Orakwue Bay Arinze

Background: The recent COVID-19 pandemic forced most universities into online course delivery. As such, the rapid expansion of online learning and the prospect of its permanent increase for many institutions have sharpened the issue of the efficacy of remotely delivered courses. Literature review: Past studies have compared face-to-face (FTF) courses with online courses, with mixed results. However, the broad understanding is that efficacy differs based on the subject area. Educators frequently view theory-based courses as being better suited to online teaching than hands-on or experiential courses. Research question: Can information technology courses-especially those that are more experiential and technical-be supported through online learning given the extent of differences in efficacy between online and face-to-face experiential, technical courses? Research methodology: We compared multiple sections of an experiential IT Outsourcing class over several quarters in two course delivery modes. The two modes were FTF delivery and online synchronous delivery. Students in each course section responded to two surveys where they rated their knowledge of different topics at the start and end of the course. Results: Online students reported greater increases in learning on average across all measured items. Self-reported knowledge gains were significantly greater in five items, mostly in soft skills and project management knowledge. The only significantly improved technical IT skill was in using software for virtual meetings. Conclusions and implications for education: We conclude that universities should embrace teaching experiential IT-based courses virtually, as it is possible to obtain greater improvements in self-efficacy, counter to much existing research. This is especially the case as instructional technology improves.

The recent hype about Generative AI (GAI), popularized since November 2022 by ChatGPT from OpenAI, claims it is a breakthrough that is already profoundly impacting both industry (Chui et al., 2022; McKinsey, 2023) and academia (Stokel-Walker & Noorden, 2023). It has the potential to change the nature of work, threatening many current jobs (Pringle, 2023b) and integrating GAI into several others (Chui et al., 2022). This trend appears inexorable, despite known missteps such as an amazing lack of judgment in revealing internal company secrets (Winder, 2023) and answering in an unbecoming manner (Pringle, 2023a). Recently, It even raised the question of whether AI can be an inventor on a patent (Morales, 2022) – it cannot.

A line of research has examined the relationship between economic freedom (EF) and countries’ outcomes, such as gross domestic product, finding that EF generally advances good outcomes (Hall & Lawson, Contemporary Economic Policy, 2014). Other studies have found that more EF is associated with outcomes, such as lower state-level unemployment rate and higher state bond rating for states in the United States (Belasen et al., Contemporary Economic Policy, 2015; Cebula, Journal of Economics and Finance, 2019). However, research dealing with how state-level EF affects firm-level decisions is sparse. In particular, how EF influences the predictive ability of accruals for forecasting future cash flows remains unexplored. This study fills this gap by examining how EF influences the relationship between components of accruals and future cash flows. In so doing, the study contributes to the literature that examines the effect of EF by highlighting the importance of EF on the information environment of firms. The study also extends research on the relationship between accruals and future cash flows by showing how EF affects the relationship.

Data Analytics has grown dramatically in importance and in the level of business deployments in recent years. It is used across most functional areas and applications, some of the latter including market campaigns, detecting fraud, determining credit, identifying assembly line defects, health services and many others. Indeed, the realm of analytics has famously grown to include major league sports and even U.S. election campaigns. Universities have raced to include data analytics in their curricula as the need for data scientists has become more acute. Unfortunately, many data science courses in college curricula suffer from various deficiencies: some lack a hands-on component, others are insufficiently experiential, and yet others leave students with too few transferable skills. This article describes an experiential approach to teaching data analytics at the college level that uses an election simulation, MISSimulation.com-to communicate key data science concepts in a competitive setting. Many universities actively use the simulation, combined with analytic tools such as Tableau and Excel, to implement team competition. We explore key techniques used and knowledge learned during the typical teaching of a data analytics course using the simulation. We end with pedagogical review of data analytics skills transferred during the course and student feedback.

This paper proposes a framework of incremental approaches to bring globalization into a university curriculum. These elements are: Infusion, Insertion, Interfacing, Interchange, and Immersion. We utilized an Interfacing case study, where a newly developed course teamed MIS students in the (US) Business School with students at major universities in India to solve real-world business problems. This Global Classroom leveraged interactive technologies to bring students together. We discuss the course progression, dynamics of student interactions, impacts of differing cultures, and overall outcomes, which were positive. We end with impacts of such global classroom implementations and teaching tips for implementing global education.

Cognitive computing is a form of problem-solving that incorporates machine learning, big data, data mining, natural language processing, machine vision, robotics, and other strands of artificial intelligence. Cognitive computing solutions can be used as sole or partial solutions to augment decision-making. The financial services industry is in a state of transformation, driven by the convergence of rapid changes in financial service technologies (fintech) - including cognitive computing, the digitization of the consumer, the emergence of younger investors (millennials), increased regulatory scrutiny (DOL regulation), and continued fee compression for products and services. Cognitive computing offers a disruptive opportunity in the financial services industry by not only empowering the financial intermediary but also by delivering increased engagement and value to the consumer. This study examines how the use of cognitive computing to improve financial advice can provide value for the financial intermediary and the end consumer. For the intermediary, the study will assess how cognitive computing can augment and supercharge the expertise of the financial advisor, enabling the advisor to deliver improved advice. For the consumer, the study will assess how cognitive computing can deliver high-quality, accurate advice comparable to that of a human advisor.

As technology advances, so must our education system. Cloud computing serves as an ideal method for e-learning thanks to its flexibility, affordability, and availability. Cloud-based learning is especially dynamic in STEM education, as it can significantly lower the cost of building cumbersome computer labs while fostering engaged learning and collaboration among students. The Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes prepares current and future instructors for exciting breakthroughs in STEM education driven by the advancement of cloud technologies. From virtual lab and app construction, to information sharing and course material distribution, this volume touches on a variety of topics related to the benefits and challenges of adopting cloud technologies in the classroom. This book is an invaluable reference for educators, technology professionals, administrators, and education students who wish to become leaders in their fields. As technology advances, so must our education system. Cloud computing serves as an ideal method for e-learning thanks to its flexibility, affordability, and availability. Cloud-based learning is especially dynamic in STEM education, as it can significantly lower the cost of building cumbersome computer labs while fostering engaged learning and collaboration among students. The Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes prepares current and future instructors for exciting breakthroughs in STEM education driven by the advancement of cloud technologies. From virtual lab and app construction, to information sharing and course material distribution, this volume touches on a variety of topics related to the benefits and challenges of adopting cloud technologies in the classroom. This book is an invaluable reference for educators, technology professionals, administrators, and education students who wish to become leaders in their fields.

Cloud computing is a paradigm shift in which server hardware and software are not located onsite, but instead, accessed over the Internet on demand in a dynamically scalable and virtualized form. In this article, we discuss about cloud computing, the different forms and business/service models it can take, and suggest ways in which those service models should be matched to a subscriber's information processing requirements.