Academic integrity has become a significant point of concern in the post-secondary landscape, and many institutions are now exploring ways on how to implement academic integrity training for students. This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness.
Purpose The purpose of this paper is to describe the creation and deliberate positioning of a new Bachelor of Commerce program at MacEwan School of Business, Canada, by formally integrating professional skills in the curriculum. Through institutional narratives and statistical measurements, the authors detail the process from the first broad conversation and the different phases of the institutional deliberations to a measurement of students’ development of professional skills and self-confidence through the eyes of student peer coaches. Design/methodology/approach The paper explains the institutional thinking process and the inputs that were sought when creating the new Bachelor of Commerce program with integrated professional skills. Hard data were collected on student peer coaches’ development of professional skills through a scale for assessing managerial competencies for undergraduate business students. In addition, coaches’ development of peer-coaching self-confidence was measured. This allows for the correlation between the two constructs self-confidence and professional skills development to be measured. Findings The formal implementation of professional skills and peer-coaching of professional skills in the Bachelor of Commerce program showed to be effective in furthering students’ development of professional skills and self-confidence. Also, this study illustrates the need for deliberate and systematic planning, and the inherent differentiating opportunities, when creating a new degree program. Originality/value This paper encourages institutional positioning initiatives and presents insights into the training of large cohorts of undergraduate business in their acquisition of professional skills.
This exploratory paper focuses its discussion on the 21 st century leadership skills graduates of university business schools need to have to be successful in the digital age. Common themes from the leadership literature are first identified. These are then compared with the requirements from: 1. accrediting agencies for university business schools, 2. national committees and national councils, and 3. sponsoring foundations. Several common themes about the 21 st century leadership skills for the digital age have emerged which have implications for curriculum review and development at universities. Last, questions are asked and suggestions are made for implementation of these common leadership themes in university curriculum content design.
The purpose of this study is to determine if youths' leader self-confidence, once developed in a leadership training program, persisted over time. It is exploratory comparative analysis research comparing two studies on the same leadership training program: Benson (1991) and the Canadian Alberta Provincial Government ( ). Benson's (1991 study assessed youths' self-confidence 3 months after they attended the provincial leadership training program. The Alberta Provincial Government (1995) study assessed youths' and adults' self-confidence 1 to 8 years after they attended the same provincial leadership training program. Although this is not a true longitudinal study following the same subjects over time; it is a follow-up study measuring the impact of the provincial leadership training program on the permanency of self-confidence development and retention over time. This is one of the few leadership studies on self-efficacy and self-confidence to do this. This exploratory study will do an in-depth comparative analysis of
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