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

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. 

scholarly journals Compustress: The Fear Of Computer Usage Among College Of Business Administration Students

2011 ◽  
Vol 4 (4) ◽  
pp. 84 ◽  
Author(s):  
Nick Nykodym ◽  
Jack L. Simonetti ◽  
Joseph C. Christen
Keyword(s):  
Computer Anxiety ◽  
Business Students ◽  
Computer Training ◽  
Business Administration ◽  
Computer Usage ◽  
Midwestern University ◽  
Business Administration Students ◽  
College Of Business Administration ◽  
College Of Business ◽  
Administration Students

This study explores the area of computer apprehension among College of Business Administration students at a Midwestern university. The fear of computer usage has been termed Cyberphobia, Computer Apprehension, Computerphobia, Computer Anxiety, Computer Vertigo and Terminal Anxiety The authors have coined the word: Compustress. A review of the literature revealed that little has been published on this subject A variety of anecdotal data are provided by a number of authors. These brief data are explored. It was noted that business students may experience terminal shock when they are appraised of the widespread use of computers in their field. Data were collected from College of Business Administration majors on level of computer apprehension, number of hours of computer usage and number of hours of computer training. Results indicate that the higher the number of hours of computer usage and training, the lower the compute apprehension.

scholarly journals The Missing Curriculum Link: Personal Financial Planning

2010 ◽  
Vol 3 (4) ◽  
pp. 79-82 ◽  
Author(s):  
Adolph A. Neidermeyer ◽  
Presha E. Neidermeyer
Keyword(s):  
Financial Planning ◽  
Business School ◽  
Educational Background ◽  
Business Administration ◽  
Recent Analysis ◽  
School Faculty ◽  
Financial Challenges ◽  
Four Year Institutions ◽  
Personal Financial Planning

With increasing personal and business financial challenges facing today’s professionals, we, as business school faculty, have a responsibility to offer the educational background that should enable rising professionals to successfully manage finances.  Unfortunately, the results of a recent analysis of curriculum offerings in Personal Financial Planning indicate that we, as faculty, have not fully accepted this responsibility.  Only three out of the 131 four-year institutions reviewed have a required Personal Financial Planning course in their curriculums. Quite frankly, we’re permitting launching a generation of students who are unprepared to manage both their own and potentially others’ financial affairs.  With that shortfall of a course offering as a backdrop, we suggest the following content for a required Personal Financial Planning course for all students majoring in Business Administration.

Reweaving the rainbow: qualitative color in business education

2018 ◽  
Vol 26 (3) ◽  
pp. 238-246 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Business Education ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
First Year ◽  
Content Type ◽  
Central Direction ◽  
Undergraduate Economics ◽  
Personal Insight ◽  
Limited Generalizability

Purpose This study aims to reflect on the dominance of a narrowly focused analytical approach within business schools, which provides an artificially fractured and disjointed understanding of the contextual complexities and interconnectedness that students will encounter in the future. This approach unnecessarily constrains sensemaking and inhibits creative response to future social and organizational complexity. As business schools and their graduates come under sustained scrutiny and criticism, it perhaps appropriate to reexamine and reframe their analytical bias. Design/methodology/approach The central direction taken in this study is that of critical reflection on the present author’s practice and experience in teaching undergraduate economics and accounting. Although the analysis may have limited generalizability, it is hoped that it may prove of interest and value to business school educators. Findings The preferential business school reliance on analytical perspectives suggest that they fail to appreciate the nature of business, its embeddedness in broader society and the competencies required by undergraduates and graduates. This study argues that an emphasis on holistic systems, synthetic fusion and an appreciation of complexity – rather than a reductive analytical agenda – might benefit business schools, their graduates and society at large. Originality/value This study provides an original, albeit personal, insight into a significant problem in business education. It offers original perspectives on the problem and presents faculty-centered suggestions on how business students might be encouraged and empowered to see quality as well as quantitative perspectives in their first-year courses.

A New Partnership in Doctoral Education in Business Administration

2018 ◽  
pp. 1450-1468
Author(s):  
Florence Richman ◽  
Brian W. Sloboda
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Business Students ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Business Administration ◽  
Business Training ◽  
Dissemination Of Research ◽  
The 1960S ◽  
Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

A New Partnership in Doctoral Education in Business Administration

2017 ◽  
pp. 198-216
Author(s):  
Florence Richman ◽  
Brian W. Sloboda
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Business Students ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Business Administration ◽  
Business Training ◽  
Dissemination Of Research ◽  
The 1960S ◽  
Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

Building a Culture of Integrity

2012 ◽  
pp. 427-440 ◽  
Author(s):  
Jill M. Purdy ◽  
Joseph Lawless
Keyword(s):  
Business School ◽  
Ethics Education ◽  
Cognitive Distortions ◽  
Business Schools ◽  
Business Students ◽  
Management Support ◽  
Professional Identities ◽  
Honor Codes ◽  
Top Management Support ◽  
Policies And Procedures

Although business students can learn about ethics through case studies and examples, this learning may not lead to future ethical behavior in ambiguous situations or unsupportive cultures. Business schools can incorporate an experiential component to ethics education by giving students the opportunity to work in an organization with integrity: the business school itself. As students begin to develop their professional identities, the business school can establish students’ expectations about how ethical people and organizations function. This supports students in developing professional identities that incorporate integrity. The authors recommend that business schools utilize the cognitive triangle of thoughts, feelings, and actions in developing a culture of integrity. Addressing all three of these components can help students avoid cognitive distortions that make them unable to recognize ethical dilemmas or render them unaware of the consequences of decisions and behaviors. The authors suggest using a portfolio of tactics to create a culture of integrity, including integrity codes and honor codes, policies and procedures, reporting mechanisms, consequences, symbols and ceremonies, top management support, faculty-student relationships, and open, truthful exchange. Unethical actions are more likely to occur in organizations with individualistic, egoistic climates, thus the challenge is to create a more collectivist, community orientation.

scholarly journals Can an Introductory Accounting Course Help Students Successfully Complete a Financial Accounting Course?

2018 ◽  
Vol 6 (10) ◽  
pp. 324-331 ◽  
Author(s):  
Gregory W Treadwell
Keyword(s):  
Business Students ◽  
Financial Accounting ◽  
Control Group ◽  
South Central ◽  
Group Research ◽  
Introductory Accounting ◽  
Course Control ◽  
Central United States ◽  
Required Courses ◽  
Experimental Group

Some college students find themselves failing required courses. These course failures were a problem at a regional south-central United States (U.S.) university where many students were failing a required Financial Accounting course. Barriers to enrolling in the Financial Accounting course only included a sophomore standing, so it was possible for students with non-existent or limited accounting knowledge to enroll. To reduce the number of student failures in the Financial Accounting course administrators created numerous help programs including an Introductory Accounting course. This study focuses on the effectiveness of using an elective Introductory Accounting course to help business students complete a required financial accounting course, successfully. The effectiveness was determined by comparing students’ performance in Financial Accounting after taking the Introductory Accounting course (Experimental Group) with students that only took the Financial Accounting course (Control Group). Research data came from 471 students in the experimental group and the1388 in the control group. Unfortunately, the analysis produced results that suggested the Introductory Accounting course did not help students in Financial Accounting.

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