scholarly journals Development of an instructional practices scale for business school curricula

2018 ◽  
Vol 12 (1) ◽  
pp. 416-424
Author(s):  
Daniel Glaser-Segura ◽  
Jennifer Wilson ◽  
Suzanne Mudge
Keyword(s):  
Instructional Practices ◽  
Business School ◽  
Business Students ◽  
Pedagogical Practices ◽  
Guided Learning ◽  
Learning Practices ◽  
Instructional Activities ◽  
Business Curricula ◽  
The Impact ◽  
School Curricula

Abstract As reflective educators, we seek to use instructional practices offering the greatest benefit to our students. Such benefits are easily seen and understood by the professor, but less often are clearly recognized by the students. To fully evaluate the impact of various activities on students, it is essential to explore the pedagogical practices they engage in, both within, and outside of the classroom. The purpose of this study was to develop an instrument to measure the variety of instructional activities used int eh business curricula. The instrument that will be described in this session contains thirteen scales drawn from a total of 58 developed items. The survey gathered responses from 189 business students from four US-based universities: two state-supported (public) and two private. Based on Varimax factor analysis rotation, the scales were left intact. All 58 items aligned on the thirteen scales as predicted. Using Cronbach's Alpha, the reliability of the thirteen scales was supported: all Alpha’s measured above .83. The focus of this study is to validate the instructional groupings. The instrument will also serve to measure the delivery of classroom and institutional-guided learning practices for sound instructional practice.

Exploring factors influencing online classes due to social distancing in COVID-19 pandemic: a business students perspective

2020 ◽  
Vol 37 (4) ◽  
pp. 197-211 ◽  
Author(s):  
Adil Zia
Keyword(s):  
Business School ◽  
Negative Impact ◽  
Positive Impact ◽  
Business Students ◽  
Primary Data ◽  
Online Classes ◽  
Content Type ◽  
Social Distancing ◽  
The Impact ◽  
And Training

PurposeThis study explores the factors responsible for influencing online classes for business school during the COVID-19 pandemic. This study also examines the level of influence of these factors on online classes.Design/methodology/approachPrimary data were collected online from 716 business school students using a questionnaire developed by the researcher. Smart PLS3 software was used to analyze the data.FindingsAttitude, curriculum, motivation, technology and training were found to have an impact on online classes. Three variables (attitude, motivation and training) have a positive impact on online classes, whereas two variables (curriculum and technology) have a negative impact on the online classes. All the factors have been found to be significant except technology which is found to have an insignificant impact (p = 0.356) on online classes.Research limitations/implicationsOnly one university’s students were surveyed.Practical implicationsOutlines the factors which have a positive and significant impact on online classes during COVID-19 pandemic. This study can be generalized through a student's community across the world as the students face similar problems associated with online classes during the COVID-19 pandemic.Social implicationsSuggest factors that can be considered while COVID-19 pandemic during social distancing to make online classes more effective and to reduce the impact of this pandemic.Originality/valueNo study has documented the factors associated to impact the online classes during the COVID-19 pandemic.

scholarly journals Exploring the relationship of background, technology and motivation variables to business school transfer intent for two mixed course format business undergraduate samples

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Gary Blau ◽  
Mary Anne Gaffney ◽  
Michael Schirmer ◽  
Bora Ozkan ◽  
YJ Kim
Keyword(s):  
Business School ◽  
Online Courses ◽  
Business Students ◽  
Course Delivery ◽  
Outcome Variable ◽  
School Transfer ◽  
Transfer Intent ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Business students are increasingly taking online courses to supplement their more traditional face-to-face (F2F) course-delivered education. This study explored the relationship of background, course or technology, and motivation variables to business school transfer intent for a mixed course delivery sample of undergraduate business students taking online classes.  Two separate samples of students taking both online and F2F courses i.e., mixed course delivery format, filled out an online survey in the fall 2016 and spring 2017 semesters.  Intent to transfer business schools was lower for both samples. Results showed that being male, perceived favorability of online courses, and lower institutional commitment were significant correlates of intent to transfer across both samples.  This outcome variable, intent to transfer, should be added to the research agenda for ongoing efforts across all universities and colleges when testing the impact of online education.  

scholarly journals Employer Perspectives on the Skills Needed by Business School Graduates: A Review of the Literature

2018 ◽  
Vol 5 (2) ◽  
pp. 44
Author(s):  
Matthew R. Hodgman
Keyword(s):  
Business School ◽  
Business Students ◽  
The United States ◽  
Future Research ◽  
Skills Gap ◽  
Review Of The Literature ◽  
College Majors ◽  
Business Graduates ◽  
Insight Into ◽  
School Curricula

Business is consistently among the most popular college majors in the United States. In order to better understand the skills business employers believe recent business school graduates need to possess and the degree to which business graduates are prepared for the workplace, this study reviewed the literature pertaining to employers’ perceptions of the skills needed by recent business school graduates and the degree to which business graduates possess these skills. This literature review provides insight into the skills business employers are considering when assessing business graduates for possible employment opportunities. Sources were reviewed and analyzed for reoccurring ideas or themes in the literature. Three themes emerged from the review: (a) the skills desired by business employers, (b) the skills gap between competencies required by business employers and those possessed by graduating business students, and (c) the need to align business school curricula with the needs of the workplace. Suggestions for institutions and future research are offered based on the emergent themes.

Navigating the Barriers Presented by the COVID-19 Pandemic

2021 ◽  
pp. 44-65
Author(s):  
Colleen Lelli ◽  
Kelly M. Ballard ◽  
Amber Gentile
Keyword(s):  
Instructional Practices ◽  
Vulnerable Populations ◽  
Emotional Health ◽  
Pedagogical Practices ◽  
Educational Policies ◽  
Social Emotional ◽  
Trauma Informed ◽  
On Line ◽  
On Line Learning ◽  
The Impact

As educators and students navigated the changes amid COVID-19 and the switch to on-line learning, there became a critical need to identify and address the challenges experienced by all. This chapter highlights the findings and recommendations of a study that surveyed over 400 educators to gather their perceptions of the barriers presented by COVID-19 and their experiences as they adjusted to educating students during a pandemic. The COVID-19 Educator Impact Survey developed by the researchers focused on educators' perceptions of the impact of COVID-19 on instructional practices, emotional health, and student learning. Innovative practices to create a more equitable education with the intentional inclusion of Trauma Informed Practices and the newly created Guideposts for Trauma Informed Strategies are described. These guideposts can serve as recommendations for stakeholders with the goal of reimagining pedagogical practices and educational policies including trauma informed frameworks related to equity, access, and social-emotional learning skills for vulnerable populations.

scholarly journals Is There a Decline in Teaching Ethics in US Business Schools?

2008 ◽  
Vol 9 (2) ◽  
pp. 13-21
Author(s):  
James Beaghan
Keyword(s):  
Business School ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Business Schools ◽  
Business Leaders ◽  
State University ◽  
Public And Private ◽  
Financial Scandals ◽  
Business Curricula ◽  
School Curricula

With recent financial scandals at Global Crossing, Enron and WorldCom involving manipulation of company earnings and the collapse of shareholder values, there has been increased debate concerning ethical decision making among business leaders in America and abroad. This debate has been accompanied by an increased expectation that US business schools give more emphasis to ethics in their business curricula at both the undergraduate and graduate levels. With AACSB mandating the coverage of ethics in business school curricula for member schools, administrators and faculty have shown considerable latitude in the coverage of this topic. This paper looks at differences in the coverage of ethics in the business school curricula of two universities: one a public state university, one a private religious university, as well as trends in the coverage of ethics at several public and private universities cited in recent research articles.

scholarly journals Celebrating 25 years of seismology at schools in France

2020 ◽  
Vol 3 (2) ◽  
pp. 475-481
Author(s):  
Jean-Luc Berenguer ◽  
Julien Balestra ◽  
Fabrice Jouffray ◽  
Fabrice Mourau ◽  
Françoise Courboulex ◽  
...  
Keyword(s):  
National Level ◽  
Natural Extension ◽  
Pedagogical Practices ◽  
Broadband Seismometer ◽  
Quarter Century ◽  
Strong Earthquakes ◽  
Weak Points ◽  
The Impact ◽  
School Curricula

Abstract. An educational program focusing on seismological activities for school and university students that trains in observational sciences and raises citizen awareness of natural hazards has been active in France since 1995. Over this quarter century, different generations of students have learned various lessons concerning instrument installation, data recording, and analysis. These actions have led them into the field of scientific interrogation and interpretation, making them better prepared for our modern technological societies. We describe these student commitments that have been motivated by the installation of the first educational broadband seismometer in southern France. Analysis of regional earthquakes has generated a greater awareness of the seismic hazards where students live, while records of strong earthquakes all around the world have led to interaction between students, especially after the deployment of additional seismometers in schools. The natural extension of such an educational seismic network, first at the national level in France in 2006 and later in many countries through various collaborations, has enriched the pedagogical practices of teachers, increasing their skills in seismology and natural sciences among various other disciplines and complementing standard educational resources. We describe the necessary and sustainable relations between teachers and researchers over time. Combining students' motivation, teachers' experience and researchers' expertise has led to different hosting structures over the years. We conclude by presenting the feedback from a survey carried out in 2019 among all the teachers involved, highlighting the strong and weak points of such a long-term adventure. Recent integration into the official syllabus of the new Geosciences high school curricula in France illustrates the impact of such an exceptional experience.

scholarly journals Reflections on Sustainability Issues in Learning Object Development

2019 ◽  
Author(s):  
Paula Carroll ◽  
Niall Flaherty ◽  
Bard Ovenden
Keyword(s):  
Data Science ◽  
Development Process ◽  
Business Students ◽  
Learning Objects ◽  
Learning Object ◽  
Design And Implementation ◽  
Content Development ◽  
Business Statistics ◽  
Business Curricula ◽  
The Impact

Data science is a relatively new requirement in business curricula. Historically many business students have shied away from business statistics. We describe a project to create learning objects to enhance business students confidence and capabilities in performing statistical and analytics business tasks. In this paper we focus on the content development process, rather than the impact of the learning objects on student learning outcomes.We reflect on the steps in the learning object design and implementation project and conclude that the Plan, Act, Observe and Reflect iterative cycle worked well for the project team. We include recommendations on how this framework could be augmented to improve the sustainability of learning objects.

What is the Business with AI? Preparing Future Decision Makers and Leaders

2020 ◽  
Author(s):  
Helena S. Wisniewski
Keyword(s):  
Data Science ◽  
Decision Makers ◽  
Management Skills ◽  
Business Courses ◽  
College Of Business ◽  
College Of Engineering ◽  
Investment Firm ◽  
Business Curricula ◽  
The University ◽  
The Impact

With companies now recognizing how artificial intelligence (AI), digitalization, the internet of things (IoT), and data science affect value creation and the maintenance of a competitive advantage, their demand for talented individuals with both management skills and a strong understanding of technology will grow dramatically. There is a need to prepare and train our current and future decision makers and leaders to have an understanding of AI and data science, the significant impact these technologies are having on business, how to develop AI strategies, and the impact all of this will have on their employees’ roles. This paper discusses how business schools can fulfill this need by incorporating AI into their business curricula, not only as stand-alone courses but also integrated into traditional business sequences, and establishing interdisciplinary efforts and collaborative industry partnerships. This article describes how the College of Business and Public Policy (CBPP) at the University of Alaska Anchorage is implementing multiple approaches to meet these needs and prepare future leaders and decision makers. These approaches include a detailed description of CBPP’s first AI course and related student successes, the integration of AI into additional business courses such as entrepreneurship and GSCM, and the creation of an AI and Data Science Lab in partnership with the College of Engineering and an investment firm.

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

scholarly journals Adult Learning Principles and Peer Delivery Improve Satisfaction of Electronic Medical Record Onboarding Education

ACI Open ◽  
2020 ◽  
Vol 04 (02) ◽  
pp. e114-e118
Author(s):  
Joanna Lawrence ◽  
Sharman Tan Tanny ◽  
Victoria Heaton ◽  
Lauren Andrew
Keyword(s):  
Adult Learning ◽  
Medical Record ◽  
Electronic Medical Record ◽  
Junior Doctors ◽  
Free Text ◽  
Organizational Safety ◽  
Adult Learning Principles ◽  
Learning Practices ◽  
Learning Principles ◽  
The Impact

Abstract Objectives Given the importance of onboarding education in ensuring the safety and efficiency of medical users in the electronic medical record (EMR), we re-designed our EMR curriculum to incorporate adult learning principles, informed and delivered by peers. We aimed to evaluate the impact of these changes based on their satisfaction with the training. Methods A single site pre- and post-observational study measured satisfaction scores (four questions) from junior doctors attending EMR onboarding education in 2018 (pre-implementation) compared with 2019 (post-implementation). An additional four questions were asked in the post-implementation survey. All questions employed a Likert scale (1–5) with an opportunity for free-text. Raw data were used to calculate averages, standard deviations and the student t-test was used to compare the two cohorts where applicable. Results There were a total of 98 respondents in 2018 (pre-implementation) and 119 in 2019 (post-implementation). Satisfaction increased from 3.8/5 to 4.5/5 (p < 0.0001) following implementation of a peer-delivered curriculum in line with adult learning practices. The highest-rated factors were being taught by other doctors (4.9/5) and doctors having the appropriate knowledge to deliver training (4.9/5). Ninety-two percent of junior doctors were motivated to engage in further EMR education and 90% felt classroom support was adequate. Conclusion EMR onboarding education for medical users is a critical ingredient to organizational safety and efficiency. An improvement in satisfaction ratings by junior doctors was demonstrated after significant re-design of the curriculum was informed and delivered by peers, in line with adult learning principles.

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