American Journal of Business Education (AJBE) <p><strong>Published since 2008</strong><br>ISSN 1942-2504 (print), ISSN 1942-2512 (online)<br>The American Journal of Business Education (AJBE) publishes papers that significantly contribute to the understanding of the science and practice of business pedagogy.</p> en-US (Stephanie Clute) (Clute Institute) Wed, 01 Jan 2020 00:00:00 +0000 OJS 60 Procrastination And Its Relationship With Business Students’ Cheating Perceptions <p>The epidemic of college cheating is evolving to include more sophisticated schemes that are more difficult to detect. Business students’ cheating is even more concerning because such behavior in college predicts workplace cheating (Nonis &amp; Swift, 2001). The current study examines procrastination as a personality variable that affects business students’ perceptions of cheating ethics. A survey of 370 undergraduate and graduate business students was conducted. The results showed that low procrastinators were more likely to view cheating actions as more unethical compared to high procrastinators. Low procrastinators also had higher academic performance.</p> Rafik Z. Elias Copyright (c) 2020 Clute Institute Wed, 01 Jan 2020 00:00:00 +0000 Bridging The CPA Exam Gap: Do Internships Matter? <p>In this paper we consider whether experience gained on the job through an internship results in knowledge that can help with passing the CPA exam. It would seem that a candidate for the CPA exam would be better prepared if they had the combination of education and practical experience. We examine the CPA exam performance of 72 graduate students that completed a public accounting internship prior to sitting for the CPA exam compared to 98 graduate students that did not complete an internship in public accounting. Our analysis indicates that on average students completing internships score higher on all parts of the CPA exam. In addition, on average, students completing internships had a higher overall pass rate for each section of the exam, with the pass rate for the Regulation (REG) section being significantly higher for students that have completed internships; we also find that on average students with internships pass 2 sections of the exam prior to graduation as compared to 1.69 for students that have not completed internships.</p> Stephanie Hairston, Charles Harter, Britton McKay Copyright (c) 2020 Clute Institute Wed, 01 Jan 2020 00:00:00 +0000 The Pursuit Of Excellence: 3rd-Party Rankings And Positioning Of Online Programs Through Quality And Value <p>Third-party ranking agencies (e.g., US News and World Report, Center for Online Education, produce rankings that are a popular publicly accessible search option for potential students as they sort online degree options. While higher education administration is keen to the possibility that most or all ranking systems risk methodological flaws, potential students are still on board with rankings and seem significantly steered by their results (Barkhorn, 2014). Monitoring rankings has become a positioning consideration for academic institutions. The disparity amongst ranking factors across time and across assessor, along with the mismatch between ranking methods used and suggested methodologies from research on higher education begs the question: which attributes are colleges and universities supposed to leverage? This study reports a fully mediated SEM using data from online student feedback across multiple quality touch points: faculty, LMS and course on student loyalty as mediated by perceived value.</p> Ashley Kilburn, Brandon Kilburn, Kevin Hammond, Denise Williams Copyright (c) 2020 Clute Institute Wed, 01 Jan 2020 00:00:00 +0000