PublicationsBusiness Education Forum


Business Education Forum Highlights
April 2005, Volume 59, Number 4

Achieving Tech Equity: Three Gaps, Three Sets of Solutions - "Did you ever take on a remodeling project in your home? You fix up one or two rooms, maybe even the entire second floor, and it all looks great. But now the rest of the house looks a little, well, lackluster. Achieving technology equity is like that. Schools have made tremendous strides in making technology a ubiquitous learning tool, and business educators have always led those advances. Yet even today, well into the 21st century, some gaps still exist. These gaps are a little like the rooms in that remodeled house—a reminder that more needs to be done before we are all the way there. As always, business educators are called to be visionaries and lead learners in "fixing up the house" by using technology for larger purposes, such as advantaging their students in the workplace. This article explores three technology gaps—socioeconomic, gender, and skills—and offers some solutions for their abatement."

The Computer Learning Centers Partnership--Closing the Technology Gap and Leveling the Playing Field - "CLCP is a collaboration between Fairfax County Government, corporations, colleges and universities, private citizens, and housing entities to provide high-tech resources through state-of-the-art computer centers in or near low-income housing. Two program managers manage the CLCP initiatives, working with the 14 existing sites located in schools, apartment complexes, community centers, and a church that serve as after school technology and homework assistance sites. The government covers the overhead; business and community partners provide funding and in-kind services and goods, such as computer equipment."

NABTE REVIEW, Spring Edition
Using Directed Discovery in an E-Learning Environment - "E-learning has come to the fore-front in academia and corporate training as a means of delivering instruction. As with any new concept, definitions abound. The American Society for Training and Development defined e-learning as "anything delivered, enabled, or mediated by electronic technology for the explicit purpose of learning" (Hicks, 2000, p. 75). In addition, according to a survey conducted by the MASIE Center (2000), ‘e-learning’ is the most commonly used name for learning with technology, in preference to ‘Web-based training’ or ‘online training.’ Wentling et al. (2000), writing as the "Knowledge and Learning Systems Group" at the University of Illinois at Urbana-Champaign, combined several definitions to arrive at a usable definition for their paper."

Job Hunting in Cyberspace: A Content Analysis of Fortune 500 Employment Web Sites - "In the corporate world most companies use Web sites as a method for communications, job postings, and advertising. In the job search forum, students frequently access job sites such as NACElink, Monster, AJB, and Careerjournal (Chatzky & Freemann, 2003; Harshbarger, 2003). The image a company projects on the Internet is vital due to its ability to influence perceptions about credibility and reputation (Winter, Saunders, & Hart, 2003). Researchers have explored the characteristics of Web sites and presented guidelines for Web site development and Web site effectiveness (Fifield & Davis, 2001; Lightner, 2003; Straub & Gaddy, 2003). Yet there is a great deal of diversity within Web page design."



Strategies for Making Accounting Vocabulary Mastery Less Taxing - "Many factors can influence comprehension and learning in the classroom. Some of the primary learning determinants are physiological, psychological, emotional, and environmental in nature. Comments from students, however, provided this accounting instructor with one simple factor that had been overlooked—unfamiliar accounting terminology. Students’ inexperience with accounting vocabulary was limiting or hindering their comprehension of certain accounting concepts. According to Chall (1983), students’ knowledge of word meanings and their ability to access that knowledge are important factors in reading and listening comprehension. Consequently, before students can be expected to have a firm understanding of a particular concept or principle, they must become familiar with and understand the key words that describe that concept or principle. This article advocates for the need to increase emphasis on vocabulary development as a means to help business students improve their comprehension of accounting concepts and principles. In addition, suggestions are provided for college accounting courses that allow instructors and students to take an active role in vocabulary development. The suggestions also may be applied to secondary and postsecondary level accounting courses."

Administration and Supervision
Administration and Supervision: Concerns for 2005 - "For the first time in the history of our country, the educational skills of one generation will not surpass, will not equal, will not even approach, those of their parents." At risk, the National Commission on Excellence in Education reported, is "our very nature as a nation and a people." (A Nation At Risk: The Imperative for Educational Reform, United States Department of Education, 1983). During the 200-plus years that public education has been offered in this country, American high schools have been entrusted with the task of preparing young citizens for their future. Traditionally, high schools adhered to a three-pathway education model: academic, business, and vocational education, each defined by a separate set of skills. Within the last twenty years, federal legislation is increasingly being enacted to re-examine and to redefine educational models to prepare all of today’s youth for the technologically advanced global workplace in their future."

Basic Business
Beyond Reading: Literacy in Basic Business Education - "Literacy in business education can no longer be limited to simply reading and writing; rather, it is a broader concept that utilizes the language tools of reading, writing, speaking, listening, and viewing that are particular to the business education curriculum. Further, being literate in the business education curriculum means more than simply being able to read and write using traditional school materials (e.g., a textbook, a workbook, etc.). It is the ability to successfully navigate the literacy practices or language use embedded within particular situations (Barton & Hamilton, 2000; Gee, Hull, & Lankshear, 1996; Hull, 1997; Schultz, 1997; Street, 1984)."

A Team Project for a Training Program - "According to several business communication and business education teachers, managerial communication students in upper-level classes are mainly involved in team projects, multi-tasking projects, and/or other interdisciplinary assignments. While team projects have been a part of most upper level undergraduate courses in colleges of business for several years, the managerial communication course described in this article incorporates a team project that introduces students to training and staff development, components not usually found in other courses of this type. Similarly, most managerial communication textbooks, (as well as executive communication, organizational communication, or professional communication texts), do not include a unit on training or staff development. This project contributes to the education and expertise of students by providing additional essential skills to those who will someday hold management positions."

Experiential Learning Activities for Marketing Education - "An effective strategy for motivating students to learn is to offer them real-world experiences that provide opportunities for critical thinking and creative problem solving. Experiential learning can engage students in ways that are far superior to information delivered in lectures or read in a textbook. For marketing students, in particular, experiential learning is critical as a developmental approach for promoting success in the business world. This article discusses the advantages of experiential learning activities and introduces three innovative models of experiential activities for marketing classes."

Teaching Voice Recognition Software in the Business Education Curriculum - "The Policies Commission for Business and Economic Educa-tion, Policy Statement No. 73, states that business educators need to be teaching their students new technologies, including speech recognition software. Students must be able to compose, edit, and enunciate well in order to use speech recognition software. Some questions regarding teaching methods include, "How do business educators provide the necessary instruction to our students in order for them to be successful? Should all students be using the software? What methods should be used to evaluate the student’s success in speech recognition software? Should voice timings be given? How long should the voice timing be? How should they be evaluated? How will students demonstrate composing and editing at the computer?" This article provides business educators some answers to these questions and offers insight into how speech recognition software is being taught at the University of Cincinnati, where methods have been developed and implemented."

Assessing Speech Recognition Knowledge and Skills - "It’s human speaking to machine—an odd but important new conversation. Across the nation, speech recognition is being integrated into traditional middle school, secondary, and postsecondary business courses, including keyboarding, computer applications, data input, and business technology. It is a vital component of newly developed digital communications courses in many states. At the collegiate level, speech recognition instruction is also offered as a stand-alone course. Speech recognition skills include creating a profile, adjusting the microphone and performing audio checks, dictating clearly, correcting and training misrecognized words, and adding new words. In addition to these essential skills, students must learn to use the software features and voice commands to manipulate text, perform formatting tasks, create dictation shortcuts, and master other basic speech recognition skills."