Annual Edition
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Annual Edition Recognizing Excellence in Business Education Volume I Annette E. Craven, Ph.D., Editor Association of Collegiate Business Schools and Programs Bringing Together Those Dedicated to Teaching Excellence June 1, 2010 Dear ACBSP Members: The inaugural publication of the ACBSP Annual Edition: Recognizing Excellence in Business Education represents ACBSP’s commitment to support the scholarly efforts of its members. The fundamental objective of the ACBSP Annual Edition is to provide a venue for ACBSP members to present their research and findings, engage in scholarly research and inquiry, and support and improve classroom teaching. The topics covered in the 2010 Annual Edition range from Pedagogical Process for Teaching Quantitative Methods to Harnessing Students' Perceptions of Effective Teachers in the UAE to Promote More Effective Learning. These 13 articles represent research from India, Kuwait, the United Arab Emirates, and the United States of America. This publication would not have been possible without: 1) The support of the ACBSP Board of Directors who created and gave direction to the Committee for Scholar-Practitioner Publication. 2) The authors who desired to engage in and share their research and inquiries with the ACBSP community. 3) The members of the Editorial Review Board who found the time to provide professional and courteous feedback to the authors. 4) The Editor for her tireless efforts to work under time constraints, ensure the integrity of a blind, peer-reviewed publication, and to meet the deadline for publishing the 2010 Annual Review. The Committee for Scholar-Practitioner Publications wants to thank you, the reader, for investing the time and effort to read the 2010 Annual Edition to enhance your awareness of the diversity of factors that inhibits or promotes student learning in the classroom. We also invite you to submit your scholarly research and activities for publication in the 2011 Annual Edition. Patricia Read-Hunter Barbara B. Murray Patricia Read-Hunter, PhD Barbara B. Murray, Ed.D. Bill Godair Marty Ludlum Bill W. Godair, PhD Marty Ludlum, JD, MA ANNUAL EDITION, Volume I, ISBN 00-2151-6022 Disclaimer: Neither the Editor nor the Reviewers provided any corrections to authors' final content. Authors were responsible for choosing an acceptable publication style and applying it consistently throughout their articles. Authors were also responsible for providing correct, working URLs and website links within articles, footnotes, endnotes, and references. Articles were formatted with a consistent typeface and heading style, preserving graphics to the extent possible. EDITOR Annette E. Craven, Ph.D., President-Elect, ACBSP & Professor, Management, University of the Incarnate Word BOARD OF REVIEWERS Wayne L. Brock, DM, Director of Academic Affairs, University of Phoenix Timothy M. Cunha, JD, Assistant Professor, Business Law & Management, Eastern New Mexico University College Nancy A. Floyd, PhD, Associate Professor of Information Systems, North Carolina Wesleyan College Deborah D. Gaspard, MBA, Instructor, Business Division, Southeast Community College Dave Hinkes, DBA, Chair, Assistant Professor, Management/Marketing, Lincoln Memorial University Rami Khasawneh, PhD, Dean & Professor, College of Business, Lewis University William Laing, PhD, Assistant Professor, Management, Anderson University Nicole L. Cornell Sadowski, PhD, Coordinator-Economics & Finance Majors, York College of Pennsylvania Brian Satterlee, PhD, Professor, Business & Education, Liberty University Lynda Wilson, PhD, Professor, University of Phoenix TABLE OF CONTENTS Page An Examination of Students' Learning Performance in Traditional versus On-Line Courses Using Bloom's Taxonomy, Haseeb Jamee Ahmed, N. V. Desai & Perumal 1 Thirumurthy Eruditio ex Lawyers: A New Path towards Trust and Excellence in Business 14 Education, Randy M. Ataide The Scholarship of Teaching and Learning: Rewarding, Reinforcing, and 33 Improving, Diane Bandow & Barbara D. Minsky An Innovative Three-Year Degree in Business Administration: A Decade of 48 Success, Martin J. Bradley & Steven R. Painchaud Twitter in the MBA Classroom: A Recipe for Success, Pat LeMay Burr & Annette 68 E. Craven The Changing Landscape of Higher Education in Kuwait, Mourad Dakhli, Jeremy 75 Cripps & Athmar Al-Salem Harnessing Students' Perceptions of Effective Teachers in the United Arab Emirates 83 (UAE) to Promote More Effective Learning, Georgia Daleure Motivational trend of Female MBA students in India: An empirical analysis, P. K. 91 Das & Sujata Mangaraj Instructional Methodology for Management Education: Andragogy or Pedagogy, 109 Saroj K. Datta & Vinita Kaura Pedagogical Process for Teaching Quantitative Methods in Management, Maja 117 Fošner & Martin Lipičnik Assessing the Evidence of Defensible Learning Outcomes by Attribute Control 129 Charts, Hamid Khan Translating Real Business Needs into an MBA Curriculum, Katrin Muff 150 Cultural Diversity and Perceptions of Performance Among MBA Students, Debbie 187 Narver & Bonita Russell An Examination of Students’ Learning the technique of regression analysis and Performance in Traditional versus On- concluded that the contribution of Line Courses Using Bloom’s Taxonomy Cumulative GPA to the total test scores was negative and statistically non- Dr. Haseeb Jamee Ahmed, Associate significant. The contribution of mode of Professor of Banking and Finance delivery predictor was negative and Dr. N. V. Desai, CPA, Associate Professor statistically significant. The impact of of Economics interaction effect between Cumulative Professor Perumal Thirumurthy GPA and mode of delivery on total test scores was statistically significant and Johnson C. Smith University, Charlotte, positive. The R2 was 31% and adjusted R2 North Carolina was 24% for our model. The out of sample performance measured through Abstract: The proliferation of online both Akaike Information Criterion (AIC = course is made possible with the 0.635473) and Schwarz Information integration of internet technology with Criterion (SIC=0.815045) established that distance education. However, is the online the model used in this study is robust in delivery mode as effective as traditional predicting out of sample performance. mode of course delivery? Many Independent t test was used to compare researchers have examined the impact of difference in means of each cognitive skill the form of course delivery on overall in the traditional class and online class. student learning. This study differs from The difference in the means of each of the many of the prior studies due to its focus above-mentioned categories was on measuring relative student learning statistically significant at the 5% level of performance as measured through significance. In each category of the three Bloom‟s Taxonomy between traditional Bloom‟s cognitive skills used in this and on-line course delivery mechanism. study, the students in traditional delivery The three categories (Knowledge, format outperformed their on- line format Comprehension, & Application) out of the counterparts. six categories of Bloom‟s Taxonomy were tested for the principles of Introduction: Universities and Colleges macroeconomics classes. The test impart education through three modes of instrument had thirty-three items instruction: the Traditional, Online and containing fifteen in knowledge, eleven in Hybrid mode. According to the U.S. application, and the remaining seven from Department of Education, 933,000 in the understanding category. Our sample students were enrolled in distance sizes were twenty-two and twelve for education courses in 2,660 private and traditional and online classes, respectively. public 4-year colleges in 1997-98. This On the basis of student performance in a enrollment rocketed to 1,534,000 in 2000- single course that has been offered in both 01 in 2,420 similar institutions; an increase formats in a small liberal arts university in of 64% in enrollment when the number of southeastern United States, the authors institutions have declined by 9%. In concluded that student learning outcomes 2006-07, there were approximately 11,200 are superior for the traditional brick-and- college level programs that were designed mortar classroom setting compared to the to be completed totally through distance online environment. The study applied education; 66 percent of these programs 1 June 1, 2010 were reported as degree programs and classroom contact time is offset by remaining 34 percent were reported as computer-based communication (Terry, certificate programs. (U.S. Department of 2007). Education, National Center for Education Statistics, (2008)). The effectiveness of course delivery modes can be measured in terms of student Three Modes of Instruction learning outcomes, student attitudes towards learning, student active Traditional Mode: Traditional learning engagement in learning process, and provides synchronous communication. student satisfaction with learning. The Learning is usually linear in a sequential current emphasis on greater accountability pattern. It is structured by time and the in higher education with demonstrated environment is closed. Traditional evidence of continuous quality learning is taught from bound textbooks improvement dictates collection of and tends to filter reality and fosters evidentiary assessment data on all four sameness/stability (Desai, Hart, & dimensions of teaching effectiveness. Richards, 2008). Traditional mode is Although the courses may be delivered in characterized