The Myers Briggs Type Indicator （MBTI） test has been widely used in schools and career placement organizations to counsel individuals into compatible career choices. The test has also been utilized in academia to en...The Myers Briggs Type Indicator （MBTI） test has been widely used in schools and career placement organizations to counsel individuals into compatible career choices. The test has also been utilized in academia to enhance instructor＇s knowledge of the different learning styles and thus allows them to develop strategies to increase students＇ learning. The test is a forced-choice self-reporting exam comprised of 126 questions. Based on Jung＇s theory of personality type, the test seeks to categorize personality types into 16 discrete groups based on the four preference poles （Myers, 1962）. The poles are based on the preference for： （1） introversion （I） or extroversion （E）; （2） sensing （S） or intuition （N）; （3） thinking （T） or feeling （F）; and （4）judging （J） or perception （P）. Laribee （1994） studied American accounting students and found that certain personality traits were over represented in upper-level accounting courses, while Macdaid, McCaulley, and Kainz （1986） found that the same personality trait groups were over-represented in the profession. Oswick and Barber （1998）, however, found no significant relationship between the grade earned in an introductory accounting course and the personality traits as identified by the MBTI with 344 UK-based accounting students. This study investigates the relationship between a student＇s academic success in a financial accounting principles course and the MBTI personality type indicators. The type distribution of 59 historically black colleges and universities＇ （HBCU） business administration majors was analyzed and separated into two groups. The groups were then tested to determine if there was a significant difference in the mean grade of the groups in accounting principles.展开更多
In 2006, a private highly ranked Association to Advance Collegiate Schools of Business International [AACSB] accredited business school introduced a hybrid face to face and on-line MBA program, tailored towards workin...In 2006, a private highly ranked Association to Advance Collegiate Schools of Business International [AACSB] accredited business school introduced a hybrid face to face and on-line MBA program, tailored towards working professionals. The features of the program were highlighted by the ability of the participants to receive an MBA in about two years while maintaining their full-time jobs. Despite the considerable rigor and cost, the growth of the program has far exceeded original projections, and enrollment currently stands at over 400 participants in three locations, with a fourth slated for opening in 2012. In addition, the pedagogical tools learned and employed by the faculty and administrators are now being utilized in all other undergraduate, graduate, and executive education levels. Because the program curriculum spans both face to face and on-line learning, as well as a multi-disciplinary content and process, it has been challenging from the faculty side along a number of dimensions. This paper seeks to express the content and pedagogical angles from the view of one discipline＇s experience, so that other faculty and administrators can benefit from seeing this particular ＂early adoption＂ approach. In short, the author hopes that this paper steepens the learning curve for others who are thinking of delivering or teaching in this type of programmatic model in the future.展开更多
文摘The Myers Briggs Type Indicator （MBTI） test has been widely used in schools and career placement organizations to counsel individuals into compatible career choices. The test has also been utilized in academia to enhance instructor＇s knowledge of the different learning styles and thus allows them to develop strategies to increase students＇ learning. The test is a forced-choice self-reporting exam comprised of 126 questions. Based on Jung＇s theory of personality type, the test seeks to categorize personality types into 16 discrete groups based on the four preference poles （Myers, 1962）. The poles are based on the preference for： （1） introversion （I） or extroversion （E）; （2） sensing （S） or intuition （N）; （3） thinking （T） or feeling （F）; and （4）judging （J） or perception （P）. Laribee （1994） studied American accounting students and found that certain personality traits were over represented in upper-level accounting courses, while Macdaid, McCaulley, and Kainz （1986） found that the same personality trait groups were over-represented in the profession. Oswick and Barber （1998）, however, found no significant relationship between the grade earned in an introductory accounting course and the personality traits as identified by the MBTI with 344 UK-based accounting students. This study investigates the relationship between a student＇s academic success in a financial accounting principles course and the MBTI personality type indicators. The type distribution of 59 historically black colleges and universities＇ （HBCU） business administration majors was analyzed and separated into two groups. The groups were then tested to determine if there was a significant difference in the mean grade of the groups in accounting principles.
文摘In 2006, a private highly ranked Association to Advance Collegiate Schools of Business International [AACSB] accredited business school introduced a hybrid face to face and on-line MBA program, tailored towards working professionals. The features of the program were highlighted by the ability of the participants to receive an MBA in about two years while maintaining their full-time jobs. Despite the considerable rigor and cost, the growth of the program has far exceeded original projections, and enrollment currently stands at over 400 participants in three locations, with a fourth slated for opening in 2012. In addition, the pedagogical tools learned and employed by the faculty and administrators are now being utilized in all other undergraduate, graduate, and executive education levels. Because the program curriculum spans both face to face and on-line learning, as well as a multi-disciplinary content and process, it has been challenging from the faculty side along a number of dimensions. This paper seeks to express the content and pedagogical angles from the view of one discipline＇s experience, so that other faculty and administrators can benefit from seeing this particular ＂early adoption＂ approach. In short, the author hopes that this paper steepens the learning curve for others who are thinking of delivering or teaching in this type of programmatic model in the future.
