期刊名称：Journal of Case Studies in Accreditation and Assessment
印刷版ISSN：1941-3386
电子版ISSN：1941-3386
出版年度：2012
卷号：2
出版社：Academic and Business Research Inst
摘要：In response to the current challenges to undergraduate business education, this study examines seniors, and sophomores and juniors active, or applied learning outcomes (knowledge, skills, personal development). The sample includes 143 students (51 seniors and 92 sophomores and juniors) who participated in applied course projects. The data analysis shows no significant differences between the two groups' learning outcomes. However, the causal results found different significant influences on their learning. For seniors, the self-reported mid-semester learning (primarily textbook) and team ranking (peer-evaluations) were predictors of learning outcomes. On the other hand, sophomores and juniors had two additional predictor variables – pre-test (at the beginning of the semester) and their examination scores. The implications from the study's results are discussed and specific conclusions are made to advance the understanding of applied projects and learning outcomes.
关键词：Applied projects; undergraduate business education; career preparation
