Continuous Improvement through Engagement, Innovation, and Impact:
Development of a Scoring Model to Measure Scholarly Impact
Matthew Valle, Elon University, North Carolina USA
Coleman Rich, Elon University, North Carolina USA
Patty Cox, Elon University, North Carolina USA
AACSB Standards for Business Accreditation (http://www.aacsb.edu/accreditation/business/standards/) require evidence of continuous improvement through engagement, innovation, and impact. This article details the results of a faculty initiative to define, measure, and report scholarly impact. The committee took a multi-dimensional view of scholarly impact and used the guidance contained within AACSB Standards 2 and 15 to develop a comprehensive operational definition and (innovative) measurement system for scholarly impact. The proposed scoring model allows for quantitative and qualitative self-assessments of intellectual contribution impact, as well as mechanisms for maintenance of accreditation reporting.
More than Money: Business Strategies to Engage Millennials
Kristin Holmberg-Wright, University of Wisconsin –Parkside, Wisconsin USA
Tracy Hribar, University of Wisconsin –Parkside, Wisconsin USA
Jennifer D. Tsegai, University of Utah – Salt Lake City, Utah USA
The overall disengagement of employees continues to climb while the workforce undergoes a paradigm shift as Baby Boomers retire and Millennials take over. Work conditions, not financial, must be provided which allow Millennials to succeed professionally and personally. Companies need to provide such things as a clear career path, strong coaching, mentoring and leadership, making the vision and mission statements drive the organization, on-going personal and professional development, and a semi-structured environment. As the workforce is experiencing a paradigm shift, it behooves us as academics to address not only what this means to the workforce but also to correct the deplorable disengagement issue. Academe must work in consort with business to identify and make the changes necessary to engage the Millennials in the workforce.
Keywords: millennials, engagement
Re-Designing the MBA Experience:
Enhancing Student Professional Development through Innovative Value-Added Co-Curricular Student Services
Chong “Joanna” S.K. Lee, California State University, East Bay, CA., U.S.A.
The business world paradigm of constant change challenges business schools to form an innovative nexus by preparing students for the business leadership of the future. The balance of academic and professional engagement is ever more important as employers place more weight on soft skills among their new hires. Business programs must be innovative in their approaches to providing students with opportunities to develop soft skills that help them succeed in the increasingly diverse and demanding workplace requirements. This paper presents the development of the Value-Added Co-Curricular Student Services innovation offered to MBA students in a state supported business school in California.
Innovation, Engagement, Impact, AACSB Standards, Co-Curricular Innovation, Professional Development, Soft-Skills, Leadership, Career Development, Communication, Collaboration, Value-Added Student Services
Service Learning, Project Management and Professional Development
Julian Thomas Costa, Pace University, New York, NY USA
Much has been said about service learning and its value as a pedagogical strategy. However, very little has been said about its implementation in the computer science curriculum, particularly in the lower-level classroom. This article discusses a semester-long service learning project that was implemented in a freshman-level project management course. Through the development of a website for a local non-profit organization, students were able to apply lecture content while developing professional skills that are applicable for the workplace.
Keywords: service learning; project management; volunteerism; collaboration
Applied Learning Through Student-Led Microfinance Programs
Scott Miller, University of Tampa, Florida, USA
Kristine Hilliard, Al Wooten Jr. Heritage Center, California, USA
The objective of this paper is to provide guidance that will assist in the development of an applied learning program in social entrepreneurship for undergraduate students. Providing students an opportunity to apply the business skills and knowledge they have acquired from their business education is a key element of the program. A general overview of recommendations on how to establish, implement and sustain a student-led microfinance program is provided. Within these boundaries, the effectiveness of a program offering assistance beyond a simple financial investment is analyzed. This paper serves as a valuable guide to universities that may consider developing a student-led microfinance program and discusses the overall positive impact to the university, students, and surrounding community. Properly implemented, such a program can provide a unique, highly visible, and innovative addition to a university’s applied learning offerings.
Keywords: microfinance, applied learning, entrepreneurship, business skills
A Link to the Market Place: Integrating Practitioners in Graduate Healthcare Management Education
Rigoberto I. Delgado, University of Texas School of Public Health, Houston Texas
Elizabeth Gammon, University of Baltimore, Baltimore, Maryland
Growth in the healthcare sector has prompted an increase in the number of professional graduate programs in healthcare management. These degrees include MHA, MPH in management or MBA with a concentration in healthcare. A common challenge is to find an optimal mix between providing theoretical knowledge and building applied skills sets valued by employers. The former provides students with the foundations for decision-making and the latter relates to the application of knowledge. Practitioner faculty can provide a useful link with industry to create relevant and contemporary educational programs. This paper reviews important issues in transitioning practitioners into academia. We review areas where practitioner faculty can strengthen competency achievement and discuss best practices for successful recruitment and retention of practitioner faculty. We discuss mechanisms for identifying needs in the healthcare sector and conclude with a discussion on challenges for transitioning professionals into academia and mechanisms for recruitment and retention of experienced professionals as faculty.
Professional Experience of Faculty in the Accounting Classroom
James S. Serocki, Oakland University, Rochester, Michigan, USA
This article discusses professional experience of faculty as an added value factor in the education of business accounting majors. Ideas are presented on how to incorporate faculty professional experience into course instruction to enhance the accounting curriculum. Certainly, the predominant and appropriate focus of most accounting coursework is teaching theory and application of accounting concepts and rules. It is important to keep in mind however, most accounting students have the goal to get a job (and have a successful career) in a professional organization typically a CPA firm. Therefore, if students can be provided real world practice insights on succeeding in their accounting career that would be valuable for soon to be accounting alumni.
Keywords: accounting education, faculty professional experience, classroom/program tools, student career success
A Detailed Look at the Development and Execution of a
Junior Year Case Competition
James P. Borden, Villanova University - Villanova, PA, USA
Ward Utter, Villanova University - Villanova, PA, USA
The use of case studies is an effective tool for not only teaching business concepts, but developing a wide range of professional skills as well. Case studies offer students the opportunity to enhance their presentation, writing, teaming, critical thinking, and time management skills. When used as part of a case competition, the case study also offers the opportunity for networking with business executives. This paper provides a detailed look at one school’s development and execution of a mandatory junior year case competition that plays a key role in developing such skills. Such a competition is part of an integrated four-year backpack-to-briefcase program.
Keywords: case study, professional development, case competition
Teaching Oral Communication Skills:
An Example of an Inspiring Communication Course
Using Interactive Workshop Style Pedagogy
Chong “Joanna” S.K. Lee, California State University, CA., U.S.A.
Tom Bagwell, California State University, CA., U.S.A.
Communication skills are known to be the most important skills that all business students must acquire before they graduate. Of the most desired communication skills, oral and listening skills are ranked highest by employers of new graduates. While most business programs include a required course that teach and develop communication skills, very little has been reported about effective course content and pedagogy in teaching oral and listening skills. This paper presents an MBA core communication course experience in which the interactive workshop style pedagogy has generated a transformative learning experience while effectively teaching oral and listening skills.
Communication Skills, Oral Communication, Presentation, Listening, Soft Skills, Self-Awareness, Empathy, Open-mindedness, Engaged Learning, Interactive Learning, Workshop Style, Communication Feedback, Communication Pedagogy
BLUE OCEAN MBAs IN THE ERA OF WICKED PROBLEM DISRUPTION FROM AUTOMATION, ROBOTICS, & ARTIFICIAL INTELLIGENCE
John McKinley, Cornell University, New York, USA
Charlotte Houke, Southern Wesleyan University, South Carolina, USA
Lee Kizer, Southern Wesleyan University, South Carolina, USA
William Raynor III, State University of New York (retired), New York, USA
Unprecedented disruptions in the U.S. economy are occurring because human capital can be replaced with automated technologies, robotics, and artificial intelligence (AI). These seismic changes have allowed many firms to produce the same number of goods and services using far fewer workers. Because of the pace at which machines can replace human capital, the authors recommend consideration be given to a “Blue Ocean Strategy” that would significantly change the content and structure of existing MBA programs. Specifically, the authors believe streamlined MBA course curriculums would provide more room for a “Wicked Problem” emphasis on disruption from highly automated business environments.
EXPANDING THE BOUNDARIES OF THE TRADITIONAL CLASSROOM WITH BUSINESS BASED TV SHOWS
Virginia Cortijo, Stonehill College, Easton, Massachusetts, USA
Television shows can be a powerful teaching resource and business-based reality programs offer an excellent opportunity to expand the boundaries of the traditional classroom. The goal of this paper is to provide instructors with teaching materials based on “The Profit”, a television show that stands out for its potential to teach managerial concepts, to enhance the learning process of their students. To reach this goal, I provide targeted episodes of this program that exemplify some of the most relevant decisions managers face such as adding or dropping product lines, making or buying the components of their finished products, and setting the optimum price and product mix. For each one of the episodes, I present a brief profile of the company and its challenges, followed by a set of questions and accompanying teaching notes that can be used to guide the conversation. This paper can be used by instructors to expand their teaching toolkits and bridge the gap between the classroom and the business world.
Keywords: teaching resources, management decisions, business-based programs, television shows.
What Determines Students’ Preference of Online to F2F Class?
Yong Gyo Lee, University of Houston-Victoria, TX, USA
Donna Y. Stringer, University of Houston-Victoria, TX, USA
Jianjun Du, University of Houston-Victoria, TX, USA
With a significant increase in both demand and supply of online classes, previous studies identified a number of factors affecting students’ choice of online vs. F2F classes. These studies, however, ignored the fact that students’ preferences are different from actual enrollment. This study, therefore, reexamines the issue of class delivery mode based on students’ preference. Using data from 497 MBA students, this study identified a set of variables that help to predict students’ preferences of class delivery mode. Based on such empirical results, implications of the findings to both instructors and administrators are discussed.
Keywords: class delivery mode, students’ preference, barriers and motivators, business education
The Value of Multiple Choice Questions in Evaluating Operations Management Learning Through Online Homework Versus
Lynn A. Fish, Canisius College, NY, USA
While previous studies evaluated differences in the online and face-to-face environment for graduate and undergraduate students’ performance on quantitative concepts, this study analyzes the results for qualitative concepts tested at the lowest levels of Bloom’s taxonomy, knowledge and comprehension, through multiple choice questions. For undergraduate and graduate students significant differences between student performance on computer-managed and follow-up in-class factual multiple choice questions exists. Virtually no correlation between the computer-managed homework and in-class testing performance exists for the qualitative questions. Results highlight the need for instructors to be aware of the classroom activities and the learning level they are seeking to test online and in-class, as well as implications for computer-managed homework designers and instructors.
Keywords: Online Education, Multiple Choice
The Relative Efficacy of Handwritten Versus
Electronic Student Classroom Notes
Kathy L. Pettit-O’Malley, University of Idaho, Idaho, USA
Thomas J. Liesz, University of Nevada, Nevada, USA
Sanjay R. Sisodiya, University of Idaho, Idaho, USA
As classrooms rapidly transform into high-technology spaces, a notable shift involves students’ uses of laptop computers or other electronic devices to take notes. It is unclear whether the practice of recording notes electronically facilitates learning more or less effectively than does handwritten note-taking, in which students write out the material by hand. This study tests the impact of electronic versus handwritten note-taking on students’ exam performance in a marketing class to address this critical question.
Teaching Technology Skills to Undergraduate Marketing Students: Infusion or Dedicated Course?
Chris Ward, University of Findlay, Findlay, Ohio, (USA)
Scott Grant, University of Findlay, Findlay, Ohio, (USA)
The constant and rapid change of technology has made it challenging for higher education to identify the technology skills marketing undergraduate students should possess. When specific skills are identified, obstacles such as integration, cost, faculty skill level, and other issues complicate the implementation effort. This paper examines two dominant approaches currently used in undergraduate programs, provides an employer overview of technology expectations for entry-level marketing positions, and describes how one small, private institution attempts to address this issue..
The Perceptions of Students on Cooperative Learning at Intermediate Accounting II Course
Lei Wen, Emporia State University, Emporia, Kansas, USA
This paper makes a contribution to extend accounting education literature by examining the perceptions of students on cooperative learning at Intermediate Accounting II course. Compared to previous studies, this study focuses on the students’ perspective toward cooperative learning instead of academic performance. This study finds that the use of cooperative learning at undergraduate-level Intermediate Accounting II course does not have a favorable impact on students’ satisfaction. The implication of this study is that instructors must be very careful in adopting cooperative learning in upper-division accounting classes, where students may prefer individual learning activity. Students feel that more flexibilities to manage their time to learn the difficult class materials is more beneficial.
Michele Ganon, Western Connecticut State University, Danbury, Connecticut, USA
James Donegan, Western Connecticut State University, Danbury, Connecticut, USA
Guy Rotondo, Western Connecticut State University, Danbury, Connecticut, USA
This paper presents an experiential assignment that introduces students to effective interviewing methods within the context of a tax practitioner/client interview. The assignment is accounting-related, but the goal of developing interviewing techniques as a critical subset of communication skills is of broad importance to all business disciplines. The exercise integrates the development of oral communication, critical thinking and team-building skills. Students work in interviewer/interviewee teams to prepare for, conduct and conclude an interview involving a tax topic. Reflection assignments and classroom de-brief sessions are used to reinforce learning and encourage critical evaluation. The exercise incorporates competencies identified as essential for entry-level accountants by the Joint Curriculum Task Force of the Institute of Management Accountants and the Management Accounting Section of the American Accounting Association. It also incorporates the taxation compliance and planning competency outlined by the Task Force.
Best Venue for Learning? A Comparison of Practitioners’ and Educators’ Preferences among Delivery Method Options for Developing AIS Proficiencies
Kathy F. Otero, Truman State University, Missouri, USA Mitchell R. Wenger, University of Mississippi, Mississippi, USA Jack L. Winstead, Truman State University, Missouri, USA
This study evaluates the differences in perception between practitioners and academicians regarding the topic material and learning venues for ten key accounting information systems (AIS) proficiencies. We received responses from 109 practitioners and 54 academics to the same content area questions. Although there was much agreement on the preferred training venue for some proficiency areas (basic computer and business skills), there was divergence in several areas. Academicians preferred traditional classroom training for virtually every proficiency area. In contrast, practitioners were much more likely to prefer corporate or outside training for advanced topics such as accounting software, reporting tools, and data exchange. This study contributes to the literature on AIS training by adding newer technologies to the list of proficiencies and by bringing current perceptions of practitioners regarding future needs into the discussion.
Keywords: Accounting Information Systems (AIS) Proficiencies, Teaching, Delivery Methods, Curriculum, Skills, Technology
Encouraging participation in a management accounting classroom
Barbara Lamberton, Associate Professor of Accounting
Barney School of Business, University of Hartford
An ongoing challenge in the college classroom is to keep students engaged and encourage participation in class discussions. Storyboarding, a collaborative technique borrowed from the entertainment industry and business, has been used in the classroom to draw out responses from students who are typically reluctant to participate in class discussions. In addition, storyboarding can stimulate creativity, facilitate the sharing of information and enable teamwork. For decades, this technique has been a critical component in the creative process in the entertainment field. Historically, Walt Disney is credited with formulating the storyboarding process as a quick visual means of organizing ideas, developing stories and characters. This paper describes the use of storyboarding, with and without technology, in a graduate managerial accounting course.
Keywords: Class discussion, Student participation, Collaborative Learning
Teaching Business Analytics with Virtual Laboratories
Charles Mutigwe, Western New England University, Springfield, Massachusetts, USA Bruce Mtigwe, National University of Science & Technology, Bulawayo, Zimbabwe Tendai Chikweche, Western Sydney University, Parramatta, Australia
Significant advances in cloud computing technology and the ubiquity of consumer electronics devices, such as, tablets and smart phones, which are connected to the Internet have made it possible to develop flexible and cost effective virtual lab systems to support online learning courses that require a computer laboratory component. In this paper, the authors describe their experience of designing and using a virtual computer lab for teaching an online business analytics class. The virtual lab provides an opportunity for students to do hands-on assignments in navigating business data warehouses, creating data cubes, writing SQL queries, creating dashboards and other visualizations, writing reports, and using descriptive and predictive models for data mining. The authors describe alternative cloud architectures for designing virtual labs and discuss their criteria for selecting the optimal deployment method.
Keywords: virtual lab, remote lab, business analytics education, virtualization, and cloud computing
STRATEGIC PLANNING, LEARNING AND COMPANY PERFORMANCE IN A STRATEGIC MANAGEMENT SIMULATION ENVIRONMENT
Rajendra Khandekar College of Business, MSU Denver Denver, CO 80217-3362
Norman Pence College of Business, MSU Denver Denver, CO 80217-3362
Total enterprise simulation games are an accepted pedagogical technique to create and sustain student engagement in strategic management courses. An important research question is whether students learn to manage companies in a total enterprise simulation. A second important question is whether strategic planning has any effect on company performance in the simulation environment. Our research examined these questions in the context of student team performance in the Business Strategy Game Online® as a research setting for a time-series experimental design. The change in the mean trend of Company Performance before and after the intervention of Strategic Planning shows strong support for a positive effect of strategic planning on company performance. A control group also showed similar but somewhat muted pattern. These results can be interpreted as a manifestation of student learning during the simulation game.
Keywords: Strategic Planning, Business Simulation, Company Performance, Student Learning
Teaching What Degrees of Freedom Are In Statistics
Kenneth Sutrick, Murray State University, Murray, Kentucky, USA
One of the most confusing topics in statistics is degrees of freedom. Everyone is taught that the sample standard deviation has degrees of freedom. Why is this the case since you use all data points to compute the standard deviation? The paper shows why this is the case by showing that the sample standard deviation can be broken down into independent parts and that the last deviation can be absorbed into these independent parts. After that a related technique shows what degrees of freedom are about in the important cases of regression and analysis of variance.
Keywords: sample standard deviation, degrees of freedom, degrees of freedom in multiple regression, degrees of freedom in analysis of variance.
Keywords: Teaching Hypothesis Testing, Monte Carlo Simulation, Business Statistics, Type I Error
Book Review: The Better Business Book
Brenda Hayden Sheets, Murray State University, Murray, Kentucky, USA
The book titled The Better Business Book: Volume 1--100 People, 100 Stories, 100 Business Lessons To Live By consists of narratives by numerous authors who provided advice and shared lessons they learned in their business lives. There are several positive features of The Better Business Book. First, the reader has the advantage of receiving quality advice, not from only one author, but from many. The advice and lessons are instrumental in sharpening one’s view on how to be successful in multiple lines of businesses, including entrepreneurship, marketing, sales, and management. A second attraction is a reader has the choice of reading the book from cover-to-cover or selecting specific chapters that apply to his need or interest. Another strength is the book can serve as an excellent supplement for college business students, granting them the opportunity to build onto their talent as future business leaders. The book is also a benefit to a professor of business who may choose to use one or more of the book’s chapters in the classroom as an innovative means of launching a lecture topic or class activity.
Keywords: Book Review, Business Stories, Business Lessons, Authors United