Template-Type: ReDIF-Article 1.0
Author-Name: Chuanyin Xie
Author-Name: Susan D. Steiner 
Title: ENHANCING MANAGEMENT EDUCATION RELEVANCE: JOINT CREATION OF KNOWLEDGE BETWEEN BUSINESS SCHOOLS AND BUSINESS
Abstract: Management education has been criticized for its limited contribution to both students and business. Yet,
the traditional education approach has not undergone fundamental changes in decades. A number of new
educational models have been proposed, but challenges seem insurmountable when it comes to
implementation. This article explores how an effective change in management education could be made
through joint creation of management knowledge between business schools and the business community.
We argue that this collaboration in knowledge creation complements the new management education
models and is helpful to their implementation.
Classification-JEL: I20, I21, M10
Keywords: Management Education; Business Relevance; Joint Creation of Management Knowledge
Journal: Business Education & Accreditation
Pages: 1-15
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-1.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:1-15 

Template-Type: ReDIF-Article 1.0
Author-Name: Charles J. Hobson
Author-Name: David Strupeck
Author-Name: Andrea Griffin 
Author-Name: Jana Szostek
Author-Name: Rajan Selladurai
Author-Name: Anna S. Rominger 
Title: FIELD TESTING A BEHAVIORAL TEAMWORK ASSESSMENT TOOL WITH U.S. UNDERGRADUATE
BUSINESS STUDENTS
Abstract: Given the ubiquitous utilization of teams in U.S. workplaces, collegiate schools of business have
responded by placing great emphasis on the assessment and development of teamwork skills. Employing
a methodology first proposed by Hobson and Kesic (2002) for use in managerial training, this study
involved the behavioral assessment of teamwork skills in a sample of 247 undergraduate business
students. The evaluation tool consisted of 15 positive and 10 negative teamwork behaviors. A leaderless
group discussion exercise was utilized with 5-person teams, working together to solve a problem in a 20-
minute period. Team interaction was videotaped and analyzed to produce ratings (on a 0-4 scale, from
never to always) for each student on the 15 positive behaviors, 10 negative behaviors, as well as an
overall score (the sum of the 15 positive behaviors minus the sum of the 10 negatives). Data analysis
provided means for all 25 individual items on the teamwork assessment tool and norms for overall
teamwork scores. A full factorial ANOVA indicated essentially no demographic differences in overall
scores as a function of sex, age, race/ethnicity, or major. Potential uses of this assessment methodology
in teaching, student coaching, and accreditation are discussed.
Classification-JEL: I21, I23 
Keywords: Teamwork, Team skills, Teamwork Education
Journal: Business Education & Accreditation
Pages: 17-27
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-2.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:17-27 

Template-Type: ReDIF-Article 1.0
Author-Name: Karel Updyke 
Title: EVOLUTION OF A BUSINESS PROGRAM DESIGNED TO DEVELOP STUDENTS’ KNOWLEDGE AND SKILLS
Abstract: This paper describes the 20-year evolution of the College of Business in developing a comprehensive,
four-year professional and career development program for students. We began by designing a
business spine, a series of courses introducing students to the tools of business decision-making. The
spine culminated by requiring each business major to complete two internships, consisting of at least 300
hours of work experience. We now understand that students also need to acquire a variety of skills over
four years, on their paths to becoming business professionals. We show the importance to students’
success of experiential learning, including internships, mentoring, and skill-development. Students now
take freshman and sophomore business experience courses, meet with their career mentors over their four
years, and participate in a variety of workshops and other activities and events to help them learn
business and professional skills and attitudes. We believe this comprehensive, four-year program
contributes to our nearly 99% placement rates within six months of graduation.
Classification-JEL: M10
Keywords: Assessment, Internships, Student learning, Experiential learning, Business Education
Journal: Business Education & Accreditation
Pages: 29-39
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-3.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:29-39 

Template-Type: ReDIF-Article 1.0
Author-Name: Werner Soontiens
Author-Name:  Kerry Pedigo
Title: TRANSNATIONAL EDUCATION: AN AUSTRALIAN APPROACH TO ASSURING QUALITY AND ENGAGING
OFFSHORE STAFF 
Abstract: Traditionally and despite the growth and increased importance of transnational education (TNE) staff
development and induction in offshore locations are undertaken from afar with sporadic actual
engagement. As a long time TNE provider, in an often complex environment, the Curtin Business School
(CBS) at Curtin University, in Perth, Western Australia has developed and is implementing a multifaceted
approach to the induction of offshore staff. The article reflects on the context, roll-out and results
of a newly developed residential staff induction program. The program facilitated skill development and
understanding but more importantly established an unanticipated depth of connectedness and
commitment.
Classification-JEL: I23, M16
Keywords: Multinational Education; Offshore Staff; Quality Assurance 
Journal: Business Education & Accreditation
Pages: 41-54
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-4.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:41-54 

Template-Type: ReDIF-Article 1.0
Author-Name: Jeff Anstine  
Title: GRADUATION RATES AT U.S. COLLEGES AND UNIVERSITIES: A LARGE DATA SET ANALYSIS
Abstract: This paper compiles data from a half a dozen different sources to examine the relative impact various
factors have on graduation rates. Research finds that faculty salaries positively impact rates, public
schools have lower graduation rates and liberal arts colleges, research and masters’ universities have
higher rates than comprehensive. Overall, the existence of learning communities and teaching centers at
institutions of higher learning does not improve graduation rates. However, if the type of school is taken
into consideration; the existence of learning communities does improve graduation rates at
comprehensive universities but does not have any impact on research and masters universities or liberal
arts colleges. This research suggests that when implementing programs aimed at improving graduation
rates different types of colleges and universities need to be selective in what they choose.
Classification-JEL: A20, A22, Z18
Keywords: Graduation Rates, Colleges, Universities
Journal: Business Education & Accreditation
Pages: 55-64
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-5.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:55-64 

Template-Type: ReDIF-Article 1.0
Author-Name: Rubén Molina Martínez
Author-Name: Argelia Calderón Gutiérrez 
Title: DEVELOPING COMMUNICATIVE COMPETENCE IN ENGLISH AS A SECOND LANGUAGE BY INTEGRATING BUSINESS COMPETENCIES
Abstract: This paper examines what business competencies a learner of English as a Foreign Language (EFL) can
develop while developing communicative competence in English. The analysis is focused on the business
competencies undergraduate students at the Administration Faculty of Universidad Michoacana de San
Nicolás de Hidalgo need to develop. The study aims to demonstrate that using a competence formation
model enables learners to attain better levels of communicative competence. Moreover, it strengthens
their business competencies through classroom practice of real-life communicative activities, without
having to study them separately or at different times. Finally, by incorporating self-assessment practices
and a learning portfolio as tools to enhance learning by asking students to reflect on their own
motivations or needs, we expect to contribute to developing learning autonomy and self-evaluation
strategies as an integral approach to both professional and personal formation.
Classification-JEL: I2, I23
Keywords: Competences, Communicative Competence, Autonomy, Business Competencies
Journal: Business Education & Accreditation
Pages: 65-77
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-6.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:65-77 

Template-Type: ReDIF-Article 1.0
Author-Name: Lynda S. Livingston 
Title: ADDING MARKOWITZ AND SHARPE TO PORTFOLIO INVESTMENT PROJECTS
Abstract: Introductory investments courses revolve around Harry Markowitz’s modern portfolio theory and
William Sharpe’s Capital Asset Pricing Model. Nonetheless, the textbook versions of these seminal
contributions tend to obscure their economic insights, focusing instead on their mathematical
consequences. In this paper, we suggest simple additions to the basic portfolio spreadsheet project that
will distinguish the economics (e.g., the market portfolio is efficient) from its necessary consequences
(e.g., the beta-expected return relationship is linear). We also show that it is important to use Excel’s
MMULT function, not Solver, to find efficient portfolios.
Classification-JEL: G10, G11
Keywords: Portfolio Theory, CAPM, Investments Pedagogy
Journal: Business Education & Accreditation
Pages: 79-95
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-7.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:79-95 

Template-Type: ReDIF-Article 1.0
Author-Name: Nadia Shuayto 
Title: MANAGEMENT SKILLS DESIRED BY BUSINESS SCHOOL DEANS AND EMPLOYERS: AN EMPIRICAL
INVESTIGATION
Abstract: The objective of this research was to determine the skills business leaders find most critical in MBA
programs to adequately prepare leaders and professionals for organizational success. A second goal was
to explore the relationship between the perceptions of business and industry leaders and business school
leaders on the rankings of skills deemed most important to prepare students for success in their business
careers. The conceptual framework for this study was based on Tanyel’s et al., 1999 study. A survey
instrument was administered to 67 respondents from prospective employers of MBA graduates and 15
respondents among business school deans and directors located in the state of Michigan. The two
samples consisted of a matched pair design and rank order means for skill rating by the prospective
employers and the matched mean rating from the deans/ directors. The major findings found significant
differences in the mean rating of the importance of soft skills vs. hard skills among the prospective
employers of MBA graduates. Additionally that there is a significant difference in the mean rating of the
importance of soft skills vs. hard skills for MBA graduates among the deans and directors at
business schools with MBAs. This research offers business school leaders empirical evidence for
curriculum redesign for prioritizing skills and designing coursework to incorporate top ranked skills
viewed as most important by business and industry leaders.
Classification-JEL: J24, J33, J44, M12
Keywords: Higher Education, MBA Programs, Management Skills, Soft Skills
Journal: Business Education & Accreditation
Pages: 93-105
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-8.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:93-105 

Template-Type: ReDIF-Article 1.0
Author-Name: Vinita Sinha
Author-Name:  K. S. Subramanian
Title: ACCREDITATION IN INDIA: PATH OF ACHIEVING EDUCATIONAL EXCELLENCE
Abstract: This article identifies the noteworthy role played by various statutory bodies constituted and expanded by
the Indian Government for the purpose of quality assurance and attainment of sustainable excellence in
the Indian higher education system. Accreditation has now become vital for all universities in India
except those created through an act of Parliament. Without accreditation, these institutions have no legal
entity to call themselves a University and award Degrees which are not treated as valid for
academic/employment purposes. Since quality assurance is an evolving issue the emphasis is deliberately
given to excellence and quality as the distinct constituents of higher education in India. This is done
through a combination of self and external quality evaluations, endorsements and sustenance initiatives.
This paper also highlights existing key issues of the accreditation process and vital points that need to be
incorporated to generate insights about the future of accreditation.
Classification-JEL: I2, I23 
Keywords: Accreditation, Educational, Excellence, India, Path 
Journal: Business Education & Accreditation
Pages: 107-116
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-9.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:107-116 

Template-Type: ReDIF-Article 1.0
Author-Name: Varghese P. George  
Title: A COMMUNICATION-FOCUSED MODEL FOR LEARNING AND EDUCATION
Abstract: Discontinuities in markets and technology as well as issues of performance are roiling the field of higher
education. Despite the profusion of educational and learning concepts, a comprehensive model for both
explaining and testing for educational performance has been hard to come by. The paper starts with a
brief retrospect of the better-known conceptualizations of learning and educational processes. Next, built
atop the Community of Inquiry framework and employing the typology for the purposes of communication
under knowledge-intensive environments, a Communication-Focused Model for Learning and
Education is proposed. With clearly laid out causal linkages, the model shows how the sub-components
of a communication-based design aggregate to a comprehensive educational design. Such educational
design in turn is shown to influence the learning processes and, finally, the quality of learning, which can
be assessed better with the proposed comprehensive model. Suggestions for the empirical applications of
the model and for its heuristic extrapolations to arrive at new educational designs are provided.
Classification-JEL: I20, I21, I23
Keywords: Higher Education, Educational Design, Learning Model, Learning Outcomes
Journal: Business Education & Accreditation
Pages: 117-130
Volume: 5
Issue: 2
Year: 2013
File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v5n2-2013/BEA-V5N2-2013-10.pdf
File-Format: Application/pdf
Handle: RePEc:ibf:beaccr:v:5:y:2013:i:2:p:117-130