NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 16 to 21 of 21 results Save | Export
Correlates of Perceived Favorability of Online Courses for Quantitative versus Qualitative Undergraduate Business Majors
Peer reviewed Peer reviewed
Direct linkDirect link
Blau, Gary; Pred, Robert; Drennan, Rob B., Jr.; Kapanjie, Darin – Journal of Education for Business, 2016
An online survey tested the association among background, technological, and course-related variables with perceived favorability of online courses for two independent samples of fall 2015 and spring 2016 business undergraduates taking at least one online or hybrid course. Results showed that perceived learning was a consistent positive correlate…
Descriptors: Correlation, Business Administration Education, Online Courses, Undergraduate Students
Toward Understanding Business Student Professional Development Engagement
Peer reviewed Peer reviewed
Direct linkDirect link
Blau, Gary; Blessley, Misty; Kunkle, Matthew; Schirmer, Michael; Regan, Laureen – Journal of Education for Business, 2017
Professional development engagement (PDE) is defined as the level of perceived undergraduate engagement in professional development activities. An 11-item measure of PDE exhibited a good reliability. Using a complete data sample of 467 graduating business undergraduates, four variable sets (student background or precollege variables,…
Descriptors: Professional Development, Business Administration Education, Undergraduate Students, Learning Activities
Further Research on an Undergraduate Measure of Professional Development Engagement
Peer reviewed Peer reviewed
Direct linkDirect link
Blau, Gary; Pred, Robert; Andersson, Lynne; Lopez, Andrea B. – College Student Journal, 2015
Professional Development Engagement (PDE) refers to the level of undergraduate engagement in professional development. Professional Development (PD) involves activities designed to help students prepare for a successful college-to-work transition. This study tested a new 12-item measure of PDE for a complete-data sample of 246 undergraduate…
Descriptors: Undergraduate Students, Professional Development, Education Work Relationship, Professional Associations
Correlates of Student Bachelor of Business Administration Satisfaction and School Reputation Influencing Perceived Market Value
Peer reviewed Peer reviewed
Direct linkDirect link
Blau, Gary; Halbert, Terry; Atwater, Craig; Kershner, Ronald; Zuckerman, M. Michael – Journal of Education for Business, 2016
This study compares correlates of two outcomes: satisfaction with a bachelor of business administration degree, and business school reputation influencing students' perceived market value to potential employers. A sample of 261 graduating business school seniors completed a fall 2014 survey measuring these outcomes and a number of correlates.…
Descriptors: Undergraduate Students, Business Administration Education, Student Satisfaction, Reputation
Testing the Relationship of Gender and Business Major to Professional Development Behaviors and Expected Employment
Peer reviewed Peer reviewed
Direct linkDirect link
Blau, Gary; Hill, Theodore L.; Snell, Corinne; Atwater, Craig; Halbert, Terry; Zuckerman, M. Michael – Journal of Education for Business, 2016
This study's results, with 664 surveyed graduating business students, demonstrated that creating four groups, using gender and quantitative or nonquantitative major, was useful for testing their relationships to professional development behaviors and expected employment. Results showed that male-nonquantitative majors (n = 144) reported the lowest…
Descriptors: Business Administration Education, Professional Development, Majors (Students), Employment
Perceived Learning and Timely Graduation for Business Undergraduates Taking an Online or Hybrid Course
Peer reviewed Peer reviewed
Direct linkDirect link
Blau, Gary; Drennan, Rob B.; Hochner, Arthur; Kapanjie, Darin – Journal of Education for Business, 2016
An online survey tested the impact of background, technological, and course-related variables on perceived learning and timely graduation for a complete data sample of 263 business undergraduates taking at least one online or hybrid course in the fall of 2015. Hierarchical regression results showed that course-related variables (instructor…
Descriptors: Undergraduate Students, Business Administration Education, Online Courses, Blended Learning
« Previous Page | Next Page
Pages: 1  |  2