Kenneth J. Chapman

Academic Integrity in the Business School Environment: I’ll Get by with a Little Help from My Friends

The incidence of academic dishonesty has been increasing throughout the past few decades. Past research has indicated that business students cheat more than their peers in other disciplines across the university. And, of particular concern to marketing educators, the current research finds that marketing majors cheat significantly more than their peers in other business disciplines. The research results also indicate that students are much more likely to cheat in situations in which friends (versus mere acquaintances) are involved. The study identifies a robust false consensus effect in which the respondents significantly overestimate the degree to which others cheat. Finally, the research investigates behaviors, beliefs, and propensities related to cheating on electronic exams. The article suggests tactical and strategic measures that business schools and their faculty can use to reduce the incidence of academic dishonesty.

Can’t We Pick our Own Groups? The Influence of Group Selection Method on Group Dynamics and Outcomes

In today’s business world, the ability to work efficiently and effectively with others in a group is a mandatory skill. Many employers rank “ability to work with a group” as one of the most important attributes for business school graduates to possess. Therefore, it is important for instructors to understand the factors that influence group dynamics and outcomes and students’ attitudes toward group experiences. The objective of this research is to test whether the method of group member assignment (i.e., random or self-selected) affects the nature of group dynamics and outcomes, and students’ attitudes toward the group experience. The results indicate that the method of group member assignment does influence group dynamics, attitudes toward the group experience, and group outcomes.

Creating Positive Group Project Experiences: An Examination of the Role of the Instructor on Students’ Perceptions of Group Projects

The role of the instructor in influencing students’ attitudes, beliefs, and concerns toward group projects was assessed in a survey of students at 32 educational institutions. Results from a path-analytic model support the view that the instructor plays a significant role in influencing students’ attitudes, perceived benefits, and work and grade equity concerns regarding group work. The research showed that students were more likely to have positive attitudes about group work if they had instructors who discussed group management issues (e.g., group dynamics) and used methods to evaluate individual performance within the group (e.g., peer evaluations). In addition, the findings indicate that in general, instructors are not doing enough to facilitate students’ group experiences.

Are Student Groups Dysfunctional? Perspectives from Both Sides of the Classroom.

In today’s business world, the ability to work efficiently and effectively in a team is mandatory to a business student’s success. Many employers rank “ability to work with a group” as one of the most important attributes for hiring business school graduates. Although an abundance of research has investigated group processes and dynamics during student group projects, no studies to date have specifically examined how instructors perceive the way in which students operate within their groups. The primary goal of this research is to address how student views regarding group work compare to those of their instructors. The results indicate that there are significant gaps between students’ opinions of their team experiences and the perceptions of the faculty who assign the group activities. The findings have implications for the use of team projects and the attitudes and behaviors instructors have regarding the efficacy of student groups.

Lactate, Fructose and Glucose Oxidation Profiles in Sports Drinks and the Effect on Exercise Performance

Exogenous carbohydrate oxidation was assessed in 6 male Category 1 and 2 cyclists who consumed CytoMax™ (C) or a leading sports drink (G) before and during continuous exercise (CE). C contained lactate-polymer, fructose, glucose and glucose polymer, while G contained fructose and glucose. Peak power output and VO2 on a cycle ergometer were 408±13 W and 67.4±3.2 mlO2·kg−1·min−1. Subjects performed 3 bouts of CE with C, and 2 with G at 62% VO2peak for 90 min, followed by high intensity (HI) exercise (86% VO2peak) to volitional fatigue. Subjects consumed 250 ml fluid immediately before (−2 min) and every 15 min of cycling. Drinks at −2 and 45 min contained 100 mg of [U-13C]-lactate, -glucose or -fructose. Blood, pulmonary gas samples and 13CO2 excretion were taken prior to fluid ingestion and at 5,10,15,30,45,60,75, and 90 min of CE, at the end of HI, and 15 min of recovery. HI after CE was 25% longer with C than G (6.5±0.8 vs. 5.2±1.0 min, P<0.05). 13CO2 from the −2 min lactate tracer was significantly elevated above rest at 5 min of exercise, and peaked at 15 min. 13CO2 from the −2 min glucose tracer peaked at 45 min for C and G. 13CO2 increased rapidly from the 45 min lactate dose, and by 60 min of exercise was 33% greater than glucose in C or G, and 36% greater than fructose in G. 13CO2 production following tracer fructose ingestion was greater than glucose in the first 45 minutes in C and G. Cumulative recoveries of tracer during exercise were: 92%±5.3% for lactate in C and 25±4.0% for glucose in C or G. Recoveries for fructose in C and G were 75±5.9% and 26±6.6%, respectively. Lactate was used more rapidly and to a greater extent than fructose or glucose. CytoMax significantly enhanced HI.

The 2000 E-Campaign for U.S. Senate

Abstract The 2000 election saw another increase in the number of Web sites produced by candidates for the U.S. Senate, to over 90% for the major party candidates and nearly 60% for third-party candidates. A content analysis of these campaign Web sites finds an increase in design elements that advance campaign purposes, such as online and credit card contributions. At the same time, few features or services were directed to the mass electorate. The absence of voter registration information and privacy policies from the large majority of Web sites is particularly striking. Sites often lacked basic navigation tools, making it difficult to find desired information. They also took little advantage of the interactivity that makes Web sites such a powerful communication and marketing tool. Third-party candidate Web sites lagged behind those of Democrats and Republicans in most respects, with the notable exceptions of mentioning their party names and the candidates at the tops of their tickets. The study concludes that campaign Web sites have not leveled the playing field for third parties, nor become a vehicle for increasing voter education and activation of the mass electorate. Neither are these Web sites employing a relationship

Reducing Content Variance and Improving Student Learning Outcomes: The Value of Standardization in a Multisection Course.

This article describes a standardization process for an introductory marketing course with multiple sections. The authors first outline the process used to develop a standardized set of marketing concepts to be used in all introductory marketing classes. They then discuss the benefits to both students and faculty that occur as a result of standardizing a required course that has multiple sections. Finally, they present results from a survey designed to assess student attitudes about the use of standardized marketing concepts within a course and across the curriculum. The results indicate that students value a standardized curriculum and appreciate more repetition of concepts within and between marketing classes. In addition, the survey results show that students who are introduced to the standardized set of concepts in their introductory marketing classes score higher on a knowledge test than students who are not exposed to the standardized set of concepts.

Innovation Through Collaborative Course Development: Theory and Practice

A pressing issue for educators is the difficulty in fostering engagement and vesting students in courses. A new pedagogical model labeled Collaborative Course Development (CCD) has evolved as a viable solution. CCD not only allows students to be actively involved in initial course design but also empowers them to make decisions about class structure throughout the term. The purpose of this work is to explain the theoretical background of CCD, outline its effective use, and detail six specific practices for implementation. The article concludes with research-worthy propositions as well as preliminary findings and a brief discussion of potential challenges.

The Impact of Collaboration, Empowerment, and Choice: An Empirical Examination of the Collaborative Course Development Method

This research empirically tests collaborative course development (CCD)—a pedagogy presented in the 2016 Marketing Education Review Special Issue on Teaching Innovations. A team of researchers taught experimental courses using CCD methods (employing various techniques including syllabus building, “flex-tures,” free-choice assignments, and exam writing). Control sections used traditional classroom techniques (using professor-developed syllabi, lectures, forced-choice assignments, and professor-written exams). Results demonstrated that CCD classes yielded significantly higher levels of student engagement, perceived learning, satisfaction, and professor ratings. These effects were reliable between and within professors. It is interesting to note that the positive effects persisted even for students with high levels of two control variables (i.e., preference for consistency and separateness-connectedness self-schema).

Collaborative Course Development: A New Model for Improved Student Outcomes

This research proposes and tests the concept of collaborative course development (CCD)—a pedagogy in which students are actively involved in course design, empowered to make decisions about class structure, and free to make choices in assignments. Over a period of three academic terms, researchers taught experimental course sections utilizing CCD methods (i.e., employing various pedagogical techniques including syllabus building, “flex-tures,” free-choice assignments, and exam writing), as well as control sections utilizing traditionally structured classroom techniques (i.e., professor-developed syllabi, structured lectures, forced-choice assignments, and professor-written exams). Results indicate that CCD classes yield significantly higher levels of student engagement, perceived learning, satisfaction, and ratings of professors. These main effects are consistent between and within professors. Interestingly, the positive effects associated with CCD teaching techniques are also consistent for students with high and low levels of two control variables (the preference for consistency and the separateness-connectedness self-schema).