American Journal of Business Education最新文献

{"title":"Extending The Use And Effectiveness Of The Monopoly® Board Game As An In-Class Economic Simulation In The Introductory Financial Accounting Course","authors":"Stephen B. Shanklin, C. Ehlen","doi":"10.19030/AJBE.V10I2.9916","DOIUrl":"https://doi.org/10.19030/AJBE.V10I2.9916","url":null,"abstract":"This paper extends the use of the Monopoly ® board game as an economic simulation exercise designed to reinforce an understanding of how the accounting cycle impacts the financial statements used to evaluate management performance. This extension adds elements of debt not previously utilized to allow for an introduction of the fundamentals of ratio analysis at a foundation level in financial accounting instruction. This extended approach uses the rules and strategies of a familiar board game to create a simulation of business and economic realities, which then becomes an effective, interactive, in-class financial accounting practice set.  The unique combination of each player’s skill and luck provides for unlimited outcome possibilities, delivering an interpretive result that students can neither predict nor easily manipulate. This pedagogical approach serves to provide students with a sense of proprietorship in the activities of the instruction and fosters a competitive spirit to succeed in class activities that will ultimately be presented to the entire class. While the instructor surrenders a significant level of control in the class exercise, the uniqueness of each Monopoly ® team’s game results requires active engagement in-class and additional individual effort on the follow-up assignments outside the classroom.  In the previous use of the Monopoly ® board game, the class activity provided a valuable parallel for reality in practicing the financial accounting cycle and emphasizing its use by external parties. Because of the dynamic sense of capturing the “real-time” aspect of the game into finished financial statements for analysis, students start to sense a greater appreciation for the role that accounting cycle activities play in business reporting and the assessment of operating results. Using the Monopoly ® board game in the first course in financial accounting tends to generate a higher level of competitive energy in the classroom experience, with more actively engaged students grasping the nature and purpose of the financial accounting system more quickly and actively than with other pedagogical approaches previously used. More recently, using Microsoft Excel to reflect the game results and present the financial statements has added to the robust learning experience achieved by incorporating the Monopoly ® board game.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114437176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using The Interactive Graphic Syllabus In The Teaching Of Economics","authors":"S. A. A. Moosavian","doi":"10.19030/AJBE.V10I2.9914","DOIUrl":"https://doi.org/10.19030/AJBE.V10I2.9914","url":null,"abstract":"Syllabus is essentially a concise outline of a course of study, and conventionally a text document. In the past few decades, however, two novel variations of syllabus have emerged, namely “the Graphic Syllabus” and “the Interactive Syllabus”. Each of these two variations of syllabus has its own special advantages. The present paper argues that there could be devised a new combined version of the two mentioned variations, called “the Interactive Graphic Syllabus”, which can potentially bring us the advantages of both at the same time. Specifically, using a well-designed Interactive Graphic syllabus can bring about many advantages such as clarifying complex relationships; causing a better retention; needing less cognitive energy for interpretation; helping instructors identify any snags in their course organization; capability of being integrated easily into a course management system; appealing to many of learning styles and engaging students with different learning styles.  In addition to the introduction of the notion of the Interactive Graphic Syllabus, in order to put this idea into action in the context of economics, the present paper takes advantage of the visual “big picture” of intermediate macroeconomics that has already been proposed by Moosavian (2016a). The present paper describes a web-page that contains a web-based interactive graphic of the aforementioned macroeconomics visual “big picture”. It is argued that this graphic can be used as a cyber-resource to technologically support the above-mentioned visual “big picture”, which comprises twenty-seven interrelated macroeconomic diagrams, and gives some details on the types of their relationships. Furthermore, it provides numerous internet links to other relevant instructional resources offered by well-known universities, allowing the students to somehow zoom in the macroeconomics “big picture”. Moreover, this web-page provides roughly one hundred links to short instructional videos. More interestingly, it responds interactively, if one hovers over a particular diagram, by highlighting the routes through which the final macroeconomic general equilibrium is affected by any change in that particular diagram. The interactive graphic went online on 10/30/2015 at the URL http://zeytoonnejad.com/macrobigpic.aspx and is still under minor modification.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132901030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Web-Based Homework To Teach Principles Of Microeconomics: A Preliminary Investigation","authors":"Jeannette C. Mitchell, J. Mitchell","doi":"10.19030/AJBE.V10I1.9849","DOIUrl":"https://doi.org/10.19030/AJBE.V10I1.9849","url":null,"abstract":"This study evaluates an interactive web-based homework designed to increase student understanding in a principles of microeconomics course. Employing concepts from Action Research, the preliminary investigation was undertaken based on assumptions about the efficacy of online educational resources. Do students who do well on online homework improve performance on exams? Which characteristics of students explain achievement differences? The authors address these questions in relation to the use of a web-based, interactive online homework service which accompanied the text.  An econometric model using exam performance as the dependent variable and various course component and demographic characteristics as independent variables.  The study found no statistically significant impact of online homework on the mean exam score. This preliminary study indicated no gender, ethnicity, class standing, or declared major impact on exam performance though the limited degrees of freedom make generalization questionable.  The only statistically significant predictor was shown to be GPA.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127434173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Business Administration And Computer Science Degrees Earnings, Job Security, And Job Satisfaction","authors":"Kamlesh T. Mehta, R. P. Uhlig","doi":"10.19030/AJBE.V10I1.9848","DOIUrl":"https://doi.org/10.19030/AJBE.V10I1.9848","url":null,"abstract":"This paper examines the potential of business administration vs. computer science degrees in terms of earnings, job security, and job satisfaction. The paper focuses on earnings potential five years and ten years after the completion of business administration and computer science degrees.  Moreover, the paper presents the income changes with promotion and lifetime earnings expectations of both the business administration and computer science graduates.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129438670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating And Working With Control Charts In Excel","authors":"P. Schikora","doi":"10.19030/AJBE.V10I1.9851","DOIUrl":"https://doi.org/10.19030/AJBE.V10I1.9851","url":null,"abstract":"With the growth in distance education offerings, instructors who now teach quantitative material via the web have been faced with many challenges.  Foremost has been the need to develop appropriate methods for teaching such material to students who are not physically in the classroom.  Methodologies that have traditionally been taught in a highly interactive mode in the classroom must now be presented effectively in a far more asynchronous environment.  Tutorials and detailed handouts are one way to accomplish this.  We present a written tutorial for creating quality control charts using Excel.  The tutorial guides students through the process of creating X-bar and R charts in such a way as to reinforce the theoretical basis of quality control already taught.  Students apply their knowledge in hands-on activity, learn how to improve Excel’s default charts to create visually effective control charts, and learn to reuse/recycle their work to easily create additional charts for different sets of problem data.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131314351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Basic Probability in Undergraduate Statistics or Management Science Courses.","authors":"Jaideep T. Naidu, J. F. Sanford","doi":"10.19030/AJBE.V10I1.9850","DOIUrl":"https://doi.org/10.19030/AJBE.V10I1.9850","url":null,"abstract":"Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian Roulette and found these to be very effective in communicating important concepts in probability to our business school students. We use these modified versions of Russian Roulette to communicate concepts such as dependent event, joint probabilities and the value of information using Bayes’ law. The students understand and enjoy these examples and the class participation has been higher than usual.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128915430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Textbook To Reality: Using Corporate Earnings Reports As An Effective Teaching Tool For A Business Capstone Course","authors":"M. E. Chowdhury","doi":"10.19030/AJBE.V9I4.9805","DOIUrl":"https://doi.org/10.19030/AJBE.V9I4.9805","url":null,"abstract":"Business curriculums in many universities now include a senior Capstone course that integrates topics or materials from all business areas.  This capstone course is designed to teach the skills of strategic thinking and analysis rather than mere facts or concepts.  With that goal in mind, the ideal course is structured in such a way so that students get an opportunity to apply their knowledge from all previous courses taken before the capstone course.  Instructors around the country use a variety of teaching tools in a capstone course that include simulation games, group projects, individual projects or paper, and/or case studies.  One of the effective teaching tools in a capstone course is quarterly or annual earnings reports submitted to the SEC (Securities and Exchange Commission) by all publicly traded companies.  Although earnings reports are used by some instructors as a reference or as part of a case study, it has not been widely used in a way that is demonstrated in this paper.  The earnings reports have a rich array of information that can be used to teach business concepts from every business discipline – accounting, economics, finance, human resource management, international business, or marketing.  Going through a detailed earnings report exposes students to a real world scenario, teaches them how to read between the lines, and enhances their critical and strategic thinking process.  It is also a great way to brush up their knowledge from all previous courses which helps them to retain the knowledge and to do well on the business exit exam.  This paper demonstrates an approach or method where students use business concepts, theories, financial ratios, and formulas using actual company data from an annual Earnings Report of a company submitted to the SEC.  The idea presented here is not mutually exclusive of other tools used in a capstone course but rather contributes to learning if can be used simultaneously.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128051201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advanced Selling: A Comprehensive Course Sales Project","authors":"Susan Yarrington Young, Stephen B. Castleberry, Joshua T. Coleman","doi":"10.19030/AJBE.V9I3.9699","DOIUrl":"https://doi.org/10.19030/AJBE.V9I3.9699","url":null,"abstract":"A comprehensive project for the Advanced Selling course that has been tested at three universities is introduced.  After selecting an industry and a company, students engage in a complete industry analysis, a company sales analysis, a sales-specific SWOT analysis, complete a ride day with a salesperson in that firm, then present their findings in a classroom oral presentation. Implications wish and suggestions for researchers and sales managers are provided as well as guidance for instructors who to use the project in their course.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122010839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship Between Personality And Behavioral Intention In Student Teams","authors":"W. R. Forrester, Armen Tashchian, Ted H. Shore","doi":"10.19030/AJBE.V9I3.9698","DOIUrl":"https://doi.org/10.19030/AJBE.V9I3.9698","url":null,"abstract":"This study investigated the applicability of the Big Five and FIRO-B frameworks as predictors of group process outcomes in the context of student teams.  The personality dimensions of Agreeableness, Extraversion, Conscientiousness, and Neuroticism were correlated with the interpersonal behavior dimensions of Inclusion, Affection, and Control.  The degree of association between personality and interpersonal factors differed by personality dimension.  No relationship was found for the Openness dimension.  Results of the study support the applicability of both frameworks in the context of student teams.  Results suggest that unlike the clinical and workplace participants in prior studies, business student subject are sufficiently homogeneous to support the distinction between the FIRO-B constructs of Inclusion and Affection.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132409020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Journey Through Time: From The Present Value To The Future Value And Back Or: Retirement Planning: A Comprehensible Application Of The Time Value Of Money Concept","authors":"C. Schmidt","doi":"10.19030/AJBE.V9I3.9701","DOIUrl":"https://doi.org/10.19030/AJBE.V9I3.9701","url":null,"abstract":"Real-life applications of financial concepts are a valuable method to get students engaged in financial topics. While especially non-finance majors often struggle to understand the importance of financial topics for their personal lives, applying these theories to real-life examples can significantly improve their learning experience and increase their understanding. This teaching case demonstrates how the time value of money concept can be applied to one’s private retirement planning. Because of its simple assumptions, the case is targeted at an audience with little financial knowledge and can be used in finance as well as in accounting classes.","PeriodicalId":356538,"journal":{"name":"American Journal of Business Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132112434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}