STUDENT & ALUMNI PEER REVIEWED JOURNAL ABSTRACTS
Sharma, A., & Bauman, A. (2025)
Sharma, A., & Desplaces, D. (2025)
Sharma, A., & Wright, S. (2025)
Sharma, A., & Wright, S. (2025)
The Plagiarism Pandemic— Confronting Cheating in the Tech Era: Rejoinder to “The Next Generation of Pedagogy: Reflections from EdTech Leaders”
How Structured-Feedback Mechanism Influences Student and Group Learning Behavior: A Capsim Based Study
Evaluating the Alignment of the Revised CPA Exam with Profession- al Accountancy Demands: Insights from Accounting Educators
Unlocking Tech-Savvy Campuses: Is Institutional Support for Accounting Faculty Readiness Adequate?
Research in Higher Education Journal, 46
Research in Higher Education Journal, 46
Journal of Management Education, 49(4), 653-662
Journal of Education for Business, 100(7), 325-332
This rejoinder extends the dialog initiated by Ritter et al. on Educational Technology (EdTech) by exploring its dual nature, framed through the Yin-Yang philosophy. While EdTech offers transformative opportunities for enhancing student engagement and learning, it also poses challeng - es, notably academic dishonesty fueled by Generative AI (GenAI) tools like ChatGPT and Google Gemini. The re - joinder examines the ethical and practical implications of these technologies, emphasizing the blurred lines between collaboration and plagiarism. It highlights strategies for educators, institutions, and policymakers to foster aca - demic integrity while maximizing EdTech’s potential. This balanced approach ensures students develop both techno - logical proficiency and ethical responsibility, preparing them for an increasingly digital academic and professional landscape.
This study investigates the impact of structured feedback on student learning in simulation-based business edu - cation. By using Capsim simulation platform, the study assesses: how group performance impacts individual outcomes, the influence of instructor feedback on group success, and the moderating effects of behavioral factors, such as self-efficacy and peer feedback. Results reveal that group performance significantly predicts individual out - comes; instructor feedback improves group performance, especially when moderated by collective group self-effi - cacy. These findings highlight the key role of feedback in both individual and group learning, thereby suggesting po - tential avenues for enhancing business education practices using simulations platforms.
This study examines accounting faculty perceptions of the alignment of the newly revised CPA exam with the evolv - ing demands of the accountancy profession. Triggered by significant technological advancements and the CPA Evolution initiative, the exam now encompasses broader coverage of data analytics, information technology, and emerging technologies. Through a survey of accounting educators, this research explores their preparedness and perceptions of the exam’s relevance to professional re - quirements. Findings indicate a consensus on the exam’s effectiveness in addressing core accounting competencies but reveal gaps in knowledge regarding managerial, tech - nical, and global topics. The study contributes to ongoing discussions on accounting education’s adaptation to tech - nological and professional landscapes, suggesting areas for further curriculum development and research. Overall, the analysis underscores the need for clearer communication and education about the CPA exam’s objectives
This study investigates accounting faculty perceptions regarding institutional prioritization of the use and adop - tion of technology, funding for course-related technology, faculty professional development, and the use of facul - ty-related incentives for the development of technology related curriculum. The study examined 263 completed survey responses and found that faculty perceptions of institutional support for technology are somewhat favor - able. When controlling for institutional size and AACSB accreditation, faculty perceptions are more favorable than those at smaller, non-AACSB accredited institutions. Fac - ulty in administrative roles and those with an analytics specialty and higher ranks rate their universities more fa - vorably than those in other roles and ranks.
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