Employers’ Expectation of Computer Technology Skills Required of Business Education Graduates from Colleges of Education in Rivers State

This study examined employers’ expectation of computer technology skills required of business education graduates from colleges of business education in Rivers State. To achieve the main purpose of the study, two research questions were formulated to guide the study. Descriptive survey research design was adopted to elicit responses from a sample of 100 employers of business education graduates and 200 business education graduating students drawn out of the population of 150 employers and 345 business education final year students respectively during the 2019/2020 academic session. Data collected using checklist and questionnaire were analysed using descriptive statistics of frequency count, percentage and bar chart. The findings reveal that employers of business education students in Rivers State expect the graduates to have high skills in the following computer application areas: Microsoft Word, Microsoft Excel, Desktop Publishing, Databases, Computer Networking, Website Application, POS Application, Payroll Application and Computer Internet. The findings also reveal that business education students rated their competency level in these computer application skills as low. These show that there is a gap between the expectation of the employers and the computer technology skills of business education graduates. Based on these findings, the following recommendations were put forward among others: employers of business education graduates should collaborate with the National Commission for Colleges of Education to review the curriculum content for computer application areas in business education to cover skills in areas needed for their productivity. Business education students who have already graduated and are lacking in the various computer technology skills highlighted in this study should endeavour to embark on personal development in order to develop such skills needed for employability.

Accounting-Specific Data Analytics: A Framework for Addressing AACSB Standard A5 and Industry Demand

Arguably, data analytics is the “hot topic” for both accounting programs and Colleges of Business. Firms and advisory boards are requesting increased incorporation of data analytics into accounting programs. Furthermore, the Association to Advance Collegiate Schools of Business (AACSB) International Standard A5 requires accounting programs to focus on agility and adaptability when incorporating data analytics into the accounting program. In this paper, we propose a framework for balancing industry needs and Standard A5 that incorporates accounting-specific data analytics and satisfies existing course learning objectives. This framework was developed through the creation of a stand-alone Data Analytics in Accounting course. Our framework emphasizes students moving from more structured manual calculations to less structured analysis using Excel, and then to more unstructured analysis using specialized accounting-specific data analytics software. Additionally, we provide specific examples of how this framework can be applied to multiple accounting courses.

IMPLEMENTING THE PATHWAYS COMMISSION RECOMMENDED FIRST ACCOUNTING COURSE: A PROFILE OF EARLY ADOPTERS

The primary purpose of the current research is to explore the extent to which schools and colleges of business have adopted Pathways Commission recommendations for a new first accounting course. This paper explores the extent to which schools of business and accounting programs have implemented curriculum revisions made by the Pathways Commission, as well as provide a profile of the early adopters of one of these recommendations. This study investigated common traits and characteristics of colleges and schools that had adopted the curricular changes. Specifically, the research focuses on the fourth recommendation from this list, which calls for a new first accounting course to be integrated into business and accounting programs. For the study, 68 faculty members from a cross-section of universities and programs answered questions about their institutions and the Pathways Commission recommended a new first course in accounting. Results indicate some ambivalence toward the curricular changes but also allowed for a profile of the early adopters of this specific change. Thus, the secondary purpose of the research is to identify environments in which the changes have been implemented and to provide a foundation for further research into best practices for implementing these types of curricular revisions. JEL Classification Codes: M40, M41, M49, I20.

The Role of a Chief Mission Officer in Maintaining Mission in Schools and Colleges of Business

In the present competitive environment, it is becoming increasingly important for schools and colleges of business to establish distinctive identities to differentiate themselves from their competition and to provide unique offerings to best prepare their students to be adept contributors in their future careers. The missions of schools and colleges of business play a key role in this endeavor. Once identified, however, maintaining a unique identity can be more difficult than initially establishing one. This chapter proposes the use of chief mission officers (CMOs) as key individuals or groups of individuals as a means to ensure continuing integrity of the mission of a school or college of business to facilitate the maintenance of a distinct position in the marketplace.

EXAMINING INTERCULTURAL EXPERIENCES OF SAUDI STUDENTS PARTICIPATION IN EXPERIENTIAL LEARNING PROGRAMS AT AMERICAN UNIVERSITIES

Purpose of the study: The purpose of this study is to investigate Saudi student's academic, cultural, and social benefits gained through their involvement in experiential learning programs (ELPs) at higher institutions in the US. Methodology: The study employed an interpretive qualitative design. Data collection comprised 16 individual semi-structured interviews with junior and senior Saudi male and female students enrolled in the colleges of business and engineering. Main Findings: Findings revealed an overall level of satisfaction among participants, especially with respect to gains in academic knowledge, personal growth, and leadership skills. ELP workplace challenges largely related to the educational, social, and cultural backgrounds of the study participants. Sociocultural benefits were inconsistent, most notably regarding gender and group interactions between Saudi and American members. Implications: Involving in such experiential Learning Programs increased potential participation in such practices for Saudi students when they go back to work in their home country after completing their study abroad. Novelty: The study addresses ways to improve the ELP experience for Saudi students, improve EL programs for organizers, and other prospective Saudi students who decide to study in the west.

Exploring the gap between employers’ needs and undergraduate business curricula: A survey of alumni regarding core business curricula

This study examines alumni perceptions of the core curricula at the University of North Georgia’s College of Business to assess the gap between the skills employers need in new graduates and what the curricula offer. The research was conducted as part of the continuous improvement process for AACSB accreditation. The findings reveal that soft skills such as communication and problem-solving were highly rated as being useful, whereas the alumni rated calculus and international business skills as less important for daily job requirements. The study provides relevant information for colleges of business as they look to update their core curricula for business majors.

Advertising in Communications: Home Is Where the Scholars Live

The question asked: “Where should advertising be taught? In colleges of communications or colleges of business?” The answer becomes obvious when you realize the question is greater than the teaching of a course. To be on a college campus requires that it be assessed by more than the schedules for a course with the advertising title.