Template-Type: ReDIF-Article 1.0 Author-Name: Andre L. Honoree Author-Name: Harold E. Davis Author-Name: Terri Tara Lopez Title: MOTIVATING FACULTY ENGAGEMENT IN ASSURANCE OF LEARNING USING THE JOB CHARACTERISTICS MODEL Abstract: This paper addresses the significant issue of low-level faculty engagement/participation in the assessment process by advocating the employment of self-managed work teams and integrating detailed motivational elements in the design of assurance of learning plans. Specifically, this article illustrates how each of the five motivational components from Hackman & Oldham’s Job Characteristics Model (1974) can be utilized in the design/redesign of a college’s assurance of learning process and attend to the issue of social loafing. Numerous prescriptive actions illustrating how the authors applied the motivational theory are presented to serve as a reference to other institutions as they too seek to improve the quality of their assurance of learning outcomes Classification-JEL: I20, I21 Keywords: Assurance of Learning, Faculty Engagement, Job Characteristics Model, Job Redesign, Social Loafing Journal: Business Education & Accreditation Pages: 1-12 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:1-12 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia Sendall Author-Name: Kristin Stowe Author-Name: Lisa Schwartz Author-Name: Jane Parent Title: HIGH-IMPACT PRACTICES: AN ANALYSIS OF SELECT UNIVERSITY AND BUSINESS SCHOOL PROGRAMS Abstract: Colleges and universities are finding new ways to enhance the academic environment with high-impact programs such as student-based research, internships and international study abroad programs. Research has shown that students learn most when they are more engaged in the experience rather than passive participants. This exploratory study examines high-impact opportunities for undergraduate university students in the U.S. Web sites and other materials from 90 randomly selected AACSB and ACBSP member schools were reviewed to determine how each incorporates high-impact educational practices into their overall university programs and in their business school programs. Three high-impact programs were examined: undergraduate research, internships and global learning opportunities. Recommendations for future high-impact educational practices are discussed. High Impact (HI) programs are prevalent in U.S. colleges and universities. There is a significant positive relationship between high-impact activities and graduation rates. Institutions that have healthier high impact practices have better graduation rates. Larger schools and schools with AACSB accreditation also have stronger high impact practices devoted specifically to business schools. Doctoral granting institutions scored higher in all three practices analyzed in this study. Undergraduate research is the area in which high-impact ratings were the lowest Classification-JEL: A29, M19 Keywords: High Impact Programs, Undergraduate Research, Internships, Global Learning Journal: Business Education & Accreditation Pages: 13-27 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:13-27 Template-Type: ReDIF-Article 1.0 Author-Name: Hala M. L. Enaba Author-Name: Heba Fouad Author-Name: Satish Nargundkar Title: SYSTEMIC CHALLENGES TO IMPLEMENTING AN ACTIVE LEARNING STRATEGY IN AN INTRODUCTORY MARKETING CLASS Abstract: Employers have increasingly questioned the gap between theory and practice in marketing education as it has a large effect on graduating students in the employment market. This problem is especially acute in Egypt, where the education system has not emphasized the development of critical thinking ability among students. This study investigates the effectiveness of an active learning approach in teaching introductory marketing to undergraduates. The course was taught at a major public university in Egypt, with an extremely large class size (over 1000). Results showed some encouraging signs and also highlighted some of the systemic challenges to implementation of active learning strategies. We discuss the problems encountered in the classroom and implications for university education in Egypt Classification-JEL: I2 Keywords: Marketing Education, Active Learning, Critical Thinking, Large Classes, Developing Countries, Egypt, Systemic Challenges Journal: Business Education & Accreditation Pages: 29-42 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:29-42 Template-Type: ReDIF-Article 1.0 Author-Name: Andrew Manikas Author-Name: Michael Godfrey Title: PROJECT MANAGEMENT AS A POSITIVE FORCE FOR CHANGE IN UNDERSERVED COMMUNITIES Abstract: This paper discusses the development of a project management course at a high school in an underserved community in the United States. This course was part of the Thrivals® initiative, which strives to be a positive force in the African American community. Our research goal was to assess whether high school students could acquire and demonstrate knowledge of the Project Management Body of Knowledge (PMBOK) at a proficiency level equivalent to the level of university students. We compared the performance of the pilot class at the high school to that of a university level class and found no statistically significant difference in high school students’ learning compared to that of the university students Classification-JEL: L3, M53, O22 Keywords: Project Management Education; High School Learning; PMP Community Outreach Journal: Business Education & Accreditation Pages: 43-52 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:43-52 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas K. Ochogo Author-Name: Charles M. Rambo Author-Name: Joyce K. Mbwesa Title: INFLUENCE OF COMPUTING COMPETENCE ON LECTURERS’ PREPAREDNESS FOR E-LEARNING AT THE UNIVERSITYOF NAIROBI, KENYA Abstract: The objective of this study was to determine the influence of lecturers’ computing competence and preparedness for electronic learning (eLearning), focusing on word processing, spreadsheets, presentation, statistical analysis, internet browsing and e-mailing software packages. We applied a cross-sectional survey design with both quantitative and qualitative approaches to source data from 212 lecturers and 108 administrative staff in May 2011. The results show that participants whose competence in applying word processing packages was above average had about 5.7 the odds of being prepared for eLearning as those whose competence was below average. Those whose competence in applying spreadsheets was above average were about 2.2 times as likely to be prepared for eLearning as those whose competence was below average. Participants whose competence in presentation packages was above average had about 5.1 times the odds of being prepared for eLearning as those whose competence was below average. Structuring the training program and harmonizing its schedules with academic semesters, making the University training program continuous, initiating a program for change management are some of the measures that the University should consider to improve lecturers’ preparedness to function in an eLearning setting. Classification-JEL: I230 Keywords: Computing Competence, E-Learning, Preparedness, Software Packages, Training, Change Management Journal: Business Education & Accreditation Pages: 53-68 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:53-68 Template-Type: ReDIF-Article 1.0 Author-Name: Karla Liliana Haro-Zea Author-Name: Rufina Georgina Hernandez Contreras Author-Name: Saylor Acevez Title: IDENTIFICATION AND ANALYSIS OF STUDENT'S TALENTS AT THE SCHOOL OF PUBLIC ACCOUNTING AT THE BENEMERITA UNIVERSIDAD AUTONOMA DE PUEBLA Abstract: This research identifies and analyzes the talents School of Public Accounting students at the Benemerita Universidad Autonoma de Puebla (BUAP). Specifically, we examine students studying the subject of innovation and entrepreneurial talent. The study is exploratory, descriptive and explanatory. The design of the research work is non-experimental. This is cross-section research. In order to carry out the data collection, 50 talent-recognition tests were applied. These tests consist of 180 items of a non-probabilistic intentional type sample. The study also presents an impact analysis of the subject of Innovation and Entrepreneurial Talent as a strategic tool to demonstrate creativity and innovation. Finally, we not that developing the competence of Learning to Undertake is a challenge for teachers, such that entrepreneurship becomes a pillar in modern education Classification-JEL: L26, M13, M53 Keywords: Strategy, Innovation, Talents, Foresight and Analysis Journal: Business Education & Accreditation Pages: 69-78 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-6.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:69-78 Template-Type: ReDIF-Article 1.0 Author-Name: D. R. Plante Author-Name: M. Branton Author-Name: G. Oliphant Title: INTRODUCING ENTREPRENEURSHIP INTO AN UNDERGRADUATE SOFTWARE DEVELOPMENT COURSE Abstract: During the past decade, undergraduate computer science students have become progressively more interested in pursuing less traditional paths of employment after graduation. While most still choose to work for established businesses, others are choosing to start businesses of their own. For students in computer science, developing novel software products is one viable approach to this end. To address our students’ growing interest in entrepreneurship, during the last three years, we have modified the content of our Software Development course to introduce the Lean Startup philosophy and simulate the process students starting their own businesses would take to do so. The class begins with students pitching their ideas to other students in the class, then choosing the project(s) they will work on, interviewing clients and potential customers to determine the requirements for the product, and finally, developing the product. Four software products have been developed in this period, including one that received second place in an innovation competition and attracted the attention of a venture capitalist. In this paper, we will further describe details of the course, the products developed, and student attitudes both during and after the class is over Classification-JEL: L26, O3 Keywords: Entrepreneurship, Technologies Journal: Business Education & Accreditation Pages: 79-86 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-7.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:79-86 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Conyette Title: STUDENT DIVERSITY AND HOW IT RELATES TO STUDENT SUCCESS Abstract: Encouraging contact among students from different economic, social and racial or ethnic backgrounds could help provide the support students deem necessary to succeed at college. Evaluation of a 2011 Community College Survey of Student Engagement (CCSSE) dataset reveals an intriguing relationship between student diversity and students’ feelings of support they need to succeed at college. Analysis of data implies that improving students’ understanding of people of other racial and ethnic backgrounds could help encourage contact among students from different economic, social, and racial or ethnic backgrounds, and this in turn could help university and college students succeed in their studies. Logistic regression analysis shows the strongest predictor of support needed to help students succeed at college is Encouraging contact among students from different economic, social and racial or ethnic backgrounds. Consequently, increasing student diversity, for example, may be an appropriate university or college strategy to help students understand people of other backgrounds. Greater awareness of people from different racial and ethnic backgrounds could promote contact among students with different backgrounds and this could improve the sense of support students think a college could provide them to succeed at school and in the job market Classification-JEL: I21, I22, I23, I24, O15 Keywords: Student Engagement, Diversity, CCSSE, Support for Learners, Educational Intervention Journal: Business Education & Accreditation Pages: 87-97 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-8.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:87-97 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Weaver Author-Name: Michelle Browning Author-Name: Nelson Altamirano Title: CHOOSING A BACHELOR-LEVEL BUSINESS PROGRAM: FACTORS IMPACTING THE DECISION Abstract: In the increasingly competitive environment in which colleges and universities are striving to attract students, understanding why and how prospective students make their choices is becoming more critical. Understanding the choices of programs within a college or university is also increasingly important. The review of the literature revealed that most studies were about choosing undergraduate business programs in on-site environments, not a mix of on-site and online. At a major private, non-profit university’s business school, questions were raised about prospective students choosing among three bachelor-level business programs. What led them to choose their particular program? Which sources of information were most influential in their choices? What role did Advisers play in their choices? In a sample of 182 out of 1985 students enrolled in the three programs, study participants were asked about the purpose of their enrollment, their enrollment process, and their perceptions of the similarities and differences in the programs. Possibly because the participants in this study were mid-career students, the results had great alignment to the studies in the literature examining choosing graduate schools. Participants were seeking the keys to better opportunities for promotion, a sense of accomplishment, and better ability to change careers Classification-JEL: I210, M00, M3 Keywords: Business Education, Consumer Behavior, Student Choice Journal: Business Education & Accreditation Pages: 99-109 Volume: 8 Issue: 2 Year: 2016 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v8n2-2016/BEA-V8N2-2016-9.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:8:y:2016:i:2:p:99-109