Perceptions Of Reading Assignments: A Comparison Of Business Students And Professors

How do the perceptions of reading assignments of students and professors differ?  This study surveyed undergraduate business students and professors to address this question.  A review of literature indicated that professors believe that reading assignments are an important part of the learning process while students view reading as less important.  Two questionnaires were developed; one for professors and one for students.  One hundred four students and twenty-two professors participated in the study.  Cluster sampling was used to select student participants and all business school professors were polled. The results will assist with the understanding of college teaching and the development of teaching methods.  The findings of this survey are that professors and students have similar perceptions concerning textbook requirements, the percentage of students who buy textbooks, and the number of pages required for weekly readings.  The results indicate that 95% of professors and 93% of the students say that a textbook is required for business courses.  The professors believe that 70% of the students buy textbooks and 77% of the students indicated that they actually did buy their books.  The perception of professors and students concerning the number of pages assigned were similar with 69.9% of the students and 73.9% of the professors indicating that from one to fifty pages was the average weekly assignment. The findings also suggest that professors and students differ in their perceptions of the importance of reading the textbook to course grades, the percentage of examination questions derived from the textbook, student understanding of reading materials, and whether a student can earn an “A” in a course without reading the textbook.  Ninety-five percent of the Professors compared to 52.4% of the students believe that reading the textbook is important or very important to course grades.  When asked where examination questions came from 78.1% of the professors and only 32.7% of the students said that 60% or more of the test questions come from textbooks.  A total of 82.6% of the professors and 48.1% of the students indicated that students often or always understand textbook readings without explanation.  This results in 51.9% of the students stating that they understand the textbook only sometimes, rarely or never without explanation.  Thirty-four percent of the students agreed or strongly agreed that it is easy to make an A or B in a course without reading the textbook and only 4.3% of the professors believed that a student could make an A or B in the classes they teach without reading the textbook

Cellular Telephone Use: A Survey Of College Business Students

Whether it is hand held, in a pocket, on a backpack, clipped to a belt, or hidden in a brief case or purse, college students and cellular telephones go together.  Communication with fellow students, professors, parents, and everyone else is just a click away. While walking across campus and down the halls of academic buildings, cellular telephones are being used.  This research questions in what ways do students use cellular telephones and does this use interfere with or assist in learning and college life?  This paper reports the results of a survey of undergraduate business students addressing this question.  The objectives were to determine: (1) how much time is spent using a cell phone and which phone features are used most frequently, (2) what students believe concerning the impact of cell phones on learning in the classroom and during study, (3) how often students are in contact with parents on a cell phone, and (4) how much do students pay for cell phone services.  The results indicate that 100% of the students own a cell phone.  Sixty-six percent of the students use voice calls most frequently and 30% use text messages most often.  A total of 55.8% of students report that they spend 3 hours or less on their cell phone daily and 44.8% spend four or more hours daily on their cell phones.  Over half of the students report that they have some interaction with their cell phones during class time for every class.  Seventy-seven percent state that this cell phone use seldom or never interferes with classroom learning. All of the students (100%) believe that they should be able to receive emergency information over a cell phone during class time.  Seventy-six percent believe that cell phones seldom or never assist in classroom learning.  However, students report that cell phone use impacts on study time outside of class.  Cell phone distractions during study time outside class was reported by 34.6% of the students as happening often or always and an additional 43.5% are sometimes distracted by cell phones during study time. Bad or upsetting news received over a cell phone before class impacts academic performance of 14.2% of the students often or always.  Thirty-five percent of the students talk to parents more than once a day and another 23.7% have contact on a daily basis. Therefore, 59.5% report that they have contact with their parents at least once a day.    Fifteen percent of the students pay over $100 per month for cell phone service, 28$75 to $100, 34$51 to $75, and 14$26 to $50 per month.  More than 90% of the students report that they have text messaging, calculator, clock, calendar, and appointment reminder on their cell phone.  Over 70% have the internet and games.  Over 60% have a camera and email.  Only 13% have an MP3 music player and 7% have an FM radio. &nbsp

Reading Habits Of Business Students

What are the reading habits of college students?  This paper reports the results of a survey of undergraduate business students addressing this question.  The objectives were to determine: (1) what business publications students read and how often they read them, (2) what students read for pleasure and how often, (3) how many hours a week students spend in various activities including reading, and (4) what activities interfere most with reading and study.  The results indicate that college textbooks are the most frequently read business material with 42 percent reading textbooks daily.  Business related material on the internet was read by 17 percent of the students on a daily basis.  For pleasure, students read magazines, religious publications, and newspapers the most often.  Students tend to read these publications at least once a week.  Novels, nonfiction, fiction, poetry, and comic books were read on a weekly basis by less than one half of the students. The results indicate that many students are not reading on a daily basis whether it is business related or for pleasure. If students are not reading, what are they doing?  Students spend time watching television (31 percent watch 12 or more hours per week), talking on the telephone (27 percent talk on the phone 12 or more hours per week), and listening to recorded music (23 percent listen 12 or more hours per week).  Students report spending fewer hours reading with 3 percent indicating that they spend 12 or more hours reading each week.  When asked whether work, sports, clubs/organizations, personal relationships, or child care interfered with reading and study, the students responded that personal relationships as well as clubs and organizations interfered more often with reading and studying

Teaching Research Methodology Using A Project-Based Three Course Sequence Critical Reflections On Practice

This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach.  The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program.  The introduction of a range of specific techniques including student developed research projects, student-centered learning experiences, and public presentation of research projects are reflected upon.  In 2001, the Department of Management reviewed the curriculum and established a research sequence linking major management course offerings.  Three courses: Statistics, Research Methodology and Organizational Behavior were selected to be taught in sequence and designed to build research expertise.  This article addresses the processes, procedures and practices for implementing and sustaining an undergraduate research sequence.  Techniques are included for course design, development, and facilitation that emphasize product based learning strategies and interactive elements.  Techniques for garnering student engagement and excitement for research projects will be presented