Template-Type: ReDIF-Article 1.0
Author-Name: Roger Shelor
Author-Name: Scott Wright
Title: A TEACHING TOOL FOR COMPUTING STOCK RETURNS, RISK AND BETA
Abstract: The purpose of this paper is to serve as a guide for students’ use of actual data for risk and return calculations. The study of stock return risk has been of interest to investors and academics for several decades. Early discussion of the mean-variance framework described the rationale for requiring additional expected income as a reward for choosing higher risk investments. The general concept is to evaluate return risk either on a stand-alone basis (commonly using standard deviation or variance) or on a relative basis (calculating a beta value using a market index or calculating multiple securities portfolio risk). This paper presents a description of the procedure for calculating stand-alone risk and the Capital Asset Pricing Model Beta value using stock prices and the SP500 market index. In addition, the risk (beta) stability over time is addressed. 
Classification-JEL: C81; C87
Keywords: Stock Returns; Risk; Capital Asset Pricing Model; Financial Modeling
Journal: Business Education & Accreditation
Pages: 1-7
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-1.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:1-7

Template-Type: ReDIF-Article 1.0
Author-Name: Bonnie P. Stivers
Author-Name: Emmanuel Onifade
Author-Name: Ruthie Reynolds
Title: STUDENT LEARNING PERCEPTIONS: EVIDENCE FROM AN INTRODUCTORY ACCOUNTING COURSE
Abstract:  This study sought to examine students’ perceptions of their learning experience in the introductory accounting courses at three colleges and universities in the United States. Questionnaire responses were
collected from 375 students at the end of the second introductory course. The student population consisted primarily of business students. The study identified a set of six factors that represent students’ learning experience in introductory accounting. The identified set includes: accounting basics, how to learn, job satisfaction, accounting agencies, career opportunities, and career prestige. These study results provide important feedback for the process of redesigning undergraduate accounting curricula to improve students’ learning experience in the introductory courses.
Classification-JEL: A22, A23, M40
Keywords: introductory accounting; student perceptions; business education; accounting curricula.
Journal: Business Education & Accreditation
Pages: 9-20
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-2.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:9-20

Template-Type: ReDIF-Article 1.0
Author-Name: Rodley C. Pineda
Author-Name: Bonita B. Barger
Author-Name: Linda D. Lerner
Title: PROFILING AND THE STUDENT PROJECT PEER APPRAISAL PROCESS
Abstract: Past research on team formation and composition reveals that team member attributes play a role in how students perceive each others’ contributions to a team project. Can attribute-based profiling be used during the peer appraisal process so that a holistic-based assessment tool can still provide meaningful feedback to the student being rated? Our study shows that students can develop a profile of the ideal team member at the start of the project that is consistent with their overall assessment of a team member’s performance at the end of the process. 
Classification-JEL: A23
Keywords: peer appraisal, student teams
Journal: Business Education & Accreditation
Pages: 21-27
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-3.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:21-27

Template-Type: ReDIF-Article 1.0
Author-Name: Marina Murray 
Title: MBA SHARE IN THE U.S. GRADUATE MANAGEMENT EDUCATION MARKET
Abstract:  The MBA degree has captured public attention since the beginning of the 20th century when MBA programs were first established in the United States. Since then, hardly any master’s-level degree created as many media impressions as the MBA. Extensive research has been conducted about MBA students, alumni, and employers, yet, several basic questions remain. How many MBA programs are offered? How many students graduate from these programs? How do these numbers compare with those for other programs in business fields? The U.S. Department of Education (DOE) tracks the number of graduate degrees awarded in business; however, the agency does not delineate which ones are MBA degrees. This paper aims to estimate the MBA share in the U.S. graduate management education market and looks at degree-granting institutions that offer master’s-level programs. Based on a sampling from nearly 2,000 institutions, this paper provides an estimate for the number of organizations that offer an MBA degree in the United States. An estimated number of MBA students in a given year and the number of those who graduate with an MBA degree are calculated based on survey data from the Graduate Management Admission Council (GMAC) and the Council of Graduate Schools (CGS) combined with DOE data.
Classification-JEL: C13; I23; M1
Keywords: MBA degree, MBA enrollment, MBA students, MBA programs, master-level programs, simple random sample (SRS)
Journal: Business Education & Accreditation
Pages: 209-40
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-4.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:29-40

Template-Type: ReDIF-Article 1.0
Author-Name: Don Altmyer
Author-Name: Sheng-Ping Yang
Author-Name: Ken Schallenkamp
Author-Name: Ron DeBeaumont
Title: STUDENT ETHICAL AWARENESS AND BUSINESS PROGRAM MATRICULATION: EVIDENCE FROM THE U.S.
Abstract:  An ethics survey of business students was conducted over a five semester period in a variety of business courses at a regional state university in the Midwest. The business program has adopted an across the curriculum approach to ethical instruction, and has also mandated a one-semester ethics course for all business majors. The purpose of the study was to prove or disprove the hypothesis that students completing the courses required by the business curriculum show a measurable increase in ethical awareness. The results of the survey revealed no significant correlation between class level (i.e. sophomore, junior, senior) and increased ethical awareness, and the completion of the ethics course only increased ethical awareness for individual (non-business) situations. However, a positive correlation between ethical awareness and two other factors was revealed: Both females and students with higher GPA’s appear to be more ethically aware than the general population.
Classification-JEL: I21 
Keywords: Ordered logit model, student ethical awareness
Journal: Business Education & Accreditation
Pages: 41-49
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-5.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:41-49

Template-Type: ReDIF-Article 1.0
Author-Name: Jungki Lee 
Title: EFFECTS OF PERCEIVED CONTROL ON COLLEGE STUDENTS’ EVALUATION OF HIGHER EDUCATION INSTITUTIONS
Abstract:  Students are known to experience significant amounts of stress and challenges during their academic pursuit at college. This study explores a way to enhance student satisfaction by incorporating a concept
called perceived control to the existing service quality model. To be specific, this study proposes and tests that perceived control could be a promising factor which may enhance service quality, satisfaction, and recommendation intention among college students. Data were collected a major college in South Korea. A set of three hypotheses developed for this study were partially supported. Managerial implications are provided.
Classification-JEL: A2
Keywords: marketing, services, perceived control, service quality, and student satisfaction
Journal: Business Education & Accreditation
Pages: 51-60
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-6.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:51-60

Template-Type: ReDIF-Article 1.0
Author-Name: Diane M. Holtzman
Author-Name: Ellen M, Kraft
Title: SKILLS NEEDED IN THE 21st CENTURY WORKPLACE: A COMPARISON OF FEEDBACK FROM
UNDERGRADUATE BUSINESS ALUMNI AND EMPLOYERS WITH A NATIONAL STUDY
Abstract: The purpose of this research was to determine what skills alumni from Richard Stockton College of New Jersey (RSC) and regional employers think are important for the workplace. The results of the RSC study
were compared to results from the report, College Learning for the New Global Century, sponsored by the Association of American Colleges and Universities. Managing time, speaking/oral communications skills, and having strong interpersonal skills were in the top five skills identified by both employers and alumni of The Richard Stockton College. A statistically significant greater percentage of employers who participated in the study commissioned by the Association of American Colleges and Universities identified knowledge of global issues as being an essential learning outcome compared with the employers and alumni surveyed in the RSC study who identified knowledge of global issues as being a very important or important skill for the workplace. The lower priority given to global issues and international perspectives by employers and alumni in this study may have been due to the location of their workplaces. Respondents to the surveys were located primarily in the central and southern areas of New Jersey where industries and corporations had a regional rather than an international focus. Faculty in the School of Business should consider incorporating those skills identified as important or very important by the majority of alumni and employers into the curriculum as well as emphasizing global issues in their courses. 
Classification-JEL: A23, M00
Keywords: AASCB accreditation, accountability in higher education, skills, business graduates
Journal: Business Education & Accreditation
Pages: 61-76
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-7.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:61-76

Template-Type: ReDIF-Article 1.0
Author-Name: Solomon Abekah Keelson
Title: STUDENT PERCEPTION OF TEACHING QUALITY IN BUSINESS SCHOOLS: EVIDENCE FROM
POLYTECHNIC INSTITUTIONS IN GHANA
Abstract:  The study examines students' perceptions of the effectiveness of teaching and learning in business studies programs in the polytechnic institutions in Ghana. This research is a replica study (Hamid and Pihie,
2004). Two major factors are employed to measure students' perceptions of effective teaching and learning. They are Lecturers' Characteristics and Teaching Methodology. Findings of the study show how respondents perceive the qualities possessed and exhibited by lecturers with regard to the two main constructs. Descriptive and inferential statistics are reported. F ratio and ANOVA were used to show the significant differences in students' perceptions of the two factors based on age, class, and department. There were significant differences in the perceptions of overall Lecturer Characteristics, and in the perceptions of Teaching Methodology based on these variables. The study revealed high students’ perception of teaching quality and learning in the Polytechnics in Ghana. The significant differences found were related to age, class and departments
Classification-JEL: A23, M00
Keywords: Polytechnic, Lecture characteristics, Teaching methodology, Quality teaching, Student
perception
Journal: Business Education & Accreditation
Pages: 77-88
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-8.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:77-88

Template-Type: ReDIF-Article 1.0
Author-Name: Glen Mouchi
Author-Name: James Olabode Rotimi
Author-Name: Thanuja Ramachandra
Title: THE SKILL SETS REQUIRED FOR MANAGING COMPLEX CONSTRUCTION PROJECTS
Abstract: Very few projects comprise the unique character that construction projects have. The product from construction processes are rarely similar with each having unique set of characteristics and qualities that set them apart from other projects. Hence the management of the production processes demand creative and often times imaginative managers for the achievement of successful outcomes. Undoubtedly complex projects will need to be resourced with the right calibre of managers because they are a higher order management activity. But what is the skill sets required of this calibre of managers? The paper reports on the perspective views of some senior management personnel in construction organizations on what constitutes complexity in construction and what skill sets will be required to achieve successful outcomes on those projects. Their views were obtained through semi-structured interviews. The responses are
analysed descriptively with thematic summaries. The paper concludes that there are specific skill sets that are set apart for success on complex projects, and that the skills evolve from knowledge gained from exposure to a wide range of projects. 
Classification-JEL: L74; M00
Keywords: Project Manager, skill set, complex, construction project
Journal: Business Education & Accreditation
Pages: 89-100
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-9.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:89-100

Template-Type: ReDIF-Article 1.0
Author-Name: Juan Carlos Alicea Rivera 
Title: COMMUNITIES OF PRACTICE: IMPROVING KNOWLEDGE MANAGEMENT IN BUSINESS
Abstract: The formation of communities of practice in business represents, possibly, the best way to manage knowledge bases in organizations since they integrate the most important dimensions in knowledge management: the technological dimension, the strategic dimension and the cultural or behavioral dimension. This paper explains what communities of practice are and why they serve as an efficient tool in knowledge management. Since this is a recently developed field, our study is exploratory, and is intended to identify trends and conceptual aspects associated with this topic. Our research will be based on the application of two bibliometric techniques, life cycle analysis and citation breadth analysis, to total articles related to communities of practice and published in academic and popular journals from 1998 to 2009. This paper demonstrates that the conceptual and practical framework revealed through the articles published during period under study prove that these communities integrates the technological, managerial and behavioral relevant factors. For this reason, writings on communities of practice are conceptually more solid than theoretical bases associated with knowledge management projects, which emphasize the technology-oriented and popular approaches.  
Classification-JEL: I20, M12, M14, M53, M54
Keywords: Job satisfaction, labor management, worker empowerment, corporate culture, training, personnel management, employee participation, knowledge management, communities of practice
Journal: Business Education & Accreditation
Pages: 101-111
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-10.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:101-111

Template-Type: ReDIF-Article 1.0
Author-Name: Levon R. Hayrapetyan
Title: PREVENTION AND DETECTION OF CERTAIN TYPES OF PLAGIARISM DURING COMPUTERIZED ASSESSMENTS
Abstract: Unfortunately, plagiarism is widespread on university campuses across the nation. The advances in the information technology provide even more sophisticated cheating prospects. Although there are many commercially available tools for detecting plagiarism but policing alone is not a comprehensive solution. We should strive to change the overall culture on university campuses in such a way that it discourages academic dishonesty. In this study, we present a tool called Test Guard that has two main features. First, it disables some cheating techniques such as copy-paste, insert file, etc. Then it checks the test for several types of plagiarism and generates a report on its findings.   
Classification-JEL: 
Keywords: academic dishonesty, cheating, plagiarism, computerized assessment
Journal: Business Education & Accreditation
Pages: 113-120
Volume:3
Issue: 1
Year: 2011
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v3n1-2011/BEA-V3N1-2011-11.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:3:y:2011:i:1:p:113-120