Undergraduate Business Administration Students Research Articles

Negócios sociais: a percepção, a consciência e o grau de interesse pelo tema para os alunos de graduação em Administração

Este estudo teve como objetivo entender a percepção e o conhecimento dos alunos de administração da FEA-USP sobre o tema negócios sociais. Negócios Sociais são empreendimentos que alinham a lógica de mercado e a lógica social, ou seja, buscam a autossustentação pela venda de produtos e serviços juntamente com a geração de valor social. Considerou-se importante mapear até que ponto alunos de administração têm interesse nesse tipo de organização. Realizou-se um levantamento quantitativo com uma amostra de 515 alunos do curso de graduação em Administração de Empresas da FEA USP. Dentre os achados, destacaram-se: a maioria acredita que seu conhecimento é básico; tem alto interesse e acha importante; nunca participou de atividades extracurriculares; depende de recomendação de amigos e parentes para entender e fazer parte; não conhece o tema a fundo, mas faz muitas associações corretas de conceitos; e acredita que as maiores dificuldades dos empreendimentos sociais são autossustentação financeira e atração de investidores. A principal contribuição deste estudo está na observação que há uma lacuna no ensino de administração na formação de gestores para empreendimentos sociais.

TEACHING BEYOND SOCRATES: AN EXPERIMENT WITH ICTS FOR AN UNDERGRADUATE COURSE OF BUSINESS ADMINISTRATION AT A UNIVERSITY IN SOUTHERN BRAZIL

This research examined the influence of multimedia presentations on content retention and satisfaction of business administration students when subjected to different didactic standards. For this study we used experimental procedures with 147 undergraduate students of Business Administration at a university in southern Brazil. As for the retention of the contents, statistical differences were found between the experimental groups; classes with dynamic slides showed better results. As for the influences of teaching tools in students' satisfaction, the survey indicated that dynamic slides facilitate the logical and rational development of the discipline and raise students' motivation. Traditional slides, in turn, can disperse the interest of the student and suppress attention to the teacher.

Construction of Meaning of the Undergraduate Course in Business Administration by High and Low Income Students

This paper reports the results of an empirical study undertaken with a sample of 368 undergraduate business administration students from five private universities in a large Brazilian city. The objective was to analyze the differences in perceptions of the course by students from high and low income backgrounds regarding the following issues: the cultural and symbolic elements involving higher education; the relevance of higher education in consumer priorities and the influence on consumption behavior of students; the appropriateness of the course to their reality; and the expected benefits of obtaining a degree. The data were analyzed using the Grade of Membership (GoM) and t-test statistical techniques. The results, which were compared with the theoretical framework on consumption in a cultural and symbolic perspective, signaled there is a difference in meaning between the two groups of students.

SERVQUAL to measure perceptions and expectations of library users: a case study of a public university library of Pakistan

The study aims to determine the gap between perceived and expected service quality of COMSATS Institute of Information Technology (CIIT) library. Data were obtained from faculty members, graduate students and undergraduate students of Business Administration about the service quality of CIIT library. A final sample of 281 respondents was used for data analysis. The obtained data were analysed by comparing mean and standard deviation of perceived and expected service quality. Gap analysis of expected and perceived service quality was also conducted and ANOVA test was used to observe the significant mean differences of expectations and perceptions among faculty members, graduate and undergraduate students. Findings of this survey reveal a disparity between the expectations and perceptions of respondents and thus require that the library should enhance its services, especially staff oriented. The results will be beneficial and act as guidelines for the library management in identifying their strengths and weaknesses.

O efeito da marca na negligência da omissão: uma pesquisa experimental

A negligência da omissão é caracterizada pela falta de sensibilidade a informações ausentes ou desconhecidas. Esse fenômeno é bastante recorrente, haja vista não ser raro um consumidor ter que tomar uma decisão amparada por um julgamento formulado com base em informações incompletas. Pesquisas anteriores indicaram que, frequentemente, as pessoas não conseguem identificar a ausência de informações importantes, fazendo com que fortes convicções sejam formadas com base em evidências pouco consistentes. Com isso, o principal propósito deste trabalho é compreender os efeitos da marca na negligência da omissão. Para tanto, foram realizados três experimentos envolvendo 769 estudantes de administração de empresas. As aplicações empíricas apoiam o entendimento de que indivíduos com baixo nível contextual cognitivo (não experts) são insensíveis à omissão de atributos, além de serem extremamente positivos nas avaliações que efetuam, mesmo quando não há motivo aparente para que isso ocorra. Comparando os achados dos experimentos, pode-se entender que uma marca reconhecida influencia de maneira mais contundente a avaliação dos experts do que a dos não experts. Mesmo que experts ancorem seus julgamentos na avaliação mais estrita dos atributos disponíveis, uma marca reconhecida desempenha forte influência na avaliação geral do objeto.

ATITUDE E MOTIVAÇÃO EM RELAÇÃO AO DESEMPENHO ACADÊMICO DE ALUNOS DO CURSO DE GRADUAÇÃO EM ADMINISTRAÇÃO EM DISCIPLINAS DE ESTATÍSTICA: FORMAÇÃO DE CLUSTERS

<p>O objetivo do presente artigo é analisar a formação de clusters, levando-se em consideração: variáveis de caracterização do aluno, atitude perante a Estatística, motivação acadêmica e desempenho. Os dados foram coletados por meio da aplicação de um questionário a 278 estudantes do curso de graduação em Administração, em duas faculdades públicas do estado de São Paulo, no segundo semestre de 2011. O questionário foi composto de perguntas para a caracterização dos alunos, Escala de Motivação Acadêmica (ema), Escala de Atitude perante a Estatística (sats), bem como uma nota relativa à autopercepção de aprendizado, sendo que a nota na disciplina foi obtida junto ao docente responsável. Verificou-se que apenas a área de interesse mostrou-se como possível variável diferenciadora, dada a composição dos 3 grupos. O grupo de alunos com maior interesse na área de Finanças apresentou as maiores pontuações tanto em relação à atitude perante a Estatística como em relação à motivação acadêmica, exceto Desmotivação, apresentando também, os maiores valores para o desempenho tanto em relação à nota quanto em relação à autopercepção.<br /><br /></p>

Explaining entrepreneurial intentions by means of the theory of planned behaviour

PurposeThis paper sets out to present a detailed empirical investigation of the entrepreneurial intentions of business students. The authors employ the theory of planned behaviour (TPB), in which intentions are regarded as resulting from attitudes, perceived behavioural control, and subjective norms.Design/methodology/approachThe methodology used was a replication study among samples of undergraduate students of business administration at four different universities (totaln=1,225). Five operationalisations of intentions are used as well as a composite measure. Prior to the main study, qualitative research conducted at two other universities (totaln=373) was held to operationalise the components of the TPB.FindingsThe results show that the two most important variables to explain entrepreneurial intentions are entrepreneurial alertness and the importance attached to financial security.Research limitations/implicationsVarious research design features are used that result in better and more detailed explanations of entrepreneurial intentions.Practical implicationsShould one want to stimulate entrepreneurship in educational or training settings, then this paper's results provide guidance. Several suggestions are offered on how entrepreneurial alertness can be improved and financial security concerns can be reduced.Originality/valueThe study provides detailed and solid results on entrepreneurial intentions which are positioned in the career literature.

“The Other Side of the Coin”: What Do Business Schools Teach the Typical Business Undergraduate Student About the Nonprofit Sector? A Case Study From the Netherlands

This article focuses on the exposure of the typical undergraduate business student to the nonprofit sector and management, as opposed to focusing on learning opportunities available to interested students in particular, as is typically reviewed in research on nonprofit management education. To address this novel question, the authors employed a multimethod research strategy to investigate the coverage of the nonprofit sector in the undergraduate business degree program of a leading international business school: the Rotterdam School of Management, Erasmus University in the Netherlands. Based on an exhaustive review of course syllabi, interviews with faculty members, systematic analysis of course lecture notes, and a student discussion group, the results show rather tepid attention to the nonprofit sector and management in the undergraduate curriculum. The article concludes with a discussion of the implications of these findings for instruction of business administration undergraduate students to prepare them for interaction with the nonprofit sector.

The Trait of Curiosity as a Predictor of Emotional Intelligence

This study examined the relationship between curiosity and emotional intelligence (EI) in a sample of graduate and undergraduate business administration students. Curiosity was assessed using the Melbourne Curiosity Inventory (Naylor, 1981) and the Curiosity and Exploration Inventory (Kashdan, Rose, & Fincham, 2004), and EI was measured using the Trait Meta‐Mood Scale (TMMS; Salovey, Mayer, Goldman, Turvey, & Palfai, 1995). Results indicate a significant relationship between trait curiosity and EI. Relationships between the subscales of the 3 measures are also reported. Stepwise regression analysis indicates that trait curiosity and absorption curiosity were the best predictors of total EI; while absorption curiosity was the best predictor of attention to emotions, clarity of emotions, and repair of emotions. Curiosity [has been] conceptualized as a positive emotional‐motivation system associated with the recognition, pursuit, and self‐regulation of novelty and challenge. (Kashdan, Rose, & Fincham, 2004, p. 291)

University Students’ Perceptions Regarding Ethical Marketing Practices: Affecting Change Through Instructional Techniques

Many believe that colleges of business have a role to play in improving the level of marketing ethics practiced in the business world, while others believe that by the time students reach the level of university education, their ethical beliefs are so ingrained as to be virtually unalterable. The purpose of this study is to add to the literature regarding university students’ ethical value judgments. It utilizes scenario studies to assess base line ethical values of junior level undergraduate business administration students, then techniques are employed to influence students’ perceptions of the ethics of various marketing practices, and students’ values are reassessed. A total of 667 junior and senior level students majoring in business administration (52% female; 48% male; 72% 22-years old or younger) participated in the pre-tests and 525 students (47% female; 53% male; 70% 22-years-old or younger) participated in the post-tests. The results of the before/after studies indicate that some experimental techniques are more effective than others in affecting change, but it is difficult to affect long-run change in those predisposed to unethical behavior.

Study to Validate Prerequisites in Business Communication for Student Success

As business communication faculty members incorporate technology in their courses, curriculum designers need to address the extent to which students need to be computer literate. This study of undergraduate business administration students at California State University, Northridge, was undertaken to determine whether the business computer literacy requirement contributes to the students' overall performance in business communication. The findings indicate that students who completed the business computer literacy requirement performed significantly better in business communication than those who did not complete the program.

Anchor Points, Reference Points, and Counteroffers in Negotiations

Based on the theoretical assumptions that counteroffers are generated through an anchoring-and-adjustment process and that offers are perceived as gains or losses relative to a reference point, predictions were made of how, in a price negotiation, the size of counteroffers vary with proposed selling prices and reservation prices. The predictions were confirmed in two experiments. In Experiment 1, 64 undergraduate students of business administration playing the role of buyers of condominiums were presented proposed selling prices and asked to give a counteroffer which a hypothetical seller would accept or reject. A reference point was induced by telling subjects their reservation price. Before giving a counteroffer subjects were asked to indicate whether it was higher or lower than an arbitrary anchor point. In four different groups of subjects, high vs. low reference point was crossed with high vs. low anchor point. The results showed as expected that the counteroffers were higher for a high than for a low anchor point, and higher for a high reference point when the anchor point was perceived as a gain than for a low reference point when the anchor point was perceived as a loss. In Experiment 2 in which another 48 undergraduate students of business administration participated, the anchor points were the proposed selling prices and the reference point (reservation price) was manipulated by providing estimates of the market price. The results were as predicted, thus suggesting that the proposed selling prices operated as anchor points and that the estimated market prices affected the reservation prices (reference points) so that the selling prices and estimated market prices jointly affected the counteroffers.

Factors influencing personal computer usage: the gender gap

Examines gender differences in factors influencing PC usage by collecting data via a questionnaire survey of undergraduate business administration students. Presents the results, which were analysed using analysis of covariance procedures, pointing out that age and prior experience with computers were controlled in the analysis. Reveals significant gender differences for factors related to “image”, “ease of use”, “job fit” and “voluntariness”, but finds no significant gender differences for factors related to “usefulness”, “trialability” and “complexity”. Discusses the implications of these findings.

Women in Management Review

Volume 8 Number 5 of Women in Management Review contains three articles. In the first, entitled “Gender Effects in Salary Increases: A Shifting Pendulum?” by Kenneth W. Thornicroft, the author maintains that a large number of studies suggest that in experimental reward allocation scenarios, females tend to under‐reward themselves vis‐a‐vis similarly situated males. However, the principal studies date from the 1970s and early 1980s. In the past decade there has been a substantial public policy effort, reflected in employment equity legislation and organisation‐level initiatives, targeting direct and systemic gen‐der‐based discriminatory practices. There is some evidence that gender‐ based discriminatory employment practices are receding. In this study, involving 127 undergraduate business administration students, the student allocator's gender was not a significant predictor of reward allocation behaviour. Even more provocative, the results suggest that a reward allocation bias systematically operated in favour of women.

GENDER EFFECTS IN SALARY INCREASES: A SHIFTING PENDULUM?

A large number of studies suggest that in experimental reward allocation scenarios, females tend to underreward themselves vis‐à‐vis similarly situated males. However, the principal studies date from the 1970s and early 1980s. In the past decade there has been a substantial public policy effort, reflected in employment equity legislation and organization‐level initiatives, targeting direct and systemic gender‐based discriminatory practices. There is some evidence that gender‐based discriminatory employment practices are receding. In this study, involving 127 undergraduate business administration students, the student allocator′s gender was not a significant predictor of reward allocation behaviour. Even more provocative, the results suggest that a reward allocation bias systematically operated in favour of women.

The Group Embedded Figures Test: The Learning Effect Reexamined

The Group Embedded Figures Test was administered to 96 undergraduate business administration students at a Canadian university. Analysis suggests that the learning effect may not be independent of the order in which the two main parts of the test are completed and any learning effect may be confounded by the non-comparable difficulty of the two main parts.

THE GROUP EMBEDDED FIGURES TEST: THE LEARNING EFFECT REEXAMINED

The Group Embedded Figures Test was administered to 96 undergraduate business administration students at a Canadian university. Analysis suggests that the learning effect may not be independent of the order in which the two main parts of the test are completed and any learning effect may be confounded by the non-comparable difficulty of the two main parts.

Weighting biodata to predict success of undergraduate business administration students in introductory data processing

(This paper has been accepted for publication in the Proceedings, but the photo-ready form was not delivered in time. Copies of the paper should be available upon request at the presentation.)

The cost-effectiveness of team debugging in teaching cobol programming

A team-debugging approach to teaching introductory COBOL programming is described. Team debugging activities consist of the formation of different three-person teams for each assigned program to read and critique team members' program listings. These activities require no additional resources or drastic changes in teaching style.The effectiveness of this approach was empirically assessed with a sample of 215 undergraduate Business Administration students. An experimental group participated in the team debugging activities while a control group did not. COBOL proficiency was measured by a final examination testing (1) knowledge of language rules, (2) the ability to read a program listing, and (3) the ability to write a program, Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning ability. The experimental group achieved higher mean scores for all three variables. For the program writing variable, the difference was statistically significant (F = 9.50, p < .05).The findings provide empirical support for incorporating team debugging activities into the programming learning process to more effectively develop student proficiency in writing COBOL programs.

Relationships Among Four Measures of Achievement Motivation

Short, objective tests of achievement motivation have considerable potential appeal to investigators for reasons of economy and ease of analysis. Two new paper-and-pencil tests of achievement motivation developed by Hermans and Mehrabian were examined to determine whether they might be comparable to two older measures, McClelland's TAT n-Ach and the achievement scale of the Edwards Personal Preference Schedule. The four measures were administered to 65 undergraduate business administration students at San Diego State University. Although the results reflected a modest (.30) correlation between the Hermans and the TAT n-Ach, no other significant correlations among pairs of the four achievement measures were found. The results lend support to past findings; namely, that the various achievement measures would appear to be measuring dissimilar constructs.