DOI: https://doi.org/10.64010/LIYJ3196 The world changed in spring 2020. Most American universities closed their campuses and went to online instruction and student interaction for the better part of the semester, following state and federal guidelines in response to the COVID-19 virus. Overnight, daily work and learning patterns were disrupted. Face-to-face, peer-to-peer
DOI: https://doi.org/10.64010/ZPQO4845 “It was the best of times; it was the worst of times.” — Charles Dickens, A Tale of Two Cities An indisputable truth emerges when reflecting on the aftermath and responses catalyzed by the COVID-19 pandemic: this epoch disruption will change the landscape and trajectory of higher education
Read Full Article“Cause and Effect” Mnemonic Frames COVID-19 Higher Education “After-Action Review”
DOI: https://doi.org/10.64010/VJUE8328 Introduction In January 2019, a novel coronavirus (SARS-CoV2) outbreak started in Wuhan, China, and quickly spread around the world. The World Health Organization (WHO) declared a public health emergency of international concern on January 30, 2020 and announced it as the COVID-19 pandemic on March 11, 2020 (World
DOI: https://doi.org/10.64010/OWZN8101 As we quickly transitioned from on-campus learning to virtual learning, I focused on the mechanics of conducting classes through the use of new technologies and new pedagogies. As a faculty member, I am constantly reminded, and rightfully so, to maintain the high quality of learning seamlessly. In doing
Read Full ArticleYou Don’t Know My Story: Feeling Unconnected in an Existing Online Course
DOI: https://doi.org/10.64010/MSVI8391 Abstract This quantitative exploratory study identifies a retention model based on Ajzen’s (1991, 2001) Theory of Planned Behavior, along with other traditional retention related measures, to develop a comprehensive model of student retention intent across two students populations split by age. Student retention and graduation rates are a
DOI: https://doi.org/10.64010/IVCA2155 Abstract There is a clear disconnect between the perceptions of workplace readiness among industry leaders and the graduates of business schools. Employers are placing greater emphasis on soft or non-technical skills while concurrently expressing concerns that new hires lack these abilities. Urged by industry, business schools have been
DOI: https://doi.org/10.64010/FVYF7384 Abstract Since the 1980s, many organizations have embraced the use of work place teams as an integral part of operations as an effective way to improve productivity, creativity, and quality of products and services (Burbach, Matkin, Gambrell, & Harding, 2010; Ettington & Camp, 2002; LaBeouf, Griffith, & Roberts,
DOI: https://doi.org/10.64010/NFXJ9670 Abstract Compliance-based ethics and Integrity-based ethics are two ethical principles that may guide corporations. There are some limitations associated with these ethical principles and organizations must know the application of these ethical principles. Corporate ethics code and overall organizational commitment respectively are the focus of compliance-based and integrity-based
DOI: https://doi.org/10.64010/LYON8593 Abstract Students and instructors are gravitating toward online education due to its ease of use and the convenience of anytime, anyplace learning. As the use of online education increases, the exchange of best practice techniques is needed for facilitators to have the tools to lead effective learning. Understanding
DOI: https://doi.org/10.64010/WKEW7646 Abstract Entrepreneurs are the backbone of the U.S. economy and their small businesses represent the primary job source for American workers. Research exists on small business at a national and an international scale but a limited amount of region specific information exists in the literature. The purpose of
