Journal of Higher Education Theory and Practice North American Business Press Atlanta – Seattle – South Florida - Toronto Journal of Higher Education Theory and Practice Editor Dr. Donna Mitchell Editor-In-Chief Dr. David Smith NABP EDITORIAL ADVISORY BOARD Dr. Andy Bertsch - MINOT STATE UNIVERSITY Dr. Jacob Bikker - UTRECHT UNIVERSITY, NETHERLANDS Dr. Bill Bommer - CALIFORNIA STATE UNIVERSITY, FRESNO Dr. Michael Bond - UNIVERSITY OF ARIZONA Dr. Charles Butler - COLORADO STATE UNIVERSITY Dr. Jon Carrick - STETSON UNIVERSITY Dr. Mondher Cherif - REIMS, FRANCE Dr. Daniel Condon - DOMINICAN UNIVERSITY, CHICAGO Dr. Bahram Dadgostar - LAKEHEAD UNIVERSITY, CANADA Dr. Deborah Erdos-Knapp - KENT STATE UNIVERSITY Dr. Bruce Forster - UNIVERSITY OF NEBRASKA, KEARNEY Dr. Nancy Furlow - MARYMOUNT UNIVERSITY Dr. Mark Gershon - TEMPLE UNIVERSITY Dr. Philippe Gregoire - UNIVERSITY OF LAVAL, CANADA Dr. Donald Grunewald - IONA COLLEGE Dr. Samanthala Hettihewa - UNIVERSITY OF BALLARAT, AUSTRALIA Dr. Russell Kashian - UNIVERSITY OF WISCONSIN, WHITEWATER Dr. Jeffrey Kennedy - PALM BEACH ATLANTIC UNIVERSITY Dr. Jerry Knutson - AG EDWARDS Dr. Dean Koutramanis - UNIVERSITY OF TAMPA Dr. Malek Lashgari - UNIVERSITY OF HARTFORD Dr. Priscilla Liang - CALIFORNIA STATE UNIVERSITY, CHANNEL ISLANDS Dr. Tony Matias - MATIAS AND ASSOCIATES Dr. Patti Meglich - UNIVERSITY OF NEBRASKA, OMAHA Dr. Robert Metts - UNIVERSITY OF NEVADA, RENO Dr. Adil Mouhammed - UNIVERSITY OF ILLINOIS, SPRINGFIELD Dr. Roy Pearson - COLLEGE OF WILLIAM AND MARY Dr. Veena Prabhu - CALIFORNIA STATE UNIVERSITY, LOS ANGELES Dr. Sergiy Rakhmayil - RYERSON UNIVERSITY, CANADA Dr. Robert Scherer - CLEVELAND STATE UNIVERSITY Dr. Ira Sohn - MONTCLAIR STATE UNIVERSITY Dr. Reginal Sheppard - UNIVERSITY OF NEW BRUNSWICK, CANADA Dr. Carlos Spaht - LOUISIANA STATE UNIVERSITY, SHREVEPORT Dr. Ken Thorpe - EMORY UNIVERSITY Dr. Robert Tian - MEDIALLE COLLEGE Dr. Calin Valsan - BISHOP'S UNIVERSITY, CANADA Dr. Anne Walsh - LA SALLE UNIVERSITY Dr. Thomas Verney - SHIPPENSBURG STATE UNIVERSITY Dr. Christopher Wright - UNIVERSITY OF ADELAIDE, AUSTRALIA Volume 13(3/4) ISSN 2158-3595 Authors have granted copyright consent to allow that copies of their article may be made for personal or internal use. This does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating new collective works, or for resale. Any consent for republication, other than noted, must be granted through the publisher: North American Business Press, Inc. Atlanta - Seattle – South Florida - Toronto ©Journal of Higher Education Theory and Practice 2013 For submission, subscription or copyright information, contact the editor at: [email protected] Subscription Price: US$ 320/yr Our journals are indexed by one of more of the following: UMI-Proquest-ABI Inform, EBSCOHost, GoogleScholar, and listed with Cabell's Directory of Periodicals, Ulrich's Listing of Periodicals, Bowkers Publishing Resources, the Library of Congress, the National Library of Canada. Our journals have been used to support the Academically Qualified (AQ) faculty classification by all recognized business school accrediting bodies. This Issue Fish Where the Fish Are: Higher-Ed Embraces New Communications Tools to Recruit the Wired Generation ................................................................................................... 11 Nora Ganim Barnes, Stephanie Laura Jacobsen This study is the 4th iteration of a longitudinal look at the familiarity, usage, and attitudes towards social media at four-year accredited US colleges and universities. The results show that schools are increasingly making use of social media tools to research and recruit students and to monitor online conversation about their institutions. The findings are based on 478 interviews with college admissions officers or those handling a school’s social media program. There is continued evidence of enthusiasm and eagerness to embrace these new communication tools and evidence that these powerful tools are being utilized more effectively each year. A Conceptual Learner-Centered e-Learning Framework .................................................................... 22 Fletcher H. Glancy, Susan K. Isenberg e-Learning has increased rapidly in higher education. Most online education attempts to mirror the traditional face-to-face (FtF) classroom with less than favourable results. This paper proposes a conceptual e-learning framework based on andragogy theory, transformative learning theory, and media synchronicity theory. The conceptual e-learning framework supports the self-directed learning. e- learning based on this framework has the potential to out-perform not only current learning management systems such as Blackboard, but also traditional FtF learning for adult education and with different and better outcomes. Results of early testing of the concept showed increased learner’s online activity, innovation, and creativity. MOOCs and the Future of Higher Education ........................................................................................ 36 Peter J. Billington, Michael P. Fronmueller MOOCs (Massive Open Online Courses) have exploded onto the online education scene in the last few years. Pundits have expressed their opinions from one extreme – physical college campuses will disappear within 10 years – to the other - MOOCs are a bubble which will burst in a few years. Increasing use of technology mediated modes of instruction challenges traditional notions of instructor- learner interaction. This paper will provide an explanation of MOOCs and explore possible realistic scenarios for MOOCS’s and the online environment in higher education. The higher education cost and tuition bubble is an important part of online and MOOCs. MOOCs have provided an impetus for discussion of how to award credit, how to prevent cheating, and how to grade the large number of students efficiently while assessing the online interaction among students and instructors. Comparing Traditional, Group Support Systems (GSS) and On-Line Focus Groups ....................... 44 John Watson, Rick Newby Blackburn and Stokes (2000, p.48) suggest that focus groups have been “relatively under used” and that part of the reason for this might be a lack of understanding by researchers of “what rigorously conducted focus groups can achieve.” Our aim, therefore, is to provide researchers with a greater awareness of the potential for conducting focus groups, together with specific guidance on how to undertake three particular types of focus group: the traditional focus group; focus groups undertaken using Group Support System (GSS) software; and on-line focus groups. Each method will be discussed and their potential advantages and disadvantages highlighted. Revisiting the Mission of the Business School Through Scholarship of Engagement ........................ 57 Thomas Cooper, Michael Skipton The research imperative may be combining with accreditation standards, market forces, and with business schools’ traditional employment practices for faculty members to drive schools generally to become less relevant to their local stakeholder real-worlds. We explore the concept of the Scholarship of Engagement and argue that it can help bridge the relevance gap between university business schools and their local stakeholder communities – as well as making faculty members and their research and teaching more relevant. Building local stakeholder connections through Scholarship of Engagement is described as a way forward for relevance and mission-related business school strategy. The Quandary of Assessing Faculty Performance ................................................................................. 72 Kamal Fatehi, Mohsen Sharifi, Jim Herbert Many educators assert that the continued use of student ratings of teaching effectiveness does not improve learning in the long run. However, administrators continue to use student opinions regarding teaching effectiveness because of its convenience and the quantitative nature of the measurement. Reducing a very complex phenomenon to a very simple numeral has its appeal. In this paper we discuss a related aspect of teaching assessment, namely the variations of skills among instructors and the students’ response to the same. In doing so, we suggest pragmatic guidelines to university administrators for evaluating various levels of skills and performance. Redesigning an Organizational Behavior Class Using the Understanding by Design Framework .................................................................................................................................... 85 C.R. Marshall, Lyna Matesi If our job as university professors is to guide our students in their learning process, then we must carefully consider what learning we should guide them toward. This paper describes the backwards design process, based on Wigging and McTighe (2006) that the authors used to meld student opinion with their own academic and professional experience to develop learning outcomes for an undergraduate course in Organizational Behavior. Adopting a Beginners Mind to Craft Experiments that Break the Curse of Knowledge ................... 93 Russell Engel The experiment and lesson developed in this paper aim at dealing with the curse of knowledge, or the disharmony between what instructors believe they are teaching and what students are learning. This paper proposes that by adopting a beginner’s mind, instructors