Exploring the Relationships of Grading Assessment Learning Perceptions Scales to Perceived Added Education Value Required Course Business Scales

This study’s purposes were to: develop added education value required business course scales; and investigate their relationships to four grading assessment learning perception (GALP) scales. Using a sample of spring, 2018, n = 944, graduating business undergraduates, three reliable (coefficient alpha) added education value required business course scales were identified: Lower-level Foundation (.92), Business Administration (.88), and Quantitative (.84). The Quantitative scale had a higher perceived added education value (Mean, M = 4.38 out of 6), versus Lower-level Foundation (M = 4.22), and Business Administration (M = 3.97). However, the relationships for three of the four GALP scales, i.e., exam, individual engagement, and team, were significantly stronger to the Business Administration scale, and the average correlation (r) across all GALP scales was higher to the Business Administration scale (r = .36) versus the Lower-level Foundation (r = .28) and Quantitative (r = .20) scales. Part of curriculum assessment should involve measuring the perceived added education value of each required course, in any school or college, not just business. This can represent a significant portion of a student’s investment in a degree. It is hoped that this study will stimulate continued research on the development of added education value scales. (198 words)

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Teaching Data Communications and Networking to School of Business Undergraduates: A Pedagogical Framework for Juxtaposing Theory and Practice

10.28945/2695 ◽

2003 ◽

Cited By ~ 1

Author(s):

Michael Gendron ◽

A.T. Jarmoszko

Keyword(s):

Business School ◽

Management Information Systems ◽

Business Case ◽

Theory And Practice ◽

Data Communications ◽

Course Work ◽

Business Course ◽

Business Undergraduates ◽

Applied Knowledge ◽

Pedagogical Framework

This article proposes a pedagogical framework for teaching an introductory data communications and networking (DCN) course to Management Information Systems (MIS) undergraduate majors within a school of business. Building on the material provided in commonly used DCN undergraduate textbooks, the course introduces students to both theoretical and applied knowledge necessary to solve business and DCN technology problems. Since it is taught in a business school, the course encompasses students’ previous business course work, and has a strong business case orientation. All MIS majors at the senior level are required to take it.

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Integrating Perceived Added Educational Value Business Administration Core Course Items into Scales and Their Relationships to Degree Program Satisfaction and Business School Reputation Influence

Journal of Education and Learning ◽

10.5539/jel.v8n4p1 ◽

2019 ◽

Vol 8 (4) ◽

pp. 1

Author(s):

Gary Blau

Keyword(s):

Business School ◽

Business Students ◽

Business Administration ◽

Added Value ◽

Program Satisfaction ◽

Core Courses ◽

Education Value ◽

Stakeholder Needs ◽

Required Courses ◽

Generic Scale

Prior research has not investigated perceived added education value in courses. Using a sample of 165 graduating business students, two business administration (BA) scales were created from six required BA core courses as part of students’ Bachelor of Business Administration (BBA) degree. Students were asked if each required course “added value to their education”. The two core scales (number of items) were labeled: BA Unique (4 items) and BA Generic (2 items). Analysis showed that the BA Unique scale had higher perceived added education value than the BA Generic scale. The BA Unique scale had stronger relationships to program degree satisfaction and Business School reputation than the BA Generic scale. These results supported the development of more unique required core courses based on business school stakeholder needs. Other schools should consider their stakeholders’ needs to see if more unique required core courses, beyond generic, are needed. Although only six of 21 required courses could be tested due to sample size limitations, these initial results suggest it is important to evaluate the perceived added education value of required courses in a curriculum. 

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Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v7n1p229 ◽

2017 ◽

Vol 7 (1) ◽

pp. 229 ◽

Cited By ~ 1

Author(s):

Gary Blau ◽

Misty Blessley ◽

Matthew Kunkle ◽

Michael Schirmer ◽

Howard Keen

Keyword(s):

Stepwise Regression ◽

Positive Impact ◽

Future Research ◽

Regression Analyses ◽

Factor Analyses ◽

Confirmatory Factor Analyses ◽

Research Issues ◽

Learning Perceptions ◽

Confirmatory Factor ◽

Business Undergraduates

Motivated by a lack of scales for measuring business undergraduates’ grading assessment learning perceptions (GALP), this research created two three-item GALP scales, closed and open. Two separate samples of senior business undergraduates (fall, 2015, n = 220 and spring, 2016, n = 690) were used. Closed GALP and open GALP were identified via exploratory and confirmatory factor analyses. Subsequent stepwise regression analyses consistently showed that satisfaction/reputation had a positive impact and accounted for the most variance in these two GALP scales across both samples. Research limitations and future research issues are discussed.

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