Template-Type: ReDIF-Article 1.0 Author-Name: Marni Brown Author-Name: Jack Beeber Author-Name: Daniel Boylan Title: IMPROVING CRITICAL THINKING SKILLS: AUGMENTED FEEDBACK AND POST-EXAM DEBATE: A FOLLOW-UP STUDY Abstract: Studies have confirmed critical thinking skills contribute to the success of professionals; however, college graduates lack the critical thinking skills needed in today’s workforce. "Student Self-Initiated Challenge of Examination Questions" encourages and increases critical thinking skills by allowing students to challenge objective examination question.. In this follow up study, researches gather qualitative data based on student responses and sentiments towards the SSCEQ method.. Through this method, students noticed improvement in critical thinking, reasoning, and discussion. Furthermore, students enjoyed the ability to explain their perspective and hear other points of view. Overall, students responded positively to the SSCEQ method. Classification-JEL: A22, K40, K41 Keywords: Critical Thinking, Classroom Techniques, Objective Examinations, Class Discussion, Participation, Business Law Course Journal: Business Education & Accreditation Pages: 1-10 Volume:13 Issue: 1 Year: 2021 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v13n1-2021/BEA-V13N1-2021-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:13:y:2021:i:1:p:1-10 Template-Type: ReDIF-Article 1.0 Author-Name: Eduardo Alejandro Carmona Author-Name: Leticia del Carmen Rios Rodriguez Author-Name: Leonel Ruvalcaba Arredondo Title: CHANGING PERCEPTIONS OF ORGANIZATIONAL CLIMATE AMONG MEXICAN BUSINESS SCHOOL TEACHERS Abstract: This article investigates the relationship between organizational climate and faculty’s perception of organization climate. Faculty members of a school of business in Mexico participated in a transversal study conducted in 2013 and 2018. A questionnaire was used to collect primary data on thirteen factors related to organization, work conditions, individual characteristics, and organization surroundings. Statistical tests including factor analysis, correlation analysis and level of reliability were used in the analysis. The results showed no significant difference in faculty perception even though the school had three different directors Classification-JEL: M140, L220 Keywords: Organizational Climate, Professors, Conduct Journal: Business Education & Accreditation Pages: 11-20 Volume:13 Issue: 1 Year: 2021 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v13n1-2021/BEA-V13N1-2021-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:13:y:2021:i:1:p:11-20 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Beth McCabe Title: IMPACT OF DATE OF STUDENT ENTRY ON ONLINE HIGHER EDUCATION Abstract: Online education has never been more relevant than after the pandemic in 2020. Many classrooms moved to the online format for the first time. This study looked at how date of student entry and activities in online learning affect final grades and student-reported learning in higher education. The author considered undergraduate and graduate students at an online university to learn whether early entry into a class could predict final grades of students. There was significant correlation between date of student entry and grade, especially for the undergraduate students, with weaker predictability for graduate students. The number of keyboard/course clicks within the online class by a student was found to be a predictor for students’ performing well and for those students who were struggling with the content. Classification-JEL: O31, T21, C80 Keywords: Online Learning, Education, Date of Entry, Course Clicks, Perception of Learning Journal: Business Education & Accreditation Pages:21-32 Volume:13 Issue: 1 Year: 2021 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v13n1-2021/BEA-V13N1-2021-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:13:y:2021:i:1:p:21-32 Template-Type: ReDIF-Article 1.0 Author-Name: Lynda S. Livingston Title: 12 ANGRY MEN: A BEHAVIORAL BIAS EXERCISE FOR FINANCE STUDENTS Abstract: Undergraduate investments and portfolio management courses have traditionally prescribed the optimal choices for rational economic man—a creature who does not exist. Real portfolio choices, especially those by retail investors, are made by “normal” people, and normal people exhibit behavioral biases. In this paper, we use a classic play, 12 Angry Men, to help students recognize the biases that have been highlighted in the professional Chartered Financial Analyst curriculum. This approach is engaging, “messy,” and fun, and it has helped my portfolio management students better appreciate the trade-offs that are necessary when putting theory into practice in the real world Classification-JEL: G40, M2, A2 Keywords: Behavioral Biases, 12 Angry Men Journal: Business Education & Accreditation Pages: 33-55 Volume:13 Issue: 1 Year: 2021 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v13n1-2021/BEA-V13N1-2021-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:13:y:2021:i:1:p:33-55 Template-Type: ReDIF-Article 1.0 Author-Name: Susanne Leitner-Hanetseder Author-Name: Christoph Eisl Author-Name: Carina Knoll Author-Name: Othmar M. Lehner Title: NEED FOR ADVANCED IT SKILLS FOR ACCOUNTANTS – WHAT DOES ACCOUNTING EDUCATION LITERATURE TELL US? Abstract: In the digital age, technology has a significant impact on the professional field of accountants. The constantly evolving digital technologies lead to changing tasks and require new skills. This has been the subject of accounting (education) literature for a long time. Using a structured literature review (SLR), we explore what IT skills have been required the last decade and conclude whether these skills meet the requirements of an advanced (semi-autonomous) accounting organization. Our study shows that the accounting education literature identifies the need to integrate advanced IT skills into educational programs. We conclude with a discussion of the drivers and obstacles for implementing IT skills in accounting education curricula. Our findings and derived recommendations should be of interest to accounting educators and professional bodies and highlight the need for further research related to IT skills for accountants in the digital age. Classification-JEL: A22, A23, M41, O33 Keywords: Digitalization, Accounting Education, IT Skills Journal: Business Education & Accreditation Pages: 57-69 Volume:13 Issue: 1 Year: 2021 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v13n1-2021/BEA-V13N1-2021-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:13:y:2021:i:1:p:57-69