The Operations Management (OM) course is often the first in-depth investigation for students into the OM world. The material can be confusing because it is often delivered as compartmentalized concepts in strategy, demand management, accounting, human resources, economics, etc. Our students do not understand the interdepartmental and interpersonal…

With the expansion of business education and an increasing focus on diversity, it is imperative that business schools address students' diverse learning styles. A deeper understanding of how differently each student learns may provide useful insights into "teaching-learning" processes that need to be designed for effective learning.…

In higher education, business students with different learning styles may not all respond successfully to a straight lecture format. The authors analyze the impact that an experiential learning activity (an optional stock market trading simulation) has demonstrated on student success in a college investments course. Findings suggest that students…

Undergraduate business students (N = 307) reported their learning preferences from a list of 18 instructional methods commonly used by college of business educators. Data were also collected on academic and demographic characteristics. Exploratory factor analysis of student preferences for instructional methods identified five learning styles:…

As digital technologies evolve in education, business faculty have increased access to an extensive range of mobile devices and online applications to help them inspire students' passion for learning. Adopting new digital approaches to teaching can also enhance the learning style of students who are immersed in the use of digital devices. How can…

An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of…

The Myers-Briggs Type Indicator was administered to 741 students at Western Carolina University. In comparison to their peers, business school students were predominantly sensation-feeling-judging cognitive types. This information is useful for curriculum development. (CH)

Accounting students (n=202) had different preferences for learning discrete facts, quick and easy problems, and new and ambiguous situations. On a multiple-choice test and unstructured task completed by 73 students, preference for quick and easy problems distinguished poor and good performers on the task but not on the test. (SK)

Marketing students (n=99) used computer simulation, 34 did not. Students who performed well on traditional exams also did well on the simulation. Students who preferred working with others seemed to perform more poorly on both the exam and the simulation. (SK)

This study examines differences in study skills and learning styles of students enrolled at the University of Scranton in the four business school majors of accounting, economics/finance, management, and marketing. It also compares these differences with those of students enrolled in other majors throughout the university. (CT)

A study of 35 international students in a business-administration program revealed the following: (1) most desired warm personal relationships with instructors; (2) the primary learning mode in their home countries was lecture; (3) they preferred direct contact with materials; and (4) a majority were classified as neutral learners on the Canfield…

Managed group formation uses student personal value data and sociometric nomination to optimize the influence of work group formation on student learning. Resulting work group formations are used to enhance the effectiveness of traditional course content and to increase students' sensitization to important group process issues in business policy.…