A FIPSE Grant from the U. S. Department of Education allowed Elon University to expand and integrate its entrepreneurship program to create the Elon Enterprise Academy (EEA). This program integrated the delivery of content in three core business courses with the development of business enterprises in music recording, publications, events, and marketing consulting. This paper presents an assessment of the program’s educational and enterprise development objectives. Key findings are: (1) achievement of higher-level learning objectives was demonstrated, (2) variability in enterprise success was observed, and (3) like other similar integrated programs, significant sustainability issues were encountered due to institutional constraints.

With the intention of improving student satisfaction, it was decided to implement a comprehensive redesign of the business school curriculum at a small private Midwestern university. Student satisfaction encompasses outcomes such as increased retention, better recruitment, and meeting the needs of the business community. Using a standardized student satisfaction survey, we measured the impact of this comprehensive change on business school curriculum, presenting a global perspective (H1), opportunities for practical experience within the undergraduate curriculum (H2), and opportunities for interaction with practitioners (H3). A two-group MANOVA test resulted in statistical significance across group means for interaction with practitioners (H3, p-value 0.000) and practical experience (H2, p-value 0.000). Practical significance was found for global perspective (H1, p-value 0.061).

The purpose of this study was to explore the use of adjuncts in business schools throughout the United States. In our descriptive study, we examined the satisfaction of a sample that consisted of 1229 business school adjuncts. Our results indicated that our sample of part-time faculty experienced general satisfaction with their jobs overall, their colleagues, teaching loads, and authority. Areas where they were less satisfied with are salary, benefits, and opportunities for advancement. Differences between men and women, adjuncts from accredited and non-accredited colleges, and those seeking full-time employment were reported. Directions for future research are provided.

Outcome measures are commonly used to document the performance of educational programs and, ostensibly, to incrementally modify those programs to make them more effective. However, the revision cycle associated with outcome measures is often ineffective. As a result, program administrators frequently find they have a myriad of performance measures while little effort is being made to implement meaningful changes that effect program performance. This article offers a fresh approach to the problem of process improvement employing methods derived from nonlinear systems theory. The management of a study abroad program is provided to demonstrate the application of the methods.

The purpose of this article is to justify the importance of teaching business-related history courses in higher education as separate disciplines. Based upon Van Fleet’s and Wren’s (2005) study, it was found that teaching history has not been very receptive with academia at the college and university levels. I believe that this attitude of underrating history in business education needs to change since history is the path to understanding our current knowledge that will, in turn, affect the future. Unless students are given every available resource to enhance their knowledge, then we as educators will have failed to educate.

Communication problems in the classroom and within student teams may be exacerbated by the use of technologically-mediated communication tools. Issues associated with the use of such tools are explored and potential solutions are offered to instructors.