In a cross-institutional study, this article shares research findings about business student perceptions and experiences using an automated writing assistant program based on traditional artificial intelligence. Using a mixed-methods approach, we share student responses to Grammarly’s suggested revisions and provide insight into students’ confidence levels and correctness in workplace written communication. Finally, this study concludes with a discussion of the implications of this work related to business communication education and research, as well as possibilities for the future.

The purpose of this research is to examine specific examples of how business communication courses are delivered in large, face-to-face university classes to discover implications of these large courses. This case study reviewed four classes from two different midsized universities whose classes range from 48 to 300 students. Findings suggest that, when faced with the possibility of teaching more students, it is important to understand that pedagogical strategies may need to be adjusted to maintain student learning. These strategies include modifying the course to the lecture/lab structure, limiting the amount of writing, or allowing the instructor to teach fewer courses.

Today’s unstable economy puts added stress on today’s leaders. When these leaders are stressed, maintaining their values becomes more difficult. While ethics are stressed during one’s education, organizations are less likely to continue ethics training. Given the many scandals, it is essential that there are ethical leaders to guide organizations. A leader cannot be prepared for all situations, but an ethical leader will have the tools to guide himself through complex situations. The purpose of this article is to present how ethics training is often lacking once students move to the business world. However, continuous training is needed to reinforce their skills throughout their careers. This article will use a review of literature to present findings in academia and business.

The characteristics of an effective teacher are often the same as an effective leader. In order to be effective, both teachers and leaders must be able to have an influence and make an impact. Authenticity is using basic morals and applying these to one’s position. Authenticity must be displayed because students and employees bring their own unique experiences and expectations to any situation. An effective teacher can use the guidelines presented to effectively communicate to students through authentic behavior. This paper will explore being an authentic teacher, being an authentic leader, and combining teaching and leading for the authentic classroom.

The term distance education is used to describe educational initiatives designed to compensate for and diminish distance in geography or distance in time. The introduction of technology to distance education has fundamentally changed the delivery, scope, expectations, and potential of distance education practices. Distance education programs are offered at all levels, including primary, secondary, higher, and professional education. The earliest antecedents of distance education at all levels are found worldwide in programs described most commonly as correspondence study, a print-dependent approach prolific in geographic areas where distance was a formidable obstacle to education. As each new technology over the last century became more commonly available, it was adopted by educational practitioners eager to improve communication and remove barriers between students and teachers.

Many textbooks have online study tools designed to help students succeed in classes. Teachers promote the tools as “free” add-ons that have the potential to increase students’ comprehension of material, ultimately improving their final grades. Do students actually use these tools, however? If so, does their use impact the students’ exam grades? A study was designed to track the use and effectiveness of the online tools in five sections of an undergraduate business communication course at Stephen F. Austin State University. This paper presents the results of this survey and suggestions for incorporating online study tools in the classroom.

Background / Context A thorough understanding of the information-seeking behaviors of specific disciplines, as well as distinct user groups within a discipline, is fundamental to the process of development of disciplinary informatics. Significant research has been conducted, largely by library and information science scholars across a range of disciplines, but none that has focused primarily on education. Existing studies of information-seeking behavior have not been communicated to education scholars and professionals. The lack of consensus on the nature, execution, and application of educational research and the fundamental disconnect between scholars and practitioners further complicate the question. Users of education literature are diverse, including a spectrum of scholars, professionals, practitioners, parents, and the general public. Patterns of information seeking and application must be better understood to successfully develop a structure for education informatics. Purpose The purpose of this article is to bring to the education community a higher level of awareness of the overarching dynamics of information structure, organization, and retrieval, as well as recognition of the relationship of those dynamics to the evolving nature, definition, and execution of education research, to the development of education informatics. Research Design This article consists of a literature review and synthesis of research, analysis of distinct user populations, and an issues analysis with recommendations. Conclusions Exacerbated by failed communication opportunities across all segments of the producer/user community, and in spite of legislative mandates for data-driven and scientifically based research, there remains a void in the collective ability to converse across subsets of the user community and to translate research into practice. Practitioners need to learn basic research design, concepts, methodologies, and assessment measures; means to interpret results, validity, and bias; and ways to understanding limitations of the study. Practitioners also must be able to incorporate findings into their practice. They must do teacher research that is collaborative, replicable, shared, and reviewable and become both effective producers and critical consumers of research. Academic researchers need to focus on the complex issues that teachers face on a daily basis; explain why questions are being asked and conducted in a particular way; present findings in a manner more accessible to practitioners; and demonstrate how findings can be made generalizable. Education informatics has the potential to be the dynamic that helps translate research into practice to facilitate the application of research findings within the context of individualized environments, to provide the common ground for collaborative work, and to create the necessary synergy between theory and practice.

The term distance education is used to describe educational initiatives designed to compensate for and diminish distance in geography or distance in time. The introduction of technology to distance education has fundamentally changed the delivery, scope, expectations, and potential of distance education practices. Technology and electronic communications are becoming exponentially more embedded in every facet of daily life, including business, the professions, and education, a normalization which continues to facilitate and enhance distance education delivery. Ubiquitous advertisements for online courses and degree programs are a testament to an expanded audience and increasing enrollments. Components of e-learning first adopted by distance education have since been adopted by the traditional education community. So pervasive are the application of new information and communication technologies to education delivery that the terms distance education, e-learning, and blended learning have become conflated. It is important that the clear distinctions between them are understood. Distance education represents an environment where the student and the instructor are separated; blended learning is any combination of electronic media or tools that supplement but do not replace face-to-face learning; e-learning is the application of technology to an instructional module or lesson. The relationship between these approaches is dynamic and may further blur, but distinctions will always remain. Distance education programs are offered at all levels, including primary, secondary, higher, and professional education. The earliest antecedents of distance education at all levels are found worldwide in programs described most commonly as correspondence study, a print-dependent approach prolific in geographic areas where distance was a formidable obstacle to education. As each new technology over the last century became more commonly available, it was adopted by educational practitioners eager to improve communication and remove barriers between students and teachers.

These experiments were designed to test whether autocrine/paracrine mechanisms are involved in the growth-promoting action of progesterone (Pg) in the /V-nitrosomethylurea-induced rat mammary tumor cultured in vitro in soft agar clonogenic assay. In support of our hypothesis, we observed that conditioned media obtained from Pg-treated tumors (1*8CM), consistently stimulated colony formation in our system to the same degree as Pg itself (approximately 140% of control). Treatment with heat, trypsin, and concanavalin A abolished the colony-stimulating effect of Pg-CM, thus suggesting the possible glycoprotein nature of the Pginducible growth factor(s). The growth-promoting action of Pg-CM was rather specific since (Ms obtained from tumors exposed to a variety of other steroid hormones rarely stimulated colony formation and usually only to a modest degree. Administration of the polyamine biosynthetic inhibitor, a-difluoromethylornithine, abolished the colony-stimulating ef fect of Pg-CM. The inhibitory effect of a-difluoromethylornithine was reversed in a dose-dependent fashion by exogenous administration of spermidine, which entirely restored the growth-promoting action of PgCM. Addition of increasing amounts of spermidine, however, did not potentiate Pg-CM action under our experimental conditions. Our results indicate that autocrine/paracrine mechanisms may mediate, at least in part, the colony-stimulating effect of Pg in our system. The polyamine pathway plays an essential role in the expression of such control of tumor growth by Pg.

On 1 January 2000, the Auckland Institute of Technology (AIT) became the Auckland University of Technology (AUT), the only polytechnic so far in New Zealand to achieve university status. This change of status presented a number of challenges and a major culture shift for AUT. One of these was the requirement to move from the approval processes of the New Zealand Qualifications Authority to those of the New Zealand Vice-Chancellors' Committee. All new academic programmes offered by any New Zealand tertiary institution must first obtain approval by an external quality validation body before they are eligible to receive government funding. These validation bodies differ for universities, polytechnics and private training providers, and each one has its own processes. The validation body for New Zealand universities is the Committee on University Academic Programmes (CUAP), a subcommittee of the New Zealand Vice-Chancellors' Committee, on which all eight universities in New Zealand are represented. CUAP uses a peer review process as part of its validation procedure. The New Zealand Qualifications Authority is the approval body for degree-level programmes developed by polytechnics in New Zealand. This paper will briefly examine: the processes for the accreditation and approval of new programmes, programme majors and significant changes to programmes with which AIT as a polytechnic had to comply and which AUT has subsequently incorporated into its own Quality Management System; the processes used by universities in several other countries; and the CUAP peer review process that is used to approve universities' programmes in New Zealand. The paper will then examine, from a central and a faculty perspective, the CUAP peer review process as experienced by AUT during the first 18 months of its existence as a university. Recommendations will then be made for addressing the most urgent shortcomings of this process, as experienced by AUT.

Union organizing targeting public teachers has resulted in the formation of some of the largest unions in the United States including the National Education Association (NEA) and the American Federation of Teachers (AFT). Financial support provided by these unions to the Democratic Party indicates extensive political influence. In spite of the growth of public education unionism, many States continue to restrict collective bargaining for teachers through legislative actions especially in the South. Statements claiming union teachers hamper student performance while increasing costs are shown to be either untrue or too simplistic. A historical understanding of why some States restrict collective bargaining for teachers having nothing to do with performance and costs is presented. Texas, a State prohibiting collective bargaining for teachers, is discussed relative to how unions progress when restricted legislatively.

(2001). Review of Research: Children and Technology: Issues, Challenges, and Opportunities. Childhood Education: Vol. 78, No. 1, pp. 37-41.

Union organizing targeting public teachers has resulted in the formation of some of the largest unions in the United States including the National Education Association (NEA) and the American Federation of Teachers (AFT). Financial support provided by these unions to the Democratic Party indicates extensive political influence. In spite of the growth of public education unionism, many States continue to restrict collective bargaining for teachers through legislative actions especially in the South. Statements claiming union teachers hamper student performance while increasing costs are shown to be either untrue or too simplistic. A historical understanding of why some States restrict collective bargaining for teachers having nothing to do with performance and costs is presented. Texas, a State prohibiting collective bargaining for teachers, is discussed relative to how unions progress when restricted legislatively.