1  An Assessment of Undergraduate Business Program Admission and Retention Standards by James Morgan, Gary Tallman and Robert Williams

11  Attitudinal and Motivational Predictors of Interest in an Intentions of Enrolling in Online Master Programs in Business: A View from Spain by Nora Lado, Mercedes Martos and James Nelson

This research studies prospective students for online master programs in business in Spain. It links five attitudes held by prospective students to their interests in such programs and to their intentions to enroll. It then uses motivational orientations to identify prospective student segments and to examine segment differences on attitudes, program interests, intentions to enroll, and maximum price willing to pay. Data come from an electronic survey of almost 600 members of a representative panel of Spanish Internet users. Results help to understand prospective students for online master programs in business and to improve the design, management, and promotion of these programs

28  The Relationship Between Attendance and Student Performance in an Introduction to Business Course by Hilde Patron and Timothy O. Bisping

We study the effect of class attendance on exam performance in an Introduction to Business course. Our results provide new insight into the relationship between attendance and student performance in a business discipline for which little evidence on the matter currently exists. We find that after controlling for student ability and past academic performance, attendance has a positive and statistically significant impact on performance in the course.

33  Student Evaluations of Faculty in the First Two Accounting Courses by Homer L. Bates and Allen K. Lynch

Student evaluations commonly attempt to measure a faculty member’s teaching effectiveness. This paper examines student evaluations in 67 sections of principles of accounting courses at a regional comprehensive university. Eight factors associated with the individual sections were examined to determine their effect on student ratings. These factors were tested using the chi-squared test of independence and stepwise multiple regression analysis. Three factors were significantly associated with student ratings: actual grades, gender of the faculty member, and highest degree earned by the faculty member. Higher grades resulted in higher ratings. Female faculty and doctorally qualified faculty also received higher evaluations.

44  Identifying the Gap Between Student and Faculty Expectations: Report from a Business School by Marie McKendall, Yatin Bhagtwat, Daniel C. Giedeman, Helen A. Klein and Nancy M. Levenburg

This paper discusses differences between faculty members’ standards and expectations and undergraduate students’ attitudes and behavior related to business school education. Data collected through qualitative and quantitative methods reveal that (1) students’ approach to education is utilitarian and their primary motivation for attending college is to obtain a credential, (2) students spend significantly less time on coursework than faculty think they do and they devote more time to socializing than to studying, (3) while students see themselves as quite skilled and motivated, faculty members do not, and (4) there are substantial differences between perceptions of tenured/tenure-track and contractual faculty.

52  Through the Looking Glass: Using Reflection in Management Education by Deborah Britt Roebuck, Tracey Honeycutt Sigler and Kristi Lewis Tyran

In dynamic organizational environments, the ability to learn from experience is a critical skill for managers. As management educators, we can provide opportunities for students to reflect on their learning so that they gain skill and practice in reflection. In this paper, we provide theoretical support for using classroom reflection tools, describe five different reflection assignments that can be used in undergraduate, graduate, and executive management courses, and highlight evidence that reflection in the classroom produces positive learning outcomes for students

63  Creating Meaning in Marketing Education: Contrasting Faculty, Practitioner, and Student Definitions of Meaning by Nel A. Granitz and Deborah Brown McCabe

While past research has identified student perceptions of what creates meaning in marketing education, the views of marketing practitioners and marketing faculty have never been fully researched. Understanding and contrasting faculty, practitioner and student views is critical as perceptions of meaning are associated with interest in education, satisfaction with education, and the quality of work produced. This study employs qualitative research to explore marketing professors’ and marketing practitioners’ definitions of meaning in marketing education. Additionally, a gaps analysis was undertaken to determine if faculty, practitioner and student definitions of meaning are congruent, and recommendations are provided to close the gaps

83  Teaching Economics of Poverty: A Service Learning Case Study by Kevin M. Simmons

Over the last several years, a concept has been introduced to college curriculum called "Service-Learning." In an attempt to incorporate this concept into an economics course, a class was created to study the "Economics of Poverty." The class drew students from all majors and combined basic economic theory, a survey of literature pertinent to poverty and an experiential learning experience. Since this course was new, expectations for the class were guarded. The surprising result was a profound impact on the students and a vivid example of the power that "Service-Learning" has to change lives.