According to responses from 306 of 750 administrative support personnel, 126 used presentation graphics software, mostly PowerPoint or Harvard Graphics; 51.7% received formal training and 48.3% informal training; those with formal training used significantly more features of the software and produced more materials. (SK)

The study investigated areas of difference among accounting practitioners and educators regarding their perceptions of the aims of accounting education. Results are tabulated and discussed in detail. Twelve conclusions are presented, with nine recommendations for improvements in accounting education and practice. (SA)

When business teachers (67 of 125) and office professionals (60 of 125) completed the Myers Briggs Type Indicator, the majority fell into 4 of the 16 types. No significant differences were found in the extraversion-introversion and thinking-feeling scales. Business teachers were stronger on the sensing and judging scales, office professionals on…

An exemplary project was funded in North Dakota to develop, implement, and evaluate a versatile office simulation program that would meet the needs of secondary students in varying situations. The Occupational Model Plan can substitute for, or complement the cooperative method in vocational office education. (Author/KP)

Secretaries in all types of employee organizations are likely to compose a wide variety of communication regularly or often and to edit and review the writing of others. The difficulties they encounter can be eased by the self-confidence gained through increased formal education, with or without specialized courses in business communication.…

Provides evidence that points unequivocally to the need for a sharp reversal in the distribution of attention to stroking and production skills among typing trainees, for replacing the incorrect supposition about the underpinnings of stroking accuracy by the correct one, and for a far swifter move toward realistic production typing conditions.…

Through survey research, data were obtained about the tasks performed by administrative support workers who use information/word processing equipment and related technology. Findings support a redefinition of administrative support occupations and resulted in the development of the "Information Processing Specialist" catalog of job-relevant tasks.…

Automatic typewriters and dictating equipment, called word processing'', require some changes in office education courses. (MF)

A survey of 429 secretarial/clerical trainers received 191 responses emphasizing that postsecondary office systems curricula should focus on communication and human relations skills, technology-related applications, telephone techniques, transcription, and keyboarding accuracy. (SK)

The use of prediction equations can shorten the length of time necessary for testing shorthand skill, thus allowing more time for skill building. By administering one shorthand dictation test, it is possible to predict a person's skill at higher speeds and for longer periods of time. (KP)

Objectives of a study were to (1) identify office documents that could be used to prepare business student reading materials and (2) evaluate the materials. Classroom use with over 260 high school business students indicates that such materials can help students improve reading skills in verifying and comprehending detail. (Author/CH)

Shifting nature of office work suggests that an urban junior college business program should continue to provide for high level of skills, but should reflect a shift in focus by providing for administrative office management through programs for the office technician, executive assistant secretary, and professional typist. (Editor)

Compares the National Business Education Association's National Standards for Business Education and the Vocational Technical Education Consortium of States' Administrative Support Occupations Skills Standards. Discusses their use in preparing secondary and postsecondary students for the changing workplace. (SK)

Responses from 75 of 108 business educators indicated that most students took business courses to develop both job and personal-use skills; more than 50% were college bound. A substantial overlap between skills taught in secondary and postsecondary business shows a strong possibility for curriculum articulation. (SK)

Survey of 198 secondary schools and 161 institutional members of the National Association of Business Teacher Educators determined how business teachers and students are prepared to use electronic office equipment and technology. Findings reveal electronic equipment and technology are not extensively used, microcomputers and electronic typewriters…