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Purpose: Motivated by the perceived disparity between supply and demand for skilled workers in STEM fields, namely, science, technology, engineering and math, the purpose of this paper is to conduct an empirical study of attitude and readiness for STEM education and careers among American and Chinese college students in business disciplines. The authors' findings point out that students in China and the USA have some significantly different perspectives of STEM maybe because they are prepared and inspired differently. These differences may have fundamentally impacted their attitude and readiness for pursuing a STEM career. Implications from this research project should be noteworthy to educators and academic administrators so that appropriate curricula and cultivation can be offered. Design/methodology/approach: The authors have decided to look into the situation using a comparison approach by surveying a randomly chosen group of college students from China and another from the USA and then analyzed their responses to the authors' delicately constructed survey in a hope of finding any patterns that may cause the authors to rethink about the authors' approaches to cultivating interest in STEM. Findings: The findings described in the paper should offer us some significant, though still preliminary, implications as follows: both American and Chinese students admire STEM careers, but feel rewarding differently; American students may have other career choices that may be equal or more rewarding while Chinese students choose STEM fields by following a cultural norm; having early exposure to science subjects and gaining relevant experience help grow interest in STEM among American students, but such exposure may bring about negative effect on career choices; American female students are at least as capable of succeeding in STEM as their male counterparts; American students seek more advice on their career choices than Chinese students who may follow a cultural norm. Advisory service from teachers and parents may impact differently from peer influence does; extracurricular activities can more positively affect interest in STEM than taking science courses. Research limitations/implications: Although the survey has collected responses from only business students in both countries, the resulting implications should reflect what a sizable segment of college students feel and think about STEM and thus should allow educators and institutional administrators to use as evidence in pursuing innovative curricula and advisory services that would better prepare our future students for STEM education and beyond, especially in those disciplines, like business administration, in which STEM skills are increasingly in demand. Practical implications: Some significant, though still preliminary, implications should be readily drawn from the study: first, both American and Chinese students admire STEM careers, but rewarding may mean different things to them. American students may have other career choices that may be equal or more rewarding per their definition of rewarding while Chinese students may pursue STEM fields by following a cultural norm rather than by considering it rewarding. Second, having early exposure to science subjects and gaining relevant experience can help grow interest in STEM among American students, but such exposure, especially taking science courses, may bring about negative effect on career choices. Extracurricular activities can more positively affect interest in STEM than taking science courses. Third, female students are at least as equally interested and capable of succeeding in STEM as their male counterparts, but their interest and confidence may be more vulnerable to challenges imposed by market reality and cultural bias. Fourth, American students seek more advice when available on their career choices than Chinese students do as the former may face more competing career choices and possess less preparation for STEM than the latter does. Finally, advisory service from teachers and parents may impact differently than the influence peers can perpetrate. Club activities when peers can naturally influence each other may be quite effective in promoting interest in and preparing readiness for STEM, and these activities are more effective to American students than Chinese students and to male students than female students. Originality/value: Nine hypotheses are proposed to validate through this empirical study. These hypotheses reflect thoughts upon the literature review and pertain to the factors that should impact STEM education. [ABSTRACT FROM AUTHOR]

If the section of the Industrial Marketing course devoted to price and price policy is organized in the manner outlined in this paper the student obtains not just a factual description of industrial prices and price policy--but he also obtains the overall perspective of price making in a dynamic economic society. A high level presentation of the influence of relative inelasticity of demand, theoretical economic concepts of value theory, factual material on group and individual price policies (both manufacturers and distributors)and the legal framework within which price policy must evolve, gives the course material, substance and reality. The application of the tools of economic analysis is indispensable as an analytical device for evaluating the social effects of governmental legislation and marketing policy. If we are really training the marketing executives of tomorrow, our course content on price and price policy must be analytical as well as descriptive. It must leave the embryo marketing leader with a realization of the economic, legislative, and social implications and importance of price making in our economy. For in a capitalistic economy the mechanism which controls both the allocation of resources and the allocation of output is the price system. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to offer a successful pedagogy in the teaching of Understanding Culture Differences for Business using Internet sources. The use of the pedagogy has helped the author and several faculty (in the author's University located in the U.S.) to popularize the learning of the origins of national culture and how culture impacts on business management practices and systems. The paper, in the form of a “tool kit,” provides a detailed session-by-session guide and also offers a culture model and framework, a student Country Cultural Research Guide (with grading and evaluation suggestions) and a listing of selected web sites, simulation games, video tapes, and references (books and articles) useful in the successful teaching of intercultural communication in a school of business. [ABSTRACT FROM PUBLISHER]

Purpose: Campus career services are increasingly scrutinized as the primary career development resource for undergraduates. The purpose of this paper is to use Career Construction Theory to examine all sources of career information used by undergraduate business students and their contributions toward career exploration and development. Design/methodology/approach: Using a mixed-methods design, a survey was first administered to 372 university students enrolled in an undergraduate business school in the USA. Focus group interviews were conducted with 35 students from the survey sample. Descriptive statistics are reported, and inductive themes and causal networks were derived from qualitative data. Findings: In order of prominence, students endorsed using sociocultural (e.g. family) and institutional (e.g. career services center) resources, and exploratory activities (e.g. work experience) as career information sources. These sources contributed toward students' vocational development by enhancing their psychological readiness for work, building social capital and facilitating decisions. Research limitations/implications: Participants were sampled from one undergraduate business school in the USA and were self-selected into the study. Practical implications: Career services and higher education professionals should think of the career-related information sources available to students as a complex ecosystem of advice instead of singular resources that exist in isolation. Professionals should also attend to students existing sources of career information and consider ways to support students' development of social and professional networks and opportunities. Furthermore, universities should consider the potential for integrating career exploration into course curricula as opposed to tasking career services offices to be fully responsible for students' career-related outcomes. Originality/value: This study is the first to examine undergraduate business students' sources of career information and their contributions to career development. Its insights offer evidence for ways to tailor interventions to support students' use of available information sources beyond campus career services. [ABSTRACT FROM AUTHOR]

This qualitative research study investigates students' perspectives on the mandatory conversion to online classes due to COVID-19. In particular, this study explores (1) students' struggles with conversion of class to online, (2) students' likes of converted online class, (3) students' dislikes of converted online class, 4) students' happiness toward converted online classes, and (5) students' recommendations on ways to improve online classes. The study was conducted at three universities in the southeastern region of the United States. The major findings of the study are (1) almost 80 percent of students reported struggles when class was converted to online, (2) 88 percent of students reported dislikes about class being converted to online, and (3) 86 percent of students were happier when class met on campus. The top three struggles for students in converted to online classes were learning course materials, time management, and adjusting to changes in the course. The top three dislikes from students in converted to online classes were lack of interaction with professor and classmates, not being able to ask questions, and the course material was harder to learn online. Students did report some likes about class being converted to online such as more convenient, more flexible, responsive instructors, more time, and savings on gas and transportation costs. Overall, the research study found both positive and negative reactions from students when their classes were converted to online. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to present a retrospective of the career life of Michael Driver, from the time of his Princeton graduate studies and early faculty years at Purdue University through the over three decades he spent at USC. Design/methodology/approach - The history and development of his theoretical and research interests are presented, as well as the many contributions he made to both management consulting and the education of MBA students. His 1970s role in the founding and development of the Careers Division of the Academy of Management and his contributions to career research are highlighted and illuminate one of the critical periods in the renewal of the field. His orientation towards complexity and integration stand out as characteristics that positively impact theory building and research. Findings - Michael Driver's career life was one of depth, scope, growth, and continuity. As a humanist, he would want us to not only continue our pursuits to better understand the complexities of human behavior, but to integrate them into something more meaningful. Originality/value - This retrospective provides insight into the history and development of Mike Driver's theoretical and research interests and underscores his many contributions. The essay also highlights the history of career studies during the renewal period of the 1970s and 1980s. Hopefully, Mike Driver's legacy will inspire younger scholars to extend the field and carry it forward. [ABSTRACT FROM AUTHOR]

Mindfulness has gained significant attention and momentum in business and popular culture in the US, Europe, and Australia. There is, however, a paucity of literature on how business students make sense of mindfulness and its practices. Based on our experiences of adopting mindfulness and mindfulness meditation in our teachings of management courses, we have explored how business students make sense of mindfulness and meditation. From a phenomenological perspective, we have examined our students' meditation journals, essays, and their own research on the topic of mindfulness. Based on the findings of previous empirical studies on the positive effects of mindfulness practices and our reflections on the pedagogical potential of mindfulness meditation for business education, we have emphasized that the practice of presence through mindfulness tends to enhance the business students' self-awareness and emotional skills. The implications of adopting mindfulness research and brief and deliberate practices into the business curriculum to develop embodied wisdom are also discussed. [ABSTRACT FROM AUTHOR]

Entrepreneurial propensity and determinants thereof have been of interest to researchers and practitioners alike for some time now. One issue that has not received much attention is whether the best and brightest MBAs favor well paid and secure jobs at large multinational firms, versus the pursuit of business ownership out of school. It could be that the draw of MBAs to become well paid middle managers and ultimately executives is driving out tendencies to start entrepreneurial ventures, arguably in a way staggering business growth from decreased numbers of entrepreneurs. Hence, rather important questions arise; do MBA degrees prepare professionals to develop new businesses or are MBAs an educational resource whose primary customers are large multinational corporations? Are there cultural and/or regional differences in MBA entrepreneurship propensity? If so, which factors contribute the most to such differences? In an effort to answer these questions, the entrepreneurial propensity model proposed in this paper was tested using a survey of a total 415 MBAs in Egypt, the USA and Europe between 2005 and 2010. The model tested entrepreneurial propensity against a Volume of socio-cultural effects, EAO factors, the perceived need for economic success, and the effect of environmental turbulence and the attitudes of MBAs toward entrepreneurship versus employment at a multi-national or other similar firm. The results of the research showed significant differences between MBAs from each region as well as some interesting similarities. [ABSTRACT FROM AUTHOR]

A survey of 345 undergraduate business students from a medium-sized southeastern regional university and 164 undergraduates from a medium-sized university in the United Arab Emirates found that 71 % of all respondents admitted to academic misconduct in a recent 1-year period, a percentage similar to McCabe's () finding that an average of 70 % of undergraduate students admitted to recent academic misconduct. Business students from the Middle East were significantly less likely to perceive various academic misconduct behaviors as forms of serious cheating compared to business students from the US. Hofstede's () cultural dimension of individualism/collectivism and Ajzen's (Organizational Behavior and Human Decision Processes 50, 179-211, ) theory of planned behavior are discussed as likely explanations of reported academic misconduct differences between the two countries. [ABSTRACT FROM AUTHOR]

Global expansion of business into areas defined by different cultural and national environments creates the need for companies to better understand the impact of culture on business operations. Of particular importance is the role country of residence plays. Researchers argue that many cultural differences are malleable, capable of shifting to fit the corporate culture of an organization. However, additional research aimed at identifying different countries’ cultural values is needed. This paper presents the results of a multi-national survey of business students identifying differences in cultural perceptions of ethical behaviors. Differences in personal versus social decision making are discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT Although student global competence has been recognized as an important learning outcome by more and more colleges and universities, campus internationalization efforts remain fragmented and largely ineffective. We proposed a pedagogical intervention that provided students from China and the U.S. with opportunities to establish virtual contact and to work collaboratively on international business related research papers. Then, we operationalized global competence as a three-dimensional concept and designed an instrument to measure student global competence. The results provided some initial evidence on American students' significantly lower performance in global knowledge and attitude, and confirmed the proposed pedagogical intervention as an easy-to-use and effective supplement to develop student global competence. [ABSTRACT FROM AUTHOR]

This paper examined three antecedents of Chinese, Finnish and US business students' intentions to become entrepreneurs, namely, entrepreneurship education, entrepreneurship experience, and entrepreneurial self- efficacy. We found that entrepreneurship education predicted entrepreneurial intentions across countries, while experience predicted entrepreneurial intentions in Finland, only. Additionally, we found that self-efficacy mediated the relationship between education, experience and entrepreneurial intentions across countries. Even though our results indicated that the antecedents predicted entrepreneurial intentions across countries, results also indicated variations in the entrepreneurial intention relationships by country. Our results support the argument that cultural differences should be taken into consideration when developing entrepreneurship education programs and policies. Implications for education and research are discussed. [ABSTRACT FROM AUTHOR]

This paper deals with the nature of business education and training. It reveals step by step the different forms, types and levels of training as well as business education. Several examples are presented to show how companies implement the various options. The forms of business training examined are the following: Customized classes offered in colleges and universities - the examples given are UCLA and Pepperdine University, Malibu; General classes with open enrolment offered in educational facilities - paid example is for USC and unpaid example is for the Employment Training Center in Rockford, ILL; In-house training - review the Fujitsu Management Academy; Workshops at stores for business supplies - discussed are the ones provided by STAPLES Business Depot. The types of business education that are in focus are sexual harassment training and training of teenage employees. The levels examined are training of unskilled workers and directors as opposites requiring different complexity and direction of the training. The paper briefly mentions the special job training for new employees. The sector about business education offers a few examples - a great new learning model at the Richard Ivy School of Business called "Cross-Enterprise Leadership" and the nine-month Incubator WithOut Walls (iWOW) program, which is offered through the Greater Columbus Chamber of Commerce and the University of Georgia Small Business Development Center (SBDC). This paper is valuable to corporations that would like to train their employees. It shows them the different options and proves them the importance of business education and training. [ABSTRACT FROM AUTHOR]

In this paper, we compare the intentionality of students in graduate business programs in the United States and China toward becoming entrepreneurs. We utilize Amabile's Work Preference Inventory (WPI) to examine the motivational dimension of entrepreneurial intentionality and the Theory of Planned Behavior (TPB) to compare the impact of gender and family history of self-employment on employment intentionality. Our results suggest there is a positive relationship with entrepreneurial intent in both the intrinsic challenge characteristic and extrinsic compensation characteristic. Results also suggest the intrinsic enjoyment characteristic and extrinsic outward characteristic are negatively correlated to self-employment. In addition, the study found that males in China exhibited a significantly greater intentionality toward self-employment than females did. We also found that entrepreneurial intentionality is stronger in the U.S. study group than in the China group for those with prior self-employment experience, as well as when they have a background that includes a family history of self-employment. However, when there is no family background of self-employment, the Chinese show greater intentionality to become self-employed than the group located in the United States. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a study of the learning styles of students in the operations management class at a regional comprehensive university in southeastern United States. Extant learning styles are found to be highly diverse and differ by student gender. However, in contrast to at least one prior study, the learning styles of our respondents did not differ by student major. Five areas of opportunity for future research arising from the results of this study are identified in the paper's conclusion. [ABSTRACT FROM AUTHOR]

Purpose ? This study seeks to examine differences in the perceptions of sexual harassment between business school students in the USA and Thailand. Design/methodology/approach ? Senior-level business students from both the USA (228 students) and Thailand (260 students) were surveyed regarding their perceptions of what constituted sexual harassment behaviour. After reading different workplace scenarios, the participants used a Likert-type scale to rank different behaviours as to what they felt constituted sexual harassment. The survey scores were factor-analyzed in order to determine the constructs underlying the variety of sexual harassment behaviours. Findings ? Students in the USA viewed sexual harassment as involving a quid quo pro situation in which one's behaviour affects the terms of employment (sexual coercion), and a hostile environment in which certain behaviours and remarks create a hostile or offensive work environment. In comparison, the Thai students also viewed behaviours that create a hostile or offensive environment as constituting harassment, but also considered sexually explicit language and jokes to be very offensive, and as constituting a form of sexual coercion. Research limitations/implications ? This study used only one data collection method, specifically, a survey instrument. Also, this study examined differences between US subjects and subjects from only one Far Eastern country. Thus, the results may not be generalizable to other East Asian countries. Practical implications ? As US businesses begin to expand into the Far East, it is imperative that we understand the nature of sexual harassment perceptions in these Far East countries. Originality/value ? This paper provides evidence that the perception of what constitutes sexual harassment varies across cultures. [ABSTRACT FROM AUTHOR]

Business schools around the world offer courses and even complete degrees emphasizing entrepreneurship. However, the perception of an entrepreneur differs across cultures. This paper presents results from a set of 900 questionnaires collected over two years in three countries: United States; United Kingdom and France. The analysis found support for the basic conjecture that the perception of entrepreneurship differs between countries; the US students perceived the entrepreneurship lifestyle as a better lifestyle than did students from the France or the UK. Historically, the area of entrepreneurship is suggested as a key factor for a successful business environment. Business schools around the world offer courses and even complete degrees emphasizing entrepreneurship. However, the perception of an entrepreneur differs across cultures. The entrepreneurial lifestyle is perceived, rewarded, acknowledged, etc. differently across cultures based upon cultural norms. This paper presents results from a set of data collected over two years in three countries: United States; United Kingdom and France. The analysis of over 900 questionnaires found support for the basic conjecture that the perception of entrepreneurship differs between countries and in the direction predicted by the TEA report; the US students perceived the entrepreneurship lifestyle better than did students from the France or the UK. The final section of the paper is highlights the cross-cultural differences found and offers some ideas on why they occur. [ABSTRACT FROM AUTHOR]

Emphasis in business ethics texts and courses has generally focused on corporate and other relatively high-level ethical issues. However, business school graduates in early career stages report ethical dilemmas involving individual-level decisions, often including influence attempts from one or more members of their work role sets. This paper proposes the use of role set analysis as a pedagogical technique for helping individuals to anticipate and deal with early-career ethical issues. [ABSTRACT FROM AUTHOR]

This paper examines levels of similarity in ethical outlooks in countries where economic and sociocultural values may differ markedly. We compared students from a capitalist country, the United States, with students from Ukraine, a country experiencing dramatic ideological confusion and economic change. We tested the hypothesis that greater social and moral integration, as operationalized by a lack of alienation and by religiousness, will directly affect one's willingness to engage in unethical business practices. The sample was composed of business students in both Ukraine and the United States. The survey instrument consisted of widely used scales for measuring alienation and religiousness. The measure of ethical standards was a vignette-based quasi-projective technique. Results showed that, for the sample as a whole, willingness to engage in unethical business behavior was related to higher levels of alienation and lower levels of religiousness. The Ukrainians were also much more willing to engage in unethical behavior than were the Americans. The explanation for this difference is unclear, however. For the Ukrainians, religiousness and alienation did not explain the patterns in unethical behavior, and relationships were very weak for the Americans. There may be some unmeasured factor, such as economic exigency, that is influencing the results. It simply may be that people choose to behave more ethically when they have the luxury to do so. [ABSTRACT FROM AUTHOR]

This paper reports the results of a pilot study of differences in ethical evaluations between business faculty and students at a Southern university. Data were collected from 137 business students (46 freshmen and 67 seniors) and 34 business faculty members. Significant differences were found in 7 of the 30 situations between freshmen and faculty and four situations between seniors and faculty. When the combined means for each group were tested, there was no significant difference in the means at the 0.05 level of significance. A trend was revealed, however, in that the majority of the time faculty members were the most ethically oriented followed by seniors and then freshmen. [ABSTRACT FROM AUTHOR]

With the increased attention paid to ethical issues in business practice, there is interest in the ethics gap between the U.S. and the U.K. and in the ramifications for educating college students for business management positions. This paper examines the differences in ethics judgments between U.S. and U.K. business students. The results indicate that differences in their demographic profiles do not influence their ethics judgments. However, consistently higher business ethics of female students from both countries are discussed in relation to providing business ethics education. [ABSTRACT FROM AUTHOR]

This study examines the ethical behaviour of accounting students. In contrast to most prior studies which have examined perceptions of accounting students, this study investigates the action of accounting students with respect to ethical issues. More specifically, this research investigates whether students behave ethically when they have been exposed to ethical issues but confront a situation in which they have a direct stake. The results of a laboratory experiment using students enrolled in two auditing classes showed that students, in spite of exposure to ethical issues, did not bahave ethically in a situation where their interests were directly involved. The implications of the findings as well as future directions are provided in the paper. [ABSTRACT FROM AUTHOR]

An experiential course project designed to teach students about the audit process has teams of students complete cash audits of student organizations. Students audit cash receipts and cash disbursements from either an external or internal auditing approach. The course project may be used in either undergraduate advanced auditing or graduate auditing courses. The assignment and grading guide are included, as well as a listing of the common internal control deficiencies identified in the cash audits. [ABSTRACT FROM AUTHOR]

This article focuses on the attitude of business students towards social problems. This paper reports comparisons which were made of entering freshmen who have elected a field of business at Virginia Tech with the national average for all curriculums. Of the business students 97.9% believed that the Federal government should do more about pollution, but this percentage was below the national average. Overall, the data indicated that entering business students seem to be strongly concerned about our social and economic problems. Accounting students were found to have positive attitudes toward parents, people in general, and authority, whereas creative writing students displayed negative attitudes. On the basis of this and other research, it seems logical to infer that accounting students are deeply concerned with social and economic problems. The challenge for accounting educators is to promote student interest in social and economic affairs and to assist the student in implementing his skills in a constructive manner toward a solution to these problems.

Business students have long been noted for their differential proclivity to engage in academic misconduct. Unfortunately, the potential for misconduct has been exacerbated in recent years by rapid advances in technology, easy access to information, competitive pressures, and the proliferation of websites that provide students access to information that allows them to directly circumvent the learning process. Using a convenience sample of 631 students matriculating in various business majors at four U.S. universities and structural equations modeling procedures, this study assesses the effects of psychological factors on business students' propensities to utilize the services of homework assistance websites. Specifically, we examine how "Dark Triad" personality traits (i.e., narcissism, Machiavellianism, and psychopathy) interact with Fraud Diamond elements to influence student decisions to engage the services of these websites. We find that each Dark Triad trait exerts a significant influence on at least one of the Fraud Diamond elements, which in turn have a significant direct or indirect positive association with students' reported intentions to utilize, and reported utilization of, these websites. [ABSTRACT FROM AUTHOR]

The article discusses questions regarding marketing examinations collected at the request of the Committee on the Teaching of Marketing. The author collected question papers used in the final examinations in an initial marketing course from twenty different colleges and universities. The Committee found the questions from different institutions to range too widely to create a standard set of questions that would be universally beneficial. Some of the differences in the questions included the objectives of the courses offered, the placing of the course in the business curriculum, and the perspective of each teacher and what they feel is important. The author believes further study should be used to standardize an evaluation of teachers and courses.

Students enroll in college with different expectations, aptitudes, and cultural backgrounds. Research supports the need for faculty to create an atmosphere where students feel comfortable discussing cultural sensitive issues. As the business world is becoming more global, critical thinking and the ability to form and articulate thoughts proficiently have become essential competencies for effective communication in all avenues of life. Discussion and Multicultural Education as methods of teaching have the potential in aiding the development of critical thinking skills of students. Moreover, students' intellectual progress by means of the discussions enhances from critically evaluating views from global perspectives. This paper provides an argument as to the importance of faculty being knowledgeable of the cultural and sociopolitical history of international students to better foster a classroom climate of respect to ensure that the discussion perspectives from all students are inclusive and valued. [ABSTRACT FROM AUTHOR]

Once a preferred strategy, corporate diversification into disparate lines of business has gradually declined in the U.S. over the past several decades. We argue that changes that occurred in a closely related domain--graduate business education--are important in understanding variation in de-diversification across firms. Building on a historical account of the transformation of business education, we explain how the rise of financial economics and agency-theoretic logic in business education changed students' views about diversification. Nearly 20 years later, these MBA graduates rose to top decision-making positions and put the brakes on diversification. Using data on CEOs who ran 640 large U.S. corporations from 1985 to 2015, we show that CEOs who earned an MBA before the 1970s actively pursued diversification, whereas the next cohort of CEOs, who had been exposed to agency-theoretic logic in financial economics, refrained from it. We also demonstrate that the degree of managerial discretion moderated the effect of the CEO's MBA education. Our study shows that institutional change in one domain (i.e., business education) contributed to change in another domain (i.e., corporate diversification), albeit with a considerable time lag. [ABSTRACT FROM AUTHOR]

Civic engagement in the form of social and moral awareness projects has grown in popularity among higher education practitioners in the past decades, and even more among business schools as a response to the many embarrassingly self-centered business CEO acts in recent years. Research thus far shows a wide variety of advantages tied to social and moral awareness projects, varying from greater understanding of students about the needs in society, and improved connections between the sponsoring institution and the community, to more focus in students' selection of future careers, and greater personal and professional emotional intelligence levels among these students. This article reviews the achievements of 156 undergraduate and graduate business students in regards to their social and moral responsibility projects, and the preferences they displayed in selecting the topics of these projects. [ABSTRACT FROM AUTHOR]

Colleges and universities in the United States swiftly shifted campus-based classes to virtual spaces as a response to extended campus closures necessitated by the COVID-19 pandemic. Synchronous online courses were mandated as a replacement for traditional face-to-face classes in many higher education institutions. We understand that the benefits and drawbacks of synchronous courses need to be reviewed in this environment that has been heavily impacted by the pandemic. Thus, two survey studies were conducted in the fall 2020 and spring 2021 semesters. The findings in Study 1 reveal that students felt more isolated in their studying in the early phase of the pandemic, which increased their preference for the synchronous modality. The results of Study 2 suggest that the perceived isolation effect no longer held. The results from both studies confirm that students prefer an equal split between synchronous and asynchronous components for conceptual courses but prefer additional synchronous components for quantitative courses. A series of regression analyses was conducted to account for such preferences. The results urge educators and administrators to develop a hybrid approach that leverages the benefits of synchronous and asynchronous courses and optimizes online learning and teaching experiences. [ABSTRACT FROM AUTHOR]

During periods of economic turmoil and uncertainty, employment opportunities are often greatly diminished. The Great Recession beginning in 2007 caused such a labor market disruption, hitting new college graduates especially hard. Under such conditions, business ownership may appeal to some as a conceivable substitution to "finding a job." The present paper sought to investigate the predisposition of students in a college of business to operate their own business or to work for an established organization. Further, measures for fear of success and fear of appearing incompetent were examined to see whether either, or both, influence either preference. Both underclass students and graduating seniors were surveyed. Results showed that while many students at both levels expressed a preference for operating their own business, considerably fewer believed it to be a likely outcome. Also, males expressed a higher preference than did females for operating their own business. The relationship of the fear of success and the fear of appearing incompetent with the decision to operate one's own business was inconclusive. [ABSTRACT FROM AUTHOR]

This paper reports the results of a study, administered to 581 business undergraduates at a South Central metropolitan university, which was designed to elicit information about which media, or non-technology-based (traditional), students use to gather information about such topics as degree information, course enrollment, financial aid, and current events in the college. Overall, results indicate a slightly higher preference for technology-based forms of communication, although face-to-face communication emerged as one of the most frequently utilized means of receiving information. Implications for improving college-to-student communication and for future research are provided. Business Student Media Choices for Receiving College-Related Information. The pervasiveness of technology in American society is undeniable. It was estimated that in 2009 there were 245 million Internet users in the United States, second in the world only to China (World Factbook, 2011). It was also determined that over 63 percent of Internet users rely on broadband services (DSL, cable, wireless, etc.), an increase of 25 percent from two years earlier (Digital Nation, 2010). Additionally, there were over 286 million subscribers to cellular services in 2008 (World Factbook, 2011), fast outpacing traditional landlines and reflecting an estimated "Cell Phone Only" (CPO) population of between 18-22 percent of the U.S. adult population (Ansolabehere & Schaffner, 2010). Predominantly younger adults, known in the vernacular as "digital natives" (Economist Intelligence Unit, 2008) have grown up immersed in fast-changing technology and tend to incorporate it into both their personal and professional lives. [ABSTRACT FROM AUTHOR]

The article discusses an empirical study concerning the moral development of business school students in the U.S. and Australia using the Defining Issues Test 2 (DIT-2). It examines the differences among students of different ages when responding to the five moral-dilemma scenarios including famine, cancer, and demonstration. It mentions that DIT-2 is a paper-and-pencil measure of moral judgment based from Kohlberg's cognitive-development theory of moral reasoning. It reveals that gender, education, and age variables were crucial in the decision-making process when compared to the categories of political standing, citizenship, and first language. Moreover, the level of one's moral development can be the stimulus that motivates the decision-making process and/or controls the decision made.

This paper describes an integrative, experiential approach to teaching problem solving and decision making from two different perspectives: prescriptive theory using "quantitative" tools and models, and behavioral theory. Behavioral theory addresses both the cognitive and affective domains of information processing - what the decision maker does and how decisions are affected by habitual factors, personal values, psychological aspects, organizational context and external and internal pressures. The results of an online survey of the alumni of the first eight EMBA groups of a West Coast University using this approach are discussed. The survey provided data on three main areas concerning the respondents': (1) decision making practices; (2) the nature of their decision making environment and (3) thoughts and reflections on the impact of the course. It appears that integration of behavioral and quantitative approaches is effective since the participants considered themselves to be good or effective decision makers. The alumni said that an integrated behavioral and quantitative approach to decision making is valuable in assessing their internal decision making capabilities. They feel more in charge rather than allowing outside or environmental factors influence their decisions and have more than an intuitive grasp of a structured approach to decision making. This lends credence to the fact that executive education that considers human and quantitative factors, in combination, is desirable for reducing defects in decision making. The resultant action taken by decision makers, such as managers and CEOs, will become more streamlined and efficient. Nevertheless, to fully judge the impact of this approach further systematic confirmatory research in other institutions and environments is recommended. [ABSTRACT FROM AUTHOR]

Abstract: Entrepreneurship education ranks high on policy agendas in Europe and the US, but little research is available to assess its impact. To help close this gap we investigate whether entrepreneurship education affects intentions to be entrepreneurial uniformly or whether it leads to greater sorting of students. The latter can reduce the average intention to be entrepreneurial and yet be socially beneficial. This paper provides a model of learning in which entrepreneurship education generates signals to students. Drawing on the signals, students evaluate their aptitude for entrepreneurial tasks. The model is tested using data from a compulsory entrepreneurship course. Using ex-ante and ex-post-survey responses from students, we find that intentions to found decline somewhat although the course has significant positive effects on students’ self-assessed entrepreneurial skills. The empirical analysis supports the hypothesis that students receive informative signals and learn about their entrepreneurial aptitude. We outline implications for educators and public policy. [ABSTRACT FROM AUTHOR]

This article discusses how to convey a general survey about China's financial development to students in the American classroom. First, we show several photographs of Chinese investment since the 1970s in chronological order, to make visual impressions. Second, we compare stock market data for China and the U.S. in order to help students understand quantitatively. Then we select the Big Four state-owned commercial banks in China as a qualitative case analysis. This article outlines the most significant aspects of China's rapid financial development and the major imbalances in financial growth for presentation to American business students. [ABSTRACT FROM AUTHOR]

Service learning has been shown to provide important learning opportunities for business students to apply the theories learned in the classroom to challenging problems in the community while strengthening skills related to cultural awareness, citizenship, and oral and written communication. Using teams to address service learning projects enables the learning of team-related skills while teams grapple with significant problems involving the needs of people in the community. However, in order to sustain the use of team in service-learning projects, there needs to be sufficient common time in student schedules for teams to be created and for part of the team project to be conducted. One mechanism for providing this common time, as well as a cross-disciplinary perspective and an applied-learning focus, is the learning community. [ABSTRACT FROM AUTHOR]

The article focuses on the experiment conducted by the Massachusetts Institute of Technology (MIT) which investigates the possibility of teaching invention to business students. It informs that this experiment deals with the innovative conceptuals and practical level which provides both foundation for the study of invention based on economic theory and suggests several ways of teaching for achieving practical and independent validated outcomes. It also discusses several models which proves that teaching is an important aspect of enterprising behavior and business studies.

Kiasu reflects an "obsessive concern with getting the most out of every transaction and a desire to get ahead of others" (Hwang, Ang, & Francesco, 2002: 75). It can have both positive and negative effects. This paper generates three hypotheses about kiasuism and task performance. Using hierarchical regression to analyze the results of a survey of 261 senior-level undergraduate business students in the United States, all three hypotheses are supported. The results indicate that the kiasu construct is generalizable to the United States, and that the key to obtaining competitive advantage through kiasuism lies in selecting and implementing the right tactic for the situation. [ABSTRACT FROM AUTHOR]

Provides information on a college course called Environmental Study in China which is available for business students at the Bryant College in Smithfield, Rhode Island. Rationale and objectives; Details on a classroom study; Importance of first-hand experience and innovative teaching strategies; Reactions of students.

ABSTRACT. Gaps in professional judgment and personal moral standards are perpetual problems across many sectors of society. This article reports the results of a survey that was conducted at four universities to examine the ethical beliefs and attitudes of current business students. The behaviors that current business students believed to be most unethical were (a) taking a test for someone else and (b) obtaining answers from someone else during an exam. The behaviors that they were less certain about were (a) studying from someone else's notes and (b) failing to report unfavorable errors in grading. [ABSTRACT FROM AUTHOR]

Using the case study approach, we explore the influences of a university's ethical system on the moral development of business undergraduate students. The sample participants in this qualitative study include 28 business students at a private, religiously affiliated university. Using qualitative analysis, we developed a number of themes that reveal unseen institutional influences on student moral development. Our theoretical process model displays five factors contributing to the students' living moral code, which in turn influences student moral development outcomes; the five factors include institutional moral reinforcement, service activities, experiential challenges, moral amplifiers and an evolving moral identity. Research findings offer insight toward a comprehensive approach to student ethics reform. They also reveal that the student state of moral development is not bankrupt; students are looking for guidance and participation in their moral development, while at the same time holding specific expectations for the institution and its agents. [ABSTRACT FROM AUTHOR]