The growth of non-profit organizations has led to a proliferation of non-profit management education (NME) courses across different curricula. We use survey data from a two-semester NME course with a substantive board service requirement to investigate what affects students' intent to recommend an NME course to other MBA students. Drawing 65…

Business schools need to maintain student academic satisfaction. A key component of a business school's curriculum is its core or required courses. This study compared graduating business student perceptions about core course scales, their combined quantitative versus qualitative and challenging versus added value impact, on types of student…

Competency development is important in any MBA program, perhaps the most in the capstone course. Aggregating replies from 167 MBA graduates who completed a client-oriented, team project-based MBA capstone course within a nine-year study period, two new reliable and distinct scales reflecting career competencies learned were developed, Business…

We address the lack of scales for studying the effectiveness of nonprofit management education (NME), by using responses from 62 MBA graduates who had completed an experiential nonprofit governance course to develop six NME scales: Business Skills Enhancement; Nonprofit Skills Enhancement; Nonprofit Management Knowledge; Network Expansion; NME…

Team-based projects continue to be important for structuring work in many organizations, and employees are increasingly using mobile applications (apps) for peer evaluations as part of a performance appraisals process. Since a graduating student can expect to work in a team at some point in their career, exposure to class-related group projects is…

Prior research has not investigated perceived added education value in courses. Using a sample of 165 graduating business students, two business administration (BA) scales were created from six required BA core courses as part of students' Bachelor of Business Administration (BBA) degree. Students were asked if each required course "added…

The COVID-19 pandemic has created many challenges for universities around the world, including how to keep students engaged in their professional development, despite the challenges of remote learning and virtual student services. The goal of this study was to demonstrate the continued importance of Career Professional Development Center (CPDC)…

Using a complete data sample of 579 graduating business seniors, this study successfully created separate items for measuring paid internships/cooperative education (co-ops) and unpaid internships/co-ops. Students reported lower frequencies for self-reported paid and especially unpaid internships/co-ops. Several correlates were found to be…

The authors explored using a mobile application called DevelapMe for 278 business undergraduates in 54 teams to give real-time peer-based feedback during a 5-week group project. Two online surveys, Time 1 (T1) and Time 2 (T2), were administered. Results included finding three promising, new give-feedback scales: positive rating with comments,…

Using a complete data sample of 467 graduating business seniors, the authors successfully created a new three-item measure of student degree program satisfaction (bachelor of business administration [BBA] satisfaction). Significant positive correlates for BBA satisfaction included academic attendance motivation, advising ease and quality, course…

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…

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,…

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…

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.…

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…