scholarly journals Students At Work: Classroom Implications Of Outside Employment

2006 ◽  
Vol 3 (7) ◽  
Author(s):  
Daniel R. Cillis ◽  
Greg Kellar ◽  
Anthony M. Akel
Keyword(s):  
Nontraditional Students ◽  
Business Education ◽  
Business Students ◽  
Private University ◽  
Student Employment ◽  
Work Experiences ◽  
Classroom Dynamics ◽  
The Relationship ◽  
Undergraduate Business Students ◽  
Growing Population

With the growing population of nontraditional students, questions have been posed as to whether or not student employment results in better academic performance.  This study measures the effects of employment experiences on university and classroom dynamics. Undergraduate business students from a large, private university constituted the sample. They were surveyed to determine the relationship between their university and work experiences. Findings suggest that work and educational efforts do not always compete. For many, it appears the same intangibles that propel individuals to excel in a job carries over into the academic arena.  Implications for Business Education are presented.

scholarly journals Gauging reflexive historical thinking: An exploratory study of Columbian undergraduates

2021 ◽  
Vol 8 (1) ◽  
pp. 139-155
Author(s):  
Joshua Large ◽  
◽  
Juan Pablo Román Calderón
Keyword(s):  
Exploratory Study ◽  
Business Students ◽  
Private University ◽  
Historical Thinking ◽  
Personal Agency ◽  
Thinking Skill ◽  
Economic Forces ◽  
Economic Ideology ◽  
Historical Agency ◽  
Undergraduate Business Students

This study gauges the development of an historical thinking skill we term reflexive historical thinking and its relationship to economic ideology among a group of undergraduate business students in an introductory history course at a Colombian private university. A survey was conducted twice during a semester in which students answered questions regarding historical agency, personal agency, and economic ideology. We measured the relationships and changes in responses regarding these factors. We hypothesized that students with greater awareness of broad social and economic forces as determinants of historical events would also be aware of an array of social and economic forces informing their personal outlooks. Moreover, we expected such awareness – both historical and personal – to increase during the course. Finally, we wondered how economic ideology influences such awareness. We found little support for the expectation that reflexive historical thinking developed over time, but interesting correlations between historical thinking and economic ideology.

PowerPoint-Based Lectures in Business Education: An Empirical Investigation of Student-Perceived Novelty and Effectiveness

2008 ◽  
Vol 71 (3) ◽  
pp. 277-296 ◽  
Author(s):  
Lisa A. Burke ◽  
Karen E. James
Keyword(s):  
Education Research ◽  
Business Education ◽  
Empirical Investigation ◽  
Business Students ◽  
Classroom Interaction ◽  
Cognitive Learning ◽  
Classroom Behaviors ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Undergraduate Business Students

The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students' self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT's impact on cognitive learning and classroom interaction. Students' views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.

Good Entrepreneurial Intentions, No Entrepreneurial Action

2021 ◽  
pp. 1124-1146
Author(s):  
Thea Van der Westhuizen
Keyword(s):  
Unemployment Rate ◽  
Business Education ◽  
Business Students ◽  
Youth Unemployment ◽  
Entrepreneurial Intentions ◽  
Crucial Importance ◽  
Entrepreneurial Intent ◽  
New Business ◽  
Entrepreneurial Action ◽  
Undergraduate Business Students

Against the background of the extremely high youth unemployment rate in South Africa, a survey was conducted among final-year undergraduate business students, asking them to rate the importance of five entrepreneurial processes: 1) obtaining entrepreneurship-related education, 2) searching, 3) planning, 4) marshalling, 5) implementing. Responses indicated that they recognized the importance of all five and also displayed personality traits positively related to individual entrepreneurial orientation and entrepreneurial intent. Continuing deterioration in youth employment nonetheless suggests that good entrepreneurial intentions do not translate into sustainable entrepreneurial action. Respondents failed to recognize the importance of their lecturers' role in their business education and seemed not to perceive that they needed intensive support from their lecturers to become entrepreneurial. They also failed to recognize the crucial importance of solid ground-work before starting a new business. These gaps in knowledge have an important bearing on the high unemployment rate.

A Study of the Relationship Between Personal Values and Moral Reasoning of Undergraduate Business Students

2007 ◽  
Vol 78 (1-2) ◽  
pp. 121-139 ◽  
Author(s):  
George Lan ◽  
Maureen Gowing ◽  
Sharon McMahon ◽  
Fritz Rieger ◽  
Norman King
Keyword(s):  
Moral Reasoning ◽  
Business Students ◽  
Personal Values ◽  
The Relationship ◽  
Undergraduate Business Students

Good Entrepreneurial Intentions, No Entrepreneurial Action

2019 ◽  
pp. 207-229
Author(s):  
Thea Van der Westhuizen
Keyword(s):  
Unemployment Rate ◽  
Business Education ◽  
Business Students ◽  
Youth Unemployment ◽  
Entrepreneurial Intentions ◽  
Crucial Importance ◽  
Entrepreneurial Intent ◽  
New Business ◽  
Entrepreneurial Action ◽  
Undergraduate Business Students

Against the background of the extremely high youth unemployment rate in South Africa, a survey was conducted among final-year undergraduate business students, asking them to rate the importance of five entrepreneurial processes: 1) obtaining entrepreneurship-related education, 2) searching, 3) planning, 4) marshalling, 5) implementing. Responses indicated that they recognized the importance of all five and also displayed personality traits positively related to individual entrepreneurial orientation and entrepreneurial intent. Continuing deterioration in youth employment nonetheless suggests that good entrepreneurial intentions do not translate into sustainable entrepreneurial action. Respondents failed to recognize the importance of their lecturers' role in their business education and seemed not to perceive that they needed intensive support from their lecturers to become entrepreneurial. They also failed to recognize the crucial importance of solid ground-work before starting a new business. These gaps in knowledge have an important bearing on the high unemployment rate.

scholarly journals The Relationship Between Simulation Strategies And Exit Exam Scores: A Correlational Assessment Of Glo-Bus And Peregrine

2019 ◽  
Vol 12 (4) ◽  
pp. 53-60
Author(s):  
Candace Forbes Bright ◽  
Justin Bateh ◽  
Danielle Babb
Keyword(s):  
Business Education ◽  
Business Students ◽  
Exit Exam ◽  
Exit Examinations ◽  
Skill Sets ◽  
Exam Scores ◽  
The Relationship

Simulations are used in business education to improve skill attainment and application. Exit examinations, however, remain imperative measures used for accreditation. This research assesses the relationships between skill sets across business students to test the hypothesis that competencies within and between Glo-Bus as a simulation and Peregrine as an exam positively correlate. We find that while all Peregrine competencies correlate, 11 of 36 possible correlations are present within the Glo-Bus competencies and 47 of 153 possible correlations are present between Glo-Bus and Peregrine competencies. Overall, Glo-Bus and Peregrine scores are weakly, positively correlated, r (157) = .242, p < .01.

Adoption of Online Courses in Higher Education

2011 ◽  
pp. 164-188
Author(s):  
Anita Borja Enriquez
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Business Education ◽  
Business Students ◽  
Business Faculty ◽  
Education Students ◽  
Online Distance Education ◽  
Education Delivery ◽  
Online Distance ◽  
Undergraduate Business Students

This chapter examines the state of readiness towards adopting online distance education (DE) courses between undergraduate business students and business faculty at the University of Guam (UOG). The study was timely, given the infancy planning stage of online education delivery at UOG. Preferences among business student respondents, based on generation groups, ethnicity and occupation status, were reviewed. The following research questions were posed to guide this study: (1) At what stage of the undergraduate program do undergraduate business students recognize the importance of using the Internet for online education use?; (2) What factors explain the rate of adoption towards Internet use by undergraduate business education students and business faculty at UOG?; and (3) Are there significant differences between undergraduate business education students and UOG business faculty in the perceived state of readiness of adoption of online distance education? Overall, business students expressed willingness to pursue this delivery format.

Self-leadership change project: the continuation of an ongoing experiential program

2017 ◽  
Vol 59 (3) ◽  
pp. 323-334 ◽  
Author(s):  
James I. Phillips ◽  
Dave Kern ◽  
Jitendra Tewari ◽  
Kenneth E. Jones ◽  
Eshwar Prasad Beemraj ◽  
...  
Keyword(s):  
Business Students ◽  
Leadership Roles ◽  
Management Skills ◽  
Leadership Change ◽  
Content Type ◽  
Regional University ◽  
Hands On ◽  
The Relationship ◽  
Practical Implications ◽  
Undergraduate Business Students

Purpose The self-leadership change project (SLCP) is an ongoing program for senior level students at a regional university designed to provide hands-on experience in building self-management skills, which is considered a pre-requisite by many leaders and scholars (e.g. Drucker, 1996; Schaetti et al., 2008). The paper aims to discuss this issue. Design/methodology/approach Participants (479 undergraduate business students in 26 different classes with two different professors) had from 10 to 16 weeks to complete their SLCP project. A survey to collect the data for this study were provided as a voluntary option to participants who wished to report their SLCP project results. Findings A majority of students participating in the projects reported achieving change in targeted behavior, with intentions to continue to utilize the SLCP approach for future “projects.” Additionally, students who successfully completed a SLCP reported that observers noted change in others as a result of the project. Students who received positive feedback from observers reported that they were likely to engage in a self-leadership project in the future. Research limitations/implications The data used in the analysis are exclusively self-reported information. The survey and results do not tie to previous studies that measure individuals’ aptitude for self-leadership as an indicator of success and development of self-leadership capabilities. This study offers little in the way of acknowledging or determining the sustainability of changes desired. Practical implications The results fully supported the idea that self-leaders influence others. Social implications This study providing support for the concept that external leadership begins with self-leadership. Successful self-leadership change prepares an individual for external leadership roles in organizations and society. Originality/value The relationship noted in “Practical implications” above has been suggested in the literature, but there have been few studies covering this relationship.

A positive approach to management education

2016 ◽  
Vol 35 (9) ◽  
pp. 1098-1118 ◽  
Author(s):  
Kyle W. Luthans ◽  
Brett C. Luthans ◽  
Noel F. Palmer
Keyword(s):  
Student Engagement ◽  
Business Students ◽  
Weighted Least Squares ◽  
Hierarchical Regression ◽  
Cross Sectional ◽  
Confirmatory Factor Analyses ◽  
Holistic View ◽  
Content Type ◽  
The Relationship ◽  
Undergraduate Business Students

Purpose The purpose of this paper is to examine the relationship between the positive psychological strengths of undergraduate business students, collectively known as positive psychological capital (PsyCap), and their levels of engagement. Design/methodology/approach This study has a cross-sectional design in which students from two Midwestern universities were surveyed regarding their levels of PsyCap and levels of engagement in educationally sound activities. Item response theory (IRT) and hierarchical regression were used to test study hypotheses. The authors assessed measurement validity using confirmatory factor analyses in MPLUS 7.0 using four-category 2PL graded response models with a weighted least squares means and variance adjusted estimator. Hierarchical regression was used to control for alternative explanations of variance in assessing the effects of PsyCap on student engagement. Findings Using measures of student engagement drawn from the National Survey of Student Engagement, the analysis indicated significant positive relationships between the academic PsyCap of 323 undergraduate business students and their levels of student-faculty engagement (SFE; r=0.30, p<0.01), community-based activities (CBA; r=0.28, p<0.01), and transformational learning opportunities (TLO; r=0.19, p<0.01). A series of hierarchical regressions also indicated that PsyCap is a significant predictor of student engagement as assessed against SFE, CBA, and TLO. Research limitations/implications The findings from this study suggest that further research examining the relationship between PsyCap development and student engagement could have significant implications for management educators. The positive associations found between these key variables could be utilized by management educators to implement novel and effective teaching interventions for developing the PsyCap of their students and, ultimately, increase their students’ levels of engagement. Originality/value Although extant research has demonstrated connections between positive psychological constructs (i.e. hope, self-efficacy, resilience, optimism) and student engagement, this is the first study to take a holistic view of developable, positive psychological capacities, collectively assessed as PsyCap, and examine the potential impact on three recognized dimensions of student engagement.

Sign in / Sign up

Export Citation Format

Share Document