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• W1601983405 abstract "Student performance is the most important outcome of education. Moreover, in the early 1990s the American Assembly of Collegiate Schools of Business (AACSB), a discriminating business school accrediting agency, modified its regulations. Consequently, the qualifying institution, instead of the accrediting body, could establish the appropriate institution mission and develop faculty performance criteria geared towards achieving the mission. Thus, for the first time, the institutions had some flexibility to adjust the performance mix of teaching, research and service to reflect the relevant mission of the particular institution. The importance of this AACSB modification cannot be overstated. Institutions of higher learning that had regularly rewarded research to the detriment of teaching, could now change their emphasis and develop goals and mission statements that reflect teaching as a priority. The goal of the College of Business at this University is high quality instruction. Although this has been a continuing theme throughout the past 15 years, teaching was re-emphasized as the priority mission three years ago when the College achieved AACSB accreditation. The goal thus is quite clear. We need to do whatever it takes to promote student learning and high student performance. While the goal is clear and laudable, its achievement is not easy because the typical undergraduate student is apathetic about education. The goal for many students is to achieve a grade of C, get a degree and move on. However, this grade of C in a course typically suggests that the student merely met requirements to pass the course. Such an outcome is not useful to anyone. Students suffer because they can't function properly. Businesses that hire these students suffer because employees who lack fundamental skills are not productive. Thus, no one has gained. It is not difficult to understand reasons for their apathy. The typical undergraduate student becomes apathetic towards academics because of what they perceive to be unsurmountable hindrances in the pursuit of academic excellence. Hindrances to the Pursuit of Academic Excellence Over many years of teaching undergraduate classes, we have found that there are major hindrances to the pursuit of academic excellence at the undergraduate level. These are listed in Table 1. Table 1 Barriers to High Student Achievement at the Undergraduate Level 1. Need to juggle full-time work with academics and family needs 2. Need to balance needs of extra-curricular activities with academics 3. Low motivation because they perceive course work to be not relevant 4. Difficulty adjusting to different faculty teaching styles Managing the learning process is only one barrier to high student achievement. Carrying full course loads and balancing work and family responsibilities prevent needed student focus and concentration during class time. Typically our students enroll in three to five courses per semester. But, their responsibilities only begin here. In addition to carrying these course loads many students work approximately 20 to 40 hours per week. Students juggle fluctuating work schedules, new or changing jobs, work-related traveling activities and working overtime. Traditional, non-working students, occupy their time with extra-curricular activities such as involvement with student clubs, student government, community service projects and internships. It is a rare student then, who has but one commitment--to attend college classes. These hurdles are not likely to disappear. The consequent apathy and lack of motivation in the typical student prevent them from pursuing high academic goals. Thus, the first step for the instructor is to overcome student apathy and motivate them to become attuned to the important objective of high student performance. Over the years we have sought an educational process that would overcome student apathy and get them attuned to the objective of high performance. …" @default.
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• W1601983405 date "1999-06-22" @default.
• W1601983405 modified "2023-09-24" @default.
• W1601983405 title "Improving Undergraduate Student Involvement in Management Science and Business Writing Courses Using the Seven Principles in Action" @default.
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