Julie H. Hertenstein

Classroom participation and discussion effectiveness: student-generated strategies

Classroom discussion is one of the most frequently used and often embraced pedagogical strategies. In attempting to enhance participation quality and discussion effectiveness, there is concern over what to do about students who are less inclined to participate voluntarily. We examined the context of intensive graduate business classes—in which the instructor had high expectations for participation, placed significant weight on the participation grade, and cold called (i.e., called on students whose hands were not raised). In a questionnaire, we asked students to identify what enhanced the quality of participation and the effectiveness of discussion in this class. Qualitative content analysis indicated that student responses clustered in several areas: (1) required/graded participation, (2) incorporating ideas and experiences, (3) active facilitation, (4) asking effective questions, (5) supportive classroom environment, and (6) affirming contributions/constructive feedback. The results strongly endorse the practice of cold calling. The class instructor utilized student responses to formulate future teaching strategies.

Nonvoluntary Class Participation in Graduate Discussion Courses: Effects of Grading and Cold Calling.

Classroom discussion is a frequently used “active learning” strategy; however, a dilemma this strategy produces is what to do about students who are less inclined to volunteer. This study examines an environment which uses cold calling and graded participation to include more students in discussions. The results suggest that despite widespread concerns about cold calling, students are not uncomfortable. This environment also is shown to increase participation frequency and marginally affect preparation, which in turn lead to increased comfort. Practical guidance is provided to help instructors design cold calls to ensure students have a positive experience and fully benefit from inclusion in the discussion.

Impact of Cold-Calling on Student Voluntary Participation

Classroom discussion is perhaps the most frequently used “active learning” strategy. However, instructors are often concerned about students who are less inclined to participate voluntarily. They worry that students not involved in the discussion might have lower quality learning experiences. Although instructors might consider whether to call on a student whose hand is not raised (“cold-call”), some instructors resist cold-calling fearing that the student will feel uncomfortable. This study examines the impact of cold-calling on students’ voluntary participation in class discussions and their comfort participating in discussions. The results demonstrate that significantly more students answer questions voluntarily in classes with high cold-calling, and that the number of students voluntarily answering questions in high cold-calling classes increases over time. Furthermore, students in classes with high cold-calling answer more voluntary questions than those in classes with low cold-calling; this also increases over time. Finally, in classes with high cold-calling, students’ comfort participating in class discussions increases while in classes with low cold-calling, students’ comfort participating does not change. Research findings show that cold-calling can be done fairly extensively without making students uncomfortable. Thus, the research reported here provides support for using this instructional strategy to engage more students to participate in discussions.

Solving the puzzle of the cash flow statement

T he cash flow statement is one of the most useful financial statements companies prepare. When analyzed in a rational, logical manner, it can illuminate a treasure trove of clues as to how a company is balancing its receivables and payables, paying for its growth, and otherwise managing its flow of funds. But many readers seem to bypass the cash flow statement and head only for the old, familiar, comfortable income statement and balance sheet-despite the fact that the cash flow statement may provide considerable information about what is really happening in a business beyond that contained in either of the other two statements. There are several reasons why the cash flow statement may not get the attention it deserves. First, although it has been around in its present format since mid-1988, it is still considered the “new statement”; many managers were not exposed to it during their business schooling in financial analysis. If they were, they may have been taught how to prepare one but not how to interpret the story it tells. Second, the format of the “Cash Flow from Operating Activities” section of the statement can be challenging to follow if presented in what is known as the “indirect” method. But perhaps most daunting to many is the mistaken idea that it takes a very sophisticated analysis of complicated ratios and relationships to use a cash flow statement effectively. Contributing to this notion are numerous business journal articles that have appeared in the past decade. They promote the value of this statement when appropriate cash flow ratios are used in statistical packages, such as those used to predict bankruptcy. Present day textbooks, when not merely teaching students to prepare the statement, also concentrate on describing how ratios such as “free cash flow to net income” can be derived, but say little about what truly useful information these ratios or other information