford
ABSTRACT
Competency with technology is a critical skill for graduates of accounting programs, requiring academics to create learning experiences that prepare graduates for the workplace. Despite the emergence of many new technology tools, proficiency in spreadsheets remains a desired skill for accountants. However, today's traditional students may not possess the necessary skills in technologies like spreadsheets despite their daily use of devices such as tablets, smartphones, and laptops. Covering both traditional accounting topics and technology in limited class time seems to be a challenging task. However, the research by Vygotskian and the use of scaffolding suggests that well-designed guidance and assistance may make a difference in the student's ultimate success. Scaffolding, well-established in the education literature, stresses that educators must be attentive to and understand their students' skill set at the beginning of a course, as this understanding is crucial for planning practical learning activities. This paper's purpose is to describe the use of scaffolding strategies in a face-to-face undergraduate course assignment combining spreadsheets and a traditional cost accounting task.
Keywords: Instructional Scaffolding; Spreadsheets, Technological Competency
Empowering Students Through Optimism: A Pathway to Better Mental Health and Academic Achievement
Jonathan Biggane, California State University, Fresno
ABSTRACT
Despite significant improvements in quality of life across the globe, business students are struggling with mental health issues at unprecedented rates. This paper examines how students respond to potentially threatening situations and offers practical strategies that business educators can use to enhance student well-being and academic success. By integrating research on state-like optimism with the transactional model of stress and coping (Lazarus and Folkman, 1984), I attempt to demonstrate how educators can teach students to reframe adverse situations as challenges rather than threats. This reframing can modulate students' stress responses, foster resilience, and lead to more favorable academic and professional outcomes. By equipping students with these skills, business educators can play a pivotal role in improving student well-being and preparing them for the complexities of the modern workplace.
Keywords: Optimism, Threat Appraisal, Stress, Anxiety, Depression
Personal Finance for Gen Z: Lessons for Their Financial Future
Jaclyn C. Schalk, University of Findlay, Ohio, USA
Chris Ward, University of Findlay, Ohio, USA
ABSTRACT
Despite pushes for enhanced financial literacy education at the secondary level, most college students in Gen Z still feel underprepared to make crucial, independent financial decisions. Rising consumer debt levels and lack of confidence underscore the urgent need for financial education among young adults. This paper examines the current state of financial literacy for Gen-Zers and discusses the transformation of a personal finance course at a university. This course redesign aims to bridge the gap between the skills learned in basic high school financial education and the higher-level knowledge and decision-making needed for long-term financial success. Key assignments focus on student loans, budgeting, and investing, and incorporate a simulation and real-world scenarios to enhance student learning. The paper provides suggestions as to how to structure higher education personal finance courses to ensure that students are confident in their ability to navigate important financial decisions post-graduation.
Keywords: personal finance, financial literacy, consumer debt, student loans
Utilizing Industry Practitioners Instructors in Developing and Ddelivering Academic Programsu
tilizing industry practitioners in developing and delivering academic programs Ken Chadwick, Nicholls State University – Thibodaux, Louisiana
Luke Cashen, Louisiana State University – Baton Rouge, Louisiana
ABSTRACT
The Maritime Management Program at Nicholls State University produces workforce-ready graduates equipped to meet specific industry needs. The success of this university-industry collaboration (UIC) is the result of practitioner instructors-- professionals who actively work in industry involved in curriculum design and delivery. The literature hasn’t devoted sufficient attention to the utilization of industry professionals in the classroom. This case study seeks to address this shortcoming. Evidence suggests schools of business are recognizing the disconnect between higher education and industry demands. This can be rectified by adopting a more practical orientation towards servicing industry needs. Designing and delivering a curriculum to meet industry needs is achieved in conjunction with industry and the use of practitioner instructors. This article details the development and execution of the maritime program offers recommendations to schools of business who are seeking to execute on a responsive curriculum via the utilization of industry professionals in the classroom.
Keywords: university-industry collaboration, practitioner instructors, workforce development, program design
Co-Curricular Experiences to Enhance Business Education
Rita Kumar, California State Polytechnic University, Pomona, CA, USA
Larisa Preiser-Houy, California State Polytechnic University, Pomona, CA, USA
ABSTRACT
This paper describes the integration of co-curricular experiences to enhance business education at a large regional public university. Grounded in experiential learning approaches and aligned with the institution's PolyX (Signature Polytechnic Experience) framework, these provide a comprehensive approach to student engagement and development. The initiatives presented as a case study range from the First-Year Experience (FYE) program to departmental-level activities and a center of excellence, offering students opportunities for hands-on learning, interdisciplinary projects, and community engagement. These initiatives are designed to foster critical competencies such as analytical thinking, teamwork, leadership, and ethical decision-making, while enhancing student engagement, career readiness, and a sense of belonging.
The insights from the design and implementation of these initiatives contribute to the growing body of literature on experiential learning in higher education. This paper explores how integrating co-curricular experiences can complement curricular learning, prepare graduates for the evolving demands of the workforce, and inform future innovative practices in business education.
Keywords: Business Education, Co-Curricular Experiences, Experiential Learning, PolyX Framework, First-Year Experience, Student Engagement, Career Readiness, AACSB
Diversity, Equity, and Inclusion at a Pervasively Sectarian University: College-going Experiences of Students with Hearing Disabilities
Avery Hederman, Mississippi College – Clinton, MS
V. Brooks Poole, Mississippi College – Clinton, MS
ABSTRACT
This qualitative research project delves into the college-going experiences of students with hearing disabilities within the context of a pervasively Christian sectarian university (PCSU). In the academic and social landscape of higher education, students with hearing disabilities often encounter unique challenges that remain unaddressed and unrecognized by peers, faculty, and administrators. The primary objective of this study is to shed light on the experiences of students who are deaf or hard of hearing (D/HH) with specific focus on their encounters at PCSU and to explore ways in which diversity, equity, and inclusion (DEI) initiatives could mitigate marginalization. The study employs a series of interviews with D/HH students to learn about their narratives throughout their academic journey. Through phenomenological inquiry, recurring themes emerge, offering insights into the intersections of disability, educational access, and the university's Christian mission. The findings revealed key themes including a lack of awareness of DEI initiatives among D/HH students, the significance of the university's Christian mission on their experiences, and concerns regarding the efficacy of campus resources. The implications of this study advocate for targeted DEI initiatives tailored to the needs of D/HH students, including educational programs on disability rights and campus accessibility as well as accommodations for various classroom difficulties. The research calls for comparative studies across university settings and explores the college-going experiences of students with other disabilities. Ultimately, this research contributes to ongoing dialogue about inclusive practices in higher education, aiming to create more equitable environments for students with disabilities.
Keywords: hearing disability, diversity, equity, inclusion, higher education
Beyond the Classroom: Exploring The Role of Motivations and Participation in Clubs in Enhancing Student’s Intellectual Growth, Social Support,
and Well-Being
Yamini Jha, Western New England University
Murat Aydogdu, Western New England University
Sanjeev Jha, Western New England University
ABSTRACT
Using data from a private midsized university in New England, this paper explored the relationships between student participation in clubs—measured by the number of clubs joined, the frequency of participation in clubs, motivations for involvement—and the desired outcomes of intellectual growth, social support, and well-being. This study used a quantitative approach and employed statistical techniques such as Bivariate Correlation and Ordinary Least Squares Multiple Regression Analysis to examine the relationships between club participation and student outcomes. The findings revealed that students, on average, participate frequently in clubs, and frequent participation is positively associated with intellectual growth and well-being, and the strength of the association is moderate. Students who are motivated to gain experience are more likely to participate in multiple clubs. The motivation to join clubs for gaining experience is significantly associated with intellectual growth. We conclude that when students are driven by a desire to gain practical experiences, club participation becomes a means to enhance their intellectual development, and to achieve new skills, knowledge, and perspectives. Understanding these relationships can help institutions and students alike to optimize their involvement in clubs.
Keywords: Student clubs, Motivations for participation, Frequency of participation, Intellectual growth, Social support, Well-being
Teaching Degrees of Freedom in Beginning Statistics
Kenneth Sutrick, Murray State University, Murray, Kentucky, USA
ABSTRACT
A mysterious and vague topic in beginning statistics is the idea of a degree of freedom. Often students in class are told or in books just stated that in this situation you get this and this and this, with nary an explanation of what this is about. We believe that even in non-calculus-based classes there are reasonably elementary and good explanations for this topic even in regression. In some more advanced books, you get degrees of freedom as the rank of an idempotent matrix where the rank is obtained from the trace of the matrix. This kind of technical proof is not really satisfying. How you teach degrees of freedom obviously depends on the level of the class. We present ideas for both quite elementary classes and for classes where you can use linear algebra. Of course, explanations will revolve around the regression identity . With linear algebra the projection matrix gets you the predictions used in the definition of SSR and SSE. If you can use Gram-Schmidt, you can break the projection matrix into its parts where degrees of freedom will amount to simply counting the number of columns in the various parts, something easy to see.
Keywords: Standard deviations, degrees of freedom, statistical linear regression, normal equations, basis vectors.
Excel Literacy In The Classroom
Tara Grealis, Western New England University - Springfield, Massachusetts, USA
Oskar Harmon, University of Connecticut - Storrs, Connecticut, USA
Adam Patterson, University of Connecticut - Storrs, Connecticut, USA
Paul Tomolonis, Western New England University - Springfield, Massachusetts, USA
ABSTRACT
This descriptive study aims to assess Excel proficiency among undergraduate students taking a Principles of Economics course. Students analyzed a dataset of 103 Major League Baseball player hit statistics using the Excel functions of SUM, AVERAGE, MEDIAN, SORT, IF, and VLOOKUP. Preliminary results indicate a significant decline in correct responses from simple to complex functions, with statistical differences in sex observed. While male and female respondents had comparably correct answers, the females exhibited lower confidence on average. Additionally, no major ethnic disparities were noted across correct answers or confidence. Future research is suggested to examine potential drivers of the difference in confidence between sexes.
Keywords: Excel proficiency, Sex heterogeneity, Principles of Economics, Excel skills assessment
Academic Integrity Violation Statistics and Initiatives:
One Business School’s Experience
James P. Borden, Villanova University, Villanova, PA USA
Jeanne M. Liedtka, Villanova University, Villanova, PA USA
Stephen L. Liedtka, Villanova University, Villanova, PA USA
ABSTRACT
Violations of universities’ codes of academic integrity appear to be on the rise. There are a variety of possible reasons for such an increase as well as different approaches a college may take to combat the problem. This paper looks at one business school’s experience in dealing with the issue, including gathering data on the extent of the problem and implementing initiatives to reduce the amount of cheating.
Keywords: academic integrity, cheating, business school, awareness, consequences
Using a Virtual Reality 360-Camera for Experiential Learning: A Study Abroad Case Study for Business Students
Laura Kruger, Ashland University – Ashland, Ohio, USA
Charles Piscitello, Ashland University – Ashland, Ohio, USA
Lance Kaltenbaugh, Ashland University – Ashland, Ohio, USA
Jennifer Parsons, Wittenburg University – Springfield, Ohio, USA
Kale Miller, Ashland University – Ashland, Ohio, USA
Allyson Chapman, Ashland University – Ashland, Ohio, USA
Dru Johnson, Ashland University – Ashland, Ohio, USA
Mallorie Norton, Ashland University – Ashland, Ohio, USA
ABSTRACT
Purpose- The study aims to identify if the usage of a 360-Camera by business students enhances their study abroad experience. Findings- The case study revealed two major themes: 1.) Enhanced Learning Experience: Students reported that the 360-Cameras allowed them to capture more details and provided a fuller perspective of the sites visited. 2.) Cultural Sensitivity: Students demonstrated maturity in knowing when and where it was appropriate to film. Recommendations- Future studies could include a 360-Camera for each student researcher to further examine individual differences. Also, host additional training sessions for more exploratory learning of the equipment where students are empowered to teach each other how to effectively use the equipment. Value- Educators must adapt to new, evolving technology and innovative media to provide experiential and interactive opportunities to a student’s learning experience. 360-Cameras allow students to be fully immersed in their own learning experience.
Keywords: virtual reality, business education, study abroad, experiential learning
Blast from the Pass: The Resurrection of MoviePass
Cory Angert, Northern Arizona University – Flagstaff, Arizona, USA
ABSTRACT
A previously-published article traced the rise and fall of theatrical film subscription service MoviePass (Angert, 2021), but several interesting developments have transpired since its publication. Most salient to the domain of strategic management is the recent revival of the MoviePass brand with original co-founder Stacy Spikes’s retaking the helm. This piece details major new developments that have occurred following the 2019 shuttering of the original MoviePass and highlights the new, more conservative 2024 approach that the company has elected to employ. Sample questions that instructors may wish to consider for possible discussion are included in the appendix.
Keywords: strategy, entrepreneurship, upper echelons theory, resource-based view, agency theory, institutional theory, MoviePass
Cultivating Career-Readiness Competencies in Marketing
and International Business Curriculum
Jun Myers, California State Polytechnic University, Pomona (Cal Poly Pomona), USA
Maha Ghosn, California State Polytechnic University, Pomona (Cal Poly Pomona), USA
Elif Ozkaya, California State Polytechnic University, Pomona (Cal Poly Pomona), USA
Olga Di Franco, California State Polytechnic University, Pomona (Cal Poly Pomona), USA
Frank K. Bryant, California State Polytechnic University, Pomona (Cal Poly Pomona), USA
ABSTRACT
This study evaluates the effectiveness of a career-focused business course at a large, public AACSB-accredited institution. Survey data from enrolled students reveals that practical modules like career planning, LinkedIn workshops, and networking mentorship resonate most with students. The study provides actionable insights for designing comprehensive career development programs, emphasizing lifelong learning, adaptability, and strategic skill development. By fostering competencies aligned with workforce demands, business schools can better prepare students for an ever-changing professional landscape.
Keywords: career readiness, competencies, professional development, career success, lifelong learning, workforce preparation