Template-Type: ReDIF-Article 1.0 Author-Name: Andrea Smith-Hunter Author-Name: James Nolan Author-Name: Margaret Carpenter Title: RELATIONSHIPS BETWEEN COLLEGE COSTS AND COLLEGE FUNDING: EVIDENCE FROM THE UNITED STATES Abstract: In the last few decades, college tuition costs have escalated to what some have described as astronomical levels. This has led to a heavier reliance by college students on alternative sources beyond family financing. Such sources have included grants, scholarships, private loans, federal loans and alas credit cards. This study examines the impact of this increased and high tuition costs on the source of funding options students pursue and apply to their college education. Five factors indicated a strong relationship for the students who took loans – namely students who had been in school longer were less likely to take loans, students who had entered the college from another four-year college were also more likely to take loans, students from families with higher incomes were also less likely to take loans and students who were later in their family to go to college were also less likely to take a loan Classification-JEL: M1, I2, H5 Keywords: Business Administration, Education and Research Institutions, National Government Expenditures and Related Policies Journal: Business Education & Accreditation Pages:1-17 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:1-17 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Boylan Author-Name: Kathleen Wendling Author-Name: Rachael Hanak Author-Name: Richard Goeke Title: GENDER BIASES IN THE COLLEGIATE EDUCATION SYSTEM Abstract: Recently, societal norms have been changing as younger generations have started to break gender stereotypes. Because of these new social norms, a whole new world of opportunity has opened for women. This includes attending college or working in the business world. Women have enrolled in college, entered the workforce, and are working to improve life. With male and female population being both roughly 50%, there should be a correlation of male and female college acceptance rates. This study focused on the percent of females applying for college and their acceptance rates versus that of males. The results show, every year, the average percentage of female applicants accepted is higher than the average percentage of male applicants accepted. For five of the ten years followed, the chance the difference in the means watched is because of chance is too small, meaning there is a greater likelihood the difference is because of there being real differences between male and female applicants. The next steps would be to research further into the data and considering just studying the trends in two- and four-year schools only. Another interesting finding to look further into is why there is a negative correlation for the academic year variable with the percent of female and male applicants are accepted Classification-JEL: J24, I23, J16, J24, I21 Keywords: Gender, Education, SAT, College, Master's, Graduate, GPA Journal: Business Education & Accreditation Pages: 19-27 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:19-27 Template-Type: ReDIF-Article 1.0 Author-Name: Lynda S. Livingston Title: SKEWNESS, CRYPTOCURRENCY, AND PEER-TOPEER LOANS: AN ASSET ALLOCATION EXERCISE FOR A UNIQUE STUDENT-MANAGED FUND Abstract: We incorporate skewness and kurtosis into an optimization process for a unique student-managed fund. Unlike the vast majority of such funds, which hold only equity, our fund includes REITs, cryptocurrency, and peer-to-peer loans. Adding these unusual asset classes allows our students to explore portfolio management concepts more generalizable than just picking stocks. While most of our assets cannot be recommended based solely on traditional mean-variance analysis, they nonetheless offer beneficial contributions. Using polynomial goal programming to incorporate higher moments in our optimization, we find that asset classes dominated in mean-variance space can make meaningful contributions to the full risk-return profile of the portfolio. In particular, we find that including cryptocurrency and peer-to-peer loans can increase the skewness and decrease the kurtosis of our portfolio. Classification-JEL: G10, G11 Keywords: Cryptocurrency, Peer-to-Peer Loans, Student Managed Funds, Polynomial Goal Programming Journal: Business Education & Accreditation Pages: 29-50 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:29-50 Template-Type: ReDIF-Article 1.0 Author-Name: Frank P. D’Souza Author-Name: Mark A. Johnson Title: STRUCTURING AN ENDOWMENT-ALLOCATED STUDENT MANAGED FUND COURSE Abstract: This study documents the creation, structure, and performance of a Student Managed Investment Fund (SMIF) carved out of a Jesuit Liberal Arts University’s endowment funds. With more Universities looking to incorporate SMIFs into their curriculum, or to provide an experiential learning opportunity to their students, this paper details what we have learned from our experience with the Sellinger Applied Portfolio fund. This paper will be helpful to those looking to start a SMIF, and details the risks involved with the same. To mitigate these risks, we offer a structure that has worked for us, and details on the oversight process followed by the University. This fund is a part of the University endowment, so Universities that are looking to follow this path will find our paper helpful. We also describe in detail how to set this up as a for-credit class, and part of the curriculum. The choice of financial datasets to aid in research, challenges faced by the students, and faculty are also documented. A properly structured SMIF is a boon to a University and can maximize the student experience, while also keeping faculty, the administration, trustees, and alumni engaged. The intent of this paper is to serve as a guide and help move the process along Classification-JEL: A2 Keywords: Student–Managed Investment Fund Journal: Business Education & Accreditation Pages: 51-60 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:51-60 Template-Type: ReDIF-Article 1.0 Author-Name: Michael F. Toyne Author-Name: James E. Briley Author-Name: Terrance Jalbert Title: COMPARING LEARNING OUTCOMES ON FACE-TOFACE AND ONLINE TEACHING PLATFORMS: EVIDENCE FROM MAJOR FIELD TEST SCORES Abstract: Online instruction is becoming an increasingly popular course delivery system. This paper examines performance outcomes of finance students receiving face-to-face instruction versus online instruction. We compare the Educational Testing Service Major Field Test (ETS) finance sub-scores of students enrolled in online sections of Principles of Finance with those enrolled in face to face sections over a three-semester period. Results show no evidence of performance differences between online and face to face students Classification-JEL: A20, A22 Keywords: ETS, Online versus Face-to-Face Courses, Educational Testing Service Major Field Exam Journal: Business Education & Accreditation Pages: 61-69 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:61-69 Template-Type: ReDIF-Article 1.0 Author-Name: Martin Romero Castillo Title: FLIPPING THE CLASSROOM TO STIMULATE ACTIVE LEARNING IN HIGHER EDUCATION STUDENTS Abstract: The objective of this research is to implement the flipped classroom model as a teaching strategy for active learning. The approach here takes advantage information and communication technology potentials, as an essential factor in stimulating and improving significant learning undergraduate students in Industrial Economics. The analysis included a sample of 30 undergraduate students in Industrial Economics studying theory econometrics in their sixth semester during the academic year 2017-2018. The students are from the National School of Higher Studies Leon Unit of the Universidad Nacional Autonoma de Mexico. The results reveal significant improvements in the learning of the students that followed the flipped classroom methodology Classification-JEL: A22, I21 Keywords: Flipped Classroom, Active Learning, Higher Education Journal: Business Education & Accreditation Pages: 71-79 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-6.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:71-79 Template-Type: ReDIF-Article 1.0 Author-Name: Brad Sago Title: INTEGRATING EXTENDED EXPERIENTIAL GROUP LEARNING PROJECTS INTO UNDERGRADUATE MARKETING CLASSES: OBSERVATIONS, PROCESSES AND LESSONS LEARNED Abstract: For a decade and a half, the author has integrated experiential learning into marketing and business classes with the goal of deepening student learning of concepts and theories, as well as, promote the use by students of theories and concepts into situational analyses and development of relevant resulting recommendations. The focus of this article is to discuss the purposes, processes, outcomes and challenges of integrating an extended group experiential learning project – one lasting approximately 12 weeks – into an upper division undergraduate semester-based marketing class. The results of these experiential projects were well received by both students and their business clients. Classification-JEL: M00, M31 Keywords: Experiential Learning, Teaching Pedagogy, Experiential Projects, Group Assignment Grading Fairness Journal: Business Education & Accreditation Pages: 81-87 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-7.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:81-87 Template-Type: ReDIF-Article 1.0 Author-Name: Diaeldin Osman Author-Name: Conor O’Leary Author-Name: Mark Brimble Author-Name: Dave Thompson Title: FACTOR THAT IMPACT ATTRITION AND RETENTION RATES AMONG ACCOUNTANCY DIPLOMA STUDENTS: EVIDENCE FROM SAUDI ARABIA Abstract: Studies to current day that examined dropout factors at higher education institutions has inclined to emphasis on groups of factors which may or may not influence college dropout. Also such studies are mainly focused on one-institution. This study expands the current literature and developed a model to assess attrition. Three essential groups of factors which influence dropout are acquired into the model. These are external factors, internal faculty factors, and demographic factors. The model was then tried on diploma accounting students and departmental heads of community colleges that offering accountancy diploma programs in Saudi Arabia. The model recognized numerous impacting factors from the three essential groups. Acceptable clarifications were also accessible as to why additional factors were not found to be important, in this specific challenging environment. The model is also helpful in that it offer an opportunity to assess whether some factors are more significant than others in impacting dropout rates in any specific setting. The outcomes are also important in that the model proves the tendency for factors impacting dropout are vary from institution to institution. The outcomes also exposed some arguments between the reasons specified by students and administrators as to the causes of dropout. The model can be tried in other countries and other setting (universities) not just community colleges settings. Classification-JEL: M410 Keywords: Accounting Attrition, Accounting Retention, Community College Journal: Business Education & Accreditation Pages: 89-110 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-8.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:89-110 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Beth McCabe Author-Name: Mary Beth McCabe Title: MOBILE MARKETING STRATEGIES FOR EDUCATIONAL PROGRAMS Abstract: Today’s wireless mobile devices have changed how the world behaves and how education is distributed and promoted. The research reviewed mobile marketing through promotion and place of educational programs to understand how brands are behaving and the effect on consumers. The authors considered the following two questions: In what ways does mobile marketing deliver value to customers? How is mobile marketing used to differentiate the brand? The authors identified a select set of educational organizations who were providing similar services based on their websites at the time. The authors, learned about a range of examples on how mobile marketing can be utilized to promote and distribute educational information services. The authors assessed what contributed in providing value to the user. The criteria the authors assessed were: satisfaction, learnability, accessibility, efficiency and usability. A list of which websites have the most impact on the mobile screen is provided. A suggested model for degree of optimization includes four levels of mobile marketing progression: PC computer-based, progressing, partially optimized, and fully optimized Classification-JEL: M30, M31, M37 Keywords: Mobile Marketing, Optimization Digital Marketing, Smartphones, Marketing in Education Programs, Strategy Journal: Business Education & Accreditation Pages: 111-121 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-9.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:111-121 Template-Type: ReDIF-Article 1.0 Author-Name: Debra Burke Title: ACCREDITATION STANDARDS AND THE INTEGRATION OF PART-TIME FACULTY Abstract: Part-time faculty employed by institutions of higher education as a percentage of total institutional faculty increased in the last decades. This trend is attributed to several factors such as costs, competition, and a desire for staffing flexibility. Increased reliance on part-time faculty, however, can present issues for accreditation. AACSB International defines supporting faculty as members who primarily teach, and who do not participate in the intellectual or operational life of the school. In contrast, participating faculty members, in addition to teaching, engage in a broader range of activities in support of the school’s mission, such as advising, research, service commitments, participation in shared governance and policy guidance. Certain percentage thresholds must be maintained for participating faculty in programs and disciplines. Although participating faculty members tend to be long-term members of the faculty, permanent employment is not key. This presentation will discuss ways in which supporting faculty, typically part-time faculty, can be involved in a more significant way with the mission of the college and become contributing members. Such an inclusive approach, which provides part-time faculty with professional development opportunities, research support, and integration into program activities, can prove to be mutually beneficial Classification-JEL: A10, A30 Keywords: Accreditation, Credentials, Participating Faculty, Supporting Faculty, Adjunct Faculty, Part-time Faculty, Faculty Sufficiency Journal: Business Education & Accreditation Pages: 123-130 Volume:11 Issue: 1 Year: 2019 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v11n1-2019/BEA-V11N1-2019-10.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:123-130