Journal of Education for Business最新文献

{"title":"From we to me: A dual emphasis on social identity and task autonomy enhances personal learning in student teams","authors":"Gerard Beenen, Shaun Pichler, Jenny Zhang","doi":"10.1080/08832323.2023.2278069","DOIUrl":"https://doi.org/10.1080/08832323.2023.2278069","url":null,"abstract":"Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study’s purpose therefore is to investigate how a dual emp...","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"26 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138574814","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":"The Data to Decision Project: An experiential approach to teaching undergraduate business statistics","authors":"Matthew P. Shatzkin, Wei Chen, David S. Greisler, Christopher Kratz","doi":"10.1080/08832323.2023.2286444","DOIUrl":"https://doi.org/10.1080/08832323.2023.2286444","url":null,"abstract":"Teaching statistics to undergraduate business students is an enduring challenge, often due to student apprehension and low understanding of relevance. The Data to Decision Project is an approach de...","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"14 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138686582","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":"“Can AI really help me land a job?” Student reactions to the use of artificial intelligence in career preparation","authors":"Nora Moran, David Ackerman","doi":"10.1080/08832323.2023.2275205","DOIUrl":"https://doi.org/10.1080/08832323.2023.2275205","url":null,"abstract":"AbstractMany companies use artificial intelligence (AI) to screen job applicants. With more colleges also adopting AI programs to provide feedback on job seekers’ applications, will students be receptive to using these tools? This research shows certain key factors – perceptions of AI program effectiveness and enjoyability, higher networking anxiety, and being a first-generation college student – predict increased interest in using AI programs for career preparation purposes. Additional qualitative analyses also reveal why certain subsets of students have negative attitudes toward such programs. Recommendations for colleges offering AI tools and discussion of ideas for further research are provided.Keywords: Career development and preparationartificial intelligenceVMOCKfirst-generation college students IRB approval informationThe project described in this study was given approval by the CSUN Committee for the Protection of Human Subjects of California State University, Northridge (IRB #: IRB-FY22-158). All participants were given a consent form at the start of the study, as per the guidelines of the IRB at our institution. Identifiable information was not collected or used in our study.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135932796","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":"Comparing the effectiveness of case-based learning and problem-based learning in a core finance class","authors":"Nilakshi Borah, Shishir Paudel, Adam Stivers","doi":"10.1080/08832323.2023.2277272","DOIUrl":"https://doi.org/10.1080/08832323.2023.2277272","url":null,"abstract":"AbstractThis study examines whether case-based learning (CBL) in a core finance class improves student performance. It analyzes students’ exam scores over two semesters at a regional U.S. public university. During the first semester, CBL is used to teach two sections of an intermediate corporate finance class. During the subsequent semester, the first half of the semester is taught using CBL while the second half of the semester is taught using problem-based learning (PBL). The difference-in-differences analysis shows that the advantage of CBL over PBL approach is noticeable. Additionally, the analysis of students’ grade distributions appears to show that the CBL approach lifts students at both the top and bottom strata.Keywords: Case-based learningproblem-based learningfinance pedagogycorporate financecases in finance Disclosure statementThe authors report there are no competing interests to declare.Notes1 The mixed-methods approach is chosen to allow a baseline comparison of students across semesters when the same instructional method is used (CBL). It also allows for a longitudinal comparison of CBL versus PBL.2 The multiple-choice questions used for this experiment are part of the exams that include problem-solving/essay-type questions as well. The exams themselves constitute 75% of the total class grade. The instructor curves the test/class grades as needed to achieve a distribution range that is within the college/departmental practices. Historically, the actual course grades of D/F have seldom exceeded 10%.3 We also gave students in each semester a survey asking them how they would rate their learning in the class compared to their other classes on a 1-5 Likert scale (with 1 representing learning a lot less in the class and 5 representing learning a lot more in the class). In these unreported results (available upon request from the authors), we observe an average response of 3.9 (median of 4) in the CBL semester and 3.4 (median of 3.5) in the mixed methods semester.Additional informationFundingThis work was supported by funding from the University of Wisconsin-La Crosse College of Business Administration and the Menard Family Midwest Initiative for Economic Engagement and Research.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"57 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933460","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":"Student perceptions of open educational resource textbooks and their impact on perceptions of the instructor, learning, and out-of-classroom communication","authors":"Jason L. Snyder, Mark D. Cistulli, Cathleen D. Donahue, Alana S. Ledford","doi":"10.1080/08832323.2023.2260930","DOIUrl":"https://doi.org/10.1080/08832323.2023.2260930","url":null,"abstract":"AbstractCollege textbook costs have risen dramatically since the late 1970s. Open educational resources (OERs) stand as a low- to no-cost alternative. This research examined the impact of OER book adoption on indicators of student performance and perceptions of the instructor, learning, and out-of-classroom communication. The first study compared student course grades and persistence before and after an OER book adoption. The second study focused on student perceptions related to the OER book, course instructor, cognitive and affective learning, and student out-of-classroom communication. Results indicated that OER book usage is beneficial to student learning. Implications impacting both instructors and students are discussed for OER adoption in college classrooms.Keywords: affective learningattitude toward instructorcognitive learningopen educational resourcesout-of-classroom communication","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"7 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263225","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":"How do location, accreditation, and faculty size affect business schools’ ranking?","authors":"Evodio Kaltenecker, Kingsley Okoye","doi":"10.1080/08832323.2023.2268800","DOIUrl":"https://doi.org/10.1080/08832323.2023.2268800","url":null,"abstract":"AbstractThis study analyzed the impact of location, accreditation, and faculty size on the ranking of elite business schools. It used descriptive statistics and inferential analysis (analysis of covariance) to establish the effect of location on the business schools’ ranking while also controlling the influence (impact) of the covariates (accreditation and faculty size) on the outcomes. It found that location and accreditation type do not significantly affect the business schools’ ranking. The size of the faculty impacted the rankings of the programs. However, the pairwise comparison of the critical factors shows that faculty size and accreditation are more impactful in European business schools than in China, the United States/Canada, and other regions. Finally, smaller business schools (mainly in Europe) pursue Triple Crown accreditation to compete with more extensive, U.S.-based programs, favoring only the Association to Advance Collegiate Schools of Business accreditation.Keywords: Accreditationbusiness schoolsfacultylocationrankings","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263417","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":"ChatGPT and the course vulnerability index","authors":"Nodir Adilov, Jeffrey W. Cline, Hui Hanke, Kent Kauffman, Lisa Meneau, Elva Resendez, Shubham Singh, Mike Slaubaugh, Nichaya Suntornpithug","doi":"10.1080/08832323.2023.2260929","DOIUrl":"https://doi.org/10.1080/08832323.2023.2260929","url":null,"abstract":"AbstractThis article develops an index to measure the level of susceptibility of courses to cheating using ChatGPT (Chat Generative Pre-trained Transformer), an advanced text-based artificial intelligence (AI) language model. It demonstrates the application of the index to a sample of business courses in a mid-sized university. The study finds that the vulnerability index varies across disciplines and teaching modalities. As advanced language models become more common in academic settings and create new educational challenges, the study provides an intuitive and practical mechanism for instructors and academic units to measure and assess the vulnerability of their courses to various language-based predictive models.Keywords: ChatGPTcheating using AIclassroom cheatingcourse vulnerability index AcknowledgmentsWe thank the participants of the Midwest Business Association Administration (MBAA) 2023 conference for their helpful suggestions and comments. We also thank Marc Lafuente for his assistance.Author contributionsConceptualization: N. Adilov.Analysis: N. Adilov, J. W. Cline, H. Hanke, K. Kauffman, L. Meneau, E. Resendez, S. Singh, M. Slaubaugh, N. Suntornpithug.Writing and editing: N. Adilov, J. W. Cline, H. Hanke, K. Kauffman, L. Meneau, E. Resendez, S. Singh, M. Slaubaugh, N. Suntornpithug.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 ChatGPT uses multiple layers of “transformers” to understand text, to recognize the patterns, and to predict the next word in the text. ChatGPT has been trained on vast amounts of text data and then “fine-tuned” to be more user-friendly when responding to queries.2 To the best of authors’ knowledge, no other researchers have utilized a similar course vulnerability index. Consequently, we took it upon ourselves to develop the index. However, Adilov and Cline (Citation2023) presented an economic theoretical model and suggested that the value of our course vulnerability index affects the amount of effort a student invests in a course.3 The VI could theoretically increase beyond 100 if an instructor offers extra credit points.4 Hybrid courses are approximately 50% face-to-face and 50% online.5 As an exception to this pattern, ChatGPT’s accuracy in business statistics was at 90%.6 Our recommendations are consistent with the theoretical findings of Adilov and Cline (Citation2023) that the percentage of course requirements where students are able to use AI to cheat should be minimized.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093299","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":"Investigating academic dishonesty among business school students using fraud triangle theory and role of technology","authors":"Renuka Sharma, Kiran Mehta, Vishal Vyas","doi":"10.1080/08832323.2023.2260925","DOIUrl":"https://doi.org/10.1080/08832323.2023.2260925","url":null,"abstract":"AbstractThe propensity to cheat is intrinsic to every kind of education or training that requires effort and commitment. Academic dishonesty is a significant issue among secondary and postsecondary students worldwide. The majority of students have been involved in at least one kind of academic dishonesty in the preceding academic year. The fraud triangle was studied to explain student dishonesty. The present research evaluates how much the fraud triangle theory adds to business school students’ dishonesty. Technology as a mediator has also been studied. The research found that, despite their insight into the gravity of most cheating activities, students continued to actively participate in cheating.Keywords: Academic dishonestyfraud triangle theoryuse of technologystructure equation modelingmediation effect","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135828210","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 qualitative analysis of competencies and skills developed or reinforced in an MBA capstone course and comparison of competencies developed by type of undergraduate major","authors":"Gary Blau, TL Hill","doi":"10.1080/08832323.2023.2260931","DOIUrl":"https://doi.org/10.1080/08832323.2023.2260931","url":null,"abstract":"AbstractUsing qualitative open item analysis, MBA alumni were asked their perceptions of competencies, skills and concepts developed or reinforced in a client-focused team project MBA capstone course. The replies from 167 respondents were aggregated together over a nine-year period from 2013 to 2021. Conversion of coded responses to managerial competencies indicated eight competencies: client relationship management, communication, financial modeling, presentation, project management, research and analysis, strategic deliverable recommendation, and team leadership. This coding structure provided partial convergent validation for prior theoretical and empirical work linking MBA learned-to-needed managerial competencies. In addition, several differences were found between competencies/skills developed or reinforced in the MBA capstone by type of undergraduate major, i.e., business, liberal arts or STEM.Keywords: MBA competenciesMBA capstone courseundergraduate majoropen item analysis Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385101","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 look back at mandatory online instruction: Preserving a record of student preferences and experiences","authors":"Earl J. Weiss, Paul J. Lazarony","doi":"10.1080/08832323.2023.2253492","DOIUrl":"https://doi.org/10.1080/08832323.2023.2253492","url":null,"abstract":"AbstractThis study examines and preserves a record of the preferences and experiences of junior-level business students majoring in accounting when online instruction was mandatory during the COVID-19 pandemic. Two separate surveys were completed by 327 and 247 students covering five semesters. Among other results, the data collected and analyzed included whether students turned off their video (camera) and why, the degree of burnout students experienced, what instructional modality students preferred, the positives and negatives of online instruction, and whether student gender was statistically significant.Keywords: Burnout (fatigue)genderonline instructionpreferencesstudentszoom video (camera) Ethical approvalThe survey used in this study involving human subjects was reviewed by the Committee for Protection of Human Subjects at California State University, Northridge, and found not to be subject to institutional review board regulation.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385544","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}