Template-Type: ReDIF-Article 1.0 Author-Name: Krisandra Guidry Title: DOES COURSE DELIVERY METHOD IMPACT PERFORMANCE IN SUBSEQUENT COURSES? EVIDENCE FROM A FINANCIAL MANAGEMENT COURSE Abstract: This study seeks to examine whether the mode of presentation for a foundational course affects student academic performance in a higher level course. In other words, do students retain more knowledge when a course is presented in the traditional lecture format or via online delivery? The course investigated was financial management, which serves as a prerequisite for several other courses in a business curriculum. Students from a medium sized state university (student population 6,500) with an AACSB accredited College of Business self-selected the online or lecture format. The presentation of the prerequisite did not have an impact on a student’s grade in a capstone business course. However, it was found that students in the web version of financial management performed better (i.e., earned higher grades) in upper level finance courses than those students enrolled in the lecture version of the prerequisite Classification-JEL: I21 Keywords: Online Learning, Face-to-Face Instruction, Knowledge Retention Journal: Business Education & Accreditation Pages: 1-8 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:1-8 Template-Type: ReDIF-Article 1.0 Author-Name: Debbie Delaney Author-Name: Lisa McManus Author-Name: Chew Ng Title: FIRST YEAR ACCOUNTING STUDENTS’ PERCEPTIONS OF BLENDED LEARNING Abstract: The purpose of this study is to use student-related variables to examine their impact on students’ perception of the integration of face-to-face and blended learning experience and students’ learning outcomes. This study uses survey questionnaires at the beginning and end of semester. The data analysis consists of (1) a paired sample t-test and (2) a partial least squares model to analyze the effect of student-related variables on student perceptions on the integration of blended learning at the beginning and end of semester and their learning outcomes, over the three year study period. Students’ perceptions at the outset were found to be important in their view of the subject and the learning experience they will enjoy. The learning experience throughout the semester affects the students’ perceptions on blended learning at the end of the semester and their perceived performance in both mid and final exams. No relationship was found between prior accounting knowledge and blended learning however a positive relationship was found between prior computer knowledge and blended learning. This study provides empirical evidence of the benefits of adopting blended learning in a first year accounting subject. These findings have implications for accounting educators who can use this knowledge to motivate students to engage in blended learning and improve their learning outcome irrespective of their prior knowledge Classification-JEL: I20, I29, M10 Keywords: Blended Learning, First Year Accounting, Experiential Learning Theory, Student Learning Outcomes Journal: Business Education & Accreditation Pages: 9-23 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:9-23 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel H. Boylan Title: CAN ASSESSMENT IMPROVE HOW PERSONAL FINANCE IS TAUGHT? Abstract: This research finds the delivery of personal finance education varies. Often national and local providers carry out this education by using providers ranging from salespeople to not-for-profits. Each entity brings its own motivation and objective. As a result, the delivery model for financial education varies and lacks coordination leading it to be ineffective and inefficient. By understanding the motivators and goals of both providers and learners this study recommends a collaboration of efforts. This collaboration encourages national providers to focus less on curriculum development and more on improving the educational practices. Local providers are then able to provide education based on client needs. At the national and local level providers should engage in more assessment. This research contributes to current literature by reinforcing that planning and coordination of personal finance curriculum is important. It finds the need to value and respect each stakeholder is key to long-term success. It also encourages all parties to improve their efforts by managing change Classification-JEL: D140, A220 Keywords: Personal Finance, Innovative Education, Change Management, Assessment Journal: Business Education & Accreditation Pages: 25-30 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:25-30 Template-Type: ReDIF-Article 1.0 Author-Name: David P. Stevens Author-Name: Zhiwei Zhu Title: DIFFERENCES IN STUDENT PERFORMANCE IN ONLINE VERSUS TRADITIONAL QUANTITATIVE COURSES Abstract: Online course enrollments have grown tremendously in recent years, but little research has examined the difference in student performance between traditional courses and their online counterparts. This research explores factors affecting student performance in online courses, compared to what they would likely have experienced in an equivalent traditional course. The results of the analysis of two sets of quantitative courses (undergraduate business statistics and operations management) indicates that grades are significantly lower (by about half a letter grade) for a student in an online course compared to a similar student in the same course taught by the same instructor with a traditional format. These results support the authors’ contention that online delivery is not suitable for all courses. Student learning style, as measured by the Felder-Solomon Index of Learning Styles, was not a statistically significant factor influencing student academic performance Classification-JEL: A2, C1 Keywords: Felder-Solomon ILS, Pedagogy, Online Success, Business Students Journal: Business Education & Accreditation Pages: 31-39 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:31-39 Template-Type: ReDIF-Article 1.0 Author-Name: Ugur Zel Author-Name: Serpil Soylemez Dede Title: MODERATING EFFECT OF INDIVIDUAL DIFFERENCES ON THE RELATIONSHIP BETWEEN CONTENT, DELIVERY METHOD AND PERCEIVED EFFECTIVENESS OF TRAINING Abstract: The business literature has mostly focused on the relationship between job performance and satisfaction of employees rather than the relationship between job performance and the training and development of employees. Additionally, the amount of research focused on determinants of training outcomes and effectiveness, is not satisfactory. This study analyzes the moderating effect of age, gender and seniority on the relation between the content and delivery of training programs and training effectiveness. Regarding training effectiveness, only the first two phases of the four levels model of Kirkpatrick (i.e. the satisfaction about the training and the learning outcome perceptions) are analyzed. A multinational corporation operating in Turkey is chosen as the sample for this study. The findings revealed that age and gender factors are insignificant in the first level of the Kirkpatrick model. However, seniority is the only factor affecting trainee satisfaction. Regarding the second level of Kirkpatrick’s model, all age, gender and seniority factors affect the learning process perceived outcome. These findings support some previous research but contradict with some others Classification-JEL: M53, O15 Keywords: Training, Development, Training Effectiveness, Age Effect, Gender Effect, Seniority Effect, Training Design Journal: Business Education & Accreditation Pages: 41-58 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:41-58 Template-Type: ReDIF-Article 1.0 Author-Name: Francis Petit Title: CREATING EXECUTIVE MBA PROGRAM VALUE THROUGH DEMING’S NEW ECONOMICS PRINCIPLES Abstract: The purpose of this research is to determine what Executive MBA Deans and Program Directors can learn from Dr. W. Edwards Deming specifically with many of the principles he discussed in The New Economics for Industry, Government and Education. (MIT, 1994). To determine this information, the current state of the Executive MBA sector will be examined along with select theories from Dr. Deming. Upon completing this research, conclusions will be generated as to the exact lessons, if any, that can be learned and potentially applied from this catalyst that ignited the quality revolution worldwide. The goal of this initial study is to determine if Executive MBA Deans and Program Directors can benefit from the Deming Thinking in order to move the Executive Education sector forward Classification-JEL: M1, M31, M200 Keywords: Executive MBA, Deming New Economics Value, Graduate Management Education Journal: Business Education & Accreditation Pages: 59-66 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-6.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:59-66 Template-Type: ReDIF-Article 1.0 Author-Name: Maria H. Sanchez Title: INTRODUCING THE CONCEPTS OF SUSTAINABILITY AND CORPORATE SOCIAL RESPONSIBILITY TO ACCOUNTING STUDENTS Abstract: Business majors are future business leaders. As faculty, we have a responsibility to educate these students on important topics such as accounting, marketing, finance, shareholder value, corporate governance, etc. However, I also believe that we have a responsibility to educate our students in areas such as ethics, corporate social responsibility, and sustainability. Many top business programs around the country are making these topics part of the curriculum. Sustainability is an issue that is relevant to every person and is vital to the continued existence of the planet. This paper documents the effects of an in-class presentation and exercise designed to introduce accounting students to the concepts of sustainability and corporate social responsibility Classification-JEL: M40, Q56 Keywords: Sustainability, Corporate Social Responsibility, Accounting Education Journal: Business Education & Accreditation Pages: 69-73 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-7.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:69-73 Template-Type: ReDIF-Article 1.0 Author-Name: Pierre Al-Khoury Author-Name: Katrin Bolkart Author-Name: Ina-Marie Fechter Author-Name: Mansour AlShamali Title: STUDENTS SOCIAL RESPONSIBILITY INITIATIVES AND IMPACT ON UNIVERSITY PERFORMANCE: AN EMPIRICAL STUDY FROM LEBANON Abstract: Social responsibility is a common path to go which will give the competitive advantage to the universities and students. Students create the basis for university social responsibility, yet the universities are responsible for developing and fostering the students towards being responsible. The purpose of this paper is to answer the question if the initiative towards social responsibility should be driven by the students or universities management. The current research study seeks the impact of the university social responsibility initiative laid on the performance of the universities and also on students. An appropriate sample size of 350 potential candidates currently enrolled and graduates were selected for the online survey by using SurveyMonkey. The study design was quantitative, and the questionnaire was used as data collection tool. The response of 200 sampling subjects was submitted. The questionnaire constituted the demographics information as well as itemized variables measured on 5 Point Likert scale. SPSS 19 has been used for statistical analysis. Findings of the results were calculated by applying frequency and correlation tests. The results showed that social responsibility initiatives and steps have significantly strong and positive relationship in boosting overall performance of the university. The current study suggested that the academicians should consider it to incorporate it in the study courses Classification-JEL: M140 Keywords: University Social Responsibility, Social Responsibility, Personal Responsibility, Students Initiative, Motivation, Universities Journal: Business Education & Accreditation Pages: 75-87 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-8.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:75-87 Template-Type: ReDIF-Article 1.0 Author-Name: Julie Haddock-Millar Author-Name: Chris Rigby Author-Name: Chandana Sanyal Title: EVIDENCE ON EDUCATION TO CAREER TRANSITIONS IN THE FINANCIAL AND ACCOUNTANCY SECTOR Abstract: Aim of the Session: The aim of this pilot project was three-fold: 1) create a learning intervention with the aim of developing priority employability skills as determined within the financial services and accountancy sector for first year undergraduate students; 2) explore the participants’ experience of the program content, 3) identify recommendations for future schemes. The United Kingdom (UK) Financial and Legal Skills Partnership (FLSP) developed a platform to provide mentoring and skills development across financial services and accountancy. Known as Get In Get On (GIGO), the FLSP’S virtual work experience comprises two discrete though interdependent features: 1) skills and knowledge development; 2) e-career mentoring. Between February 2014 and April 2014, twenty eight mentees and mentors (from Middlesex University and supportive organizations/individuals) participated in the scheme. The pilot evaluation suggests that there is reciprocal learning for students and professional mentors within the context of the accounting and finance profession. Students have benefited from a heightened awareness of the career opportunities available in the sector and how their studies may assist them in developing their key employability attributes. Feedback suggests that the scheme has greatest benefit for students entering Higher Education, with a view to preparing them for future employment Classification-JEL: I2, Y8 Keywords: Education, Career Transitions, E-Mentoring Journal: Business Education & Accreditation Pages: 89-100 Volume: 7 Issue: 2 Year: 2015 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v7n2-2015/BEA-V7N2-2015-9.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:7:y:2015:i:2:p:89-100