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Journal of Education for Business最新文献

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Gamification in business education: Visualizing bibliometric networks analysis 商业教育中的游戏化：可视化文献计量网络分析
IF 1.2
Journal of Education for Business Pub Date : 2022-10-24 DOI: 10.1080/08832323.2022.2129553
Chai-Lee Goi
{"title":"Gamification in business education: Visualizing bibliometric networks analysis","authors":"Chai-Lee Goi","doi":"10.1080/08832323.2022.2129553","DOIUrl":"https://doi.org/10.1080/08832323.2022.2129553","url":null,"abstract":"Abstract The term “gamification” was introduced in 2002 and used in business education to enhance the teaching and learning process and connect students with the real world of business. This research aims to review gamification in business education using visualizing bibliometric networks analysis. A total of 343 Scopus-indexed research papers published from 2012 to 2022 were analyzed related to the use of gamification in business education, both teaching and learning, as well as training. In addition, the analysis of research papers also covers the use of gamification in teaching business-related subjects in other specializations.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"229 - 241"},"PeriodicalIF":1.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46531946","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}
引用次数: 1
What’s Your Zip Code Story? Understanding and Overcoming Class Bias in the Workplace 你的邮政编码故事是什么？理解和克服职场中的阶级偏见
IF 1.2
Journal of Education for Business Pub Date : 2022-10-04 DOI: 10.1080/08832323.2022.2123771
J. Morrison
{"title":"What’s Your Zip Code Story? Understanding and Overcoming Class Bias in the Workplace","authors":"J. Morrison","doi":"10.1080/08832323.2022.2123771","DOIUrl":"https://doi.org/10.1080/08832323.2022.2123771","url":null,"abstract":"","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"293 - 294"},"PeriodicalIF":1.2,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42489262","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}
引用次数: 0
Short instructional videos for the TikTok generation TikTok一代的短教学视频
IF 1.2
Journal of Education for Business Pub Date : 2022-09-28 DOI: 10.1080/08832323.2022.2103489
N. Ding, Xiaoyan Xu, Emily Lewis
{"title":"Short instructional videos for the TikTok generation","authors":"N. Ding, Xiaoyan Xu, Emily Lewis","doi":"10.1080/08832323.2022.2103489","DOIUrl":"https://doi.org/10.1080/08832323.2022.2103489","url":null,"abstract":"Abstract This quasi-experimental study examines the effect of short instruction videos on students’ business statistics learning. Two hundred and thirty-one Dutch students attended 6-week online seminars on Business Statistics. One hundred and nineteen students were in an experimental group, and 112 in a control group. Students in the experimental group watched short instructional videos and studied online quizzes at their own pace. In the control group, students followed teachers’ instructions throughout the seminars. It was found students watching short videos significantly outperformed those following teachers’ virtual instruction. Short videos were especially useful for those who were good at math. The research sheds light on the design of hybrid learning, particularly for business statistics education at the university level. HIGHLIGHTS A quasi-experimental research to examine the effects of short instructional videos on students’ statistics learning performance vs. the virtual lectures with teachers. Evidence of the benefits of short videos in statistics education for students who are good at math. Practical experiences sharing for designers of instructional videos. Recommendations for creating short instructional videos in higher education.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"175 - 185"},"PeriodicalIF":1.2,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44295984","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}
引用次数: 2
Geographical location and its impact on demand for online MBA programs 地理位置及其对在线MBA课程需求的影响
IF 1.2
Journal of Education for Business Pub Date : 2022-09-22 DOI: 10.1080/08832323.2022.2093318
Eric J. Neuman, K. Briggs
{"title":"Geographical location and its impact on demand for online MBA programs","authors":"Eric J. Neuman, K. Briggs","doi":"10.1080/08832323.2022.2093318","DOIUrl":"https://doi.org/10.1080/08832323.2022.2093318","url":null,"abstract":"Abstract We examine whether geography is related to online MBA program demand. Although online education seemingly mitigates geographical location as a barrier to attracting students, the location may still play a role in establishing students’ familiarity with schools and with creating competition among neighboring institutions. Using archival data, we find that schools in larger populations see more applications and more entrants to their online MBA programs, while more local competition suppresses demand for a school’s online MBA program unless the school is highly ranked. These results serve as a caution to administrators who view online education as a solution to constraints they face in attracting students locally.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"143 - 152"},"PeriodicalIF":1.2,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44318298","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}
引用次数: 0
Perceived ethics among business students: Gender makes a difference 商科学生的道德认知:性别有影响
IF 1.2
Journal of Education for Business Pub Date : 2022-09-16 DOI: 10.1080/08832323.2022.2107606
Alexander Chen, Michael J. Rubach, M. Carson, Ashlynn Morton
{"title":"Perceived ethics among business students: Gender makes a difference","authors":"Alexander Chen, Michael J. Rubach, M. Carson, Ashlynn Morton","doi":"10.1080/08832323.2022.2107606","DOIUrl":"https://doi.org/10.1080/08832323.2022.2107606","url":null,"abstract":"Abstract The authors examined the ethical perceptions of 262 college students. The present study follows prior studies using 10 scenarios that cover four categories: societal responsibilities, personal gains, corporate gains, and ethical principles. The findings indicate that social issues and ethical principles are more important to students, while personal gains have more significance than corporate gains. Gender plays a significant role in moral perceptions, with women being less tolerant of unethical behavior. Women who encountered ethical concepts in classes and participated in religious practices were less accepting of unethical behaviors. Ramifications for ethics education are shown, with gender being an intermediate (control) factor.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"192 - 198"},"PeriodicalIF":1.2,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59454024","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}
引用次数: 0
Creating an escape room activity to enrich students’ undergraduate management education 创建密室逃生活动，丰富学生的本科管理教育
IF 1.2
Journal of Education for Business Pub Date : 2022-09-09 DOI: 10.1080/08832323.2022.2111542
Jay S. Pickern, Helena R. Costakis
{"title":"Creating an escape room activity to enrich students’ undergraduate management education","authors":"Jay S. Pickern, Helena R. Costakis","doi":"10.1080/08832323.2022.2111542","DOIUrl":"https://doi.org/10.1080/08832323.2022.2111542","url":null,"abstract":"<p><b>Abstract</b></p><p>Educational escape rooms are beneficial for student learning as it relates to critical thinking, decision making under time constraints and practical exploration of real-life work scenarios. This type of learning experience is beneficial across many disciplines with emphasis for healthcare management due to the dynamic nature and common pressures of professional healthcare. The following paper contributes to existing literature by presenting an educational escape room designed as a pedagogical innovation for teaching healthcare management. Future research and future assessment directives are discussed.</p>","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"2 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520565","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}
引用次数: 0
Business school grades, assessment scores, and course withdrawals in the Covid-19 pandemic 新冠肺炎大流行期间商学院的成绩、评估分数和课程退学
IF 1.2
Journal of Education for Business Pub Date : 2022-08-18 DOI: 10.1080/08832323.2022.2109563
Bryan Engelhardt, Marianne Johnson, S. Siemers
{"title":"Business school grades, assessment scores, and course withdrawals in the Covid-19 pandemic","authors":"Bryan Engelhardt, Marianne Johnson, S. Siemers","doi":"10.1080/08832323.2022.2109563","DOIUrl":"https://doi.org/10.1080/08832323.2022.2109563","url":null,"abstract":"Abstract We compare student performance before and during the Covid-19 pandemic using three course outcome measures: grades, scores on standardized course-specific assessment tests, and the incidence of dropping, withdrawing, or earning a grade of F. Across 10,000 observations and all business disciplines, grades trended higher throughout pandemic, although student performance on assessment tests and the incidence of failing or dropping remained unchanged. This suggests that universities and employers who use GPA as a screening tool should be cautious. First-year and first-generation students did significantly worse in online courses when compared to courses with some in-person element, suggesting that universities and instructors may need to devote academic support resources to these subgroups.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"199 - 215"},"PeriodicalIF":1.2,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42259532","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}
引用次数: 2
A methodological framework for the implementation of an interdisciplinary business analytics program using ordinal game theory 使用有序博弈论实现跨学科商业分析程序的方法论框架
IF 1.2
Journal of Education for Business Pub Date : 2022-08-18 DOI: 10.1080/08832323.2022.2109001
Jeremy St. John, Karen St. John, Ruben Ceballos
{"title":"A methodological framework for the implementation of an interdisciplinary business analytics program using ordinal game theory","authors":"Jeremy St. John, Karen St. John, Ruben Ceballos","doi":"10.1080/08832323.2022.2109001","DOIUrl":"https://doi.org/10.1080/08832323.2022.2109001","url":null,"abstract":"<p><b>Abstract</b></p><p>The authors’ aim was to present a practical decision-making framework for decision makers (DMs) to use in evaluating interdisciplinary strategic approaches to degree program development. A framework based on ordinal game theory was applied using a recent decision to create an interdisciplinary business analytics program at a small, public university. The optimal Nash, in which each decision maker receives the most desirable outcome, was determined. The proposed methodological framework can be used for the design, evaluation, and postcommitment support of any interdisciplinary degree program.</p>","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"36 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520579","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}
引用次数: 2
COVID-19’s effect on study hours for business students transitioning to online learning 2019冠状病毒病对转向在线学习的商科学生学习时间的影响
IF 1.2
Journal of Education for Business Pub Date : 2022-08-18 DOI: 10.1080/08832323.2022.2103488
Weiwen Liao, Ronnie Abukhalaf, J. W. Powell
{"title":"COVID-19’s effect on study hours for business students transitioning to online learning","authors":"Weiwen Liao, Ronnie Abukhalaf, J. W. Powell","doi":"10.1080/08832323.2022.2103488","DOIUrl":"https://doi.org/10.1080/08832323.2022.2103488","url":null,"abstract":"Abstract Schools transitioned face-to-face (F2F) classes online in spring 2020 due to COVID-19. This paper reports on changes in study hours of business majors at a public university amid this transition. The analysis by enrollment type of quantitative data collected from 250 students shows an overall significant difference in study hours per class for all students. However, the difference is between students enrolled in online and F2F classes before the transition. F2F-only or online-only students did not significantly have a change in study hours after the transition. This report discusses these results and explores suggestions for helping students transition to online learning.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"167 - 174"},"PeriodicalIF":1.2,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48539690","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}
引用次数: 1
The project management profession: Current state of U.S. Graduate programs 项目管理专业：美国研究生项目的现状
IF 1.2
Journal of Education for Business Pub Date : 2022-08-05 DOI: 10.1080/08832323.2022.2105781
E. V. Lopez, J. Alexander
{"title":"The project management profession: Current state of U.S. Graduate programs","authors":"E. V. Lopez, J. Alexander","doi":"10.1080/08832323.2022.2105781","DOIUrl":"https://doi.org/10.1080/08832323.2022.2105781","url":null,"abstract":"Abstract Project Management (PM) tools and concepts are being adopted by a growing number of organizations. Consequently, numerous U.S. universities/colleges offer a wide variety of graduate degrees designed to complement existing certifications through organizations such as the Project Management Institute (PMI). This paper explores current graduate PM curricula within the U.S., with a specific focus on how business education is supporting the continued evolution of PM into a more widely recognized status as a profession.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"186 - 191"},"PeriodicalIF":1.2,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49367358","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}
引用次数: 1
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