This paper presents empirical results concerning the effectiveness of Internet instruction in business courses. The sample consists of MBA students enrolled in either a campus or Internet-based macroeconomic theory or corporate finance courses at a regional university. Holding constant ability, effort, and demographic considerations, students enrolled in the Internet course scored fourteen percent lower on the final exam. The results provide evidence supporting the inferior quality criticism of Internet-based learning. The results are tempered by the observation that Internet education is still in the infancy stage.

This study examines the career intentions of students on a small urban university campus. We examined differences in entrepreneurial intentions based on sex, race, academic major, and U.S. citizenship. The purpose of the research is to explore how and why entrepreneurial intentions might differ among business students. We found that men, non-white students, and international students expressed high levels of entrepreneurial intent. These results suggest that white women and other groups expressing less interest in entrepreneurship might comprise an attractive target for future entrepreneurship education.

In-depth pedagogical guidelines are provided for faculty supervisors who are interested in strengthening their student-interns’ learning experiences at the internship sites. The suggestions are based upon the author’s experience of supervising hundreds of marketing students over the past decade in a successful internship program. Guidelines provided will help faculty supervisors develop a detailed internship syllabus, draft outlines of numerous internship reports to be given to the intern, and assist the intern in developing an internship proposal.

At the beginning of 2000, two brothers are selling their lawn-care business. They have owned the company for three years while they have been college students, but now they are graduating. One of their acquaintances has offered $15,000 in cash for the business. The brothers want to estimate a value for the firm to determine if this is a fair offer. They have asked their friend and employee, Jason Andrews (who also happens to be an undergraduate finance major), to price the business.

To be effective twenty-first century managers students should understand Total Quality Management and its two sides - the technical and the behavioral. However, the technical and behavioral topics are usually taught separately and sequentially, yet professional implementation of TQM principles requires a fully integrative understanding. Effective TQM implementation requires assembly and assessment of fresh data/information, yet students are typically inexperienced in real-world data/information gathering. We report on an innovative, educational experiment, which attempts to overcome these and other pedagogical challenges and provide additional educational benefits by: (1) integrating the instruction of TQM topics and (2) having cross-course student teams complete a comprehensive, real-world TQM study.

Monopoly® and annual reports have been separately used as interactive methods of incorporating judgement and realism to traditional accounting instruction. We suggest combining Monopoly® with annual reports of Real Estate Investment Trust (REIT) firms to increase both the realism of the game and students’ understanding of annual reports. We extend previously suggested versions of Monopoly® by allowing students to choose among allowable accounting methods and to form joint ventures with their competitors. These additions serve to increase the importance of footnote information in predicting games’ outcomes and, more importantly, serve as foundations for additional writing and critical thinking assignments. We provide examples of three such assignments along with suggestions for additional topics that could also be used in this instructional setting.

This paper presents models of faculty compensation for the teaching and development of asynchronous learning (ALN) courses. Faculty members’ concerns include teaching workload, course development effort, and ownership of intellectual property associated with ALN teaching. Three scenarios that describe the faculty member’s role in the future are presented. The models presented show how the current system for adjusting faculty compensation for traditional courses can accommodate ALN courses. Five compensation models for teaching, and four models for development, are presented. Concerns about compensation must be addressed if faculty are to fully embrace ALN teaching methods.

Distance learning has become a strategic commitment for many colleges and universities during the past few years. According to a recent study by Gibson [1998], over 85% of all colleges and universities with enrollments of over 3000 offer distance learning options in some form for students. Despite this important trend, no evidence has been presented regarding attitudes and perceptions of marketing faculty toward distance learning. This survey of academic members of the American Marketing Association (AMA) explores a number of facets of faculty engagement with, and attitudes toward, distance learning. Current distance learning offerings, willingness to teach, perceptions of suitability by specific course area, and current usage of requisite technologies are reported. Faculty perceptions of demand by the various stakeholders are also examined. Thus, this research provides crucial insight into perceptions and attitudes of marketing faculty toward distance learning.

This paper describes a team-based service-learning project in turnaround management recently completed by MBA students at a major northeastern university. Useful as an integrative case study in policy and strategy, this project takes service-learning to "the next level," dynamic, cross-functional and impactful engagements. We seek to draw generalizable pedagogical lessons from our experiences as well as a series of focus groups involving faculty and student participants from this and five other service-learning engagements of similar scale and scope.

The first courses that a student encounters when undertaking a program of study serve to set the tone for that program. It is therefore important for the content of these courses to project the institution’s philosophy regarding key issues such as ethics in business, written and oral communication skills, globalization, and the like. This paper reports on how the introduction of ethical decision making was accomplished in statistics courses taken by students in a business program. A series of cases was developed that not only covered the use of statistical techniques in business decision making situations, but also required students to look beyond the numerical solution to a problem. The findings show that there is a real need to incorporate outside considerations into the interpretation of numerical, technique derived answers to business problems.