HOME ECONOMICS IN HIGHER EDUCATION IN THE UNITED STATES: CURRENT TRENDS

Higher education programmes of home economics in the United States have experienced dynamic changes in recent years. Today, home economics programmes are marked by name and curricula changes, concern for cohesion in the field, student and faculty diversification, leadership and administrative structure changes, strengthened research efforts and by improved graduate programmes. Parallel with these trends is a movement to clarify the content and aims of the field by developing a contemporary definition of home economics.     

Student Reports and Faculty Perceptions of Academic Dishonesty

As college students prepare for the businessworld, what they learn as acceptable behavioron campus may well inform their expectations ofacceptable behavior in their professionallives. Numerous studies have reported thatmost college students admit to cheating onmultiple occasions (e.g., McCabe and Trevino,1993; Sims, 1993; McCabe, Trevino andButterfield, 1996, 1999). Furthermore,studies have linked academic integrity withethical business practices (McCabe, Trevinoand Butterfield, 1996; Sims, 1993). Oneapproach to reducing academic dishonesty hasbeen the student honor code. Such codes havebeen on the rise for the last decade (Pavelaand McCabe, 1993). Honor codes have been usedas a teaching tool to underscore the importanceof professional ethics among business students(Kidwell, 2001).In the effort to establish a culture ofacademic integrity, a university must firstunderstand the current state. This paperdiscusses a two-year study at a small liberalarts university without an honor code at thepresent time. Students were surveyed abouttheir cheating behaviors as well as theirreceptiveness to an honor code. Over seventypercent of the students surveyed reported thatthey were habitual cheaters, i.e., they hadcheated on exams, plagiarized papers, orcommitted other forms of academic dishonesty onmultiple occasions. A survey similar to thatadministered to students was subsequentlyadministered to faculty in order to determinetheir understanding of student cheating norms. This paper compares the student and facultyperceptions, and the prospects for an honorcode at the university are also explored.     

The Contract of Employment - Ethical Dimensions

A review of the literature indicates that faculty, students, and employers recognize the importance of professional behaviors for a successful career. These professional behaviors were defined by business school faculty to include honesty and ethical decision making, regular attendance and punctuality, professional dress and appearance, participation in professional organizations, and appropriate behavior during meetings. This paper presents the results of a survey administered to managers, faculty, and students about how business school professors can teach these professional behaviors. A hypothesis was tested that managers, professors, and students differ in their perceptions about what is appropriate professional behavior. Using a scale of strongly agree to strongly disagree to respond to critical incidents, one-way ANOVA indicated no group differences for items about cheating, plagiarism, and helping students to work projects on schedule. Group differences were found for ethics items (raising course grade for the purpose of tuition reimbursement, stopping excessive use of school printers, simplifying course work to accommodate weaker students), time management items (making accommodations for students unable to regularly attend class, refusing to admit late students), appearance items (requiring students to dress in suits for major presentations, counseling a student with facial piercing), and for items about required activities inside and outside of the classroom. Allen Hall received his Ph.D. in education from the University of Iowa. Currently he is an associate professor at the State University of New York (SUNY) Institute of Technology. His research projects center around surveys designed to measure changes in ethical awareness. His teaching area is Business & Society. He currently studies management issues in non-profit organizations. Lisa Berardino received her Ph.D. in management from Virginia Tech. Currently she is an associate professor at the State University of New York (SUNY) Institute of Technology and coordinator for the Master of Business Administration program. Her publications focus on identifying, measuring and building the critical skills that business students need in today’s workplace. Her teaching area is human resource management and compensation. Her current research projects center on how to build the competency of professional behavior and how to teach ethics.     

Integrating Knowledge and Developing Critical Thinking in a Capstone International Business Course: A Never-Ending Work in Progress

More and more is heard from scholars, accrediting institutions, and the business world about the importance of developing critical thinking and written communication skills in college graduates. This is perhaps especially true, in a business school, for international business graduates who lack a traditional functional major. Often, the development of these skills is thought best accomplished through courses that integrate knowledge, take a problem-based approach, and include a signature work for each student. In this article, we discuss one institution’s international business capstone course, illustrating how it adheres to these ideals. From the standpoint of informal assessment, we discuss how student results from the course are used to tweak feeder courses to the capstone. We also discuss the more formal assessment of the course learning objectives, which we are just beginning.     

经管类专业运筹学课程教学模式的探索

运筹学是高等院校经济管理类专业一门实践性很强的专业基础课,本文在阐述运筹学教学重要意义的基础上,分析了我校经管类专业运筹学教学过程中存在的主要问题,并从培养学生应用能力的角度出发,根据作者多年的教学经验,结合经管类学生的特点,探讨了通过课堂教学、实践教学和课外学习三个方面的改革,来改善运筹学的教学效果,使学生能够更好的掌握运筹学的思想,提高使用运筹学解决实际管理决策问题的能力.     

Critical thinking in consumer studies: part 2 of a content analysis of Canadian university consumer studies courses

Abstract This paper concludes a two-part study on a content analysis of Canadian university consumer studies courses offered in human ecology, home economics or related programmes. Phase 1 of the study profiles the programmes, professors, students and the results of a content analysis of these courses. This companion research examines the inferred level of learning associated with consumer concepts in the course outlines. Instructors were choosing verbs associated with knowledge and comprehension rather than application, analysis, synthesis or evaluation. Implications regarding the appropriateness of these courses to prepare graduates for consumer-related careers are discussed. Lessons to be learned from the Canadian experience are tendered, especially the need for critical theory, a systems of actions perspective and an ethical, value-based approach in consumer studies courses.     

How to Make Higher Education Institutions Innovative: An Application of Market Orientation Practices

In the present era, higher education is considered a booming and significantly contributing sector to the economy of many countries. Due to the intense competition prevailing in the higher education sector, higher education institutions need to become market oriented and innovate in courses, delivery methods and student support services. Consequently, they could meet increasing expectations placed on them for quality of education and support services. The main aim of this study is to investigate the influence of both market orientation and its dimensions, on innovation in higher education institutions. This study also considered the age of the faculty a moderator to these influences. The sample comprised 270 managers and course cordinators attached to faculties, schools or units in Sri Lankan higher education institutions. The surveys were administered for data collection. The study has several contributions to the literature- all the three dimensions of market orientation, significantly and positively influenced innovation in higher education institutions. The age of the faculty significantly moderated the influence of both market orientation and its dimensions (Intelligence Generation and Responsiveness), on innovation. This study also expand the focus of theory of six sigma by applying it from market orientation and customer orientation perspectives. Finally, this study has modified items measuring several constructs to suit the higher education context which can be used by future researchers. From the findings, several practical implications are given to officials in higher education institutions for innovating in courses, delivery methods and support services. The article concludes with many useful directions for future researchers.     

Linking business education,campus culture and community: The Bentley Service-Learning Project

This article describes the service-learning project at Bentley College in Waltham, Massachusetts. The Bentley Service-Learning Project (BSLP) has served as a catalyst for instituting the value of social responsibility into the business curriculum. With over 25% of the full-time faculty integrating service-learning into their courses, Bentley has had over 3000 students using their business skills to assist community agencies. The BSLP has helped to create an environment where business students, faculty, staff and administrators come together to work with and learn from the surrounding communities.Amy L. Kenworthy is the Administrative Coordinator of the Bentley Service-Learning Project. Her primary responsibilities include supervising the grant and scholarship student programs, developing service-learning course components through faculty outreach, integrating concepts of TQM into the BSLP, coordinating college/community partnerships and facilitating program development for Bentley faculty and staff. Her research interests include social responsibility, business ethics and corporate contributions.     

Achieving Synergy from Synergogy

In face of growing public disaffection with American business and American business schools, business faculty need techniques to improve student learning and performance. Unfortunately, most of the new teaching techniques designed to improve student learning are detrimental to student-teacher relationships. This study applied two Synergogy teaching methodologies to an International Business course, and the results were improved student performance as well as improved student evaluations of teacher performance.     

Conflicting Views of Markets and Economic Justice: Implications for Student Learning

This paper describes a flaw in the teaching of issues related to market economics and social justice at American institutions of higher learning. The flaw we speak of is really a gap, or an educational disconnect, which exists between those faculty who support market-based economies and those who believe capitalism promotes economic injustice. The thesis of this paper is that the gap is so wide and the ideas that are promoted are so disconnected that students are trapped into choosing one or the other position (or neither) and are left unable to link the two sides of the discussion. Such an educational process is not one that produces free and reasoned discernment. In this paper, we briefly relate how we came to be aware of the disconnect and its harms. We present evidence that a pedagogical gulf exists within the teaching of markets and capitalism at American universities – faculty interviews, course syllabi, portions of the corpus of material generally referred to as Catholic Social Thought, as well as references to traditional, mainstream economic theory. Further, we give evidence of the confusion and frustration among students this gulf causes. We suggest possible reasons for the gulf–primarily through an investigation of the differences in underlying assumptions and misperceptions that exist between two divisions within universities. We conclude by suggesting a set of curricular changes designed to improve teaching. The authors’ aim is not to change people’s minds. It is to change their teaching. The authors believe that these curricular changes will leave students less frustrated and better prepared for a life of significant service – with improved critical thinking skills.David F. Carrithers is a Senior Lecturer in the Department of Finance in the Albers School of Business & Economics at Seattle University. He has taught at Seattle University since 1985, in the areas of corporate and entrepreneurial finance. Mr. Carrithers earned an MBA from the University of Washington in 1984. Dean Peterson is assistant professor of economics at Seattle University. His research interests focus on the history of economic thought. He received his Ph.D. in economics from the University of Illinois in 1994.     

Secrets to success: Business skills and knowledge that students find most useful in succeeding in a capstone course simulation

This exploratory research examines students' perceptions of a capstone business simulation game by identifying (a) courses that were most useful in preparing students for the simulation and (b) interpersonal skills students found most helpful when working with teammates on the simulation. Also identified are the simulation's impact on student understanding of business disciplines and additional interpersonal skills training desired by the students. By studying these later topics, faculty members can alter their course design so that students are better prepared for their capstone course simulation. Finally, connections between the simulation participation and attitudes toward employment and career success are explored.     

高职院校物流专业校内实训教学的问题分析

物流专业的高职特色在于注重物流实际操作和应用技能的培养,高职院校物流专业的校内实训教学是培养学生实际操作和应用技能的重要途径。本文从高职院校物流专业实训教学的现状出发,深入分析了高职物流专业校内实训教学存在的问题,并提出了相应的对策。     

Internationalising Professional Skill Development

ABSTRACT

Internationalisation of education, and more specifically tertiary education, all over the world has contributed to a significant overhaul in student composition. Parallel to this runs the need for graduates to leave university with a range of professional skills. In response to this, universities actively encourage the development of such skills in their programs by integrating the teaching and assessing of professional skills into academic programs. This paper reports on the efficacy of a professional skills program and its support structures as used in the Bachelor of Commerce degree program of a university. The paper outlines how the skills were taught and assessed in the International Management 375 unit and presents data on the changes in students' perceptions of their skill levels. The interpretation of the data is further differentiated on the base of gender, language and country of origin.     

Student vs. faculty perspectives on quality instruction: Gender bias, “hotness,” and “easiness” in evaluating teaching

This article systematically examines differences between student and faculty perspectives on quality instruction, using local data for a regional university's college of business matched to RateMyProfessors.com evaluations. Particular attention is focused on gender bias, “hotness,” and “easiness.” In addition to documenting a student bias or preference in favor of male faculty, this article also shows how students and faculty have different views of “easiness” and “hotness.” For this college, students value “easiness” while faculty penalize it; however “hotness” has no measurable effect on faculty in this study.     

Knowledge and attitudes of adolescents regarding home economics in Tromsø, Norway

The purpose of this study was to investigate the knowledge and attitudes of adolescents in Tromsø relating to nutrition; whether pupil behaviour and attitudes regarding nutrition had changed in the tenth grade compared with the eighth grade; and whether this was linked to pupils’ home economics lessons in grade 9. In total, 606 adolescents (321 boys and 285 girls) were studied on two different occasions – 2002 and 2005. A food frequency questionnaire focusing on 16 different food and beverage groups was used. It investigated knowledge and attitudes, the amounts of food items consumed and the socio‐economic situation of the participants and their families. The study produced interesting findings. The boys had surprisingly low knowledge of fruit and vegetables that did not change in a positive direction, between the eighth and tenth grades. The change among the girls was very small and therefore this study concludes that the teaching of home economics had no significant influence on the pupils’ knowledge of and attitudes towards eating fruit and vegetables. The study of home economics does not appear to enhance adolescents’ skills and attitudes to the extent expected from the curriculum. But there are gender differences at both grades. Changes in the home economics course are necessary to improve children's and adolescents’ knowledge and attitudes. Increased focus on the scope and variety of teaching methods will be a key to improvement. Future research is required to understand the potential of the home economics curricula to change adolescents’ knowledge about and attitudes to home economics in Norway.     

THE PLACE OF SENSORY EVALUATION STUDIES IN THE HOME ECONOMICS SYLLABUS

The application of the theory and practice of sensory evaluation of foods to the home economics syllabus is considered, with particular stress on the practical problems that must be recognized and considered. The relevance of such a component of the teaching course is discussed in terms of its value in stimulation of critical judgment, appreciation of scientific method and the acquisition of special skills.     

Food literacy competencies: A conceptual framework for youth transitioning to adulthood

Objective : The modern foodscape has changed dramatically in recent decades in terms of where, what, how and with whom we eat. This has been facilitated by a transition from traditional, healthy and basic foods prepared in the home to ultraprocessed, unhealthy foods requiring little planning and preparation prior to consuming. Consequently, many youth lack the food literacy (knowledge, skills and critical perspectives) necessary to be well and minimize their risk of obesity and chronic diseases, in the context of a complex food system. The specific dimensions of these knowledge, skills and dispositions, however, are unknown. This study identified critical food literacy competencies required by youth as they transition to independent adulthood. Design : This study employed a Delphi methodology to achieve consensus statements on critical food literacy competencies within a framework encompassing cognitive, psychomotor and affective dimensions. Participants : A panel of 41 experts including dietitians, teachers and college/university students participated in in‐depth interviews. Analysis : Results were thematically analysed and incorporated into two subsequent surveys completed by panel members. Rater agreement was set at 75% agreeing/strongly agreeing with survey items. A panel subgroup further delineated results into competency statements. Results : Within the themes of “confidence and empowerment,” “joy and meaning” and “sustainable and equitable food systems,” 16 broad competency areas, and 59 specific competencies were identified. These were assembled into a Food Literacy Framework. Conclusion : Results can be used to support food and nutrition education in community settings as well as the formal school system, and to advocate for resources to support food literacy education programmes.     

Website evaluation criteria among US college student consumers with different shopping orientations and Internet channel usage

The purpose of this study was to compare the website evaluation criteria among college student consumers in the US with different shopping orientations and Internet channel usage (i.e. online information searchers, online purchasers). The sample for this research was 414 college students, non‐married and aged 18–22 who have experience in visiting websites selling apparel products. Five apparel website evaluation criteria were identified by factor analysis (i.e. product information, customer service, privacy/security, navigation, auditory experience/comparison shopping). Based on shopping orientation factors, cluster analysis revealed three shopping orientation clusters (i.e. Hesitant In‐home Shoppers, Practical Clothing Shoppers, Involved Clothing Shoppers). Factorial manova showed that website evaluation criteria were significantly different among college student consumers with different shopping orientations and between online information searchers and online purchasers. Implications and limitations of the study are discussed.     

“基于项目的团队学习”教学模式的应用研究——针对经管类课程

经管类课程作为商科院校的主要教学内容具有显著的综合性、实践性和应用性等特点,而传统的填鸭式教育模式严重阻碍了学生创新、思考能力的发展。"基于项目的团队学习"教学模式将学生团队导入一个仿真的情境中,在引导、启发、鼓励学生协作完成教学项目的过程中掌握知识和能力,该模式可为经管类课程的教学改革提供良好的借鉴。     

The Ethics of Professorial Book Selling: Morality, Money and "Black Market" Books

This study used experimental and correlational techniques to examine perceptions that university faculty hold regarding the practice of professorial selling of examination textbooks to wholesalers. Faculty members (n = 236) from 14 universities and community colleges and a wide variety of academic disciplines responded to a web-based survey. We presented hypothetical selling situations to respondents with manipulated variables consisting of solicitation status (unsolicited versus solicited) and use of money (for faculty or for student activities). Both main effects and the interaction effect were significant such that respondents perceived it to be more ethical to sell an examination book when the book was unsolicited and when the money was being used to fund student activities. The variable most correlated with faculty members' beliefs that book selling is ethical and the faculty members' self-reports of whether or not they have engaged in bookselling was how widespread the practice appeared to be on campus. About 30 percent of faculty members sold textbooks over the past year at a dollar value of about $80 per professor. About 38 percent of respondents reported they believed the practice to be generally ethical. Implications for business ethics theory, students' moral development, and advancement of on-campus codes of ethics policies are discussed along with avenues for future research.