JOURNAL OF THE ACADEMY OF
BUSINESS EDUCATION
VOL. 4                                            CONTENTS                                          SPRING 2003
 

1  Student Evaluation Of Teaching: The Approaches, The Criticism, And The t-SQ Scale by Shelly M. Rinehart, Kathryn M. Kimery and E. Stephen Grant

This paper examines issues surrounding the evaluation of teaching effectiveness and the use of student surveys, the criticisms levied against the use of student surveys, and offers some alternatives to the traditional student survey instrument. The authors propose that teaching effectiveness assessment should be divided into two distinct aspects. First, with respect to course content, subject area competence and pedagogical techniques, a more professional approach is needed where experts in the area can assess content and academic rigor. Second, students should be asked to evaluate instructors based on criteria that they are qualified to judge. The suggested method to accomplish this objective is an adaptation of the popular SERVQUAL scale. The authors provide this adapted scale, named the t-SQ scale, discuss an exploratory assessment of it, and comment on the future refinement of t-SQ type scales.

15  Student Evaluations Of College Teaching In Undergraduate Business And Economic Courses: A Comprehensive Framework And Analysis by J. L. Stimpert and Catherine Antonuccio

This article offers a comprehensive model of the factors – including expected grade, course characteristics, student effort, faculty demography, and instructor-specific variables – that influence student evaluations of college teaching. The model is tested using data from nearly 600 student evaluations of faculty in the Economics and Business Department of a small liberal arts college. Results suggest that instructor-specific variables are the most important factors influencing student assessments of overall instructor and course quality. The article also discusses the study’s findings in the context of past research, and also assesses their implications for instructional and institutional effectiveness.

28  Measurement And Effects Of Teaching Quality: An Empirical Model Applied To Masters Programs by Nora Lado, Clara Cardone-Riportella and Pilar Rivera-Torres 

This study applies service quality and customer satisfaction theory to education, and particularly to the field of postgraduate study. It examines the impacts of multiple indicators of teaching quality on student satisfaction. For this purpose, a model is proposed and verified in which the teaching quality indicators are antecedents of the student’s satisfaction with the teacher and the program. An innovative aspect of the study is the introduction into education of the customer loyalty concept. The study draws on data from a student survey of two MBA programs. The model was tested by using the MIMIC structural equation technique.

41  Measuring The Effectiveness Of Innovative Business Programs by Clifford S. Barber, Norm Borin, Douglas C. Cerf and Teresa A. Swartz

This article presents an illustration of a multiple method design toward accessing innovative business offerings. Specifically, the article provides a comparison between an innovative (integrative core program) and an existing program. Various methods were employed to evaluate student performance including: student self-assessment, standardized instruments utilizing a third-party assessment, and expert observation and evaluation. Evidence was consistent across the different methods and supports the conclusion that the integrative core program option achieved its goal of providing students with an understanding of how the various functional areas interrelate and are integrated within the business organization. The convergence of results provides support for the use of multiple assessment methods as a viable avenue for evaluating innovative business offerings.

54  Do Enhanced Classroom Environments Make A Difference In Student Beliefs Regarding Their Behaviors And Learning? Results Of An Exploratory Study In A College Of Business by Elizabeth K. LaFleur and Allayne B. Pizzolatto

As recognition of the need for continuous learning grows, corporations and universities are building facilities that provide supportive training environments, given the consensus that enhanced learning facilities improve learning. But what are the factors that contribute to learning? This study explores environmental dimensions of a classroom designed to help develop students’ behavioral skills and assesses their impact on perceptions of students’ skills and learning. Analysis results suggest that flexible and enhanced learning facilities encourage student interactions and increase awareness of their interpersonal skills. This exploratory study also provides evidence that students believe enhanced classrooms are more supportive as learning environments.

66  Technology Infusion Into Business Curricula: A Study Of One Human Resource Management Class by Janice Witt Smith

The inclusion of technology in undergraduate education is needed to ensure that students have expertise relevant to their future careers, exposure to real-world software and hardware applications, and an opportunity to build self confidence. The study discusses the importance of both technology and experiential learning, using an undergraduate course in Human resource management as the focus of our inquiry. Technology was diffused throughout this course and included the use of computer word processing, spreadsheet and presentation software, the Blackboard platform to access course documents and information, the Internet, computerized human resource management and collective bargaining simulations, and Personal Digital Assistants (PDAs).

83  Pedagogical Considerations For Mass Customization: A Case For Cross-Functional Education by R. Balachandra, Timothy W. Aurand and John H. Friar

Mass customization is a managerial philosophy of integrating different disciplines that has garnered significant interest in the business sector, but is difficult to address in the typical, functionally organized, business classrooms as it is cross functional and even cross discipline. Addressing this in the classroom requires a different instructional approach and a radical departure from existing pedagogical models, which present significant challenges to many colleges and universities. This paper describes the development and implementation of an actual cross-functional and team taught course on mass customization, and some thoughts on developing and implementing such cross functional and cross disciplinary courses.

101  Using Service-Learning to Develop Competencies In A Capstone Accounting Course by Mohsen Sharifi, Gary B. McCombs and Susan C. Kattelus

This paper describes a competency-based curriculum in which a capstone course in a masters of accounting program serves to further develop competencies necessary for students entering the public accounting profession. Academic service-learning is an instructional strategy employed to engage students in developing their own broad business perspective, functional, and personal competencies articulated by the American Institute of Certified Public Accountants. The pedagogy described focuses on the accounting profession but is adaptable for use by other business disciplines that have a close connection with an external association of professionals. Samples and project guidelines are provided.

109  Study Abroad Program As A Faculty Development And Accreditation Tool  by Troy A. Festervand and Gerald U. Skelley

This article describes, from the perspective of two business school deans, how faculty participation in a short-term study abroad program can contribute to a faculty member’s professional development and teaching effectiveness, while contributing to a business school’s accreditation or reaffirmation efforts. The academic program and development experience described and used as the basis for this perspective was an international business course delivered in London over a ten-day period. Participating faculty and administrators acquired numerous experiential benefits that enhanced the academic credentials of all.

119  Entry Requirements For Teaching Nontraditional Business Students  by Rafik Z. Elias, Sean Valentine and Patricia Pattison

Many older students are returning to college to pursue a business education. "Nontraditional" students experience more unique opportunities and challenges than do traditional students. Their practical perspective can enhance the classroom if appropriate teaching methodologies are used. This study explores the differences between nontraditional and traditional business students and offers classroom recommendations. The advantages of online education are also discussed. Internet classes may reduce barriers, enhance opportunities, and overcome challenges associated with nontraditional students’ business education.

126  CPAs Assess The Development Of Professional Skills Of Recent Accounting Graduates by Thomas A. Ulrich, Alfred R. Mchenzi and William E. Blouch

Accounting educators in partnership with accounting practitioners have addressed meaningful curricular changes. The purpose of this study is to assess these changes by focusing on the development of professional skills. A national sample of CPA firms was asked to rate nineteen professional skills on their importance and the perceived effectiveness of business curricula in developing these skills. The results provide feedback for developing curricula in areas of skill development that CPA firms consider important but are not being effectively developed. The results also serve as a benchmark for assessing individual business curricula with respect to the development of professional business skills.

 

Academy of Business Education