What Are the 100 Most Cited Articles in Business and Management Education Research, and What Do They Tell Us?

Although business and management education research has made great strides over the last decade, concerns about the area’s legitimacy and attraction of new scholars continue to require attention. One of the obstacles that may impede the area’s progress is a lack of knowledge of the influential works that may be useful in determining the nature and magnitude of potential contributions. Using Harzing’s Publish or Perish and a broad list of search terms related to business and management education, we generated an initial list of 100 highly cited articles published since 1970. Fifty-eight of the 100 articles were published in or after 2000. After noting the most highly cited articles, their journal outlets, and their influence patterns with other highly cited articles, we conclude the article with potential research questions regarding development of research streams, the relative influence of new journals, and efforts to attract and increase the influence of business education scholars

Defining and Achieving Student Success at Non-Elite Schools

Ensuring student success has become an increasingly loud conversation for business schools. Unfortunately, most of the solutions offered within the literature tend to be proffered by those at elite institutions, and their advice unconsciously reflects that worldview. However, the vast majority of us do not work at elite institutions, even those residing in the, by definition, limited and prestigious universe of Assocation to Advance Collegiate Schools of Business International (AACSB)-accredited schools. Subsequently, the elites’ problems do not match our non-elite realities and, even worse, often push our issues into the background. This article seeks to explore three student success concerns that are more relevant, yet typically undiscussed, to those of us at non-elite AACSB-accredited institutions. These are the ways we collect and use data, an overemphasis on process without a firm outcomes perspective, and the increased emphasis on efficiency-based measures of performance. By identifying and exploring these themes, this article seeks to help reframe and broaden the conversation to include non-elite institutional issues about how best to ensure student success

Learning Through Collaboration and Competition: Incorporating Problem-Based Learning and Competition-Based Learning in a Capstone Course

This article discusses an innovative capstone course to prepare students to be more business-ready upon graduation. By combining aspects of problem-based learning (PBL) and competition-based learning (CBL), a new undergraduate course allows students to gain practical experience while applying classroom knowledge to real business problems. Students are organized into teams of three to five and act as “consultants” to local businesses. Student consultants then develop and present competing recommendations (similar to the television show The Apprentice) to high-level managers within the organizations. Benefits from this course accrue not only to students, but also to faculty members, area businesses, and the college. Details are provided to enable the course to be adopted in other undergraduate programs

Is Identical Really Identical? An Investigation of Equivalency Theory and Online Learning

This study investigates the validity of equivalency theory among 63 students by comparing two introductory upper-division human resource management courses: one taught online, the other in a traditional classroom. Commonalities included same term, same professor, and identical assignments/tests in the same order, thus allowing a direct comparison of course outcomes. MANCOVA results supported equivalency theory, and further suggest that the online learning pedagogy may be superior in its overall effect on student performance

Design space exploration and optimization of path oblivious RAM in secure processors

Keeping user data private is a huge problem both in cloud computing and computation outsourcing. One paradigm to achieve data privacy is to use tamper-resistant processors, inside which users' private data is decrypted and computed upon. These processors need to interact with untrusted external memory. Even if we encrypt all data that leaves the trusted processor, however, the address sequence that goes off-chip may still leak information. To prevent this address leakage, the security community has proposed ORAM (Oblivious RAM). ORAM has mainly been explored in server/file settings which assume a vastly different computation model than secure processors. Not surprisingly, naïvely applying ORAM to a secure processor setting incurs large performance overheads. In this paper, a recent proposal called Path ORAM is studied. We demonstrate techniques to make Path ORAM practical in a secure processor setting. We introduce background eviction schemes to prevent Path ORAM failure and allow for a performance-driven design space exploration. We propose a concept called super blocks to further improve Path ORAM's performance, and also show an efficient integrity verification scheme for Path ORAM. With our optimizations, Path ORAM overhead drops by 41.8%, and SPEC benchmark execution time improves by 52.4% in relation to a baseline configuration. Our work can be used to improve the security level of previous secure processors.National Science Foundation (U.S.). Graduate Research Fellowship Program (Grant 1122374)American Society for Engineering Education. National Defense Science and Engineering Graduate FellowshipUnited States. Defense Advanced Research Projects Agency (Clean-slate design of Resilient, Adaptive, Secure Hosts Contract N66001-10-2-4089

Student Satisfaction and Performance in an Online Teacher Certification Program

The article presents a study which demonstrates the effectiveness of an online post baccalaureate teacher certification program developed by a Wisconsin university. The case method approach employing multiple methods and multiple data sources were used to investigate the degree to which pre-service teachers were prepared to teach. It was concluded that the study supports online delivery as an effective means of teacher preparation, but it was limited in the number of students followed into their first year of teaching

Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants’ satisfaction

This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry (CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive and teaching character. It also analyzes the participating higher education students’ satisfaction with the activities, with the professors’ actions, and with themselves. We use a mixed methodology that includes content analysis of the virtual communications by crossing two categorization systems: (1) type of communication according to the model adopted from Garrison, Anderson and Archer (social, cognitive and teaching presence) and (2) phases in the evolution of the communication (initiation, proposal, development, opinion/closing and good-byes). The data are relevant to the students’ satisfaction and grades earned. The results suggest differences in the quantity and content of the communication in each phase and an evolution from social to cognitive elements, ending with social contributions. The students are satisfied with the virtual communications related to both the activities and the professors and evaluate themselves positively

The Impact of Digital Storytelling on Social Agency: Early Experience at an Online University

Digital Storytelling\u27 is a term often used to refer to a number of different types of digital narrative including web-based stories, hypertexts, videoblogs and computer games. This emergent form of creative work has found an outlet in a wide variety of different domains ranging from community social history, to cookbooks, to the classroom. It is the latter domain that provides the focus for this paper, specifically the online classroom at the tertiary level...Early feedback from students suggests that listening to and telling \u27true stories\u27 was a compelling and emotionally-engaging experience, providing an opportunity for \u27transformative reflection\u27 (Lambert 2000). By including multimedia, learners were able to build upon the fundamentals, presenting content in an easy-to-absorb and compelling way. In terms of team assignments students learned to become more effective actors in collaborative work environments