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Business Students (business + student)
Selected AbstractsWHAT BUSINESS STUDENTS THINK OF ECONOMICS: RESULTS FROM A SURVEY OF SECOND YEAR STUDENTSECONOMIC PAPERS: A JOURNAL OF APPLIED ECONOMICS AND POLICY, Issue 1 2002PAUL AZZALINI First page of article [source] Investigating Academic Success Factors for Undergraduate Business StudentsDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2008Mehdi Kaighobadi ABSTRACT Student academic performance is of major interest to all stakeholders of higher education institutions. This study questions whether or not statistical analysis of information that is readily available in most universities' official records system can be used to predict overall academic success. In particular, this study is an attempt to understand factors that affect academic success for business students by examining gender, age, ethnicity, and performance in two required core knowledge courses as predictors of academic success for a large sample of undergraduate students at a Association to Advance Collegiate Schools of Business,accredited business school. The results suggest that student performance is significantly related to some basic demographic variables, but the strongest predictors of overall academic success are the grades the students receive in core knowledge courses that are typically taken in the earlier semesters of business students' plans of study. [source] Images of poverty and attributions for poverty: does higher education moderate the linkage?,INTERNATIONAL JOURNAL OF NONPROFIT & VOLUNTARY SECTOR MARKETING, Issue 2 2009Ishbel McWha ,Development Education' is a topical phrase describing campaigns to raise public awareness about global poverty, but how do such processes interact with more formal learning experiences, for example in Higher Education? One hundred and seventy-one final-semester Business versus Social Science University students experienced a conventionally ,cropped' (child's face only) versus ,full' (face-plus-context) campaign-like image of a child in poverty. They also completed the attribution-focused ,Causes of Third-World Poverty Questionnaire' (CTWPQ). Business students tended to disagree less than social science students with blaming-the-poor for poverty. More importantly, a cropped image condition resulted in significantly elevated blame-the-poor scores among business students, but not those in social science. Interactions like this suggest that campaign images can be psychologically tailored to differently educated market segments. Copyright © 2009 John Wiley & Sons, Ltd. [source] Business students' perception of corporate social responsibility: the United States, China, and IndiaCORPORATE SOCIAL RESPONSIBILITY AND ENVIRONMENTAL MANAGEMENT, Issue 5 2010Alan Wong Abstract This study used a questionnaire to assess perceptive differences in corporate social responsibility among business students in the United States, China, and India. The study finds that American and Indian respondents attached more importance to the noneconomic aspects of social responsibility than Chinese respondents. Chinese students were more accepting of making facilitating payments to get things moving. Indian respondents placed more emphasis on philanthropy while the US group emphasized legal obligations. In the choice of business goals, there is generally little difference between the three nationality groups. The two main goals selected are taking care of owners' interests and consumers' needs. The study's findings have implications for business school curriculum, public policy, and multinational corporations. Copyright © 2009 John Wiley & Sons, Ltd and ERP Environment. [source] Investigating Academic Success Factors for Undergraduate Business StudentsDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2008Mehdi Kaighobadi ABSTRACT Student academic performance is of major interest to all stakeholders of higher education institutions. This study questions whether or not statistical analysis of information that is readily available in most universities' official records system can be used to predict overall academic success. In particular, this study is an attempt to understand factors that affect academic success for business students by examining gender, age, ethnicity, and performance in two required core knowledge courses as predictors of academic success for a large sample of undergraduate students at a Association to Advance Collegiate Schools of Business,accredited business school. The results suggest that student performance is significantly related to some basic demographic variables, but the strongest predictors of overall academic success are the grades the students receive in core knowledge courses that are typically taken in the earlier semesters of business students' plans of study. [source] Capturing Flow in the Business ClassroomDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2008Yi Maggie Guo ABSTRACT This study focuses on the flow experience in business education. Flow experience, characterized by concentration, control, and enjoyment, can lead to better learning outcomes. Leading preconditions of flow include the balance of challenge and skill, feedback, and goal clarity. Other situational factors affect the flow experience through the mediating effects of these three factors. In this article, we extend an existing framework linking flow and learning. Using the model as a guide, we start our research effort of flow in business education by conducting a field survey of student learning experience in terms of flow and influential factors. Data were collected using business students taking an introductory Operations Management course. The analysis reveals that flow does exist in classroom learning. Its key dimensions are concentration, sense of control, and enjoyment. The more important leading factor is having clear feedback. Characteristics of both the instructor and students play a role in the flow experience of students during lecture. It is evident that flow theory offers a useful framework for business education research. Suggestions for future research are made. [source] Active Learning through Modeling: Introduction to Software Development in the Business Curriculum,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2004Boris Roussev ABSTRACT Modern software practices call for the active involvement of business people in the software process. Therefore, programming has become an indispensable part of the information systems component of the core curriculum at business schools. In this paper, we present a model-based approach to teaching introduction to programming to general business students. The theoretical underpinnings of the new approach are metaphor, abstraction, modeling, Bloom's classification of cognitive skills, and active learning. We employ models to introduce the basic programming constructs and their semantics. To this end, we use statecharts to model object's state and the environment model of evaluation as a virtual machine interpreting the programs written in JavaScript. The adoption of this approach helps learners build a sound mental model of the notion of computation process. Scholastic performance, student evaluations, our experiential observations, and a multiple regression statistical test prove that the proposed ideas improve the course significantly. [source] Graduate Business Students Performance with Synchronous and Asynchronous Interaction e-Learning MethodsDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2003Shawn F. Clouse ABSTRACT The effects of synchronous and asynchronous lectures and interaction formats were examined with graduate business students in on-campus and off-campus MBA programs. The dependent variables were scores on exams questions and learning styles and cognitive styles were used as covariates. The results indicated significant differences for discussion and lecture format and for on-campus and off-campus students. The results were discussed relative to learning in electronic environments. [source] Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice?HUMAN RESOURCE MANAGEMENT, Issue 4 2002Robert S. Rubin There is widespread agreement that success in organizations requires more than high intellect. Thus, college recruiters commonly examine job candidates' extracurricular activities in search of "well-rounded," emotionally intelligent, and interpersonally skilled students. Intuitively, extracurricular activities seem like valuable student experiences; however, research evidence is sparse, suggesting far more questions than answers. Is participation in extracurricular activity truly linked to interpersonal skill performance? Does leadership experience make a difference? Do extracurricular experiences yield higher skill development? Six hundred eighteen business students and the relationship of their extracurricular involvement to four interpersonal skills were examined. Significant relationships were found and recruitment implications are discussed. © 2002 Wiley Periodicals, Inc. [source] Images of poverty and attributions for poverty: does higher education moderate the linkage?,INTERNATIONAL JOURNAL OF NONPROFIT & VOLUNTARY SECTOR MARKETING, Issue 2 2009Ishbel McWha ,Development Education' is a topical phrase describing campaigns to raise public awareness about global poverty, but how do such processes interact with more formal learning experiences, for example in Higher Education? One hundred and seventy-one final-semester Business versus Social Science University students experienced a conventionally ,cropped' (child's face only) versus ,full' (face-plus-context) campaign-like image of a child in poverty. They also completed the attribution-focused ,Causes of Third-World Poverty Questionnaire' (CTWPQ). Business students tended to disagree less than social science students with blaming-the-poor for poverty. More importantly, a cropped image condition resulted in significantly elevated blame-the-poor scores among business students, but not those in social science. Interactions like this suggest that campaign images can be psychologically tailored to differently educated market segments. Copyright © 2009 John Wiley & Sons, Ltd. [source] Let Go or Retain?JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 7 2009A Comparative Study of the Attitudes of Business Students, Managers About the Retirement of Older Workers This study's central research question is: "How do managers evaluate the desirability of early retirement of their employees, and under what circumstances and for what types of workers are they in favor of delay?" We sought to compare managers' and business students' decision making regarding older workers. We examined the extent to which student samples are appropriate to study organizational behavior. An identical factorial survey was carried out among 26 managers and 25 business school students. The results revealed that business students concentrate on performance-related individual characteristics when making selection decisions, whereas managers also recognize contextual factors (need for downsizing, tight labor market) and older workers' attitudes toward retirement. [source] Type A Personality Characteristics and the Effect on Individual and Team Academic PerformanceJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 5 2006Warren E. Watson Type A personality has been conceptualized in part as high need for achievement combined with aggression, hostility, and self-esteem issues. In teams of undergraduate business students, high levels of Type A personality significantly correlated with high levels of depression and high levels of social monitoring; and negatively correlated with social desirability, communality, and individual performance across time. In team settings, the more Type A's were balanced in a team with low Type A's, the more there was team commitment and the more team synergy behaviors; while if teams had a greater number of Type A's, there was more individualistic behavior, and team project scores were lower. [source] The Roles of Gender and Affirmative Action Attitude in Reactions to Test Score Use Methods,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 9 2000Donald M. Truxillo The present study explored the effects of 2 variables, affirmative action (AA) attitude and gender, on reactions to 3 test score use (TSU) methods: top-down selection. banding with random selection, and banding with preferences. In a study of 94 upper-division and graduate business students, AA attitude was associated with different reactions to TSU methods in terms of fairness and organizational attractiveness. Moreover, women with negative AA attitudes and men rated banding with preferences lower than the other two methods, but women with positive AA attitudes did not Results are discussed in terms of applicant reactions models, implications for organizations and future research. [source] Individualism,Collectivism and Co-operation: A Cross-Society and Cross-Level ExaminationNEGOTIATION AND CONFLICT MANAGEMENT RESEARCH, Issue 3 2010Hannah-Hanh D. Nguyen Abstract We examined the influence of Individualism and Collectivism (I,C) on co-operation in workgroups at three levels (societal, organizational, and personal). Data were from 153 American business students representing an individualistic society and 207 Vietnamese counterparts (a collectivistic society). Participants role-played managers for a simulated company with either a collectivistic or individualistic organizational culture in a computerized social-dilemma game. Societal cultures did not moderate the interaction effect between organization-level I,C and person-level Individualism. Those high on individualism pursued their own gains in a dominantly individualistic organizational culture, yet behaving co-operatively in a collectivistic organizational culture. Interestingly, societal cultures moderated the effect of organizational culture on co-operation, such that the positive relationship between organization-level I,C and co-operation was weaker in a collectivistic society (Vietnam) than in an individualistic society (the United States). The results indicate the need for an integrative, cross-level approach to better understand the determinants of co-operation across societies, organizations, and individuals. [source] EFFECTS OF CHARISMATIC INFLUENCE TRAINING ON ATTITUDES, BEHAVIOR, AND PERFORMANCEPERSONNEL PSYCHOLOGY, Issue 2 2003ANNETTE J. TOWLER This study investigated the effectiveness of training in 2 components of charisma (charismatic communication style and visionary content). Forty-one business students received charismatic influence training, presentation skills training, or no training. All participants prepared and gave a speech. Groups of 2-3 students (N= 102) watched 1 of the videotaped speeches and then performed a task based on the speech instructions. Charismatic influence trainees performed better on a declarative knowledge test and exhibited more charismatic behaviors than those in the other conditions. In addition, participants who viewed a charismatic influence trainee performed best. [source] The influence of culture on ethical perception held by business students in a New Zealand universityBUSINESS ETHICS: A EUROPEAN REVIEW, Issue 4 2010Margaret Brunton The demand for principled and transparent corporate moral judgement and ethical decision making in the workplace makes it necessary for business students as future managers to understand the expectations of ethical workplace conduct. Corporate scandals mean that there is enhanced interest in ensuring that ethical content is included in curricula in universities. In this study, we re-visit the question of whether culture has an influence on ethical perceptions of workplace scenarios, using students enrolled in a College of Business in a New Zealand (NZ) university as respondents. Consistent with current research, this study demonstrated mixed results. However, we also found evidence to suggest some identifiable patterns in the data across cultural groups. Overall, Chinese and Other respondents were more likely than NZ European to consider the scenarios as ethical. On the other hand, Chinese respondents were significantly less likely to report that their peers would carry out ethically questionable actions. [source] Acceptance of Functional Foods: A Comparison of French, American, and French Canadian ConsumersCANADIAN JOURNAL OF AGRICULTURAL ECONOMICS, Issue 4 2006JoAnne Labrecque Food products have diversified with industry globalization. To market functional foods efficiently, food managers must gauge cross-cultural variance of functional food acceptance. Expanding on previous research, we investigate young consumers' acceptance of functional foods. Data collected in French Canada, United States, and France in 2004 reveal that business students are slightly in favor of functional foods, and associate health benefits with these foods but very few product-related benefits. Students do not have strong opinions on the trustworthiness of information and expressed a slight interest in purchasing this type of product. Analyses of cultural differences revealed significant, albeit small, divergence in these variables. Statistical analysis performed on the full sample assessed the impact of food attitudes and other cognitive and attitudinal factors on the general attitude toward functional foods. Health and product-related benefits and belief about the credibility of information are the main positive determinants of the acceptance of functional foods, followed by high knowledge. Apart from the negative impact of Neophobia, none of the other food attitudes influences attitudes toward functional foods. Linear regressions performed on each subgroup indicated similar positive cross-cultural results for health and product-related benefits. However, cross-cultural differences are detected for knowledge, credibility of information, and food attitudes that influence acceptance of functional foods. Les produits alimentaires se sont diversifiés avec l'avènement de la mondialisation. Pour commercialiser efficacement les aliments fonctionnels, les gestionnaires du secteur alimentaire doivent évaluer l'acceptation des aliments fonctionnels par les diverses cultures. À partir de travaux de recherche antérieurs, nous avons examiné l'acceptation des aliments fonctionnels par les jeunes consommateurs. Des données recueillies en 2004 au Canada français, aux États-Unis et en France ont révélé que les étudiants en commerce étaient légèrement en faveur des aliments fonctionnels, leur associaient des avantages pour la santé, mais très peu d'avantages liés aux produits. Les étudiants n'avaient pas une très bonne opinion concernant la crédibilité de l'information et ont manifesté un faible intérêt pour l'achat de ces produits. Des analyses des différences culturelles ont révélé des divergences, petites mais significatives. Les analyses statistiques effectuées sur l'échantillon total ont évalué l'impact des attitudes envers les aliments ainsi que d'autres facteurs cognitifs et attitudinaux sur l'attitude générale envers les aliments fonctionnels. Les avantages pour la santé, les avantages liés aux produits et les croyances concernant la crédibilité de l'information sont les principaux facteurs favorables à l'acceptation des aliments fonctionnels, suivis d'un degré de connaissances élevé. Outre l'impact négatif de la néophobie, aucune autre des attitudes envers les aliments n'influe sur les attitudes envers les aliments fonctionnels. Les régressions linéaires effectuées pour chaque sous-groupe ont indiqué des résultats positifs similaires. Toutefois, nous avons noté des différences interculturelles quant à la connaissance, à la crédibilité de l'information et aux attitudes envers les aliments qui influencent l'acceptation des aliments fonctionnels. [source] | ||||||||||||||||