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1. Ethics Education in Accounting Curricula: Does It Influence Recruiters' Hiring Decisions of Entry-Level Accountants? (EJ860533)
Author(s):
Breaux, Kevin; Chiasson, Michael; Mauldin, Shawn; Whitney, Teresa
Source:
Journal of Education for Business, v85 n1 p1-6 2010
Pub Date:
2010-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Research Design; Hypothesis Testing; Ethics; Course Content; Accounting; Postsecondary Education; Influences; Recruitment; Decision Making; Personnel Selection; Employment Level; Entry Workers
Abstract: Recently, the National Association of State Boards of Accountancy (NASBA) has focused its attention on mandating specific ethics coursework within the 150-hr requirement for eligibility to sit for the uniform CPA examination. This push for ethics education heightened attention toward ethics in the accounting curriculum and is the basis for the present study. The primary objective of the present research study is to test the hypothesis that ethical coverage in accounting programs is an important factor in recruiting decisions for entry-level accounting positions. The research was conducted in two phases. The first phase employed an experimental design to test whether ethical coverage in accounting programs is an important factor in recruiting decisions for entry-level accounting positions. The second phase employed a survey, allowing recruiters to self-report which criteria they value most in recruiting for entry-level accountant positions. The results from both phases suggest that ethical coverage in accounting programs in not an important factor in recruiting decisions for entry-level accounting positions. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education. Stats in Brief. NCES 2009-161 (ED506035)
Chen, Xianglei
National Center for Education Statistics
2009-07-00
Reports - Evaluative
Descriptors: Majors (Students); Foreign Students; Postsecondary Education; Low Income; Pacific Islanders; Family Characteristics; Educational Attainment; Science Interests; Global Approach; High School Graduates; Undergraduate Study; Engineering Education; Science Education; Mathematics Education; Technical Education; Parent Background; Family Income; Longitudinal Studies; Computer Science Education; Gender Differences; English (Second Language); Academic Persistence; Outcomes of Education
Abstract: Rising concern about America's ability to maintain its competitive position in the global economy has renewed interest in science, technology, engineering and mathematics (STEM) education. To understand who enters into and completes undergraduate programs in STEM fields, this report examined data from three major national studies: the 1995-96 Beginning Postsecondary Students Longitudinal Study (BPS:96/01); the 2003-04 National Postsecondary Student Aid Study (NPSAS:04); and the Education Longitudinal Study of 2002/06 (ELS:02/06). STEM fields, as defined in this study, include mathematics, natural sciences (including physical sciences and biological/agricultural sciences), engineering/engineering technologies, and computer/information sciences. This study used students' reported major field of study to identify STEM entrants and considered a STEM entrant anyone who reported a major in a STEM field at any time during his or her postsecondary enrollment. Looking only at single points in time, STEM majors accounted for 14 percent of all undergraduates enrolled in U.S. postsecondary education in 2003-04 and 15 percent of 2003-04 high school graduates who were enrolled in postsecondary education in 2006. In general, the percentage of students entering STEM fields was higher among male students, younger and dependent students, Asian/Pacific Islander students, foreign students or those who spoke a language other than English as a child, and students with more advantaged family background characteristics and strong academic preparation than among their counterparts who did not have these characteristics. After 6 years of initial college enrollment, STEM entrants generally did better than non-STEM entrants in terms of bachelor's degree attainment and overall persistence. Although students in various STEM fields were generally alike in terms of their demographic, academic, and enrollment characteristics and their outcomes, those entering computer/information sciences differed in many respects. According to the BPS data, older students, students from low-income families, and those less academically prepared enrolled in computer/information sciences more often than did their peers who were younger, from high-income families, or more academically prepared. Additionally, compared to other STEM students, a larger percentage of computer/information sciences majors attended public 2-year institutions, enrolled in sub-baccalaureate programs, and attended classes exclusively part-time. A Technical Notes section describes data sources, study samples, weights, and derived variables used for this report. It also includes a crosswalk for the specific contents of the STEM categorization for various major fields of study. (Contains 2 figures and 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (382K)
3. A New Patriotism? Neoliberalism, Citizenship and Tertiary Education in New Zealand (EJ849050)
Roberts, Peter
Educational Philosophy and Theory, v41 n4 p410-423 Aug 2009
2009-08-00
Journal Articles; Opinion Papers
Descriptors: Postsecondary Education; Higher Education; Public Policy; Policy Analysis; Position Papers; Government Role; Political Attitudes; Economic Factors; Social Systems; Foreign Countries; Citizenship; Patriotism; Citizenship Education; Educational Policy; Role of Education; Educational Philosophy; Politics of Education
Abstract: This paper argues that a new patriotism has emerged in New Zealand over recent years. This has been promoted in tandem with the notion of advancing New Zealand as a knowledge economy and society. The new patriotism encourages New Zealanders to accept, indeed embrace, a single, shared vision of the future: one structured by a neoliberal ontology and the demands of global capitalism. This constructs a narrow view of citizenship and reduces the possibility of economic and social alternatives being considered seriously. The paper makes this case in relation to tertiary education in particular. The first section outlines the New Zealand government's vision for tertiary education, as set out in the "Tertiary Education Strategy, 2007-12" (Ministry of Education, 2006). This is followed by a critique of the Strategy and an analysis of the model of citizenship implied by it. The paper concludes with brief comments on the role tertiary education might play in contesting the new patriotism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Differences in the Neural Mechanisms of Selective Attention in Children from Different Socioeconomic Backgrounds: An Event-Related Brain Potential Study (EJ849236)
Stevens, Courtney; Lauinger, Brittni; Neville, Helen
Developmental Science, v12 n4 p634-646 Jul 2009
Descriptors: Intervention; Mothers; Linguistics; Attention; Educational Attainment; Brain; Socioeconomic Status; Socioeconomic Influences; Cognitive Processes; Neurological Organization; Diagnostic Tests; Auditory Stimuli; Auditory Perception; Young Children; Cues; Story Telling; Stimuli; Parent Influence; Postsecondary Education; Auditory Discrimination; Self Control; At Risk Students; Child Development
Abstract: Previous research indicates that children from lower socioeconomic backgrounds show deficits in aspects of attention, including a reduced ability to filter irrelevant information and to suppress prepotent responses. However, less is known about the neural mechanisms of group differences in attention, which could reveal the stages of processing at which attention deficits arise. The present study examined this question using an event-related brain potential (ERP) measure of selective auditory attention. Thirty-two children aged from 3 to 8 years participated in the study. Children were cued to attend selectively to one of two simultaneously presented narrative stories. The stories differed in location (left/right speaker), narration voice (male/female), and content. ERPs were recorded to linguistic and non-linguistic probe stimuli embedded in the attended and unattended stories. Children whose mothers had lower levels of educational attainment (no college experience) showed reduced effects of selective attention on neural processing relative to children whose mothers had higher levels of educational attainment (at least some college). These differences occurred by 100 milliseconds after probe onset. Furthermore, the differences were related specifically to a reduced ability to filter irrelevant information (i.e. to suppress the response to sounds in the unattended channel) among children whose mothers had lower levels of education. These data provide direct evidence for differences in the earliest stages of processing within neural systems mediating selective attention in children from different socioeconomic backgrounds. Results are discussed in the context of intervention programs aimed at improving attention and self-regulation abilities in children at-risk for school failure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Four Tiers (EJ850405)
Moodie, Gavin
Higher Education: The International Journal of Higher Education and Educational Planning, v58 n3 p307-320 Sep 2009
2009-09-00
Journal Articles; Reports - Evaluative
Descriptors: Higher Education; Research Universities; Classification; Selective Admission; Recruitment; Vocational Education; Institutional Characteristics; Postsecondary Education; Educational Policy
Abstract: This paper posits a classification of tertiary education institutions into four tiers: world research universities, selecting universities, recruiting universities, and vocational institutes. The distinguishing characteristic of world research universities is their research strength, the distinguishing characteristic of selecting universities is their strong student demand, the distinguishing characteristic of recruiting universities is their lower student demand, and the distinguishing characteristic of vocational institutes is their predominance of vocational programs. Yet there is one general characteristic that underlies the whole classification: positional value. The classification is put within a theoretical framework which generates tests of the classification proposed in the paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Rubrics for Designing and Evaluating Online Asynchronous Discussions (EJ851427)
Penny, Lana; Murphy, Elizabeth
British Journal of Educational Technology, v40 n5 p804-820 Sep 2009
Descriptors: Scoring Rubrics; Asynchronous Communication; Discussion (Teaching Technique); Postsecondary Education; Electronic Learning; Evaluation Criteria; Classification
Abstract: The purpose of the study reported on in this paper was to identify performance criteria and ratings in rubrics designed for the evaluation of learning in online asynchronous discussions (OADs) in post-secondary contexts. We analysed rubrics collected from Internet sources. Using purposive sampling, we reached saturation with the selection of 50 rubrics. Using keyword analysis and subsequent grouping of keywords into categories, we identified 153 performance criteria in 19 categories and 831 ratings in 40 categories. We subsequently identified four core categories as follows: cognitive (44.0%), mechanical (19.0%), procedural/managerial (18.29%) and interactive (17.17%). Another 1.52% of ratings and performance criteria were labelled vague and not assigned to any core category. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. E-Learning in Supplemental Educational Systems in Taiwan: Present Status and Future Challenges (EJ851848)
Zhang, Ke; Hung, Jui-Long
International Journal on E-Learning, v8 n4 p479-494 Oct 2009
2009-10-00
Descriptors: Asian Culture; Continuing Education; After School Programs; Foreign Countries; Social Environment; Educational Policy; Elementary Secondary Education; Postsecondary Education; Program Descriptions; Educational Innovation; Program Implementation; Educational Technology; Electronic Learning; Computer Uses in Education; Internet; Web Based Instruction; Online Courses; Distance Education; Supplementary Education; After School Education
Abstract: As Taiwan's full-scale e-learning initiatives moved to the seventh year in 2009, the current status and challenges of e-learning development there are yet to be fully understood. Further extending Zhang and Hung's (2006) investigation on e-learning in all universities and colleges in Taiwan, this study investigated the after-school programs (ASPs) in Taiwan. ASPs are an interesting social phenomenon in Asian culture. As influential supplemental educational systems (SES), they are popularly available at all educational levels (K-20) as well as in those highly in-demand training or continuing education areas. This article reviews the current status and trends of the SES in Taiwan while also analyzing related guiding policies, identifying challenges in e-learning implementation in these systems, and concluding with suggestions to address these issues. The findings are of particular value not only for policy makers in Taiwan and other countries or regions with similar problems, but also for e-learning vendors and developers aiming to better understand as well as extend the e-learning market within Taiwan and other areas with similar cultures. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. E-Learning Readiness in the Academic Sector of Thailand (EJ851852)
Laohajaratsang, Thanomporn
International Journal on E-Learning, v8 n4 p539-547 Oct 2009
Journal Articles; Reports - Descriptive
Descriptors: Foreign Countries; Educational History; Postsecondary Education; Elementary Secondary Education; Readiness; Program Descriptions; Educational Development; Educational Policy; Educational Technology; Electronic Learning; Internet; Web Based Instruction; Online Courses; Distance Education; Virtual Universities; Technology Integration; Technology Planning
Abstract: As e-learning in the academic sector serves as a crucial driving force in the development of e-learning in Thailand, this article looks at e-learning readiness in Thailand with a focus on the academic sector. The article is divided into four parts: (1) a brief history of e-learning in Thailand; (2) the infrastructure related to e-learning development; (3) the readiness of educational institutions, namely schools and universities; and (4) an example of the project promoting e-learning application in Thailand namely Thailand Cyber University. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Item Validation of Online Postsecondary Courses: Rating the Proximity between Similarity and Dissimilarity among Item Pairs (Validation Study Series I: Multidimensional Scaling) (EJ852820)
Seok, Soonhwa
Educational Technology Research and Development, v57 n5 p665-684 Oct 2009
Descriptors: Online Courses; Multidimensional Scaling; Course Evaluation; Test Items; Test Validity; Models; Test Construction; Educational Technology; Computer Assisted Instruction; Electronic Learning; Web Based Instruction; Postsecondary Education; Evaluation Criteria
Abstract: The purpose of this study was to identify and validate items applicable to evaluating online courses at the postsecondary level. Items were derived from a review of the literature. Four judges rated the similarity of the items by making pair-wise comparisons utilizing multidimensional scaling (MDS). The study consisted of five stages. Stage I involved identifying items. Stage II involved validating items. Stage III involved sampling. Stage IV involved developing an online MDS instrument accommodating the 4,851 ([99 * 98]/2) pair-wise comparisons and rating them. Stage V involved data collection and analysis. The results of the MDS study indicated a three-dimensional solution (Accessibility, Adaptability, and Clarity of Communication) as the appropriate model for analysis. The three-dimensional solution indicated 0.24222 for the fit values of STRESS and 0.74 for R-squared. Four clusters were identified as Contextual Accommodation, Instructional Access, Guided Learning, and Organizational Clarity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Simplifying Student Aid: The Case for an Easier, Faster, and More Accurate FAFSA (ED506383)
N/A
Executive Office of the President
Descriptors: Financial Aid Applicants; Low Income Groups; Eligibility; Educational Attainment; Student Financial Aid; Enrollment; Grants; College Students; Higher Education; Educational Improvement; Postsecondary Education; Presidents; Scholarships; Student Loan Programs; Colleges; Evaluation
Abstract: Each year, more than 16 million college students and their families complete the Free Application for Federal Student Aid (FAFSA). They spend hours answering needlessly complicated and intrusive questions that undermine the fundamental goal of student aid: to help more students attend and graduate from college. In this report the Council of Economic Advisers (CEA) and the National Economic Council (NEC) discuss the need to simplify the process of applying for federal student aid, describe President Obama's plan for simplification, and analyze the potential impact of such improvements on Pell grant recipients. This report reviews the evidence that the current federal student aid application hinders postsecondary educational attainment, particularly among low-income students. It also presents the Obama Administration's three-part strategy for significantly simplifying this process. First, applicants are already benefitting from improvements in the online FAFSA, with more streamlining to come in January 2010. Second, the Administration is in the process of allowing applicants to access data they have provided to the IRS and electronically transfer them to the Department of Education. Finally, Congress is considering legislation to eliminate most questions about savings and income adjustments that are not available from the IRS, further reducing the time required to complete the form while also improving the accuracy and verifiability of the information. An analysis of data on financial aid applicants suggests that these changes would have a very small impact on student aid eligibility and the amount of aid granted. This finding suggests that the proposed simplification of the financial aid application will help increase college enrollment by making college more affordable for millions of eligible students. The appendix describes restriction of data in order to provide a more accurate picture of the impact of simplification on students who actually receive Pell awards, rather than students who would have received zero Pell amounts under any formula. (Contains 4 tables, 3 figures, and 36 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (373K)
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