Template-Type: ReDIF-Article 1.0 Author-Name: Jeff Anstine Title: WHY UNIVERSITIES HAVE DIFFERENT GRADUATION RATES THAN PREDICTED: A RESIDUAL ANALYSIS APPROACH Abstract: This paper examines differences in graduation rates at colleges and universities using both quantitative and qualitative analysis. Building on previous research this paper first uses regression equations to predict what variables influence graduation rates. After controlling for dozens of variables such as standardized test scores, this analysis then looks directly at those schools with significantly higher or lower predicted values. These schools are examined to see what variables might be important in determining graduation rates that are not easily quantified or are just not in data sets. In the quantitative section, results confirm that socioeconomic status, selectivity and other well-established variables highly influence graduation rates. The qualitative research suggests that information such as how well known schools are may influence outcomes, such as those with visible sports teams over-perform smaller, less well-known schools that do not have a visibility beyond academics. Classification-JEL: A20, A22, Z18 Keywords: Graduation Rates, Colleges, Universities, Higher Education Journal: Business Education & Accreditation Pages: 1-12 Volume:12 Issue: 1 Year: 2020 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v12n1-2020/BEA-V12N1-2020-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:12:y:2020:i:1:p:1-12 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas Busko Author-Name: E. Tylor Claggett Title: A PRIMER ON TRADE: REQUIRED CONDITIONS, GAINS, AND CONSEQUENCES Abstract: This paper is intended to teach students, business managers, and policy makers about the fundamentals of trade. Whether it is between countries, firms, or individuals, the basics are universal. We start by describing the production possibility frontier. This frontier defines the combinations of maximum possible outputs in a two product system. Such a model can be expanded to more than two products; however, the two product model demonstrates the important aspects of production and avoids unnecessary complexity. Next, we introduces the concept of consumer preferences as this societal attribute determines what is eventually produced and consequently consumed in a closed system without trade. The no trade restriction is then relaxed and the potential advantages of trade are highlighted. Product price ratios must be within a suitable range to allow trade because traders do not typically trade their products directly for other products. These concepts are demonstrated with appropriate graphics. The next two sections state conclusions and policy implications. The paper concludes with suggestions for assessing student learning outcomes. At the end of the paper, there are several example practice problems and solutions related to the paper’s content Classification-JEL:A22, F120, F410 Keywords: Undergraduate Teaching, International Trade Journal: Business Education & Accreditation Pages: 13-26 Volume:12 Issue: 1 Year: 2020 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v12n1-2020/BEA-V12N1-2020-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:12:y:2020:i:1:p:13-26 Template-Type: ReDIF-Article 1.0 Author-Name: Lynda S. Livingston Title: TEACHING FINANCIAL MARKETS STUDENTS ABOUT REPURCHASE AGREEMENTS: THREE EASY LESSONS Abstract:Repurchase agreements are critical financing tools that lubricate the financial system. They have been complicit in financial crises, yet they may hold the key to post-recession normalization. Despite their importance in practice, they are all but ignored in the traditional undergraduate finance curriculum. In this paper, we present a short repo module for financial markets courses. Its three lessons cover both basic and fairly complex quantitative applications, as well as providing an overview of three market disruptions in which repos played a starring role Classification-JEL: G1, G2, G23 Keywords: Repurchase Agreements, Repos, Financial Crisis, Normalization Journal: Business Education & Accreditation Pages: 27-50 Volume:12 Issue: 1 Year: 2020 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v12n1-2020/BEA-V12N1-2020-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:12:y:2020:i:1:p:27-50 Template-Type: ReDIF-Article 1.0 Author-Name: Martin Romero Castillo Title: CLASSROOM FLIPPED: EVIDENCE OF SIGNIFICANT LEARNING IN INDUSTRIAL ECONOMICS UNDERGRADUATE STUDENTS Abstract: The objective of this paper is to analyze implementation of the Flipped Classroom model. The analysis included a sample of 30 students, through the application of a questionnaire with individual interviews. We gather information on the student experience using the flipped classroom. Results revealed significant improvements in the learning process of the students who used the Flipped Classroom model in the course Theory of Econometrics Classification-JEL: A22, I21 Keywords: Flipped Classroom, Significant Learning, Education Journal: Business Education & Accreditation Pages: 51-59 Volume:12 Issue: 1 Year: 2020 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v12n1-2020/BEA-V12N1-2020-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:12:y:2020:i:1:p:51-59 Template-Type: ReDIF-Article 1.0 Author-Name: Lucas Martin Author-Name: Rafael Romero Title: DIRECT SERVICE AND PROFESSIONAL DEVELOPMENT DURING DISASTER RECOVERY EFFORTS Abstract: Disaster recovery professionals often focus on activities such as coalition building, grant development, and technical assistance in impacted communities. While these capacity-building activities are crucial for setting a solid foundation to help any disaster-affected community, direct rebuild services that occur in the field serve the immediate needs of disaster victims. Disaster recovery professionals who participate in direct rebuild services, gain important first-hand knowledge of personal and communal factors that can only be understood at the ground level. This study explains the differences between direct and indirect rebuild services and spotlights how engaging in both service areas help one become a more resilient leader. Following the devastating 2017 hurricane season, many direct service-based disaster rebuild efforts were initiated, including efforts in Puerto Rico through a special program set-up by the State University of New York (SUNY). Volunteer service-based initiatives allow students to develop competencies and insights from experiential-based learning, which ultimately can help students forge careers in disaster recovery Classification-JEL: L3, O1 Keywords: Disaster Recovery, Volunteer Management, Resilience Journal: Business Education & Accreditation Pages: 61-70 Volume:12 Issue: 1 Year: 2020 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v12n1-2020/BEA-V12N1-2020-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:12:y:2020:i:1:p:61-70 Template-Type: ReDIF-Article 1.0 Author-Name: George Steven Swan Author-Name: Cindi J. Khanlarian Author-Name: Charles F. Malone Title: PROFESSIONAL ASSOCIATIONS AND BUSINESS SCHOOL UNDERGRADUATES' INDEPENDENT PROJECTS ONLINE RESOURCES FOR BUSINESS PROFESSORS Abstract: The 2020 Covid 19 pandemic drove innumerable higher education courses online. Professors teaching business law, accounting, finance, or other courses found a new way to teach ethics online. Consistent with the Association to Advance Collegiate Schools of Business International's 2020 Guiding Principles and Standards for Business Accreditation, business professors can assess voluntary, independent projects available online. This paper describes three online projects that can be used within a variety of business classes. Through the National Association of State Boards of Accountancy's Center for the Public Trust's Ethical Leadership Certification Program, undergraduates can earn the Ethical Leadership Certification online at no cost. Thanks to the Mortgage Bankers Association, undergraduates passing its Introduction to Mortgage Banking webinar course earn their coursework Certificate of Completion. Also, the American Bankers Association provides an online Ethical Issues for Bankers course. Therein, undergraduates can earn the American Bankers Association's Ethical Issues for Bankers’ coursework Certificate of Completion. Classification-JEL: M1 Keywords: AACSB International, Business Ethics, Business Law, Legal Environment, Social Responsibility, National Association of State Boards of Accountancy, Ethical Leadership Certification Program, American Bankers Association Journal: Business Education & Accreditation Pages: 71-83 Volume:12 Issue: 1 Year: 2020 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v12n1-2020/BEA-V12N1-2020-6.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:12:y:2020:i:1:p:71-83 Template-Type: ReDIF-Article 1.0 Author-Name: Laura Gow-Hogge Title: THE IMPACTS OF COSTA RICAN SHORT TERM STUDY ABROAD ON THE INTERCULTURAL COMPETENCIES OF BUSINESS STUDENTS IN A SMALL, RURAL, PUBLIC UNIVERSITY Abstract: Pre- and post- intercultural competency results are compared from multiple groups of undergraduate students participating in short-term (<14 days) study abroad to students completing junior-level course work in global business and to students participating in an introductory global business course with cultural mentors. Cultural competencies were measured by the Association of American Colleges and Universities (AACU) value rubric Intercultural Knowledge and Competence along with global literacy from the Miville-Guzman Universality Diversity Scale (MGUDS-S). General demographic information, previous international experience, and general global literacy exposure were collected for each student. Results from this study found short-term study abroad programs are more effective than traditional business curriculum to improve the intercultural competencies of undergraduate students. A key finding indicates that for students to develop intercultural competencies, it is essential to have personal contact and experiences with those from different cultures Classification-JEL: M1, I21 Keywords: Intercultural Competencies, Short Term Study Abroad, Global Business Education Journal: Business Education & Accreditation Pages: 85-94 Volume:12 Issue: 1 Year: 2020 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v12n1-2020/BEA-V12N1-2020-7.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:12:y:2020:i:1:p:85-94