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Although much attention has been devoted to the study of accounting students’ performance, little attention has been shown to the process of accounting students’ performance. Attention to process necessitates that the subject of accounting students’ test-taking behavior be explored. This study invites attention to the amount of time students take to return their examinations. Time spent on this critical task can be understood as a measure of student ambition to do well, student preparation or cognitive engagement. Using data collected from many classes taught by several instructors at one selective private institution, the results suggest that there is a non-linear relationship between the order in which exams are returned and exam performance. Specifically, those who work on their exams for longer tend to score lower. However, those that return their exams relatively quickly do not necessarily score better. The middle range, wherein students complete their exams neither early nor late relative to others, is associated with better test performance. The relationship between exam return order and test performance also varies by the type of exam and by the matriculation level. The study offers to add to our understanding of accounting students, an achievement that may be an underappreciated prerequisite to effective instructional outcomes.

This paper aims to compare the students enrolled to a three-year undergraduate, bachelor degree on Security of Computer Systems and Networks, offered in traditional, classroom fashion as well as online at the University of Milan (Italy). Its main purposes are to estimate the main characteristics of the two different student populations addressed (i.e. online vs classroom students) to understand if an online version of an already existing traditional university degree allows to extend the enrollment of students; and to evaluate the effectiveness of the e-learning approach adopted, comparing performance of the two student populations. The study aims to supply a significant case study, based on a real experience more than 10 years long.

The paper is based on the statistical interpretation of a huge amount of data, collected during the overall life of Sicurezza dei Sistemi e delle Reti Informatiche (SSRI) online, regarding student age, income, grades obtained in exams and after final dissertation and graduation time.

The paper allows to conclude that the online student population has very limited overlap with the classroom one, which means that the online version of an already existing degree can definitely enlarge the student enrollment and reach older students; and a carefully designed e-learning environment allows committed online students to obtain results comparable when not better than the ones of classroom students.

The study refers to a single, specific degree in computer science and technology; thus, it may lack generalizability. Similar experiences in other areas could be useful.

This paper fulfills an identified need to study how e-learning can be successfully applied to already existing traditional university degrees.

This chapter presents a sociological analysis of the work involved in producing neuroimaging scans used in clinical practice. Drawing on fieldwork in magnetic resonance imaging (MRI) units in hospitals and free-standing imaging centers; in-depth interviews with technologists, radiologists, and neurologists; and reviews of relevant medical literatures, this analysis demonstrates how assembly line techniques structure neuroimaging work. Neuroimages (after being ordered by the referring clinician) are created in an image production line where scans of brains, breasts, livers, and other body parts are all produced: although some facilities may focus on one area of the body, most create an array of scans. Following MRI scans as they are produced demonstrates how medical work emphasizes repetition, specialization, and efficiency – key features of mass production. On the medical assembly line, the organization of work aims to transform patients into objects – ones that multiply as scans are created and circulated. Neurologists, radiologists, and technologists are positioned as skilled workers who manage the flow of bodies and the production of knowledge with the aim of producing health or, at the very least, knowledge of illness. Patients are also actors who actively impact the imaging production process. Previous scholarship has shown that diagnostic work involves a distributed form of expertise; one that involves patients, other medical professionals, machines, and neurologists. This chapter demonstrates that the deployment and synchronization of this expertise is a form of labor, involving distinct professions, professional hierarchies, and reimbursement systems. Working conditions are central to the production of MRI scans as knowledge and contribute to the social shaping of neuroimaging techniques.

Anecdotal evidence indicates that one of the more difficult issues faced by accounting students is the understanding and preparation of the statement of cash flows (SCF). This study investigates the impact of different instruction methods for covering the statement on student learning outcomes. Currently, two prominent intermediate-level financial accounting texts cover the SCF primarily in one end-of-text chapter, a massed presentation. The current study argues that the SCF is a topic that is cross-sectional in nature, and is applicable to the textbook material on the accounting transactions that are spread throughout the texts. In accordance with the spacing effect (Dempster, 1988), instruction of SCF material across the major recognition and measurement topic chapters, a spaced presentation format, potentially yields enhanced learning outcomes in comparison to the massed presentation.

Across three semesters of an intermediate-level financial accounting course, the SCF delivery format and coverage were varied in a 1 × 3 between-subjects experiment. The subjects completed an indirect-method SCF preparation task, which I analyzed across the three conditions.

Students learning the SCF presentation of intermediate-level transactions in a spaced presentation earned higher scores on the task compared to those learning the material in a massed format. Furthermore, the students exposed to the massed presentation performed no better than those not instructed on the material.

I base my findings on the results of one assessment of the SCF in one course. Future research should consider various tasks related to the SCF at different course levels and across a variety of instructional techniques.

The results imply that changes to the delivery of SCF material could potentially produce benefits to student learning.

The transition from a traditional lecture style method of teaching to the flipped classroom in sophomore-level Organic Chemistry I and II courses at an Historically Black University (HBCU) is described. The process of implementation was explained and the students’ performance was analyzed. The flipped teaching method made a much bigger positive impact to Organic I than Organic II Chemistry course. A higher percentage of A, B or better, and C or better were observed for Organic I Chemistry course. The DFW rate was also significantly lower for the Organic I Chemistry flipped classroom. However, Organic II results were very similar between the students from both teaching methods.

This paper explores Lean Six Sigma principles and the DMAIC (define, measure, analyze, improve, control) methodology to propose a new Lean Six Sigma 4.0 (LSS 4.0) framework for employee occupational exams and address the real-world issue of high-variability exams that may arise.

This study uses mixed methods, combining qualitative and quantitative data collection. A detailed case study assesses the impact of LSS interventions on the exam management process and tests the applicability of the proposed LSS 4.0 framework for employee occupational exams.

The results reveal that changing the health service supplier in the explored organization caused a substantial raise in occupational exams, leading to increased costs. By using syntactic interoperability, lean, six sigma and DMAIC approaches, improvements were identified, addressing process deviations and information requirements. Implementing corrective actions improved the exam process, reducing the number of exams and associated expenses.

It is important to acknowledge certain limitations, such as the specific context of the case study and the exclusion of certain exam categories.

The practical implications of this research are substantial, providing organizations with valuable managerial insights into improving efficiency, reducing costs and ensuring regulatory compliance while managing occupational exams.

This study fills a research gap by applying LSS 4.0 to occupational exam management, offering a practical framework for organizations. It contributes to the existing knowledge base by addressing a relatively novel context and providing a detailed roadmap for process optimization.