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Simulations are designed as activities which imitate real world scenarios and are often used to teach and enhance skill building. The purpose of this case study is to examine the decision making process and outcomes of a faculty committee tasked with examining simulations in the marketplace to determine if the simulations could be used as assessment instruments in a new MBA program.

The criterion for evaluating the decision making process was developed by adapting the five dimensional framework developed by Gulikers, Bastiaens and Kirschner.

The paper will conclude with a review of outcomes from the evaluation process and suggestions on how the decision process might be streamlined for faculty and curriculum designers who are developing new business programs.

Expectations for evaluating simulations need to be completely defined before beginning the review process, assign an individual with content knowledge to lead the review of individual simulations, vendor presentations of the simulations tended to sway the evaluator's opinion of the product in a more positive manner regardless of content.

Competency based education continues to be a focus in higher education as the pressure to illustrate demonstrable skills continues to mount. Simulations may play a role in helping students obtain competencies in specific areas but their ability to assess competencies acquired warrants further research. A solid and rational decision making process is required to accurately determine the effectiveness of using simulations in an MBA program.

Simulations allow students to interact with complex systems and ideas but assessing the actual learning that takes place can be challenging (Frezzo, Behrens, and Mislevy). Students still need a conceptual framework of the material being presented in order for the simulations to be meaningful. Finding an effective instructional model which supports both hard (technical or procedural) and soft (people, communication) skills can be challenging as the soft skills are more difficult to quantify. Instituting an effective evaluation and decision process when evaluating these types of assessments is important when determining their value in a classroom.

This case study was based on the decision process of the University and the College of Business Administration in determining how simulations could be used in a competency based MBA program.

The purpose of this article is to assess the concept of grade inflation in higher education institutions in an effort to determine its prevalence, causes, and strategies that can be implemented to curtail it.

A literature review of the problem is presented along with several strategies as possible solutions to restraining the problem of escalating grades in the college classroom.

The problem of grade inflation has been a topic of concern for over a century and there are no quick fixes or simple methods of reversing this trend but there are several alternatives presented which could help curtail this trend.

Most of the research is based on anecdotal research. Very little has been written on how to fix this problem.

This paper brings this issue to the forefront in an effort to engage the reader, college administrators and educators.

The paper begins with an overview of previous research in this area and then moves on to what is currently being implemented to curb grade inflation. The authors then propose several methods and possible solutions that could be implemented to deal with this problem.

This paper aims to clarify the challenges faced by higher education institutions such as budget cuts and the pressure to offer accessible, affordable anytime/anyplace learning and offer a solution in the form of the development of an e‐learning strategy.

The paper explores recent research on higher education and e‐learning strategies in an effort to offer a participatory pedagogy coupled with cost effective technology as a solution to overcoming the increase in market demand and socioeconomic pressures facing higher education institutions.

The paper provides pragmatic insights about the five stages of developing an e‐learning strategy, including determining the delivery method and technology, making curriculum and development decisions, integrating implementation and roll out strategies and monitoring and evaluating the new e‐programs.

The chosen research offers an approach as a starting point for developing an e‐learning strategy. Further research may be needed to generalize and apply the suggestions to individual higher education institutions.

The paper includes implications for higher education institutions and other organizations wishing to explore the option of e‐learning as a delivery system for knowledge, training and instruction.

This paper fulfils an identified need to study the implications of technology on learning.

This study evaluates the forecasting performance of different predictive measures for the future exchange rate variability. Results seem to indicate that the out‐of‐the‐money ISD outperforms the at‐the‐money ISD and other predictive measures. Thus, when ISD is used to forecast future exchange rate variability, out‐of‐the‐money options should be selected instead of using all other options to compute the complicated weighting schemes.

A gap between research and practice is commonly perceived throughout accounting academia. However, empirical evidence on the magnitude of this detachment remains scarce. The authors provide new evidence to the ongoing debate by introducing a novel topic-based approach to capture the research-practice gap and quantify its extent. They also explore regional differences in the research-practice gap.

The authors apply the unsupervised machine learning approach Latent Dirichlet allocation (LDA) to compare the topical composition of 2,251 articles from six premier research, practice and bridging journals from the USA and Europe between 2009 and 2019. The authors extend the existing methods of summarizing literature and develop metrics that allow researchers to evaluate the research-practice gap. The authors conduct a plethora of additional analyses to corroborate the findings.

The results substantiate a pronounced topic-related research-practice gap in accounting literature and document its statistical significance. Moreover, the authors uncover that this gap is more pronounced in the USA than in Europe, highlighting the importance of institutional differences between academic communities.

The authors objectify the debate about the extent of a research-practice gap and stimulate further discussions about explanations and consequences.

To the best of the authors' knowledge, this is the first paper to deploy a rigorous machine learning approach to measure a topic-based research-practice gap in the accounting literature. Additionally, the authors provide theoretical rationales for the extent and regional differences in the research-practice gap.