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Article
Publication date: 28 February 2020

Jeffrey W. Alstete and Nicholas J. Beutell

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Originality/value

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.

Details

Journal of International Education in Business, vol. 14 no. 1
Type: Research Article
ISSN: 2046-469X

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Article
Publication date: 4 September 2019

Nicholas J. Beutell, Jeffrey W. Alstete, Joy A. Schneer and Camille Hutt

The purpose of this paper is to test a model predicting self-employment (SE) personal growth (learning opportunities and creativity) and SE exit intentions (exiting to…

Abstract

Purpose

The purpose of this paper is to test a model predicting self-employment (SE) personal growth (learning opportunities and creativity) and SE exit intentions (exiting to work for someone else and exit likelihood) based on the job demands-resources model.

Design/methodology/approach

SEM was used to examine SE demands and resources, strain, and engagement predicting growth, exit intentions, job satisfaction, and life satisfaction. SE type (owners with employees and independent owners without employees) was a moderator variable. Data were analyzed from a national probability sample (n=464 self-employed respondents for whom SE was their primary work involvement), the National Study of the Changing Workforce.

Findings

Overall support for the model was found. Work–family conflict (demand) and work–family synergy (resource) had the strongest relationships with strain and engagement. Strain was positively related to both growth and exit intentions while engagement was inversely related to exit intentions but positively related to growth. The model was significantly different for business owners and independently self-employed.

Practical implications

These results provide guidance to researchers and educators regarding the challenges of self- employment engagement and strain with implications for selecting business types that minimize exit likelihood while maximizing work engagement and personal growth potential.

Originality/value

This study breaks new ground by testing a structural model of engagement and growth for self-employed individuals while also investigating two types of exit intentions. The authors report findings for growth and exit decisions that have received scant attention in the literature to date. Type of SE was a significant variable.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 25 no. 7
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 23 August 2019

Jeffrey W. Alstete and Nicholas J. Beutell

This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Originality/value

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.

Details

Quality Assurance in Education, vol. 27 no. 4
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 5 January 2021

Jeffrey W. Alstete, John P. Meyer and Nicholas J. Beutell

The purpose of this study is to utilize an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private…

Abstract

Purpose

The purpose of this study is to utilize an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.

Design/methodology/approach

This paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.

Findings

The use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.

Research limitations/implications

The comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.

Practical implications

Differentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.

Originality/value

This paper offers an exploratory overview of differentiated instruction with guidance for management faculty members in designing and implementing these approaches in their courses.

Details

International Journal of Educational Management, vol. 35 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 5 March 2018

Jeffrey W. Alstete and Nicholas J. Beutell

The purpose of this paper is to focus on connecting recent conceptualizations of learning space design in management education by examining interior building and classroom design.

Abstract

Purpose

The purpose of this paper is to focus on connecting recent conceptualizations of learning space design in management education by examining interior building and classroom design.

Design/methodology/approach

This study used mixed methods research: external benchmarking with same industry institutions (n=5) and two surveys of students (n=131) and faculty members (n=38).

Findings

The process helped to envision how a business school could improve by adapting design aspects from industry peers, understanding the needs of students and faculty, and incorporating new teaching methods and instructional technologies to inform learning space solutions.

Research limitations/implications

The small number of external benchmarking partners may make the findings more applicable to the institutional type examined. Yet, the findings and the mixed methods research have implications for learning space design more broadly.

Practical implications

With the business school building boom, the external architecture of new buildings appears to garner much of the attention. However, the researchers believe that the real impact of new business schools is the centrality of interior learning space design and technology.

Originality/value

This paper uses a mixed methods research approach to examine learning space theory and research in relation to a particular business school’s efforts to use this knowledge to design learning spaces in a new building.

Details

Journal of Management Development, vol. 37 no. 2
Type: Research Article
ISSN: 0262-1711

Keywords

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Article
Publication date: 17 September 2019

Neena Gopalan, Nicholas J. Beutell and Wendy Middlemiss

This study aims to investigate international students’ cultural adjustment, academic satisfaction and turnover intentions using ecological systems perspective and explores…

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1091

Abstract

Purpose

This study aims to investigate international students’ cultural adjustment, academic satisfaction and turnover intentions using ecological systems perspective and explores factors that affect academic success and turnover by exploring three stages: arrival, adjustment and adaptation.

Design/methodology/approach

The sample consists of 208 international students enrolled at a mid-Western university in the USA. Confirmatory factor analysis, structural equation modeling and mediational analyses were used to test hypotheses.

Findings

Findings indicate that self-efficacy, as a pre-sojourn characteristic, affects adjustment variables inclusive of cultural adjustment, affecting academic satisfaction and turnover intentions. Adjustment variables (coping, cultural adjustment and organizational support) mediated relationships between self-efficacy and turnover intentions.

Research limitations/implications

The proposed model moves the research forward by examining an ecological systems framework describing how individual, social, academic, cultural and institutional factors function in supporting international students’ transitions. Results may be generalizable to other large US universities with varying dynamics and resources available (or not) for international students.

Originality/value

Given the challenges international students face in the USA in adapting to both new culture and academic setting, it is imperative to identify what elements of their transition and academic environment predict academic success. This is one of the first studies testing the propositions derived from Schartner and Young’s (2016) model.

Details

Quality Assurance in Education, vol. 27 no. 4
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 21 September 2010

Nicholas J. Beutell

The purpose of this paper is to examine the effect of work schedules on work‐family conflict and synergy using the job demands‐resources (JD‐R) and conservation of…

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4346

Abstract

Purpose

The purpose of this paper is to examine the effect of work schedules on work‐family conflict and synergy using the job demands‐resources (JD‐R) and conservation of resources models. The impact of resources including supervisor support, work schedule control and satisfaction, as well as the moderating effects of work schedules on conflict (synergy) and domain satisfaction are examined.

Design/methodology/approach

This quantitative study examined responses from organizationally‐employed respondents (n=2,810) from the 2002 National Study of the Changing Workforce using MANOVA and multiple regressions.

Findings

Work schedules were significantly related to work‐interfering with family (WIF) and work‐family synergy (W‐FS) but not for family interfering with work (FIW). Perceived supervisory support was significantly related to employee work schedule control and work schedule satisfaction. Perceived control of work schedule and work schedule satisfaction were significantly related to work‐family conflict and synergy. Work schedules moderated the relationship between work‐family conflict (synergy) and domain satisfaction.

Research limitations/implications

Although based on a national probability sample, this study may suffer from common method variance since all measures were from the same self‐report questionnaire.

Practical implications

The results do suggest that solutions like increased schedule flexibility for all workers may not be efficacious in reducing work‐family conflict or increasing work‐family synergy. Employee control over work schedule, employee satisfaction with work schedule, and supervisor support need to be considered as well.

Originality/value

This study examined the impact of work schedules on work‐family conflict and synergy. It is noteworthy since very little research has been conducted on work schedules and synergy. The results also broaden evidence for the JD‐R and conservation of resources models.

Details

Career Development International, vol. 15 no. 5
Type: Research Article
ISSN: 1362-0436

Keywords

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Abstract

Details

Evaluating Scholarship and Research Impact
Type: Book
ISBN: 978-1-78756-390-2

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Article
Publication date: 5 August 2014

Nicholas J. Beutell and Joy A. Schneer

Hispanics represent a growing segment of the US population and workforce, yet there is a lack of empirical research on Hispanics in relation to work-family conflict and…

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1262

Abstract

Purpose

Hispanics represent a growing segment of the US population and workforce, yet there is a lack of empirical research on Hispanics in relation to work-family conflict and synergy. Drawing on work-family and job demands-resources theories, the authors model predictors (autonomy, schedule flexibility, social support, work hours) and outcomes (health and satisfaction) of work-family variables among Hispanics and non-Hispanic whites. The paper aims to discuss these issues.

Design/methodology/approach

This quantitative study examined responses from respondents (n=2,988) of the 2008 National Study of the Changing Workforce using descriptive statistics, t-tests, ANOVAs, and structural equation models (SEM). The paper focusses primarily on Hispanics and also examined gender differences for Hispanics and non-Hispanic whites.

Findings

Hispanic women reported the highest work-family conflict (work interfering with family (WIF) and family interfering with work (FIW)) and synergy (work-family synergy (WFS)) levels. Job resources are related to WIF for Hispanic women but not Hispanic men. Autonomy was the best predictor of WFS for all groups. Coping mediated the depression-life satisfaction relationship. WIF and WFS were each significantly related to job satisfaction. Job satisfaction and life satisfaction were significantly related for all groups except Hispanic women. Job satisfaction-turnover paths were significant.

Research limitations/implications

Although based on a high-quality national probability sample, all information was gathered from one extensive interview. There is also a need to examine subgroups of Hispanics beyond the scope of this data set.

Practical implications

Results suggest similarities as well as differences in work-family variables for Hispanics and non-Hispanic whites. Corporate work-family policies and initiatives may need to be altered in light of ethnicity and gender issues as the workforce becomes more diverse.

Originality/value

This study examined work-family conflict and synergy among Hispanics. The predominance of research on non-Hispanic whites needed to be extended to different racial/ethnic groups who may experience WIF, FIW, and WFS differently.

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Book part
Publication date: 27 June 2018

Jeffrey W. Alstete, Nicholas J. Beutell and John P. Meyer

Abstract

Details

Evaluating Scholarship and Research Impact
Type: Book
ISBN: 978-1-78756-390-2

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