The Experts below are selected from a list of 15705 Experts worldwide ranked by ideXlab platform
James E. Hunton - One of the best experts on this subject based on the ideXlab platform.
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Does Graduate Education Contribute to Professional Accounting Success
2005Co-Authors: Benson Wier, Dan Stone, James E. HuntonAbstract:We investigate the value of Graduate Business Education in learning tacit knowledge and achieving professional accounting success. Archival (n = 5,932) and survey (n = 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and chemical) indicate that job performance evaluations (JPEs) of those who hold either a Masters of Accountancy (MAcc) or MBA degree are generally higher than non-master's (NM) degree accountants. We find some evidence that professionals with master's degrees, as compared to NM professionals, have higher levels of two forms of tacit managerial knowledge (TMK): self and others. The results also suggest that MAcc and MBA degrees contribute to success differentially throughout the professionals' careers. Specifically, a MAcc degree provides greater benefit than a MBA degree in the early and middle career years, while an MBA degree provides greater benefit than a MAcc degree in later career years. The results indicate that MAcc and MBA degrees contribute to success by increasing specific types of knowledge and enhancing ones' ability to learn.
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Does Graduate Business Education Contribute to Professional Accounting Success? (Retracted)
Accounting Horizons, 2005Co-Authors: Benson Wier, Dan Stone, James E. HuntonAbstract:We investigate the value of Graduate Business Education in learning tacit knowledge and achieving professional accounting success. Archival (n = 5,932) and survey (n = 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and chemical) indicate that job performance evaluations (JPEs) of those who hold either a Master's of Accountancy (M.Acc.) or M.B.A. degree are generally higher than non‐master's (NM) degree accountants. We find some evidence that professionals with master's degrees, as compared to NM professionals, have higher levels of two forms of tacit managerial knowledge (TMK): self and others. The results also suggest that M.Acc. and M.B.A. degrees contribute to success differentially throughout the professionals' careers. Specifically, a M.Acc. degree provides greater benefit than a M.B.A. degree in the early and middle career years, while an M.B.A. degree provides greater benefit than a M.Acc. degree in later career years. The ...
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Does Graduate Business Education contribute to professional accounting success
Accounting Horizons, 2005Co-Authors: Benson Wier, Dan Stone, James E. HuntonAbstract:SYNOPSIS: We investigate the value of Graduate Business Education in learning tacit knowledge and achieving professional accounting success. Archival (n 5,932) and survey (n 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and chemical) indicate that job performance evaluations (JPEs) of those who hold either a Master’s of Accountancy (M.Acc.) or M.B.A. degree are generally higher than non-master’s (NM) degree accountants. We find some evidence that professionals with master’s degrees, as compared to NM professionals, have higher levels of two forms of tacit managerial knowledge (TMK): self and others. The results also suggest that M.Acc. and M.B.A. degrees contribute to success differentially throughout the professionals’ careers. Specifically, a M.Acc. degree provides greater benefit than a M.B.A. degree in the early and middle career years, while an M.B.A. degree provides greater benefit than a M.Acc. degree in later career years. The results indicate that M.Acc. and M.B.A. degrees contribute to success by increasing specific types of knowledge and enhancing ones’ ability to learn.
Benson Wier - One of the best experts on this subject based on the ideXlab platform.
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Does Graduate Education Contribute to Professional Accounting Success
2005Co-Authors: Benson Wier, Dan Stone, James E. HuntonAbstract:We investigate the value of Graduate Business Education in learning tacit knowledge and achieving professional accounting success. Archival (n = 5,932) and survey (n = 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and chemical) indicate that job performance evaluations (JPEs) of those who hold either a Masters of Accountancy (MAcc) or MBA degree are generally higher than non-master's (NM) degree accountants. We find some evidence that professionals with master's degrees, as compared to NM professionals, have higher levels of two forms of tacit managerial knowledge (TMK): self and others. The results also suggest that MAcc and MBA degrees contribute to success differentially throughout the professionals' careers. Specifically, a MAcc degree provides greater benefit than a MBA degree in the early and middle career years, while an MBA degree provides greater benefit than a MAcc degree in later career years. The results indicate that MAcc and MBA degrees contribute to success by increasing specific types of knowledge and enhancing ones' ability to learn.
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Does Graduate Business Education Contribute to Professional Accounting Success? (Retracted)
Accounting Horizons, 2005Co-Authors: Benson Wier, Dan Stone, James E. HuntonAbstract:We investigate the value of Graduate Business Education in learning tacit knowledge and achieving professional accounting success. Archival (n = 5,932) and survey (n = 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and chemical) indicate that job performance evaluations (JPEs) of those who hold either a Master's of Accountancy (M.Acc.) or M.B.A. degree are generally higher than non‐master's (NM) degree accountants. We find some evidence that professionals with master's degrees, as compared to NM professionals, have higher levels of two forms of tacit managerial knowledge (TMK): self and others. The results also suggest that M.Acc. and M.B.A. degrees contribute to success differentially throughout the professionals' careers. Specifically, a M.Acc. degree provides greater benefit than a M.B.A. degree in the early and middle career years, while an M.B.A. degree provides greater benefit than a M.Acc. degree in later career years. The ...
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Does Graduate Business Education contribute to professional accounting success
Accounting Horizons, 2005Co-Authors: Benson Wier, Dan Stone, James E. HuntonAbstract:SYNOPSIS: We investigate the value of Graduate Business Education in learning tacit knowledge and achieving professional accounting success. Archival (n 5,932) and survey (n 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and chemical) indicate that job performance evaluations (JPEs) of those who hold either a Master’s of Accountancy (M.Acc.) or M.B.A. degree are generally higher than non-master’s (NM) degree accountants. We find some evidence that professionals with master’s degrees, as compared to NM professionals, have higher levels of two forms of tacit managerial knowledge (TMK): self and others. The results also suggest that M.Acc. and M.B.A. degrees contribute to success differentially throughout the professionals’ careers. Specifically, a M.Acc. degree provides greater benefit than a M.B.A. degree in the early and middle career years, while an M.B.A. degree provides greater benefit than a M.Acc. degree in later career years. The results indicate that M.Acc. and M.B.A. degrees contribute to success by increasing specific types of knowledge and enhancing ones’ ability to learn.
Wee Liang Tan - One of the best experts on this subject based on the ideXlab platform.
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An innovation in accounting Education: The MBA (Accountancy) in Singapore
Accounting Education, 1994Co-Authors: Wee Liang TanAbstract:An Innovation in accounting Education was initiated in in Singapore on 1 July 1991 with the inauguration of the Master of Business Administration (Accountancy) programme by the School of Accountancy and Business of the Nanyang Technological University. THe programme was launched to meet the need for good managers. of Which there is a dearth in Singapore. This innovation deserves mention and consideration for it seeks to achieve three goals: to provide Graduate Business Education, to provide accountancy Education as a fnctional emphasis, and to satifsy the professional requirements stipulated by the accounting profession in Singapore, A brief account is give of the programme, the context of its development and the planning and design process. We also address some misgivings about such a programme.
Donovan A Mcfarlane - One of the best experts on this subject based on the ideXlab platform.
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case study how a Business school blog can build stakeholder relationships and create added value in an mba marketing program
Journal of Strategic Marketing, 2017Co-Authors: Art Weinstein, Donovan A McfarlaneAbstract:AbstractInnovation, market orientation, and creative collaboration allow the smartest – not necessarily the biggest – organizations to win in the marketplace. This approach to competitive strategy is applicable in a wide variety of market contexts including Business, information, and professional services. In this case study, we explain how one Business school delivered enhanced value for its two primary target markets – MBA students and the Business community. This was accomplished by designing a strategic communication tool (a faculty blog) to gain a competitive edge in the crowded Graduate Business Education market in South Florida. We clearly demonstrate that organizations can create and add value by activating and implementing corporate entrepreneurial processes, programs, and activities as part of their strategic and competitive marketing efforts. This can be in the form of customer relationship management-oriented blogs or other initiatives. Engaging current and prospective customers and stakeholde...
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Case study – how a Business school blog can build stakeholder relationships and create added value in an MBA marketing program
Journal of Strategic Marketing, 2016Co-Authors: Art Weinstein, Donovan A McfarlaneAbstract:AbstractInnovation, market orientation, and creative collaboration allow the smartest – not necessarily the biggest – organizations to win in the marketplace. This approach to competitive strategy is applicable in a wide variety of market contexts including Business, information, and professional services. In this case study, we explain how one Business school delivered enhanced value for its two primary target markets – MBA students and the Business community. This was accomplished by designing a strategic communication tool (a faculty blog) to gain a competitive edge in the crowded Graduate Business Education market in South Florida. We clearly demonstrate that organizations can create and add value by activating and implementing corporate entrepreneurial processes, programs, and activities as part of their strategic and competitive marketing efforts. This can be in the form of customer relationship management-oriented blogs or other initiatives. Engaging current and prospective customers and stakeholde...
Reinhard Pekrun - One of the best experts on this subject based on the ideXlab platform.
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Students’ emotions for achievement and technology use in synchronous hybrid Graduate programmes: a control-value approach
Research in Learning Technology, 2015Co-Authors: Nikolaus T. Butz, Robert H. Stupnisky, Reinhard PekrunAbstract:Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun’s (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 Graduate Business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students’ perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success. Keywords: online learning; web conferencing; distance Education; Graduate Business Education; mediational analysis Citation : Research in Learning Technology 2015, 23 : 26097 - http://dx.doi.org/10.3402/rlt.v23.26097
