Template-Type: ReDIF-Article 1.0 Author-Name: Scott E. Bryant Author-Name: Timothy I. Malone Title: AN EMPIRICAL STUDY OF EMOTIONALINTELLIGENCE AND STRESS IN COLLEGE STUDENTS Abstract: A growing body of research indicates that emotional intelligence is an important factor for student success. In this paper, we examine the relationship between emotional intelligence and stress. Consistent with our hypothesis, we found a significant relationship between one dimension of emotional intelligence (use of emotions) and stress. We also found that age and gender impacted emotional intelligence and stress. Findings from this study have implications for students and universities Classification-JEL: M50 Keywords: Emotional Intelligence, Stress, College Students Journal: Business Education & Accreditation Pages: 1-11 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:1-11 Template-Type: ReDIF-Article 1.0 Author-Name: András István Kun Author-Name: Marietta Kiss Author-Name: Anna Kapitány Title: THE EFFECT OF PERSONALITY ON ACADEMIC PERFORMANCE: EVIDENCE FROM TWO UNIVERSITY MAJORS Abstract: Our study focuses on the effect of personality type and personality preferences measured by the Myers– Briggs typology, on higher education students’ choice of profession and on their academic performance. We statistically analyzed a sample from two slightly similar bachelor majors studied at the University of Debrecen, Hungary, to reveal both the general and major-specific effects of personality. We have found that the most frequent types in both majors were ENFJ and ESFJ; however, differences were revealed in the relative frequencies in the ESTJ, ISTJ and ENFJ types. We identified significant differences between the majors in the average preferences along the introversion-extraversion scale and in the sensingintuition dichotomies (the latter was significant only for female students). We also found differences in the explanatory power of personality for the two majors and also in the types and preferences which contribute positively or negatively to academic success Classification-JEL: A22, A23, I21 Keywords: Business Education, Higher Education, Career, Personality Type, MBTI Journal: Business Education & Accreditation Pages: 13-24 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:13-24 Template-Type: ReDIF-Article 1.0 Author-Name: Yu Peng Lin Title: ASSOCIATION TO ADVANCE COLLEGIATE SCHOOLS OF BUSINESS ACCREDITATION: A LONGTERM PERSPECTIVE Abstract: In this research note, we contend that the Association to Advance Collegiate Schools of Business accreditation should be viewed and planned with a much careful and long-term perspective due to the large amount of resources committed. Schools and colleges of business should not be merely joining the wasteful race for accreditation without a careful evaluation of its strategy. We speculate that some schools have unrealistic expectations about the benefits of the Association to Advance Collegiate Schools of Business accreditation which leads to a favorable bias toward being accredited. Over the periods of 1992 ~ 1999, the Association to Advance Collegiate Schools of Business accredited member schools represent a large yet declining percentage of providers of management education as they lost market share to non-accredited schools and for-profit providers, while at the same time, a tremendous growth in the number of accredited members/programs was observed due to the change to a mission-driven accrediting policy. These two contradictory trends suggest that a timely effort of a careful and comprehensive analysis of the Association to Advance Collegiate Schools of Business accreditation is needed Classification-JEL: A12, A13, D50 Keywords: Accreditation, AACSB Journal: Business Education & Accreditation Pages: 25-32 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:25-32 Template-Type: ReDIF-Article 1.0 Author-Name: Susan J. Kowalewski Author-Name: Caroline J. Michalik Title: THE IMPORTANCE OF AN ADVANCED DEGREE FOR NURSES IN HEALTH CARE Abstract: Current literature supports the promotion of nurses to the administration level focusing on areas that have shown positive outcomes such as improved patient care and staff satisfaction. An advanced degree in business, nursing, or health administration is a valuable choice for nursing administrators in today’s health care environment to provide the necessary education for these positions. The primary objective of this study was to determine the benefit to hospitals of an advanced degree in the role of hospital administrators; as well as to investigate the perceptions of current nurse leaders in the hospital setting and their application of an advanced degree in administrative roles. The study was conducted using a quantitative survey designed to evaluate the gaps in the role of the advanced degree and the nursing executive and their practice in the hospital environment. An online survey provided data related to specific perceptions that included recommendations for preparation of candidates for advanced nursing positions, methods utilized to assist nurses to advance, and the requirement of an advanced degree for such positions Classification-JEL: M1, I1 Keywords: Advanced Degrees, Health Administration, Nurses, MBA, MSN Journal: Business Education & Accreditation Pages: 33-41 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:33-41 Template-Type: ReDIF-Article 1.0 Author-Name: Mohammed Hossain Author-Name: Tyge Kummer Author-Name: Conor O’Leary Title: SUCCESSFUL IMPLEMENTATION OF WRITTEN COMMUNICATION ACROSS AN ACCOUNTING DEGREE PROGRAM Abstract: Both the accounting profession and faculty recognise the importance of written communication as a skill business graduates need to master. However, in an already crowded syllabus the problem for educators is how to get time to devote to soft skills such as communication. This study evaluates a program adopted by the accounting discipline of an Australian University aimed at improving the written communication skills of their graduates. The teaching, assessment, evaluation and feedback of written communication were embedded throughout a three year degree program. Specifically one first year, one second year and one final year course formally taught and evaluated the skill using a consistent assessment rubric which contained six criteria applicable to written communication in an accounting environment. The final year assessment of the skill was then compared against three previous years of such assessment before the new program was adopted. The evaluations were across two campuses with different student demographics as regards nationality. Significant improvement was noted at both campuses. The implications are considered important in that they demonstrate soft skills such as communication can be taught and improved upon throughout a degree program if they are integrated and supported appropriately Classification-JEL: I20, I29, M10 Keywords: Written Communication, Accounting Education, Soft Skills, Teaching and Evaluating, Professional Accreditation Journal: Business Education & Accreditation Pages: 43-56 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:43-56 Template-Type: ReDIF-Article 1.0 Author-Name: Gerald Venezia Author-Name: Oheneba Ama Nti-Osei Author-Name: Chiulien C. Venezia Title: THE IMPACT OF ETHICAL WORK CLIMATES AND NATIONAL CULTURE ON ACADEMIC ELITES: A CROSS-CULTURAL COMPARISON OF BUSINESS SCHOOL FACULTY Abstract: The purpose of this paper is to examine the relationship that Ethical Work Climates and National Culture have on business faculty in universities. Most studies involving ethics focus on students or professions outside academia. We felt that looking at the teaching profession and in particular business faculty across cultures would provide an insight to the question of whether academic elites were influenced by their organizational culture or national culture when introducing the subject of ethics to their students. The most significant difference was in the egoistic climate. Contrary to the hypothesis that the United States would score higher, it in fact scored the lowest of the three. It also held true that the United States is slightly more principled than Ghana and Taiwan. In all other climates there was no significant difference Classification-JEL: M00, M14 Keywords: National Culture, cross-cultural, Ethical Work Climates Journal: Business Education & Accreditation Pages: 57-66 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-6.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:57-66 Template-Type: ReDIF-Article 1.0 Author-Name: Diah Hari Suryaningrum Author-Name: Eni Wuryani Author-Name: Intan Yuniar Purbasari Title: THE EFFECTIVENESS OF MOBILE BASED LEARNING TECHNOLOGY VERSUS FACE-TO-FACE LEARNING OF ACCOUNTING INFORMATION SYSTEMS Abstract: The fast developments of information and communication technology (ICT) today not only have an impact on the world of industry, but also in the world of education. In the world of education, the useage of ICT is expected to improve the performance, especially the performances of students with regard to their academic matters. The need to improve the quality of accounting graduates who have personal skills has long been a concern of accounting education. This study aims, first to provide empirical evidence that mobile learning will improve student performance not only in technical skills but also in personal skills. Second, to prove and test the effectiveness of mobile learning as opposed to face-to-face learning in improving the competence of accountants in accordance with the standards established by the Indonesian Institute of Accountants (IAI) and the national education goals. Method of learning with mobile technology is expected to support the learning process of the present method so as to improve the competence of accountants in terms of technical competency skills, personal skills, business knowledge and extensive expertise. The third objective is to understand the students’ motivation in learning. This study is an exploratory research and developed a new mobile learning application of Accounting Information Systems. This study used quasiexperimental research design to test the new application.. Research results of the pre-test and post-test score indicated that mobile based learning technology is more effective than face-to-face learning for additional learning of accounting information systems Classification-JEL: M49 Keywords: Mobile Learning Applications, Quasi-Experimental Design, Students’ Performance Journal: Business Education & Accreditation Pages: 67-76 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-7.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:67-76 Template-Type: ReDIF-Article 1.0 Author-Name: Juan Rositas-Martínez Author-Name: Joel Mendoza-Gómez Title: COMPETENCY BASED EDUCATION AND TECHNOLOGY IN TEACHING STATISTICS Abstract: This research focuses on proposing answers to crucial questions for improving statistics teaching. There is a perception not yet overcome that statistics is abstract, not useful, rigid, that generates anxiety and negative attitudes especially in management science and socials students. Neumann, Hood and Neumann (2013) provide an overview of recent research on teaching and learning statistics. Makar & Ben-Zvi (2011), Gardfield & Ben-Zvi (2007) and Scheaffer (2001) have suggested teaching approaches that include more real-life data and less theory, more data analysis and intuition-based knowledge building supported on active student participation and suitable technology and software. Research findings on how student learns, competency-based education, teamwork and communications and information technologies provide the platform to device and test new answers. Our study reports results achieved in our university (UANLFACPyA) from an exploratory research. We share these results with all those statistics teachers and instructors in business and industry organizations facing theses challenges Classification-JEL: A20 Keywords: Statistics Education Research, Teamwork, Competency-Based Education, Statistics Software Journal: Business Education & Accreditation Pages: 77-86 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-8.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:77-86 Template-Type: ReDIF-Article 1.0 Author-Name: Juha Kettunen Title: STRATEGIC NETWORKS OF HIGHER EDUCATION INSTITUTIONS: EVIDENCE FROM EUROPE Abstract: The purpose of this study is to present the establishment, activities and the results of the Consortium on Applied Research and Professional Education, which is the strategic network of higher education institutions. The study analyses the role of trust in strategic partnerships and the benefits of networking. The concept of trust has been used to plan the structure of the strategic network and create a cohesive network with common interests. The strategic network promoted student and staff exchange, research and development projects and the sharing of knowledge and good practices. The consortium is the first strategic network of its kind established by five European universities of applied sciences. The findings of this study are useful to the administrators of educational institutions as they improve internationalization and institutional performance Classification-JEL: M1, R1 Keywords: Strategic Management, Trust, Networking, Higher Education Journal: Business Education & Accreditation Pages: 87-95 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-9.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:87-95 Template-Type: ReDIF-Article 1.0 Author-Name: Yu-Ling Lin Title: AN EXPLORATIVE STUDY OF VIRTUAL TRADING GAMES: A MEANS-END CHAIN APPROACH Abstract: In order to help students acquire relevant knowledge on various financial investments in this rapidly changing environment of the global economy, it is crucial for educators to identify game elements that will attract students and keep them focused on learning. In this research, Digital Game-Based Learning and Means-end Chains have been chosen as the theoretical basis for the study, with ladder interview and content analysis as the tools of analysis to discuss the structure of the game attribute-learning consequence, terminal value chain of virtual trading games from the perspective of students. Results of the study revealed that through game attributes such as Diverse investment tools, Virtual chips, Team work, and Virtual platform, students were able to benefit from learning consequences including Practice for financial planning, Accumulation of investment experience, Reduction of error rate, Enhancement of team learning, Increased practical experience, Reduction of pressure and accountability and pursue terminal values such as Sense of achievement, Fun and enjoyment of life, Warm interpersonal relationships, Sense of security. Hopefully these findings will help educators to better understand students’ value perception structure in digital education gaming in order to develop new teaching solutions, and game developers to design innovative game attributes Classification-JEL: M31 Keywords: Digital Game-Based Learning, Means-end Chain Theory, Virtual Trading Journal: Business Education & Accreditation Pages: 97-106 Volume: 7 Issue: 1 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n1-2015/BEA-V7N1-2015-10.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:1:p:97-106