COVID-19's effect on study hours for business students transitioning to online learning

Schools transitioned face-to-face (F2F) classes online in spring 2020 due to COVID-19. This paper reports on changes in study hours of business majors at a public university amid this transition. The analysis by enrollment type of quantitative data collected from 250 students shows an overall significant difference in study hours per class for all students. However, the difference is between students enrolled in online and F2F classes before the transition. F2F-only or online-only students did not significantly have a change in study hours after the transition. This report discusses these results and explores suggestions for helping students transition to online learning. [ FROM AUTHOR] Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Sociocultural factors and social entrepreneurial intention during the COVID-19 pandemic: Preliminary evidence from developing countries

While previous studies on social entrepreneurial intention have evolved more from emotional and cognitive features, far less attention has been devoted to sociocultural factors, especially during the COVID-19 pandemic. Relying on planned behavior theory and entrepreneurial event model, this study investigates how the university's environment and support system affect the social entrepreneurial intention of university students, particularly during the COVID-19 pandemic. Data were collected from 530 business students from Bahrain, the Maldives, and Morocco via an online questionnaire and analyzed using partial least square (PLS-SEM) methodology. The findings show that empathy and self-efficacity, which are most responsive to the university's environment and support system, significantly impact social entrepreneurial intention. However, no evidence has been found on how gender diversity impacts the university's environment and support system to raise social entrepreneurial intention. Finally, this paper highlights the relevance of considering sociocultural factors, namely the university's environment and support system, for policymakers, especially those involved in higher education, to boost students' social entrepreneurial intention, particularly in developing countries. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

The Effects of Remote Work on Family Relationships

This chapter analyses the effects of remote work on family relationships during confinement due to the COVID-19 pandemic. The study is centered on faculty and staff members from a private business school in Puebla, Mexico. The research was conducted almost five months after the university closed its doors and moved all its activities online, having participants time to adapt to the new normal. A scale was developed and validated, and later on, it was applied in a country where family values, cultures, and traditions are strong. The scale included five distinct areas of study: remote working conditions, time and task management, work performance, stress, and family relations. All the business school faculty and administrative staff were invited to participate in the study. Results show employees' perceptions about how working remotely positively or negatively affected their relationships at home and their productivity at work, leading to the design of best practices and useful guidelines that will minimize the adverse effects of remote work while enhancing the positive ones. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Socially just or unjust? A quantitative analysis of BIPOC girls' placement in the non-traditional CTE-STEM engineering program of study in Houston independent school district

The coronavirus (COVID-19) created unprecedented changes for teachers and students worldwide. K-12 institution were forced into action, requiring a shift in their respective teaching, and learning modalities. The global pandemic caused all institutions to re-imagine educational opportunities, equity, and access relative to middle-skills options, combined with ensuring curriculum and learning outcomes remain relevant with rigorous [faculty to student, and student to business partner] engagement. In Houston Independent School District (Houston ISD), the pandemic provided an opportunity to examine the STEM Engineering program of study within the Career and Technical Education (CTE) Department, to determine if equity and access have been, and continues to be a reality for BIPOC girls. This research will quantitatively analyze CTE-STEM disaggregated data for the 2018-2019 cohort. Specifically, the study will explore the intersectional experiences of BIPOC girls as they relate to placement in the non-traditional CTE-STEM engineering program of study, and the designation of concentrator or completer to determine if gaps of equity and access exist. Further inquiry will consider the likely effects to [future earnings and widening of middle-skills gap]. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Academic Dishonesty and the Fraud Diamond: A Study on Attitudes of UAE Undergraduate Business Students during the COVID-19 Pandemic

This paper examines academic dishonesty by business undergraduate students in the United Arab Emirates, using the lens of the fraud diamond theory, during the Covid-19 pandemic. The study used a survey of 305 students from the college of business in a major public university in the UAE, from August 2020 to November 2020 to investigate the extent of academic dishonesty. Results revealed H1 (p<0.001;p-value=0.73), H2 (p<0.001;p-value=0.52), H3 (p<0.001;p-value=0.76), and H4 (p<0.001;p-value=0.53) resulting in acceptance of all the hypotheses. The findings indicate that pressure to maintain a scholarship status and having achieved a previous academic award are positively and significantly related to the likelihood of committing academic dishonesty. Furthermore, the rationalization factors of the fraud diamond theory are significantly and positively related to the reported incidences of academic dishonesty. Similarly, the opportunity and capability factors of the fraud diamond theory significantly predict the incidence of cheating. As a result, the study recommends that administrators should implement academic dishonesty codes, reduce the opportunity to cheat, invest in new technology for reducing cheat. © Authors.

A LEGO® Serious Play activity to help teamwork skills development amongst business students

Methods for teaching higher education students how to learn teamwork skills are constantly evolving. Over the last few years, serious games have become popular in business schools for stimulating teamwork among students by making them focus on the game while pursuing a team objective. Among these games, LEGO® Serious Play has shown enormous potential. However, the number of results published on its application to the development of teamwork skills remains scarce. This paper seeks to explain the development of a teaching activity designed to make all first year undergraduate students in a business school work in teams. The way in which LEGO® Serious Play can position students within the research process is discussed, as is the potential for LEGO® Serious Play as a participatory method. Additionally, we summarize teacher and student metrics related to their experience with the activity in terms of teamwork performance and results, and we show the effect of contextual factors such as daily or weekly schedule or team size. This 'one shot' teamwork activity with first year students is expected to have an effect later when they are able to re-create the processes used to work as a team. [ FROM AUTHOR]

Socially just or unjust? A quantitative analysis of BIPOC girls' placement in the non-traditional CTE-STEM engineering program of study in Houston independent school district

The coronavirus (COVID-19) created unprecedented changes for teachers and students worldwide. K-12 institution were forced into action, requiring a shift in their respective teaching, and learning modalities. The global pandemic caused all institutions to re-imagine educational opportunities, equity, and access relative to middle-skills options, combined with ensuring curriculum and learning outcomes remain relevant with rigorous [faculty to student, and student to business partner] engagement. In Houston Independent School District (Houston ISD), the pandemic provided an opportunity to examine the STEM Engineering program of study within the Career and Technical Education (CTE) Department, to determine if equity and access have been, and continues to be a reality for BIPOC girls. This research will quantitatively analyze CTE-STEM disaggregated data for the 2018-2019 cohort. Specifically, the study will explore the intersectional experiences of BIPOC girls as they relate to placement in the non-traditional CTE-STEM engineering program of study, and the designation of concentrator or completer to determine if gaps of equity and access exist. Further inquiry will consider the likely effects to [future earnings and widening of middle-skills gap]. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

FACTORS AFFECTING INDIVUDUALS' MOTIVATION IN DISTANCE LEARNING.

In today's world, the conditions of living and working are rapidly changing, faster than any changes existed before in history and those changes affect people seriously. Those effects both change the physical living conditions of the people and the spiritual, emotional and psychological status of people. In this sense, the forms and the capabilities of the communication become a very important topic to be focused. In this period, mankind has faced the Covid-19 epidemic, which is rarely experienced in the World, and has been subjected to some restrictions worldwide due to the threat posed by this pandemic. In this sense, with the help of technological benefits in communication industry, both the students and the business people in Turkey are forced to continue their work from their homes and remotely. In this research, the potential effects of this situation on the psychology of the people are investigated on the university students with the motivation concept. In addition, the results obtained in this research intended to be shared with all relevant units and people both for instructors in academia and the managers in the business world to guide them for the changes that may occur in human life in the future. (English) [ FROM AUTHOR] Günümüzde, dünyayı etkileyen koşullar tarihte hiç olmadığı kadar hızlı bir şekilde değişmekte ve bu hızlı değişim etkenleri insanları önemli ölçüde etkilemektedir. Bu etkiler, insanların fiziksel yaşam koşullarını değiştirdiği ve etkilediği gibi, ruhsal, duygusal ve psikolojik durumlarını da değiştirmekte ve etkileyebilmektedir. Íletişim biçimleri ve imkânları, bu anlamda insanların hayatını etkileyen önemli başlıklardan biri haline gelmiştir. Yaşanılan bu dönemde, insanoğlu, dünyada nadir olarak yaşanılan Covid-19 salgını ile yüzleşmiş ve dünya çapında bu pandeminin ortaya çıkardığı tehdit yüzünden bazı kısıtlamalara maruz kalmıştır. Bu anlamda, teknolojinin iletişim anlamında da getirdiği kolaylıklar sayesinde Türkiye'de gerek öğrenciler eğitim hayatlarını, gerekse iş insanları işlerini uzaktan ve evden yürütmeye mecbur kalmışlardır. Bu çalışmada, meydana gelen bu değişikliğin insanların psikolojik durumlarına yaptığı olası etki, üniversite öğrencileri üzerinde ve motivasyon kavramı özelinde incelenmiştir. Yapılan bu araştırmada elde edilen sonuçlar, gelecekte insan hayatında oluşabilecek değişimler için gerek eğitmenlere gerekse iş insanlarına yol gösterebilmesi için tüm ilgili birim ve insanlar ile paylaşılması amaçlanmıştır. (Turkish) [ FROM AUTHOR] Copyright of Pamukkale University Journal of Social Sciences Institute / Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Pamukkale University, Social Sciences Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The role of religious orientation and PsyCap in mitigating technostress

The government's work from home policy because of COVID-19 Pandemic has had an impact on changing the learning system. This policy necessitates that students use technology to carry out learning activities. This causes the individual to experience difficulties. The digitization of learning activities has an impact on mental health problems such as technostress. Technostress refers to a modern adaptation disease caused by an inability to cope with new technology. The level of technostress of each individual varies depending on their religious orientation and level of psychological capital (PsyCap). Based on these two internal factors, this study examines how religious orientation and PsyCap influence technostress levels as observed among business students in Indonesia. This study provides empirical evidence suggesting that intrinsic religious orientation and PsyCap can encourage individuals to endure challenges and rising demand, thereby reducing the stress caused by technology. These outcomes assist policymakers to implement programs oriented towards individuals' PsyCap. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Student-centered approach and active learning in business education: The Irish experience

In recent years, the conception of learning has moved from a content delivery focus to experiential learning. In this regard, student-centered and active learning approaches are often recommended for fostering a meaningful experience for learners. This chapter discusses three key elements of student-centered learning-student choice, active learning, and student-teacher relationship-and notes examples from two Irish higher education institutions. Approaches like flipped classroom, interactive classroom, problem-based and collaborative learning, and case-based learning are discussed with examples from business education. Finally, the chapter concludes by offering recommendations and noting the potential of virtual learning environment tools in the post-COVID world. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Culture as a talent magnet: Organizational culture preferences of U.S. job-seeking business students

U.S. businesses are facing extinction due to increased competition. Employing diverse talent pools is one method for addressing the increased competition. The problem facing U.S.-based businesses is that the war for talent has intensified and the increased prevalence of remote work resulting from the COVID-19 pandemic has made attraction more complex. Supported by Person-Organization Fit theory, organizational culture can be used to attract talent. Therefore, U.S. Businesses need to understand the cultural preferences of job seekers. This cross-sectional quantitative study sought to understand the cultural preferences of U.S. business students seeking employment with U.S.-based businesses, and how these cultural preferences vary based on gender, race, age, degree level, and remote work preferences. Organizational culture was examined using the six dimensions of the Competing Values Framework (CVF). Clan and Adhocracy cultures were the most frequently preferred by business students. Based on Chi-squared and Cramer's V analyses, results showed that preferences vary by CVF dimension and that remote work preference has a statistically significant moderate relationship with most CVF dimensions. Recommendations for job seekers, universities, and U.S. businesses include communicating culture and remote work intentions more clearly, and embracing core and sub-cultures to drive better business outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The Value of Postgraduate Students Opinions in the Quality Management of Academic E-Learning

The quality of online education is of interest to universities around the world. Only high quality and cyclical evaluation are the conditions for obtaining students’ satisfaction with this form of education. In the pandemic era, digital dissemination and open education have become a special obligation of academic education. This paper aims to present the opinions of postgraduate students on the quality of e-learning forced by the Covid-19 pandemic. The study was conducted using an online survey questionnaire sent to all 173 MBA and Executive MBA (EMBA) students studying during the pandemic era in Poland's leading Business School, 40% of whom returned completed valid surveys. Students assessed aspects of e-learning such as teaching materials, communication with lecturers, the attractiveness of online classes, networking, strategies, and criteria for evaluating didactic activities, e-learning platform, and support received from the university. The results showed that although most examined aspects are perceived very well or well by the students, there is always some space for improvement. Despite the fact that the study was conducted on a small sample of students, their opinions obtained during the survey provide valuable information to universities about the quality of postgraduate e-learning from its main actors, that is, students. Based on this, the paper presents clear recommendations to universities on how the quality of online education could be managed and improved.

The Relationships between Personal Values, Justifications, and Academic Cheating for Business vs. Non-Business Students.

In this study we examine college cheating behaviors of business students compared to non-business students, and investigate possible antecedents to cheating in an effort to better understand why and when students cheat. We specifically examine power values; we found that they were positively related to academic cheating in our sample, and that choice of major (business or non-business) partially mediated the relationship between power values and cheating. We also considered the extent to which students provide justifications for their cheating, and found that business students were more likely to justify (rationalize) their cheating behaviors. Finally, we update the literature in terms of the ways students cheat. We assess newer forms of academic cheating, as increased accessibility to information via the Internet and smartphones may have changed the ways and ease with which students cheat - a particularly relevant topic currently, as many classes have moved online during the COVID-19 pandemic. In our study, cheating was especially prevalent when taking quizzes or tests or completing homework online. We found that only 10% of participants reported never engaging in any of the cheating behaviors we examined.