Undergraduate Business Courses Research Articles

Educating for sustainability: A double-edged sword?

Evidence from three sections of an undergraduate Business, Government and Society (BG&S) core course suggests that heightened awareness of corporate and executive wrong-doing vis-a-vis the natural environment, and/or emphasis on the business case for greener business practices, may contribute to student cynicism regarding the normative value that business executives place on environmental quality. Since perception of authority-figure attitudes is an important driver of legitimacy, and since legitimacy influences willingness to take action, educating for sustainability may sometimes have the unintended effect of reducing student inclination to act on their personal beliefs once they join the workforce.

Teaching Cases On Conflicts Of Interest In The Workplace: How To Avoid Ethical Dilemma

his paper presents three teaching cases on common types of conflicts of interest in the workplace: (1) fraternization (supervisor-subordinate dating), (2) nepotism, and (3) when a relative or friend is employed by a supplier or customer. These short case studies can be used in the classroom to explore the difficult issues that accompany conflicts of interest in the workplace. It is envisioned that these three cases will generate classroom discussion at a level appropriate for an undergraduate business course dealing with ethical issues caused by conflicts of interest.

Interdisciplinary, Team-Taught, Undergraduate Business Courses: The Impact of Integration

Given the widespread use and success of cross-functional teams in industry and the American Assembly of Collegiate Schools of Business's focus on the importance of interdisciplinary education, many business schools have incorporated interdisciplinary elements into their curricula. This study examined current student and alumni perceptions of the value of interdisciplinary, teamtaught, undergraduate business courses. Of specific concern was the impact of perceived integration. Overall, the courses were perceived to have value. In addition, the more integrated the course, the more positively it was evaluated on every dimension. Practical and research implications are discussed.

Students’ Perceptions of Online Learning: A Comparative Study

In search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a “blend” of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative. These outcomes suggest that instructors should be selective in the way they integrate online units into traditional, classroom-delivered courses. This integration should be carefully planned based on learner characteristics, course content, and the learning context. For most participants of the study (83 percent), this was their first experience completing an online learning activity or module. In addition, the largest dissatisfaction factor reported among the participants was the time required to complete the online modules. Future research is encouraged to explore: (1) how previous experience with technology and online learning affects students’ attitudes towards and success with e-learning; and (2) the effects of interspersing online units that are considerably shorter in length into the traditional classroom model. This additional research can provide greater in- sight into which factors promote e-learning success.

Predicting Student Demand for Online Courses in the College of Business

ABSTRACT Demographic and behavioral characteristics of students in four undergraduate online business courses were analyzed in order to build profiles of online demand, as well as to determine the market segment(s) being served. The analysis revealed student traits that demonstrate multiple market segments being served by these courses. A predictive model was prepared that incorporates key independent student variables that can forecast student demand for courses and degree programs online.

Using Problem-Based Learning to Develop Skills in Solving Unstructured Problems

This article describes my efforts to improve student skills in solving unstructured problems in a junior-level undergraduate business course by employing a problem-based learning (PBL) design. A rationale for adopting a PBL approach for this course is articulated. A 7-step problem-solving model is then presented. The course’s design is described, including its learning outcomes, PBL projects, associated learning activities, and methods of assessing learning. Finally, student reactions and evidence of learning are discussed. The article concludes by raising a related issue: If graduates possess skills in solving unstructured problems, will businesses be receptive to their use?

The Domains of Undergraduate International Business and International Management Courses in Accredited Schools of Business

ABSTRACT This study compared undergraduate international business and international management course syllabi from 190 management departments at accredited U.S. business schools. Comparisons revealed considerable overlap in topic areas in the two courses. The findings indicate the need for greater domain clarity and differentiation in objectives, topic areas covered, and textbooks used. Domain clarification could lead to more truthful representation of the two courses, better training and disciplinary grounding of course instructors, more appropriate hosting of the courses in business school departments, and enhanced skill-sets among students in these courses. Finally, clear domain definitions are necessary for reliability and validity in international business research.

An exploratory investigation of the potential relationship between student learning styles, course grade, cumulative grade point average and selected demographics in on‐line undergraduate business courses

Researchers have made significant progress in understanding human cognitive learning styles, which refer typically to a single capability or preference that possibly enhances learning in some situations and in others hinders learning. Sums up further research should be encouraged to identify the students to become more successful in online courses in the future.

Reticence in second language case discussions: anxiety and aspirations

In business education, case methods of teaching are widely used to help students develop their interpersonal, problem-solving, and decision-making skills. At the heart of this methodology is the full-class case discussion in which the lecturer strives to draw students into the analysis of a case (a narrative describing a dilemma in an organization). Case leaders in Asia, however, often face a very challenging and frustrating situation. Why do their students hold back from participating in discussions and what can be done to increase their involvement? In Hong Kong, an ethnographic study investigated the reticence of Chinese students in four sections of an English-medium undergraduate business course. By way of surveys and interviews with the lecturers and their students as well as the observation and analysis of videotapes of their case discussions, the researcher sought to better understand the reasons for the students' reticence in these events. A complex mix of affective, sociocultural, and educational factors were found to play a significant role in determining the level of interaction. The findings suggested specific strategies that case leaders and business communications teachers might adopt to increase the participation of reticent students.

Evolution in Business Statistics Curricula: Learning from the 'Making Statistics more Effective in Schools of Business' Conference

Summary. Reforms recommended over a decade ago at the inaugural 'Making statistics more effective in schools of business' conference have made only minimal headway, despite popular acknowledgement and academic endorsement. Longitudinal evidence collected from a near census of Master of Business Administration programmes and undergraduate business courses in Australia and New Zealand confirms the lack of progress. We find that the content of courses (with emphasis on statistics of quality), computer integration and the use of real data have not reached the ideals proposed. We argue that the large core courses need urgent attention. Statisticians also need to communicate with other staff and to promote statistics. The findings carry strategic implications for statisticians and statistics educators beyond the geographic domains examined here.

10.5840/jbee200852

This article presents findings from a series of research studies designed to identify classroom teaching practices that can enhance moral reasoning of undergraduate students in business foundational courses. The research, conducted over five semesters at a Midwestern university, resulted in the development of teaching methods and materials that can, when properly sequenced and integrated into undergraduate business courses, increase levels of student moral reasoning as measured by the revised version of the Defining Issues Test (DIT-2). Findings in this research demonstrate that faculty members who are not specialists in business ethics can effect positive increases in student moral reasoning in non-ethics business courses. However, significant time and effort must be invested in case-based moral decision making, and grade incentives for students to engage the use of an ethical decision-making framework are required.

The Performance of GNVQ Entrants on Undergraduate Business Courses

abstract The academic achievement, failure rates and withdrawal rates of 125 GNVQ entrants on the first year of full‐time undergraduate business courses were compared with ‘A’ Level entrants. Although ‘A’ Level entrants tended to achieve higher marks on average, the differences between the means of the two groups were significant for only two out of eleven assessments. There was no difference in the proportions of GNVQ and ‘A’ Level entrants failing assessments in five out of six assessments compared. There was no difference in the proportions of students withdrawing from their courses except on HND Business and Finance where GNVQ students were less likely to withdraw. These results suggest that students entering Higher Education with a GNVQ in Business were not disadvantaged in their first year of study.

Team Assignments Can Be Effective Cooperative Learning Techniques

Abstract For almost a decade, studies have concluded that sole reliance on the lecture method is not effective because the student is the passive recipient in the learning process. Yet many of the business courses in higher education are taught through the lecture format. This article discusses the advantages of cooperative learning when applied to team assignments. Team assignments, an active application of theory, are recommended as a complement to the lecture. A team assignment structure and the problem of the “free rider” are discussed. The forms are “generic,” to suggest that they can be adapted to any undergraduate or graduate business course.

Attitudinal and Environmental Influences on Preferences for Undergraduate Business Courses

Early research on the nature of university choice is found wanting in terms of depth of analysis and in application to the Australia situation. An application of Fishbien's Extended Multi-Attribute model supported the notion that students' expctations of enrolment in a university were more highly correlated with attitudes towards enrolment than attitudes towards the institution itself. Subjective Norms, the perceived views of significant others, were found to have a marginal influence. The relationship was mediated by situational constraints: expected Tertiary Entrance score and the amount of Information students felt they had about an institution. Demographic variables were found not to have a significant effect on expectations of enrolment in any particular university. Details of the survey and data analysis procedures are discussed and suggestions are made for further research.

Cognitive Level and Achievement in Computer Literacy

Abstract This study measured to what degree achievement in a computer literacy course related to each of the following variables: general cognitive level, computer aptitude and prior experience using computers, and inherent stress. Subjects were 60 students enrolled in an undergraduate business course designed to teach the use of software packages. Achievement was measured by three course exams. Achievement early in the course was moderately related to measures of computer aptitude and cognitive level, but by the end of the course prior experience using computers emerged as the most important variable. Despite the logical and empirical connections drawn between general cognitive abilities and the ability to learn how to use computers, general abilities may be only marginally relevant to the task of learning to use software.

Library Assignments in Undergraduate Business Courses: a Simplified Approach

Library Assignments in Undergraduate Business Courses: a Simplified Approach

Team Teaching a Class on Integration of Faith and Business: Observations and Lessons Learned From the Experience

A newly developed elective undergraduate business course titled “Integration of Faith and Business” is offered for review. This paper explains the rationale for the structure and content of the course. The paper also shares highlights from the experience, lessons learned, and student responses.

The Master's Degree in Economics and Business

PROBABLY upon no subject in the field of higher education is there less agreement than on the question of what are the desirable prerequisites and requirements for a Master's degree in economics or business. This is partly because we do not know precisely what our objectives are in giving graduate work in this field. Especially is this true of programs for the Master's degree in business. With candidates for the degree, in economics, the problem has been easier, since traditionally the graduate students in economics have been chiefly persons who have wanted to teach. The year or two of graduate work for them which has been rewarded by a Master's degree has thus ordinarily been part of a longer program leading to the doctorate, concluded either in residence or elsewhere at some later time. But most candidates for the Master's degree in business have no such ultimate academic objective. They want the actual year or two of work beyond their undergraduate business course merely to carry their mastery of the field, or of some subdivision of it, than their undergraduate work has done. But just what somewhat farther here means is something to which relatively few students themselves have given any great amount of thought. To be sure, some of them undeniably wish to specialize-to do most of their work in banking, in finance, or in accounting. Others desire a less intensive training in one field, but want to cultivate rather carefully several fields, while still others place themselves in the hands of their advisers as though they were clay and say Here, make something out of me. To which the experienced observer, who has seen numerous degreechasers of this sort before, is tempted to remark, Yes, just try and do it! Since there is no consensus as to whether or not the aim of the Master's degree should be primarily to train specialists, to train research men, or to give just general training for business, I shall assume