Educators and others frequently express concern regarding the quality of student learning experiences and outcomes in the online classroom. This paper compares student participation in online and face-to-face classes by analyzing the frequency, length, and content of student comments to the same discussion topic and questions in a graduate business strategy course. Students in the online classes outperformed the face-to-face students in all significant categories. The online students generated more discussion and analysis, more equal distribution of participation, more active questioning, and more extensive responding to questions posed by the class cohort and the instructor.

36  Group Hijacking: Exposing a Hidden Group Phenomenon by Richard A. Kernochan, Sally Baack and Charles M. Vance

Groups are an important pedagogical tool with recognized process dysfunctions. This paper introduces group hijacking, a new, previously unidentified dysfunction. Fundamentally distinct from other group process dysfunctions, this phenomenon emerges when one or few individuals take over a group, appropriate its tasks and marginalize the inputs of other members. Group hijacking is usually undetected because group members may not reveal it. From a pedagogical perspective, hijacking is dysfunctional because educational outcomes are highly asymmetrical across group members. This paper introduces and describes this phenomenon, reviews its related moral dilemmas for participants and instructors, and addresses potential measures for managing it.

51  Mission Impossible? The Challenges of Incorporating Emotional Intelligence and Emotional Competence into an Undergraduate Business Curriculum by Robert J. Keating, Tracy D. Rishel and Charles M. Byles

Recent research has highlighted the importance of the role of emotions in organizations and particularly how emotional intelligence (EI) is a key factor in the success of transformational managers. This paper provides an overview of the latest research findings on emotional intelligence, argues that EI skills should be incorporated into the core undergraduate business curriculum and identifies questions that must be asked and hurdles that must be overcome to achieve this outcome. We then offer some suggestions to start the process of curriculum change.

65  Teaching Business Ethics in B-Schools: A Cross-Cultural Examination by Frederick G. Crange

This study reports on findings of a cross-cultural investigation of MBAs and their views on the teaching of business ethics. This study found that American, British, and Canadian students believe that current ethical standards fail to meet the needs of business and society but that it is possible to improve business ethics. Students in all three countries agree that business ethics can and should be taught in business schools and they support the teaching of a required business ethics course in the curriculum.

70  A Perspective on Teaching eCommerce Implementation in Colleges of Business Administration by Sri Vasudevan and Satya Prakash Saraswat

This paper identifies critical success factors, pedagogical challenges, and elements of a stable technological infrastructure for teaching eCommerce. An innovative approach of using customized server platform to create Web-based virtual lab environment is described. A customized server platform enables students to experiment with evolving technologies such as Java Server Pages without a steep learning curve. Students with limited technical background can create database driven dynamic websites for conducting eBusiness with this server platform. Inadequate attention to implementation details in technology-intensive courses can lead to student dissatisfaction

80  E-Business Degree Programs Around the World by Marcelline Fuslier and Subhash Durlabbji

The Internet economy has potential to raise standards of living worldwide. Education is needed for effective e-business practice. This study explored e-business education programs around the world that are based outside of North America. Data were collected from e-business program web sites. Results suggested that master's programs were growing at a faster rate abroad. Master's and bachelor's curricula placed strong emphasis on technical coursework. Most programs were based in Europe or Australia. Availability of e-business degree programs appears associated with regional Internet penetration rates and reflects the world's emerging although currently uneven state of e-readiness with regard to human capital.

90   Experiencing Strategy: A Multi-Exercise Program by Steve Gove, Mark A. Clark and Brian K. Boyd

Strategic management can be a difficult course to teach: students frequently have little or no work experience in upper hierarchies of organizations, and course concepts appear abstract or removed as a result. We present four linked exercises designed to serve as metaphors for basic strategic management concepts. Organized as a single program to run indoors or out, it can accommodate undergraduate, graduate, or executive participants in groups as small as 12 individuals to as large as 75. Each exercise can also be completed independently. Exercises, instructions, material lists, links to strategic management concepts, and exercise variants are presented.

111  AECC Grant Schools Performance on the CPA Exam by Randall E. LaSalle

This study tests competing hypotheses concerning CPA exam performance of graduates from universities that received grants from the Accounting Educational Change Commission (AECC). The mutual-interest hypothesis predicts an increase in CPA exam passing rates while the opportunity hypotheses predicts a decrease in CPA exam passing rates. Results comparing passing rates before and after the universities received the grant show the percentage of first-time candidates that passed all four parts declined by approximately 30 percent. The percentage passing at least one part declined by about 19 percent and the average passing rates for all four parts declined by about 18 percent.

119  A Survey of AACSB Accredited Institutions and the Use of Work Experiences as Part of the Business Curricula by Karel A. Updyke and James Sander

This paper describes a survey of all American AACSB-accredited schools of business. The survey gathered information concerning work experiences (internships or cooperative education) required or offered in business curricula. Of the targeted schools, 133 responded. Results are presented regarding internship characteristics (prerequisites, student compensation, and course credit); assessment of students’ performance (grading, learning objectives, academic and work components of grade determination); and administrative issues (site visits, release time, and faculty compensation). Of the 133 respondents, 12 require work experience of all majors, 14 require it of some majors, 88 offer but do not require, and 19 offer no work experience.