Template-Type: ReDIF-Article 1.0 Author-Name: Farideh A. Farazmand Author-Name: Robert D. Green Author-Name: Philip Miller Title: CREATING LIFELONG LEARNING THROUGH SERVICE-LEARNING Abstract: Challenges continue for higher education to improve learning outcomes and better prepare graduates for successful careers. Service-learning, an instructional method that integrates theoretical learning with real life experimentation and community service, offers the positive impacts of its pedagogy in enhancing students’ learning and personal growth. This study measures critical aspects of learning in multiple marketing courses using the same applied project. Data are compared to the same courses during prior semesters and for the study semester from three perspectives – the students, the instructor, the businessperson. Analysis includes comparing higher and lower performing students based on examination scores, project grades, and between examinations and projects. The results from each of the three perspectives were that the service-learning project and course learning were successful. Furthermore, the findings have implications to and demonstrate the critical importance of first learning knowledge (textbook) then its applications (project), the integration of not only the content and its application but also across different courses, and the role of team teaching in creating lifelong learning. Classification-JEL: I21; A22; M31 Keywords: Service-learning, business education, course projects Journal: Business Education & Accreditation Pages: 1-14 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:1-14 Template-Type: ReDIF-Article 1.0 Author-Name: Harold Fletcher Author-Name: Thomas Ulrich Title: THE STATEMENT OF CASH FLOWS USING FINANCIAL STATEMENT EQUATIONS Abstract: This paper addresses one of the more difficult topics in teaching MBA level financial management, the statement of cash flows. By employing financial statement equations in preparing the statement of cash flows, students: (1) are employing tools that they are more familiar and comfortable with which mitigates their anxiety and enhances their understanding, (2) are better able to understand the logic of the statement of cash flows and the relationships that exist between it and the income statement and balance sheet, (3) obtain a global perspective of the firm’s activities and a clearer understanding of how managerial decisions impact the financial statements, and (4) are better prepared to integrate their new knowledge of financial statements into the remainder of the MBA curricular core. Classification-JEL: M40 Keywords: Cash flow statement, financial statement equations Journal: Business Education & Accreditation Pages: 15-26 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:15-26 Template-Type: ReDIF-Article 1.0 Author-Name: Pola B. Gupta Author-Name: David J. Burns Author-Name: Jaime S. Schiferl Title: AN EXPLORATION OF STUDENT SATISFACTION WITH INTERNSHIP EXPERIENCES IN MARKETING Abstract: Business internships have become increasingly important and popular in students' learning and career preparation. We conducted a study among eighty-eight business interns to understand the level of satisfaction that marketing students experience from completing internships. Using a factor analysis, this study identified several factors relevant to students' satisfaction with internships. Several hypotheses were proposed linking relevant factors and satisfaction with internships. Students’ satisfaction with their internships was found to be related to nature of the internship experience and the benefits received. Based on the findings of this study, some implications were drawn for the students and universities. Classification-JEL: M3 Keywords: Marketing Internships, Student Satisfaction, Internships Journal: Business Education & Accreditation Pages: 27-37 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:27-37 Template-Type: ReDIF-Article 1.0 Author-Name: Katherine Kinkela Author-Name: Peter Harris Author-Name: John Malindredos Title: INTRODUCING IFRS IN INTRODUCTORY FINANCIAL ACCOUNTING COURSES Abstract: With the possibility that International Financial Reporting Standards (IFRS)may replace or may change substantially the US Generally Accepted Accounting Principles (GAAP) standards currently in place within the next decade, there is a question for accounting educators about how much of the current accounting curriculum should be devoted to IFRS. This is especially critical in the first levels of accounting, where the fundamentals of accounting are learned. While the major accounting firms are positioning themselves to advise clients when a transition in accounting standards occurs, an understanding of current US GAAP and current and potential IFRS standards will be necessary for today’s students. This paper will examine strategies for incorporating IFRS into the introductory levels of the accounting curriculum. The paper will advocate that IFRS education should be incorporated into each introductory level course in accounting. A variety of approaches will be analyzed. The paper will demonstrate that a basic knowledge of IFRS is essential to the business vocabulary for both accounting and non-accounting majors, and therefore a valuable component of the introductory accounting curriculum. Classification-JEL: J3, J26, J28, J29 Keywords: IFRS, IASB, Accounting Education Journal: Business Education & Accreditation Pages: 39-47 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:39-47 Template-Type: ReDIF-Article 1.0 Author-Name: Diane M. Holtzman Author-Name: Ellen M. Kraft Title: SKILLS REQUIRED OF BUSINESS GRADUATES: EVIDENCE FROM UNDERGRADUATE ALUMNI AND EMPLOYERS Abstract: The results presented in this paper are the responses from 163 undergraduate business alumni of a target school and 45 New Jersey employers to questions to identify the writing, quantitative, and computer skills required at work. The questions were adapted from Western Carolina University’s Business Alumni survey. The results of the survey showed strong correlations with the writing tasks (r=0.989), quantitative tasks (r=0.942), and computer software (r=0.972) identified by both the alumni and the employers as being tasks required at work. E-mail, business letters, and memos were the most common written communication required at work. Budgeting, financial accounting, project management, and forecasting were most common quantitative skills required Word processing, spreadsheets, email, and world wide web were most common computer applications used. Based on these results the target school should consider modifying courses within the curriculum so that graduates have these competencies in the writing tasks, quantitative skills, and computer software identified as being required at work by the majority of alumni and employers surveyed. Classification-JEL: I2 Keywords: AASCB accreditation, accountability in higher education, skills, business graduates Journal: Business Education & Accreditation Pages: 49-59 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:49-59 Template-Type: ReDIF-Article 1.0 Author-Name: Johan de Jager Author-Name: Therese du Plooy Title: INFORMATION SOURCES USED TO SELECT A HIGHER EDUCATION INSTITUTION: EVIDENCE FROM SOUTH AFRICAN STUDENTS Abstract: This paper aims to investigate the information sources used by South African students when selecting a Higher Education Institution and further to establish whether statistical significant differences occur between the perceptions of high and medium performing students from two Universities of Technologies. This paper provides an explanation of students’ decision making process and the utilisation of sources of information when selecting a Higher Education Institution. Three hundred and ninety self-administrated questionnaires were completed and analyzed. The findings indicated that students in South Africa prefer to be informed about Higher Education Institutions by web sites. A high premium is also placed on campus visits and open days followed by high school teachers to obtain information. This implies that although impersonal methods (web site) are the most preferred method, a great premium is placed on personal interaction to obtain information In terms of the perceived performance of the information sources, the same sequence was measured. However significant differences were measured between the expectations of the students and the perceived performance of the information sources which applies that their expectations were not met. Consequently it needs clear planning from the authorities. Some practical implications for Higher Education Institutions, limitations and suggestions for future studies were articulated. Classification-JEL: I2, M3 Keywords: Higher education, information sources, marketing Journal: Business Education & Accreditation Pages: 61-75 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-6.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:61-75 Template-Type: ReDIF-Article 1.0 Author-Name: Lynda S. Livingston Author-Name: Amy R. Kast Author-Name: Kyle M. Benson Title: INVESTIGATING THE DARPS MARKET MELTDOWN THROUGH AN INVESTMENTS PROJECT Abstract: Dutch Auction Rate Preferred Stock (DARPS) was created in the 1980s as a way for fully taxable corporate investors and tax-exempt issuers to share the tax benefits of the dividends received deduction. DARPS dividend yields were reset every few weeks through an auction, minimizing price risk and allowing corporate treasurers to use the shares like a money market asset. However, as tax regimes changed, the appeal of DARPS to corporate investors waned, and broker dealers began to market the assets more heavily to retail clients. When these dealers stopped supporting the DARPS auctions in early 2008, the individual investors lost all of their liquidity, learning the hard way that preferred stock is not a cash equivalent. In this paper, we explain how we incorporated this market drama into a traditional, Excel-based project for an undergraduate investments course. Classification-JEL: G01, G32, A22, K34 Keywords: Preferred Stock, Auction, Investments Pedagogy Journal: Business Education & Accreditation Pages: 77-92 Volume: 2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-7.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:77-92 Template-Type: ReDIF-Article 1.0 Author-Name: Francis Petit Title: OPTIMAL PRICING OF EXECUTIVE MBA PROGRAMS Abstract: The purpose of this research is to determine the most strategic tuition pricing strategy that can be utilized by senior management in Business Schools when pricing Executive MBA Programs. To determine this information, the state of the Executive MBA market and three pricing strategies were reviewed in detail and an analysis ensued on the viability and applicability of each strategy for pricing Executive MBA Programs. The main findings of this study indicate that the Value Based pricing model is the potentially most strategic strategy that can be implemented, out of the pricing models evaluated, for pricing Executive MBA Programs so long as Business Schools have the ability to not only align the value of a particular program to the market demanded value but can also effectively communicate this value in the marketplace. The results of this exploratory study can have significant implications on the discussion of pricing Executive MBA Programs on senior management within Business Schools. Classification-JEL: M31 Keywords: Executive MBA Program, Pricing Strategies, Marketing Journal: Business Education & Accreditation Pages: 93-104 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-8.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:93-104 Template-Type: ReDIF-Article 1.0 Author-Name: Pavla Rehorova Title: EDUCATION AND GENDER EQUITY: EVIDENCE FROM THE CZECH REPUBLIC AND UK Abstract: A network of public services, Social Watch, has created alternative indicators for the measurement of equity between men and women called Gender Equity Index, GEI), and the satisfaction of basic human needs called Basic Capability Index, BCI. This paper focuses on gender inequity in education, participation in the economy and empowerment. Primary attention is devoted to education, specifically tertiary education. The question of tertiary education is approached not only from the global viewpoint, but also at national level, i.e. from the view of the Czech Republic. This republic is one of the leaders of the theoretical ranking within the education GEI dimension. The situation is not so positive in the remaining two dimensions, participation in the economy and empowerment. It is necessary to find solutions leading to the improvement of the current position. Classification-JEL: I21; I23 Keywords: Higher education, gender equity, rate of return Journal: Business Education & Accreditation Pages: 105-119 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-9.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:105-119 Template-Type: ReDIF-Article 1.0 Author-Name: Erika Engel Small Author-Name: Thomas A. Ulrich Title: THE EFFECTS OF NON-TRADITIONAL PEDAGOGIES ON STUDENT MOTIVATED BEHAVIOR Abstract: This research assesses student perceptions of newer pedagogies within the business curriculum. The purpose of this study is to advise business faculty regarding potential student behavioral responses to these newer pedagogies. Because different students will experience these instructional changes differently, it is important that the business faculty understand the potential behavioral responses on the part of the students. This is particularly important so that the business instructor can take steps to anticipate and mitigate adverse responses on the part of some students which would otherwise limit the effectiveness of the newer pedagogies in achieving their stated goals. Thus, this research endeavors to facilitate the introduction of non-traditional pedagogies and increase their effectiveness by providing business faculty with a better understanding of the behavioral implications of less traditional instructional approaches. Classification-JEL: M19 Keywords: need strength and perceptions of instructional method; student manifest needs; implications for instruction Journal: Business Education & Accreditation Pages: 121-134 Volume:2 Issue: 1 Year: 2010 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v2n1-2010/BEA-V2N1-2010-10.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:2:y:2010:i:1:p:121-134