Management education in East Central Europe exists in a context of rapid evolution, the need to establish credibility, and contradictory demand. Programs must deal with the transition to a market economy, social versus profit orientation, lack of qualified faculty, and the need for textbooks and case material. (SK)

Presents a group project model focused on teaching the critical workplace skills of communication and group effectiveness. The model's stages are orientation, formation, cohesion, performance, evaluation, and dissolution. (SK)

Explains how journal writing can help business students integrate field learning from internships with academic learning. Instructions to students, faculty review of journals, grading, and ideas for expanding the assignment are presented. (SK)

A professional development course helps business majors develop a commitment to their profession. Such activities as cooperative learning groups, field experiences, speakers, and journal writing acquaint students with the concepts of a profession. (SK)

The author defines the term "entrepreneur" and discusses how business educators can train students to run a small business successfully. She notes the trend toward job growth in the service industry and states that this trend will influence the growth of entrepreneurship as an area of study. (CH)

The author presents potential models for articulation between business education programs. A list of 10 principles for articulation, based on the experience of successful articulation programs, is included. (CH)

The author examines four questions regarding professional accounting education: (1) Why the controversy over the conceptual versus the technical approach?, (2) What should the objectives be?, (3) Why teach theory and not technical knowledge?, and (4) Where does the field go from here? Implications for further research are discussed. (CH)

The author discusses criteria for evaluating the effectiveness of a secondary business program. Topics covered are (1) curriculum, including competency-based programs, technological considerations, basic business and economic education, and basic skills; (2) advisory committees; (3) student organizations; and (4) professional activities of…

Discusses challenges that business education can address by curriculum redesign. States that the needs are (1) employment skills, (2) elective opportunities, (3) changing the clerical image, (4) management training, (5) computer instruction planning, (6) microcomputers replacing typewriters, (7) public awareness, (8) business courses in middle…

The authors describe a framework for administration and implementation of postsecondary internships in accounting. Topics covered include (1) qualifications, (2) duration, (3) timing, (4) granting credit and providing grades, and (5) evaluation criteria. Implementation guidelines are included. (CH)

The author discusses persuasive communication and explores why some speakers are seen as credible sources of information while others are not. She covers several factors related to perceived credibility, including (1) sex, (2) size, (3) age, and (4) social status of the source. Methods of establishing credibility are discussed. (CH)

The study addressed the question, "Did students within some areas of concentration in business outperform students in other areas of concentration in lower-division economics courses?" Results indicate the answer is "yes" and that the best performance comes from students in (1) accounting, (2) finance, and (3) management information systems. (CH)

Discusses the benefits of using teleconferencing in the business classroom and the important lessons this use can teach students who will enter business. (CH)

Business educators must provide students with microcomputer training to enable them to become productive upon entry into the work force. Implementation of a diversified mini/microcomputer network in the educational environment will provide these students with the needed practical experience. (CH)

Discusses the construction of validation examinations used to certify that students claiming transfer credit for a required course possess the required level of competency. Covers test specifications, writing test items, pretesting items, and formatting considerations. (CH)