Template-Type: ReDIF-Article 1.0 Author-Name: Kyle E. Brink Author-Name: Clair A. Smith Title: A COMPARISON OF AACSB, ACBSP, AND IACBE ACCREDITED U.S. BUSINESS PROGRAMS: AN INSTITUTIONAL RESOURCE PERSPECTIVE Abstract: Accreditation is a means by which business programs can assure accountability and quality to their stakeholders. However, attaining and maintaining accreditation can be a costly endeavor. The Accreditation Council for Business Schools and Programs (ACBSP), the Association to Advance Collegiate Schools of Business (AACSB), and the International Assembly for Collegiate Business Education (IACBE) differ with respect to the cost of accreditation and the rigidity and rigor of their accreditation guidelines. Therefore, we hypothesize that institutional resources may be a determining factor in the choice of accreditor. Our results provide compelling evidence to support our hypothesis. Public institutions are more likely to have AACSB-accredited business programs, whereas private institutions are more likely to have ACBSP- or IACBE-accredited business programs. Research institutions are more likely to have AACSB-accredited business programs, whereas master’s and baccalaureate institutions are more likely to have ACBSP- or IACBE-accredited business programs. Institutions with AACSB-accredited business programs have the most assets and equipment, generate the most revenue overall and from all revenue sources examined except tuition and fees, expend the most on instruction, pay the highest professor salaries (at all ranks), and they have the most personnel (both total staff and instruction/research and public service staff) and students. Classification-JEL: I20, I21 Keywords: Higher Education; Business Education; Accreditation; AACSB; ACBSP; IACBE Journal: Business Education & Accreditation Pages: 1-15 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:1-15 Template-Type: ReDIF-Article 1.0 Author-Name: Nathan Garrett Author-Name: Joan Marques Author-Name: Satinder Dhiman Title: ASSESSMENT OF BUSINESS PROGRAMS: A REVIEW OF TWO MODELS Abstract: This article presents two contrasting assessment programs implemented at a small School of Business in the Los Angeles area. The program for the undergraduate degree, which includes four majors, relies upon tight coordination and a centralized assessment group, while the graduate program, an MBA, relies upon individual courses as the key building blocks of the assessment program. This article shows ways in which pre- and post-tests, nationally normed instruments, longitudinal tracking, and cross-sectional analysis can be used to demonstrate effective assessment of learning in each program. Lastly, the article concludes by discussing ways to continually continuously improve a curriculum. Classification-JEL: M00 Keywords: Assessment, Assurance of Learning, Business Accreditation, AACSB Journal: Business Education & Accreditation Pages: 17-25 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:17-25 Template-Type: ReDIF-Article 1.0 Author-Name: William Templeton Author-Name: Karel Updyke Author-Name: Robert B. Bennett, Jr Title: INTERNSHIPS AND THE ASSESSMENT OF STUDENT LEARNING Abstract: The use of internships is a powerful learning tool that allow business students to make connections between their classroom experience and the world of work. If designed appropriately and positioned correctly in the curriculum, they can also be an ideal opportunity to conduct assurance of learning activities related to business school accreditation. This study reports on survey results relating to business schools’ use of internships in their assurance of learning efforts and describes one school’s successful attempt to use internships as the key platform for its well-developed assurance of learning program. Classification-JEL: M10 Keywords: assessment, internships, student learning, experiential learning, business education Journal: Business Education & Accreditation Pages: 27-38 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:27-38 Template-Type: ReDIF-Article 1.0 Author-Name: Niall Hegarty Author-Name: Robert Brasco Author-Name: Fang Lieh Lu Title: WHAT MOTIVATES STUDENTS IN GRADUATE SCHOOL? AN EMPIRICAL STUDY Abstract: Knowledge of motivation levels of students in programs is insightful information for educators. At the graduate level there exists an even greater need to understand the motivation behind the desire to pursue a master’s degree. However, the lack of research on motivation of graduate students makes it difficult to develop a comprehensive understanding of this student population. This study employs the Academic Motivation Scale to measure the motivation of 70 graduate business students and 43 liberal arts students. Comparisons are made between the two student populations and recommendations are offered in the assessment of these student populations. Classification-JEL: I21, I23, M10. Keywords: Graduate Students, Intrinsic, Extrinsic, Academic Motivation Scale. Journal: Business Education & Accreditation Pages: 39-47 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:39-47 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Godfrey Author-Name: Andrew Manikas Title: TEACHING SUPPLY CHAIN MANAGEMENT STUDENTS ABOUT USING ACTUAL MOTOR CARRIER FREIGHT RATES IN PURCHASE LOTSIZING MODELS Abstract: In this paper, we analyze a purchase lot-sizing decision that includes transport cost using actual motor carrier freight rates. Lot-sizing models in the literature either estimate motor carrier freight rates with a continuous function or simplify less-than-truckload freight rates unrealistically by using too few weightbreak ranges. We present an Excel Solver model that we use in a supply chain management class to teach students the following principles: how to look up less-than-truckload freight rates using a carrier’s software, how to calculate less-than-truckload and truckload freight rates, to decide whether to overdeclare (artificially inflate) the weight of a less-than-truckload shipment to lower the freight charge, and how to find the purchase lot size that minimizes annual logistics cost. We assume that all-units purchase quantity discounts are offered by the supplier and the product is shipped Free On Board (FOB) Origin, Freight Collect. We discuss how to solve this model with Excel’s GRG Nonlinear Solver. Classification-JEL: A22, C61, C88, N72 Keywords: Excel Solver, linear programming, logistics, purchase lot-sizing Journal: Business Education & Accreditation Pages: 49-59 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:49-59 Template-Type: ReDIF-Article 1.0 Author-Name: Shiro Shivani Devi Author-Name: Rashika Saroshma Kumar Author-Name: Sherlin Krishna Raju Title: PARTNERING WITH PRACTICE FOR ACCOUNTING EDUCATION: EVIDENCE FROM THE PACIFIC Abstract: The Partnering with Practice (PWP) approach to teaching accounting is a relatively new and an underresearched phenomenon. This approach requires partners from chartered accounting (CA) firms to work in collaboration with academics in the delivery of accounting courses or a designated module in a course at tertiary institutions. This paper seeks to discuss the viability of the PWP approach to teaching accounting in the School of Accounting and Finance (SOAF) at the University of the South Pacific (USP). The paper explores the existence of an expectation gap in the accounting curriculum that could be fulfilled via the PWP approach. To gather data for this study, we carried out in-depth interviews of two stakeholder groups, namely, the partners of the big four CA firms operating in Fiji and the senior academics of SOAF. The results revealed that the PWP approach had its share of perceived benefits and limitations. The results also showed that both stakeholders were willing to collaborate in this teaching approach should SOAF decide to pursue this approach in future. This paper has practical implications for the field of accounting education. Classification-JEL: M4; M41; M49 Keywords: Partnering with Practice (PWP), teaching approach, chartered accountants Journal: Business Education & Accreditation Pages: 61-72 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-6.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:61-72 Template-Type: ReDIF-Article 1.0 Author-Name: PM Mampane Title: THE TEACHER TURNOVER CRISIS. EVIDENCE FROM SOUTH AFRICA Abstract: In spite of numerous strategic interventions by the department of basic education to retain educators in the profession, there continues to be a high number of educators leaving the profession. This attrition of skilled personnel has had an adverse effect on the capacity of the state to realize its millennium development goals. These goals include achieving universal primary education by 2014. A key focus of the South African government strategic objective is to ensure the country has skilled expertise in various fields i.e. commerce, education, industry, science and technology etc. This goal can only be achieved in an environment of sustained investment in human capital development by the government. In the arena of education a significant contribution of the country’s focus has been directed to teacher development. Despite these gargantuan efforts on the part of government, there continues to be a brain drain with high educator turnover. A tacit indication of this massive investment in education is the fact that of the R165 billion budgeted for education, R2.7 billion has been earmarked for teacher development. This clearly points out to the strategic importance of leadership and human capital development as critical areas for broad human resource development goals of the state. Classification-JEL: A2 Keywords: Teacher Turnover, South Africa Journal: Business Education & Accreditation Pages: 73-83 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-7.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:73-83 Template-Type: ReDIF-Article 1.0 Author-Name: Erin E. McCarthy Author-Name: Arup K. Sen Author-Name: Bonnie Fox Garrity Title: FACTORS THAT INFLUENCE CANADIAN STUDENTS’ CHOICE OF HIGHER EDUCATION INSTITUTIONS IN THE UNITED STATES Abstract: This study seeks to explain the factors influencing Canadian students’ motivation for studying in the United States. The United States has continuously been the leader in international students, but is now facing increasing competition from other nations around the world. As one of the top senders of international students to the United States, Canada is of special interest to institutions of higher education in the United States due to the close social, economic, and political ties. International student mobility is influenced by push-pull factors that influence a student’s decision to study abroad, and ultimately pull factors from host nations that student’s find favorable. To understand Canadian students’ motivation for studying in the United States, a study was conducted with a sample of 411 Canadian students at a small private college in Buffalo, New York. The study found statistically significant differences in the the importance placed on reasons for not remaining in Canada for higher education, the factors that influence the selection of the United States as a study destination, and student preferences for institutions of higher education in the United States. The study concluded that there are separate push-pull factors influencing Canadian higher education students on the Canada-U.S. border, and that Canadian students are their own distinct group that are neither truly like international nor domestic students. Classification-JEL: 051 Keywords: International education, Canadian students, higher education. Journal: Business Education & Accreditation Pages: 85-95 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-8.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:85-95 Template-Type: ReDIF-Article 1.0 Author-Name: Lee Revere Author-Name: Phillip Decker Title: A ROBUST AND COST-EFFECTIVE DATABASE APPROACH TO MANAGING AND REPORTING ASSESSMENT DATA Abstract: Schools of Business are diverse in their approach to meeting the Association to Advance Collegiate Schools of Business (AACSB) standards for assurance of learning. Developing a comprehensive assessment plan that includes a process for managing, collecting, analyzing, and reporting student-level assessment data is a daunting task. Assuring the process is faculty driven is even more difficult. Through the creation and evolution of a relatively simple Microsoft Access database, this University was able to develop, implement and manage an assessment plan that meets the AACSB assurance of learning standards, engages the majority of faculty, facilitates the data collection process, generates real-time student-outcome data and trends curriculum improvements over time. Classification-JEL: C44, C81, C88, D78, M00, M10, Y1 Keywords: Accreditation, Assessment, Assurance of Learning, Outcomes Data Journal: Business Education & Accreditation Pages: 97-112 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-9.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:97-112 Template-Type: ReDIF-Article 1.0 Author-Name: John A. Kaliski Author-Name: Queen E. Booker Author-Name: Paul L. Schumann Title: AN ARCHITECTURE FOR DYNAMIC E-LEARNING ENVIRONMENTS BASED ON STUDENT ACTIVITY AND LEARNING STYLES Abstract: Using e-learning systems, computer assisted technologies, or learning management systems to supplement or replace the classroom experience is becoming more common in education. The use of these technologies generates a large volume of transactional data that record how each student progressed through the learning materials in the e-learning system. This data, which is currently underutilized, could be used to understand student learning behaviors, and to help both the instructor and the student benefit more from the course content. This paper describes an architecture using business intelligence methodology for using the data captured by e-learning systems to understand what students are doing (or not doing) in the e-learning system, and thereby to make changes that enhance student learning. Classification-JEL: C88, I21, M00, M19, Z00 Keywords: E-learning, Learning Management Systems, Business Intelligence, Business Education, Business Education Research Journal: Business Education & Accreditation Pages: 113-124 Volume: 4 Issue: 2 Year: 2012 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v4n2-2012/BEA-V4N2-2012-10.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:4:y:2012:i:2:p:113-124