Search results

This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined.

Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data.

Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance.

Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes.

This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory.

A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance.

Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts.

To the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed.

This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.

The purpose of this research is to compare the levels of EI of male and female students, EI among students of three different academic faculties: business, engineering and nursing and the degree of change in their EI over the course of study. Additionally, the authors set out to isolate and quantify the effects of gender and field of study, independent of each other.

This empirical research is based on a survey of >750 undergraduate college students, in which participants answered a host of Likert-scale questions concerning perceptions of risk, self-efficacy, career path and entrepreneurial intent (EI). The survey also contained a number of demographic questions, including academic field (major) and year of study.

Business students express the highest levels of EI, followed by engineering students and nursing students respectively. Regardless of discipline, students become no more or less entrepreneurial over their years of study. Overall, males were found to be significantly more entrepreneurial than females. However, a comparison of males and females within a given faculty yielded almost no differences in EI between the genders.

These findings suggest that students self-select into fields of study based on traits, personalities and interests. It is these same factors that regulate one's EI and not their gender or field of study. Others have analyzed the effects of gender and field of study, the authors isolated the two and analyzed each independently.

The purpose of the present study is to determine levels of computer literacy adequate for searching academic information from electronic resources and databases. The study also examines whether or not student demographics influence this level of computer literacy in a university scenario in India, a developing nation.

The primary data were collected through a questionnaire-based survey on a sample of 329 respondents from three major universities located in North India. The study focused on only postgraduate students and research scholars. The data, thus collected, were analyzed with the aid of the SPSS statistical software package. χ2 test was also applied to determine significant comparability among student demographics and their acquired computer usage competencies.

The study discovered that among the respondents less than half reported that they had acquired adequate computer competence to search for information from electronic resources or databases. However, no significant differences were found for computer skills with respect to students having different demographic characteristics. There were observed significant differences among academic majors and the use of internet and OPAC. Significant differences were also observable between academic use of internet and students varying age groups.

This study is one of the few research studies carried out to examine computer literacy among university students especially in relation to their demographics. The results of the study will prove useful for improving computer literacy in university library systems in India and other developing nations.

The purpose of this paper is to investigate the use of mobile assisted language learning (MALL) in vocabulary learning among English foreign language learners in China with a lens on academic major difference. This study hypothesizes that academic majors including Science, Technology, Engineering and Mathematics (STEM) and non-STEM differentiate the learners’ perception of computer self-efficacy (CSE) and MALL learning performance as well as moderate the effect of CSE on language learning performance.

Sample data for this study were collected from 200 university students enrolled in both STEM and non-STEM majors. Under the quasi-experiment, this study had been conducted vocabulary training, pre-test, post-test and a questionnaire. The Statistical Package for the Social Sciences, a statistical analysis technique based on ANOVA and regression were used to analyze the data.

The results support hypotheses that CSE, learning score and satisfaction are rated higher for STEM students than non-STEM ones and indicate the effect of CSE on language learning performance is stronger for STEM students than non-STEM ones in using MALL.

This paper addressed important issues in language learning on the academic major difference. The findings would be the guidelines for educational organizations to motivate and stimulate students with sustainable self-confidence important not only for improvement in students’ language learning achievements and outcomes but also for the advancement of mobile technology in language learning.

It is commonly believed that personality traits determine a person's ability to work in a team and academic performance. However, studies have shown inconsistent results with some personality traits better than the other in predicting students' performance in different academic majors. The purpose of this study is to examine the interrelation between personality traits, teamwork competencies and academic performance among first-year first semester engineering students in an Australian university located in the Sarawak state of Malaysia.

The Individual and Team Performance (ITP) metrics were administered among 189 students to gauge their personality traits as well as self-rated and peer-rated teamwork competencies. The correlations between personality traits and teamwork competencies as well as correlations of both the variables to academic performance were subsequently analyzed.

This study shows no significant difference between the self-rated and peer-rated teamwork competencies. Adventurous trait appears to negatively correlate with teamwork competencies. This study also reveals teamwork competencies as better predictors of academic performance than personality traits. Commitment and focus show relatively larger effect on academic performance. It can be concluded that commitment is the most significant factor to excel in first-year engineering in the university. Therefore, interventions that promote commitment is crucial to academic performance of the first-year first semester engineering students.

This study promulgates the development of team competencies which are more crucial to academic excellence than personalities. It is useful for the design of team learning activities which lead to the development of teamwork competencies while improving academic performance. It shows that team activities which reinforce commitment especially and focus secondarily, will have significant positive effect on academic performance of the first-year engineering students generally.

While most studies in this area examine the correlation between personality traits and academic performance, this study is among the very few that looks into the aspect of teamwork competencies. This study also finds its value in its regional significance as such correlational studies are not prevalent in Malaysia.

The purpose of this article is to provide an integrated, synthesised overview of the current state of knowledge in the field of bank marketing. This aim prompts us to seek to determine the role of studies on sales within commercial banking literature, to contribute to the flow of new knowledge and to orient both researchers and practitioners with regard to current issues and findings.

This study employs a combined process of bibliometric analysis and scientific mapping using keyword co-occurrence analysis and a representation of relationships by clustering and their longitudinal arrangement. A total of 1,203 articles were analysed using SciMAT.

The entire conceptual structure of bank marketing is organised into 12 major thematic areas. These are comprised of a set of main topics during each period, changing from one phase to another. The initial periods exhibit less depth in the pursuit of lines of work on bank marketing. The most recent periods show that interest centres on users' acceptance of online and mobile banking, along with the traditional concepts of satisfaction, loyalty and trust. However, it was determined that sales-related topics have never occupied a central role in the bank marketing academic literature.

This study draws up a scientific map that serves as a guide to perceive what has been done thus far in the area of bank marketing. The detection of specific sub-topics allows for the application of other synthesis techniques, such as meta-analysis. The study's main limitation lies in the difficulty of synthesising all the papers published on bank marketing literature.

The number of disciplines in which bibliometric analyses are used to synthesise and visually portray the whole bodies of scientific literature is increasing. This study maps out the gradual advancement in the field over the years and could serve as a valuable reference for researchers and practitioners interested in bank marketing. Consequently, the conclusions of this retrospective analysis might be considered a summary of its conceptual structure and a comparable foundation for future studies.

Investigates a scientific basis for establishing the Test of English as a Foreign Language (TOEFL) cut‐off scores. Obtains data on 348 foreign students from 50 US universities. Divides students into three categories according to TOEFL score: below 550; 550‐600; and above 600. Measures academic success by first semester or quarter grade point average (GPA) score. Finds a significant difference in GPA score between international graduate students with TOEFL scores above 550 when compared with those with scores below 550. Results support the national trend towards raising foreign graduate student admission minimum TOEFL scores from 500 to 550.

The emergence of electronic learning during the COVID-19 outbreak has been the way by which higher education has attempted to save the situation. However, e-learning still causes psychological distress because of its crackups and fear. Hence, the authors aim to study the impact of e-learning crackup on fear of academic year loss and psychological distress by incorporating university support as a moderator.

Partial least squares structural equation modeling (PLS-SEM) has been used to analyze data.

The results depict that e-learning crackup fosters students' fear of academic year loss, but e-learning crackup has an insignificant impact on psychological distress. However, psychological distress is driven by fear of an academic year loss. Lastly, university support moderates the relationship between e-learning crackup and psychological distress, but no moderating role exists between fear of academic year loss and psychological distress.

The recent pandemic has severely affected the mental health of students. Therefore, it is crucial to study the reasons that foster distress among them. But, unfortunately, there is a prominent absence of research for inspecting students' psychological distress because of the e-learning crisis, especially in the wake of COVID-19.

The objectives of this paper are to examine the level of environmental disclosure in annual reports made by Malaysian public listed companies for the year ended 2009, and to investigate whether there are any relationships between board characteristics (board size and board independence), firm characteristics (business type) and human capital characteristics (age, knowledge background and proportion of female directors) and environmental disclosure in Malaysian public listed companies' annual reports for the year ended 2009.

The study constructs the environmental disclosure index with 11 disclosure themes based on research by Sharifah et al. to determine the environmental disclosure level. The study uses content analysis to find the environmental disclosure items and constructs an environmental disclosure index from the companies' annual reports. Hierarchical regression analysis is used to examine the relationships between the environmental disclosure index and board characteristics (board size and board independence), firm characteristics (business type) and human capital characteristics (age, knowledge background and proportion of female directors).

The results of the study reveal that there is a significant relationship between the existence of an independent non-executive chairman, the chairperson's age, the existence of a CEO with a law background and the industry type with the extent of environmental disclosure. The industry type is found to be the most significant variable that influences the level of environmental disclosure in Malaysian public listed companies for the year ended 2009.

The findings are limited to Malaysian public listed companies for the year January to December 2009. The source of the data used in this study is companies' annual reports only. This study has several implications that may apply in many countries, irrespective of whether they are developing or developed countries. First, it provides strong evidence to show that boards of directors and human capital are significant variables in the extent of disclosure. Second, it is useful to managers, especially to boards of directors in Malaysia, in identifying board characteristics and human capital characteristics that could improve companies' environmental activities; these could be disclosed in the interest of stakeholders and the public's environmental concern. Third, this study can also be used as an initial step for companies in to be involved in environmental activities. Prior studies have proved that these activities could enhance companies' image and reputation and could offer financial benefits to the business.

The study extends the previous studies by the inclusion of human capital characteristics as a factor that influences environmental reporting in Malaysia. This study has demonstrated that to mitigate the agency problems between firms and shareholders, society and stakeholders, and particularly environmental impact, the inclusion of human capital characteristics as an indicator may help to reduce expected costs and negative impacts on firm value, and may also demonstrate to society and the company's stakeholders that individual firms are doing their part to help solve society's social and environmental problems through additional disclosures.