Discusses legal liability issues related to university Web sites, including copyright, defamation, and appropriation of images. Makes recommendations regarding domain names, intellectual-property protection, content, and security. (SK)

An alternative benchmarking approach for assessing business-school quality was developed by a partnership of five schools. It relies on facilitators who guide institutional representatives in selecting performance indicators and gathering and reporting benchmarks, best practices, and student satisfaction. (SK)

Three classes of business administration students chose the weight to be given class participation in their final course grade. Class A did self and peer assessments of participation, class B self, and class C peer. Self-assessments tended to be higher than instructor and peer. Peer assessment had low reliability but did provide useful feedback.…

Social science, science, and business majors and undecided students (n=168) received environmental-sociology instruction based on constructivism. Ecology attitudes of science and social science students changed the most. Science majors had higher scores than did business majors on the Ecological Worldview Scale. (SK)

Explores legal issues involved in business student internships for employers (compensation, workers' compensation, unemployment insurance, termination, equal-opportunities legislation, general liability) and for business schools (equal opportunities-legislation, general liability). (SK)

Accounting students (n=202) had different preferences for learning discrete facts, quick and easy problems, and new and ambiguous situations. On a multiple-choice test and unstructured task completed by 73 students, preference for quick and easy problems distinguished poor and good performers on the task but not on the test. (SK)

Compared to earlier studies, the skills and abilities expected of graduates identified in a survey of 151 employers and 129 business-school faculty showed significant differences. Employers rated oral/written communication, decision making, and creativity most important. For faculty, ethical values, project management, and persuasive ability were…

Accounting majors (n=126) displayed significantly more apprehension about writing compared to national norms; males were more apprehensive than were females. Nontraditional students (over age 25) did not differ from traditional students. Accounting students were less tolerant of ambiguity than the national norm; males and nontraditional students…

Educators, business, students, and taxpayers/policymakers have differing perspectives on information-systems curriculum on a continuum of long- vs. short-term planning and public vs. private interests. Strategic curriculum planning should be driven by stakeholders with the longest-term perspective (educators) with input from shorter-term tactical…

According to survey responses form 114 accredited business schools, 83 offer two undergraduate statistics courses, and 79 offer a graduate statistics course. Commonly taught undergraduate topics are descriptive statistics, probability distribution, hypothesis, testing, and multivariate techniques. (SK)

A survey of 577 economics students showed that most viewed e-mail as a viable substitute for faculty contact. E-mail does not significantly increase student/faculty interaction; it changes its form. Existence of a course Web site and prior Internet experience increased e-mail use. (SK)

Regression analysis of data from 144 students in business communication found that the freshman writing prerequisite improved course performance, whereas the computer literacy prerequisite did not. Those who completed a lower-level accounting course that was not required earned better grades in business communication. (SK)

Presents a rationale for teaching business management students to develop and implement workplace AIDS policies and educational programs. Outlines ways to incorporate AIDS information in the curriculum and lists resources and activities. (SK)

An auditing course used reciprocal questioning (Socratic method) and computer-based instruction. Separate evaluations by 67 students revealed a strong aversion to the Socratic method; students expected professors to lecture. They showed a strong preference for the computer-based assignment. (SK)

A graduate course in health care accounting and finance was presented by an interdisciplinary team of accounting, nursing, and allied health faculty. Recommendations for the course included early planning, team teaching, integration, student engagement in presentations, cross-listing of classes, case study method, and team projects. (SK)