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This paper examines factors that influence the learning satisfaction of business school students in general and accounting students in particular. Guided by both the literature and the findings from a series of eight focus group sessions involving 43 university undergraduates, a research instrument capable of examining factors associated with student learning satisfaction was designed. Survey responses from 548 students generated seven factors of student satisfaction, with students attributing high importance to all seven factors. It was further found that gender and student major moderated the relationship between the seven factors and students' reported learning satisfaction. [ABSTRACT FROM AUTHOR]

The article discusses the educational objectives of the Build-a-Business Project and its standard structure. It mentions that the project was an assignment in Legal and Ethical Environment of Business (LEEB) course which aims to help students improve their writing skills and to accomplish university written communication educational objectives and learning outcomes. It notes that the project is a mechanism to offer students with an active learning opportunity.

This paper contributes to understanding opportunities to use social media for developing online networking skills that can be applied in entrepreneurial self‐development. Analysis of business students' changing priorities in finding and using online social networks during the years 2008–2019 demonstrated the dominance of Facebook and, more recently, Instagram, compared to LinkedIn and more specialized networks for entrepreneurs. Students involved in knowledge sharing for travelling, sports, music and online gaming have a more detailed understanding of online social media as entrepreneurial self‐development tools. Recent years demonstrated some desire to integrate online communication and joint actions in physical locations. Students need a deeper understanding of how their online communication and networking priorities can be aligned with their entrepreneurial network development and knowledge sharing priorities through social media. Our longitudinal research of student priorities in online social network use demonstrates to educators the importance of understanding the self‐development paths of students when improving their skills to use online networking. Higher education should guide students to use online media to trace new entrepreneurship opportunities, expand their contact network and prepare them to reflect critically on online information dissemination practices. [ABSTRACT FROM AUTHOR]

Gender perspectives and feminism are rarely considered legitimate in business school education. Existing research tells us that those who teach in business schools do so in conditions where feminist theories and pedagogy evoke resistance and where their work is paved with discomfort caused by tensions between feminist and neoliberal idea(l)s. We argue that for those challenging the status quo in the business school through teaching, the impact of the threat of resistance can be as "real" as that of realized resistance. In this paper, we engage with collaborative autoethnography and elucidate how our anticipation of resistance shapes the way we teach, even when resistance does not materialize in the classroom. Building on reflections of our shared experiences, we theorize anticipated resistance as productive in and of itself, challenging the conventional view of resistance as brought into being through resisting practices at a specific time and place. [ABSTRACT FROM AUTHOR]

The values people hold tend to be relatively enduring. An important exception appears to be values adaptation in response to major, life‐altering situations. Major events can act as triggers for people to adapt their values based on the new context. In particular, collective traumas—such as the COVID‐19 pandemic—may incite immediate values change. The aim of the current paper is to compare business school students' value orientations before and after the COVID‐19 global pandemic outbreak. We investigated responses from two comparable samples of business students: one surveyed before and one surveyed after the outbreak of the COVID‐19 pandemic. The subjects' individual value orientations were aggregated and analyzed by comparing the distribution of the first group's pre‐COVID‐19 outbreak responses with the second group's post‐COVID‐19 outbreak responses regarding the importance given to values in the Rokeach Values Survey. We further explored specific demographic differences in personal versus social orientations and competence versus moral orientations for our samples. Results confirm differences in business school students' pre‐COVID‐19 outbreak versus post‐COVID‐19 outbreak value orientations, with the post‐COVID‐19 outbreak sample reporting greater attention to social values, as predicted, and competence values, not as predicted. Implications of our findings are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Administrative Sciences (John Wiley & Sons, Inc.) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Administrative Sciences (John Wiley & Sons, Inc.) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A conference paper is presented that examines the teaching of a business course on money and banking. The author suggests that the process involves determining the objectives of the course, the materials that will be taught and the method of instruction. The author advocates an undergraduate money and banking course that could be understood by a liberal arts student. The author outlines how this course could be taught, highlights some possible objectives and discusses how to select materials.

Given recent lapses in business decision making the development of business moral judgment has become a central issue in the United States and around the world. Our paper surveyed 171 students and 59 business practitioners in the Republic of Croatia to identify the influence that an issue's contours have on Rest's second psychological construct, Moral Judgment. Issue context—business or student sample—found that business practitioners demonstrated superior moral reasoning. Issue content—specific nature of the issue at hand—showed richness of moral reasoning varied with the specific subject of the issue for both students and business practitioners. And stability across issues—consistency in moral judgment—found students far more uniform in their reasoning than business practitioners. It follows that (1) lessons learned in the business community may better inform instruction at the collegiate level, (2) cultural peculiarities impact moral reasoning, and (3) transitioning economies offer challenges. Future researchers may wish to explore the decline in moral judgment exhibited by Millennials, possible bifurcated reasoning in other social groupings, and public policies needed to improve moral judgment. [ABSTRACT FROM AUTHOR]

This paper explores how the business school can become more critical by advancing the notion of reflexive critique. Drawing on diverse literatures propounding a critical perspective, this paper integrates the various interpretations of ‘what it is to be critical’ and proposes phronesis as a foundation for responding to and extending the relevance and rigour debate by articulating what it means for business schools to have a critical impact on management practice. A phronetic analysis of management education provides an innovative lens for understanding the power of critique in engaging academics and business practitioners in the co-creation of knowledge. This is illustrated by distilling the main insights from the experience of introducing an innovative course entitled ‘Critical Thinking’ offered to MBA students over a five-year period. The paper discusses the importance of critique in the business curriculum and explains the rationale for introducing the course and its objectives, as well as the learning and teaching techniques employed. The analysis considers how reflexive critique can be a platform for integrating a critical analysis of management informed by management research and academic thinking in relation to business practitioners' practical experiences of managing. The paper concludes with a review of the main lessons learned and the implications for future initiatives intended to foster engagement of theory and practice and the collaboration of academics and business practitioners. [ABSTRACT FROM AUTHOR]

There has been much debate about the increasing use of technology in all learning, training and development contexts. In the case of higher education, although technology may not have fundamentally changed teaching practices, students report how several technologies and applications help with their learning, research and collaborative activities. Through a survey of business students at an Irish university, this paper examines their expectations and experiences of faculty usage of technology tools and applications. Although, on the surface, the findings provide some degree of confidence that students' expectations of technology usage are being met, students would, nonetheless, like to see faculty make even greater, and more effective, use of technology in the classroom. The study provides faculty with examples from students of technology usage that supports their learning and these examples may be useful for faculty when designing and delivering their courses. Beyond the higher education context, the research highlights some broader practical implications for training and development in a corporate setting. [ABSTRACT FROM AUTHOR]

Corporate social responsibility (CSR) is now a popular topic for business and educational institutions. However, its manifold manifestations and interpretations make its learning interesting whilst at the same time challenging. This paper reflects on the use of systems thinking to develop business students' awareness and intervention skills on CSR issues. To develop our approach, we consider three areas of CSR that we think need attention. These are (1) the incorporation of CSR issues into organizational purposes; (2) stakeholder management when thinking about CSR and (3) assessment of CSR impacts on society. Our approach shows how key systems thinking ideas and methodologies have helped us to facilitate discussion about these elements in the classroom. We suggest some ways of improving our approach towards improving students' engagement with CSR in the future. Copyright © 2008 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

ABSTRACT In the 21st century, education represents a key factor of economic and social development of a community. The majority of traditional methods intended for education are no longer suitable for it, since they are unable to meet the students' needs. Mobile learning represents a new educational channel, which allows access from any place at any time. In this paper, an overview of various forms of education is provided, concepts of mobile learning are discussed, educational mobile applications are analyzed, and the design and the prototype of a mobile application intended for learning, called mTester, is described. Finally, the paper presents a case study of mobile learning use, conducted at the Business School of Applied Studies in Blace, Serbia. The first results show an improvement in the realization of courses and in the students' final grades. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:412-420, 2016; View this article online at ; DOI [ABSTRACT FROM AUTHOR]

This article explores an increasingly salient employment issue, namely, underemployment of recent college graduates. Using a sample of 283 recent business college graduates, the paper examines the consequences of underemployment on individuals' attitudes towards their jobs, their careers, and their lives in general. It explores, as well, how recent college graduates cope with underemployment and the impact of those coping strategies on individuals' psychological well-being. The paper concludes with directions for future research on underemployment among recent graduates in terms of theory development, research methodology, and public policy formulation. [ABSTRACT FROM AUTHOR]

This paper examines how students' network size, distance, prestige, and connections to influential individuals impact academic performance. Larger and closer networks facilitate information exchange, but may also increase distractions that decrease productivity. We resolve this ambiguity using administrative data from a business school that features random assignment of students to multiple overlapping sets of peers, allowing us to calculate degree, closeness, eigenvector, and Katz‐Bonacich centrality for each node. We find that increasing closeness centrality within the network negatively affects student performance measured by grade point average, suggesting that synergy reduction and information processing costs outweigh benefits from greater information access. [ABSTRACT FROM AUTHOR]

This study examines the factors that impact learners' satisfaction with web‐based assessment platforms designed by publishers. The research model investigates the intermediate role of autonomy and competency from the self‐determination theory. The data are collected from 324 undergraduate business students in a mid‐western U.S. institution who used McGraw‐Hill Connect. The hypotheses were tested and validated using PLS‐SEM analytical procedures. The results show that competency, autonomy, perceived quality, and feedback have direct impact on learners' satisfaction. Self‐efficacy, quality, and feedback are antecedents to competency and autonomy. Competency is a full mediator between self‐efficacy and satisfaction. The results and their implications are discussed. [ABSTRACT FROM AUTHOR]

Ethical issues at the workplace have once again become topical and important due to considerable adverse publicity surrounding reports of unethical business practices by corporate managers. Accordingly, this paper re-visits the question of whether gender, age and work experience do have an effect on ethical judgement, using 655 business students as respondents. This is necessary as business students are likely to become managers during their career and will face complex ethical concerns and dilemmas in their daily, routine affairs. The findings currently demonstrate that females are more ethically aware than their male counterparts – that is, there are differences between males and females regarding ethical judgement. There is also evidence to suggest that age is a factor that does impact on ethical judgement. However, we also found evidence to suggest that in some cases, the age factor does not necessarily have a significant impact on ethical awareness. The results further indicate that there is a difference in ethical judgement related to work experience. However, at the same time, in one question there is no evidence to suggest the claim that work experience does impact significantly on ethical judgement. Overall, it appears that ethical awareness does increase alongside work experience. [ABSTRACT FROM AUTHOR]

This paper investigates the impact of the specialist schools programme in England on examination performance at age 16. Two approaches are used. The first uses pupil-level data from the 2003 National Pupil Database. The second uses panel data methods and is based on time-series data for secondary schools during 1992–2003. The paper also investigates the distributional consequences of the specialist schools programme. Specialist schools perform marginally better than their non-specialist counterparts (especially in science, business studies and technology) but by much less than is indicated by previous studies. The programme does not appear to have had adverse distributional consequences. [ABSTRACT FROM AUTHOR]

• Few descriptions exist concerning how MBA students and organizational agents learn within a team context and whether or not such team learning is transformational as opposed to adaptive. This paper addresses the issues of individual and group differentiation, integration and identity reconstruction from participation in transformational learning. • Conceptual frameworks taken from complexity theory, developmental psychology, group processes and adult learning are interwoven to construct a premise for transformational team learning. Academic and practitioner considerations are raised in creating the right environmental conditions. • As a conceptual framework for future research, this paper explores change at the individual and teamwork level. Insights from the complexity sciences are used to underscore the notion of teams as complex responsive processes and complex communication networks that operate within multi-faceted environments. It is our contention that teams and the agents who comprise them, may offer an opportunity for organizational transformation that goes beyond other strategic change strategies. [ABSTRACT FROM AUTHOR]

ABSTRACT This article reports on an innovative MBA elective consulting course that attempts to address how to better prepare inexperienced MBA students for a competitive job market. This article is a best practice paper designed to provide insights and encouragement to educators. [ABSTRACT FROM AUTHOR]

This paper reports on the development of FRA (Financial Report Analyst), an intelligent, multimedia educational software system which is designed to teach financial statement analysis to business students and professional trainees. FRA is based on a new kind of teaching architecture called a goal-based scenario, a "learning by doing" environment in which the student acts in a realistic role and obtains helpful coaching while performing assigned tasks. In FRA, the student plays the role of a lending analyst at a bank who must make important commercial lending decisions. Usability tests of FRA have been conducted with students in the Kellogg Graduate School of Management at Northwestern University. The paper discusses: theoretical advantages of goal-based scenarios; the architecture of FRA; and ongoing and future research. [ABSTRACT FROM AUTHOR]

This paper describes how the core portion of the undergraduate business program at Indiana University was revised to facilitate integration of basic functionally oriented decision making skills and thus help students gain a deeper understanding of the interdependence of business decisions. It relates, in essence, why and how a single computer-oriented case study which demanded a solution to a large-scale, unified finance-marketing-production problem was used at Indiana University, mentions how we plan to accomplish further integration of functional material, and provides some insight into student reaction to what was, in fact, a massive project from both student and administrative points of view. [ABSTRACT FROM AUTHOR]

This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first-year course in statistics for business and economics students. We employ a difference-in-differences method, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Our results suggest that the impact of blended learning on student performance depends on whether the effect of blended learning is cumulative or not. Blended learning has no impact on student performance if learning is non-cumulative and only affects the performance on the quizzes associated with the material covered by blended learning. However, if learning is cumulative and impacts the performance for the whole course, then our results strongly suggest a strong, negative effect. Taken as a whole, these results provide a possible explanation for why most of the existing studies focusing on short online courses have obtained neutral or even positive results while nearly all the studies focusing on semester-length course tend to observe negative impacts from online learning. [ABSTRACT FROM AUTHOR]

This paper examines undergraduate business students' perception of corporate social responsibility ( CSR) in cases in which they have not attended any specific course either dealing with CSR or providing training in ethics. A survey was conducted of 535 Spanish business students as future managers. The results show that the stakeholders' perspective deserves a huge attention for those students considering what the keys of business success are. Significant differences in perception were nevertheless identified when a multifactorial analysis was undertaken. Female students are more concerned about CSR issues. The maximization of value for shareholders is less valued by second- and third-year students than by first-year ones. The findings point to a number of important orientations for the future development of university curriculum. [ABSTRACT FROM AUTHOR]

This paper explores the fundamental question of what 'responsibility' means to different sets of world views adopted implicitly by business students. The exploration adopts the stakeholder theory and three subsets of the Friedman mentality to explain how individuals may value sustainability initiatives. Subsequently, it explores whether it is better to flow with the dominant economic-driven world view as prescribed by the business school or to challenge it in order to cultivate business students with sustainability-driven values. The conclusion highlights implications for business and management education, as well as the role of entrepreneurship to promote sustainability values. [ABSTRACT FROM AUTHOR]

ABSTRACT Although student global competence has been recognized as an important learning outcome by more and more colleges and universities, campus internationalization efforts remain fragmented and largely ineffective. We proposed a pedagogical intervention that provided students from China and the U.S. with opportunities to establish virtual contact and to work collaboratively on international business related research papers. Then, we operationalized global competence as a three-dimensional concept and designed an instrument to measure student global competence. The results provided some initial evidence on American students' significantly lower performance in global knowledge and attitude, and confirmed the proposed pedagogical intervention as an easy-to-use and effective supplement to develop student global competence. [ABSTRACT FROM AUTHOR]

ABSTRACT Most undergraduate business students simply do not appreciate the elegant mathematical beauty of inventory models. So how does an instructor capture students' interest and keep them engaged in the learning process when teaching inventory management concepts? This paper describes a competitive and energizing in-class simulation game that introduces students to basic inventory management concepts. This hands-on, active-learning exercise presents students with a simulated single-product inventory environment that requires them to make ordering decisions in an attempt to minimize the total relevant inventory costs in the face of variable demand. [ABSTRACT FROM AUTHOR]

In order to understand (1) what kind of students can be facilitated through the help of three-dimensional virtual learning environment (3D VLE), and (2) the relationship between a conventional test (ie, paper and pencil test) and the 3D VLE used in this study, the study designs a 3D virtual supermarket (3DVS) to help students transform their role from passive learners to active participants. In the 3DVS, a virtual customer poses a total of 18 scenario-based questions to the participants during the shopping process; the participants have to play a virtual clerk, and answer the questions by integrating marketing mix theory with the real-world situation. The whole experiment includes a pretest, 3DVS training and a posttest. The instruments utilized in each of the pre- and posttest are four open-ended questions aimed at understanding the participants' application performance. The findings of a chi-square independence test show the following: (1) the 3D VLE is especially beneficial to those who have not adapted to traditional learning, and (2) there is no significant relationship between performance in 3DVS training and performance of the pretest. However, performance in 3DVS training is significantly correlated to that of the posttest. Practitioner notes What is already known about this topic Virtual reality (VR) technology is very noticeable in the recent decade. [ABSTRACT FROM AUTHOR]

The article discusses the Global Sourcing & Logistics Exercise (GS&LE), which is a pencil-and-paper simulation in a class session in business education. It relates that GS&LE is a tool in exposing business students to the basic concept in global supply chain management and in helping them think about their future roles as managers in global corporations. In GS&LE, the students play the role of the management team of a company that manufactures widgets in different scenario.

This paper examines evaluative judgments about an African-American beneficiary of affirmative action (AA) in two studies. Based on a motivated social cognition model, we test whether the use of AA, social dominance orientation (SDO), and job status jointly influence judgments about the future job performance and career progression of an AA beneficiary. In a sample of 244 undergraduate business students, Study 1 showed that SDO and AA interact to predict job-related performance expectations, and AA and job status interact to predict career progression expectations. Study 2 used a different sample of 190 business undergraduates to test whether the effects of AA, job status, SDO and their interactions on evaluative judgments is mediated by stereotype application. Results showed that different dimensions of stereotypes mediated the relationships between SDO, job status and the AA × SDO interaction. [ABSTRACT FROM AUTHOR]

Environmental sustainability has begun to penetrate the business school curriculum. Whether it ultimately becomes a key component of managerial decision-making models will depend upon whether it is perceived as legitimate within the context of profit-making enterprises. This paper draws upon the cognitive psychology and organizational legitimacy literatures to develop a conceptual framework for operationalizing perceived legitimacy. This framework can be used to develop survey instruments and simulations that evaluate the effectiveness of various pedagogical approaches to integrating sustainability into business school curricula. Copyright © 2005 John Wiley & Sons, Ltd and ERP Environment. [ABSTRACT FROM AUTHOR]

The Interactive Multimedia Intelligent Tutoring System (IMITS) project integrates interactive multimedia with expert system technology. A test bed that uses material from introductory electrical circuits courses, IMITS demonstrates that these two complementary technologies may be combined successfully to form a framework useful for any educational material. IMITS combines several commercially available packages and establishes dynamic communications among these packages. This paper describes one aspect of IMITS: the learning mechanism that is controlled by the expert system and that attempts to assist the student learn the material and concepts presented. [ABSTRACT FROM AUTHOR]

Within the wider drive in higher education to promote students' use of information and communications technology (ICT) it is assumed that the Internet will be a key application. Popular conceptions of a 'wired' generation of students at ease with on-line learning persist through official literature and the media. From this basis, the present paper takes an empirical perspective in students' use of the Internet, via focus group interviews with 77 students in two UK universities, and explores the factors underlying their use (and non-use) of the Internet in university. Four crucial themes were identified, namely.' (i) the ways in which students were introduced to using the Internet; (ii) operational problems encountered when using the Internet as an information resource; (iii) treatment of information retrieved from the Internet; (iv) the social element of learning in on-line environments. These factors are examined in detail and discussed in relation to the future presentation and organisation of students' Internet use in university settings. [ABSTRACT FROM AUTHOR]

We investigate the influence of unanticipated prolonged disruption on effective teaching, student engagement and student satisfaction during campus lockdown due to COVID‐19. Qualitative comments provided by undergraduate business students in the university end‐of‐semester survey were analysed using a variety of methods, including sentiment analysis. Our findings indicate that effective teaching through the characteristics of the instructor, can lead to enhanced student engagement and higher levels of student satisfaction in an emergency remote teaching environment. Our findings highlight the critical role of the instructor in providing cognitive and affective support to students, along with clear communication, during times of substantial change. [ABSTRACT FROM AUTHOR]

In this paper we explore the relationships between some of the various concepts and scales that have been used to characterize innovative attitudes and behaviours. A sample (N = 123) of undergraduate and graduate business students with full-time jobs or the equivalent provided questionnaire data to test two initial hypotheses. It was found that four attitude-value scales which have been used to measure change values, innovation orientation, readiness for change, and innovativenesss, are intercorrelated significantly when no distinction is made between the respondents' intentions to be innovative and respondents' actual innovative behaviour. Innovative and change attitudes, as measured by these same four scales, do consistently predict multiple innovative intentions and behaviours but not, as expected, single behaviours or single intentions. The single best predictor in a multiple regression of the combined multiple innovative intention-behaviour measure was found to be a creative scale (R[sup 2] = 0.43, p < 0.01]. The innovative behaviour scale was tentatively called attitude toward being innovative. A factor analysis of this scale revealed dimensions related to innovative behaviour in organizations: the innovator, the preserver of the status quo, and the unchallenged, dissatisfied person. Two other hypotheses were also tested. The first was that the perceived organization risk-taking climate would moderate the relationship between these attitude measures. This hypothesis was not supported by the overall results. However, moderate support was found for the hypothesis that the more formal authority a person has in an... [ABSTRACT FROM AUTHOR]

This article examines the relation between second year grades in MBA program in the Graduate School of Business to earnings in business. A positive relationship has been reported between grades and earnings in both small and large business. A previous study reported that the top third of earners in both large and small business had had a higher second year MBA GPA in their respective classes. Both differences were statistically significant at the .01 level of confidence. The present paper adds additional data and elaborates upon it, and adds an additional analysis. Business students along with those in other fields appear to be increasingly hostile to the idea of grades, or particularly to the question of informing a job interviewer what the student job applicant's grades are. The student seems to assume that they would have no significant statistical relation to any measure of business success. Hence it is thought timely to report what can now be known on the subject even though the future research possibilities, at least in the Graduate School of Business at Stanford and at Harvard, have been diminished through the introduction of Pass-Fail grading since it is substantially a Pass-Pass criterion.

This paper reports on the first of a number of studies to be undertaken as part of the Economics Education Project. This project is concerned with basic economics education in all types of academic institutions. Its aim is to provide a profile of current teaching, studying and testing practices and to assess in quantitative terms the importance of different factors in the learning process. Studies currently in process include as their subjects schools and further education centres; universities; polytechnics and technical colleges; graduate and undergraduate business schools and management centres; and teachers' colleges. The subjects of the present study were students about to begin the first-year university economics course in the academic year 1969-70. The purpose of the study was to determine how much students of economics know at this stage of their careers and to discover the different factors which contribute to this understanding and their relative importance. The information will be an input into a larger study dealing with basic economics education at the university level, but it is in many ways interesting for its own sake. Before beginning the study of basic economics at university, each participating student took an objective test in economics and completed a brief questionnaire. The economics test used in the study to measure economics understanding was a 50-minute, 35-question, multiple-choice test specifically designed for the study by the staff of the Economics Education Project. The questionnaire was designed to provide information on those student characteristics which might be expected to influence understanding of basic economics. Information was obtained on sex, age, year of university, area of major study or specialization, type of school attended, A level examinations taken, grades received by subject, and student's opinion of his A level economics courses and teachers. To control for differences in student ability, each student was asked to take the AH 5 intelligence test during the year. The number of students in the study was 4,700. The major findings based on statistical analysis of the data can be summarized as follows. (1) Students who had taken A level economics knew substantially more economics than those who had not. Scholarship level economics and A level economic history also added significantly but by a lesser margin to comprehension of economics. O level economics, however, was not a significant explanatory variable. Of non-economics A level courses, mathematics and general studies did have a significant positive effect, history had no significant effect, and geography had a significant negative effect. (2) On average, having attended a further education centre rather than a school added significantly to understanding. (3) Males knew significantly more economics than females, but neither age nor year at university at which economics studies were started was important. The effect of intelligence test scores on understanding of economics, while significant and positive as expected, was not substantial. [ABSTRACT FROM AUTHOR]

This paper describes studies concerning computer supplemented exercises using an exponentially weighted moving average forecast simulator. Student attitudes toward the concepts school, lecture method of teaching, the computer supplementary exercises, and the value of the computer are examined. The fact that students perceive the computer as the vehicle for bringing more realistic problems to the classroom suggests that the future "mix" of pedagogical approaches will include more computer supplemented instruction. [ABSTRACT FROM AUTHOR]

This study examines the effect of students' satisfaction with their academic majors (major satisfaction henceforth with) on their study commitment. Also, it examines the mediating role of academic psychological capital dimensions in the major satisfaction and study commitment nexus. Data were collected from 726 fourth‐year business undergraduate students, and a path analysis was employed to test the proposed hypotheses. The findings showed that students' major satisfaction had a positive significant association with the four components of academic psychological capital namely; self‐efficacy, optimism, resilience and hope, and study commitment. Also, each component of the academic psychological capital positively mediated the effect of students' major satisfaction on study commitment. The findings present important contributions to students' major satisfaction in the higher education context and promote the need to manage students' academic psychological capital to enhance their study commitment. Practitioner Points: Students who are satisfied with their academic majors showed higher study commitmentsStudents' higher satisfactions in their academic majors significantly increased their academic psychological capitalThe levels of students' academic psychological capitals significantly increased their study commitment. [ABSTRACT FROM AUTHOR]

For a skeptical view on the relationship between critical thinking and legal analysis, see Browne & Hansen, I supra i note 8. 12 Fricke, I supra i note 9, at 365; see I also i Burke, Johnson, & Kemp, I supra i note 6, at 32 (asserting that IRAC-based assignment "provided critical thinking practice" and that "[i]ntegrating this type of writing into the course had a dual effect of deepening the level of learning and of improving self-confidence"). I See i Grove, I supra i note 31, at 267 (2020) ("The academic debate tends to focus on whether an interpreter, particularly a judge, should be a "textualist" or a 'purposivist.'"). 61 I See i Hart, I supra i note 16, at 607. Christopher L. Eisgruber, The Next Justice: Repairing the Supreme Court Appointments Process 28 (2007); I see also i Schauer, Thinking Like a Lawyer, I supra i note 1, at 23 (explaining the prevalence of cases with no clear answer at the Supreme Court); Tamanaha, I supra i note 127, at 197 ("The Supreme Court hears about one-tenth of 1 percent of federal court cases, a miniscule number winnowed and selected from the massive total. 147 Gries & Slocum, I supra i note 37, at 1469 (observing that "a judge might believe that ambulances and other emergency vehicles fall under the ordinary meaning of I vehicle i but may be convinced that they should not be excluded from the park in Hart's hypothetical"); Greenberg, I supra i note 55, at 1530 ("Clearly, an ambulance is a vehicle, but in an emergency should it not be permitted to enter the park?") 40 Eskridge, I supra i note 33, at 49. 41 Richard A. Posner, Reflections on Judging 200 (2013); I see also i Berman, I supra i note 70, at 791 (arguing that "Posner shows that the dictionary definition is actually pretty bad, and bad in lots of ways"). [Extracted from the article]

This study undertakes an experiment, in which Masters of Business Administration students participate as individual investors, to examine the impact of error sources (management versus press) on the continued influence of retracted disclosures. Given the increasing role of third parties in disseminating information, it is vital to examine the moderating effect of error source, a factor not previously emphasized in research on the continued influence effect. The results show that investors are more susceptible to the continued influence effect when the error is from the press (rather than from management), suggesting that individual investors should be more vigilant about the quality of information provided by external organizations. Additional analysis reveals that the differential effect found is mediated by the level of scepticism experienced by the participants. Unlike previous research, this study's results provide evidence that post‐exposure scepticism may moderate the continued influence effect under the conditions of task familiarity and clarity of actual error. Implications for regulators and researchers are also discussed. [ABSTRACT FROM AUTHOR]

The article reports on the type of international studies which should be included in graduate business programs using corporate executives' opinion as case study. The author reports the results of a survey in which executives of 42 corporations expressed opinions about the type of international studies which should be included in graduate business programs. The survey covered both multinational corporations and firms with little or no foreign involvement but the responses were largely from the former. Some 55% reported overseas sales accounted for 11 to 30% of total volume and most of the balance had more than 30% of their sales abroad. The respondents were asked to rate 30 international subject areas on a scale of 1, most important, to 5, not necessary at all, on the basis of how useful knowledge of the area would be for executives with Master of Business Administration hired by the firm. The executives were also asked what they would recommend for a student who would take only a single international course and their suggestions for those who might take two, three and four courses in the field.

Many higher education institutions have responded to the significant shortage of professionals with strong analytical expertise by offering graduate programs in business analytics and data science. These programs are typically designed to be practitioner focused and many of them offer a Capstone course that gives students the opportunity to conduct a real‐world analytics project. In this article, we describe the innovative design of a Capstone course offered to cohorts of approximately 110 graduate students in the business school at the University of Texas, Austin. This course is designed to deliver self‐directed and experiential learning from interacting with business stakeholders and successfully completing team‐based, business analytics projects within a commercial firm using the firm's data. The course design includes student and sponsor engagement, the formation of diverse balanced project teams, matching of teams with projects, and scaffolding, which includes consistent structured mentoring, team reflections, interim deliverables and in‐class learning for practical skills not covered elsewhere in the curriculum. This course has now been offered successfully to two cohorts. In this article, we will also describe changes made for the second cohort related to team formation, project matching, mentoring and in‐class learning. These changes were based on feedback from the first cohort. [ABSTRACT FROM AUTHOR]

Despite advances in research on corporate governance, there are still knowledge gaps. The article aims to broaden the debate on strengthening corporate governance and propose a tool to facilitate decision‐making. The research is novel because of the engagement of 117 master's students from a business school, contributing to competency‐based learning on Good Corporate Governance (GCG). This is applied research with the explanatory objective and quantitative approach through modeling and simulation. The OWA Operator assesses GCG principles' adequacy and reveals a ranking of 28 enterprises listed on the Lima Stock Exchange in corporate governance, increasing transparency and reducing risks. The results indicate that six enterprises would be solid in the GCG, and the corporate governance should consider strategic capability, fair dealing, transparency, and good social responsibility practices. The main contributions are reducing the identified knowledge gaps and proposing actions to strengthen governance. The authors suggest promising lines of research. [ABSTRACT FROM AUTHOR]

ABSTRACT This article describes a 'conscientious consumerism' project that involves the student as the consumer to either commend or complain to a company about a recent product or service experience. This activity and presentation helps students develop an understanding of the commendation/complaint management process within organizations while adding realism with the student as the customer. Students initiate communication with an organization and maintain a timeline of all contacts, calls, e-mails, letters, and visits to the company as they work to resolve or report their issue. The project begins early in the semester and concludes with a final registered, certified letter to the company CEO where students summarize the class project and praise processes or recommend any needed changes. When the project is presented, students learn how organizations manage and process customer feedback and complaints. Students have insightful comparisons of the implementation and execution of such processes within organizations. The project contributes to student learning and understanding of numerous key objectives of quality management including: how quality is managed in organizations, the strategic focus customer feedback can play in organizations, process management, voice of the customer, and benchmarking best compliment/complaint management practices. [ABSTRACT FROM AUTHOR]

The article presents a teaching brief about the immersion of freshmen business students into the field of business on entering college in order to introduce them to significant issues in business. This immersion learning project focuses on teaching students to think critically in solving problems, learn to work and learn independently and collaboratively, and develop intellectual curiosity and confidence.

Haiku—the short, often nature-oriented poetry form—is generally intended to engage the reader in a single aesthetic moment. Every word, every syllable, counts, resulting in the reader being drawn quickly and intensely into the poet's unique experience. While legal analysis surely differs from haiku, in both its form and its substance, students and instructors of business law would do well to consider the haiku when striving toward good legal writing. Like other poetic verse, the haiku's bounded form serves to dramatize the poem's content. Similarly, the use of a restrictive format can supply a tool for beginning legal writers to tighten their writing, and, in the process, to make it more overtly logical and persuasive. [ABSTRACT FROM AUTHOR]

This study seeks to determine the long‐term impacts of training on negotiators and organizations. Although previous studies have linked training to negotiation outcomes, their findings have been based primarily on experimental data. This article analyzes survey data from business students who received negotiation training from the author over a period of ten years and were employed at the time of the survey. The survey sought to determine if respondents applied the skills learned in negotiation classes to their workplace. Data includes self‐reported subjective and objective items confirming the impact of training on negotiators and the organizations in which they work. Over 80 percent of respondents reported using skills learned in the classroom in their work and 30 percent reported that the training impacted their pay or promotion. The study reports rates at which negotiation skills and behaviors were found and uses the Kirkpatrick Levels 3 and 4 to interpret the frequency of specific impacts on individuals and organizations. Negotiation educators should consider the high rate at which trainees put learned skills into action, especially as the individuals' frequency of negotiating increased and their position of authority in the negotiation strengthened. [ABSTRACT FROM AUTHOR]

Modern software practices call for the active involvement of business people in the software process. Therefore, programming has become an indispensable part of the information systems component of the core curriculum at business schools. In this paper, we present a model-based approach to teaching introduction to programming to general business students. The theoretical underpinnings of the new approach are metaphor, abstraction, modeling, Bloom's classification of cognitive skills, and active learning. We employ models to introduce the basic programming constructs and their semantics. To this end, we use statecharts to model object's state and the environment model of evaluation as a virtual machine interpreting the programs written in JavaScript. The adoption of this approach helps learners build a sound mental model of the notion of computation process. Scholastic performance, student evaluations, our experiential observations, and a multiple regression statistical test prove that the proposed ideas improve the course significantly. [ABSTRACT FROM AUTHOR]