|
Preparing Students for the AI-Driven Future:
Generative AI in Fashion and Marketing Education
Chae Mi Lim, Thomas Jefferson University, Pennsylvania, USA
Joohye Hwang, Thomas Jefferson University, Pennsylvania, USA
Shubha Bennur, Thomas Jefferson University, Pennsylvania, USA
ABSTRACT
This study explores the integration of Generative AI (GAI) into fashion and marketing education by redesigning traditional projects into GAI-driven applications, including promotional content creation, trend analysis, and store layout design. Implemented across three redesigned courses—Consumer Behavior, Visual Merchandising, and Fashion Licensing—during Spring 2024, this initiative involved collaboration among faculty members to align classroom objectives with evolving industry demands. A qualitative analysis of student outputs and reflections was conducted to assess learning outcomes and instructional implications. While GAI enhanced creativity and efficiency, challenges related to ethical concerns, inconsistent visuals, and design inaccuracies limited its effectiveness. The findings underscore the need for structured instructional strategies, iterative refinement, and continuous adaptation to refine GAI-based educational frameworks and guide future curriculum innovations.
Keywords: generative AI, educational technology, fashion and marketing education, AI-integrated projects, curriculum innovation
GenAI in Service-learning: Micro Assessing Higher Order Skills
Sara B. Kimmel, Ph.D. Mississippi College, Clinton, MS, USA
ABSTRACT
The paper reports the outcomes of a 2024-2025 effort to integrate generative artificial intelligence (Gen AI) in an undergraduate international business course that has a service-learning component. Following deconstruction and examination of the target course, GenAI was incorporated into the service-learning project research, freeing time for students to use AI-generated information to inform critical thinking exercises. The researcher conducted a micro-assessment of student self-reported outcomes to measure before and after levels of experience in technical areas needed for success and critical thinking exercises. These results, when examined in tandem with the project results, support the use of GenAI as a tool to enhance students’ higher-order skills mastery using Bloom’s Taxonomy. The literature reviews (1) service-learning in pedagogy to increase student learning, community-minded behavior, and personal reflection; (2) Bloom’s Taxonomy as an assessment guide for higher order skills mastery; and, (3) generative artificial intelligence (GenAI) as a tool for developing enhanced critical thinking skills. The author concludes with an examination of next steps to inform curriculum developers in the use of GenAI in similar settings.
Keywords: GenAI, Service-learning, Bloom’s Taxonomy, AACSB, Societal Impact, International Business, Student Teams, Reflection, Micro Assessment
Career Path and Competency Perceptions in Public Accounting: Implications for Education and Licensure Standards
Steven D. Mulhollen, Mississippi College, Clinton, Mississippi
William Tabor, Mississippi College, Clinton, Mississippi
ABSTRACT
Researchers and practitioners agree on the urgent need to increase the number of public accountants entering the workforce (AICPA, 2021a; Dawkins, 2023). In response, organizations such as the AICPA and the American Accounting Association, as well as regulatory bodies, have continuously updated competency frameworks for entry-level accountants (AICPA, 2021a, 2021b, 2022b). However, many practitioners maintain that new graduates still lack the required competencies (Pasewark, 2021; Richardson, 2020; Sandifer, 2018; Thomson, 2017). Traditionally, CPA firms continue to hire accounting graduates based on their chosen career path, which some argue influences the competencies included in the accounting curriculum and the CPA Exam (Dalton et al., 2014; Richardson, 2020).
This study examines whether a CPA's career path influences their perceptions of essential competencies and whether recent graduates are seen as meeting those expectations (Mulhollen, 2024). Results show that career path has minimal influence, indicating general agreement across the profession. These findings provide useful guidance for educators designing curricula that attract and prepare accounting students and help standard-setters refine competency expectations applicable across career tracks.
Keywords: Accounting education, CPA Licensure, professional competencies, career path perceptions, workforce readiness
Designing a Leveling Course in
Business Analytics for an MBA Program
Johnny Snyder, Mohammed Alyami, Kyle Stone
Colorado Mesa University, Grand Junction, Colorado, USA
ABSTRACT
This paper details the steps one university took to create an appropriate leveling course in business analytics for a general MBA program. MBA students enter the program with varied backgrounds and inconsistent preparation in analytics. A survey of the faculty teaching in the MBA program along with best practices from a literature review guided curriculum development for this course. The course covers descriptive, predictive, and prescriptive analytics along with visualizations and software tools to perform these analytical computations. Special topics, which align with current industry practices, are also addressed to prepare students for modern industry demands in the data analytics arena. Student end of course surveys, faculty reflection, along with current and emerging technologies will be utilized to modify and improve the course in future iterations.
Keywords: MBA, analytics, pedagogy
From Classroom to Career: Business Student Perceptions
of Internships, Networking, and Professional Organizations
Kristin Stowe
Porter B. Byrum School of Business
Wingate University, North Carolina USA
Abstract
This study examines how business students engage in internships, networking events, and professional student organizations. Survey data from undergraduates, including 42% first-generation students, revealed low internship completion, though most students who interned secured or expected job offers. Student club participation was more common. First-generation students attended more networking events, but were equally likely as peers to receive resulting internship or job offers. Students rated networking events and faculty as the most helpful search resources, with parents being rated as less helpful for first-generation students. Students cited scheduling challenges, low pay, and difficulty finding relevant opportunities as key barriers. Despite valuing career services, few had visited the campus center. Findings highlight benefits and challenges of typical business career preparation strategies.
Keywords: career readiness, internships, networking, professional skills, first-generation students
“Pop” Goes the National Debt? An Experiential Learning Activity for Teaching Fiscal Policy Challenges
G. Dirk Mateer, University of Texas at Austin, USA
Wayne Geerling, University of Texas at Austin, USA
Stefani Milovanska-Farrington, University of Tampa, USA,
ABSTRACT
This paper expands upon a balloon demonstration first described as a teaching tip by Geerling et al. (2017) to help students understand the potential pitfalls of a large national debt. Much like the national debt, a balloon can continue to expand, but unless actions are taken to shrink the size of the balloon, it will grow too large and eventually pop. We provide a detailed lesson plan that utilizes a classroom demonstration and a series of follow-up questions to illustrate the complexities involved in reducing the national debt. If a nation doesn’t get its debt under control, it could pop, leaving a broken economy. This interactive activity is perfect for high school students, principles of macroeconomics courses, personal finance classes, upper-level courses in public policy and public finance, as a discussion prompt for first-year students in MBA programs.
Keywords: debt, debt-to-GDP ratio, deficits, discretionary spending, fiscal policy, mandatory spending, national debt, revenue, spending, taxation.
Hiring Mr. Wrong: A Case-Based Class Activity on
Staffing Errors and Legal Pitfalls
Joseph Westlin, Minnesota State University-Mankato, USA
Cheryl A Trahms Chapman, Minnesota State University-Mankato, USA
ABSTRACT
Staffing practices related to selection are essential to organizational success. Specifically, human resource professionals’ ability to improve staffing procedures results in improvements in organizational performance (Van Iddekinge, Ferris, Perrewe, Perryman, Bass & Heetderks, 2009). HR students must have the ability to draft a legal and appropriate job posting, evaluate measurement of selection criteria, and set interview questions that capture the knowledge, skills, and abilities necessary for the job. This activity prepares students to evaluate and improve the tasks related to staffing an organization, including evaluation of a job description, determining appropriate selection tests, and evaluating effective and legal interview questions.
Keywords: staffing, hiring, interviews, job descriptions
Innovations in Judging Quality of Student Learning:
Comparing Human Professionals to GenAI
Janelle Goodnight, Western New England University, Massachusetts, USA
May H. Lo, Western New England University, Massachusetts, USA
David M. DiSabito, Jr., Western New England University, Massachusetts, USA
ABSTRACT
This paper extends Lo and Goodnight (2024) by utilizing generative artificial intelligence (GenAI) to assess the quality of student learning. It examines the extent to which GenAI assessment results agree with the instructor or a second reader team in the context of direct assessment. It also observes suitable situations for using GenAI as another second reader. We find that while GenAI has some level of agreement with instructor or second reader ratings, overall levels of agreement are modest, and substantial agreement does not exist. In addition, GenAI is least likely to rate student work as failing to meet expectations, whereas instructors are the most likely to do so.
Keywords: assurance of learning, Aol, direct assessment, generative artificial intelligence, artificial intelligence, GenAI, AI
A Multi-year Approach to Maximizing the Success of a Student Managed Investment Fund
James P. Borden, Villanova University, Villanova, PA USA
Shelly W. Howton, Villanova University, Villanova, PA USA
Jeanne M. Liedtka, Villanova University, Villanova, PA USA
Stephen L. Liedtka, Villanova University, Villanova, PA USA
ABSTRACT
Student Managed Investment Funds (SMIFs) are increasingly used to integrate experiential learning into business education. While existing research offers general overviews, survey results, or case studies that provide insights gained from utilizing SMIFs, this paper contributes to the literature by examining how Villanova University’s structured multi-year training program, which prepares students for participation in its SMIF, enhances both fund performance and student career readiness. By combining academic coursework, student-led academies, and progressive experiential learning, the Villanova model systematically builds students’ technical, analytical, and professional skills, resulting in increased fund performance and 100% internship placement for portfolio managers at major financial institutions. These results suggest that embedding multi-year preparation within the finance curriculum can substantially improve both educational impact and SMIF operational success.
Keywords: student managed investment fund, SMIF, student portfolio management, finance curriculum, experiential learning
You Be the Detective:
Pondering Financial-Reporting Conundrums and Business Actions
Martin Gosman, Wesleyan University, Middletown CT, USA
Mathius Gazi, Wesleyan University, Middletown CT, USA
Michael Manieri, Wesleyan University, Middletown CT, USA
ABSTRACT
This article presents six financial-reporting conundrums and business actions for analysis. We include four instances in which the relationships among a firm’s data seem to defy logic and two situations in which firms’ actions appear likely to harm their businesses. As student detectives address the discussion questions provided, what they learn include how firms collect on charge accounts before customers remit payments, when negative retained earnings does not signal financial distress, why a firm might include sixteen weeks in a financial quarter, and what could prompt a firm to voluntarily increase its income taxes. This knowledge enables students to make sense of financial data and business actions that might seem to be suspicious, inaccurate, or dysfunctional at first glance. A teaching note provides suggested answers, learning takeaways, and follow-up discussion points for instructors.
Keywords: deciphering unusual financial data and business events
Artificial Intelligence: Friend or Foe? Academe’s Battle for Academic Integrity
Melissa Baldo, Lamar University-Beaumont, Texas, USA
Marleen Swerdlow, Lamar University-Beaumont, Texas, USA
Melaney-Whiting Villery-Samuel, Lamar University-Beaumont, Texas, USA
Campbell Fuller, Lamar University, Beaumont, Texas, USA
Ian Rothenberger, Lamar University, Beaumont, Texas, USA
Keywords: academic integrity, education, artificial intelligence, ChatGPT, and ethics
ABSTRACT
The rapid development of artificial intelligence is a blessing and a curse. Our ability to access volumes of information with the mere touch of a keyboard creates new opportunities for every industry and person. The education industry is one of the AI beneficiaries in terms of research, writing, and digital tools for the classroom. As with anything new, however, there can be unintended consequences such as the erosion of academic integrity. This paper delves into the significance of academic integrity, which is the foundation of academe. It explores the mindset of students regarding cheating, and the methods they utilize to accomplish it. This includes large language models (LLMs), with our primary focus on ChatGPT, as a cautionary tale of its dangers when used as a tool for cheating. Improper usage prevents ethical student learning and, ultimately, can lead to a willingness to compromise ethics in the workplace. If the goal of academia is to use artificial intelligence to improve teaching and learning, we must come to terms with the enormous potential for it to become a technological ethical wildfire that will be impossible to extinguish.
Why the Present Value of a Plain Vanilla Semi-annual Coupon Bond Is Not Always Greater Than That of the Same Bond with Annual Coupon?
Zhuoming Peng, Pacific University, Oregon, USA
Abstract
Contrary to the conventional thinking, the present value of a bond under semi-annual compounding is not always greater than that of the same bond with annual compounding. Currently, no explanation of this observation can be found in popular corporate finance textbooks. In this study, the algebraic term, , is identified as the determinant factor of providing an explanation of this observation The presented pedagogy in this paper provides the necessary complement to the pertinent coverage in textbooks. Including the seat time of the Excel spreadsheet demonstration, it takes about 20 minutes to complete all germane discussions in class. Furthermore, the pedagogical approach described herein can be readily either adapted or adopted by instructors teaching the Business Finance course.
Keywords: present value of an annuity; present value of a future lump-sum; bond valuation; semi-annual compounding; Excel spreadsheet; mathematical derivation
Where You Are From Affects How You Learn and Why You Learn That Way: A Comparison of Student Groups in the US and India
Wonseok Choi, University of Detroit Mercy, Michigan, USA
Lawrence E. Zeff, University of Detroit Mercy (retired), Michigan, USA
ABSTRACT
This cross-national study investigates how national culture shapes students’ preferred communication modes throughout various team phases in the United States and India. We use a modified questionnaire developed in previous research exploring students’ experiences and preferences regarding communication in group projects. Guided by Hofstede’s cultural framework, we test cross-country differences in preferences for face-to-face (FTF), virtual (e.g., videoconferencing), and social media channels. Across both countries, FTF is preferred to virtual, and virtual to social media. Indian students nevertheless exhibit greater acceptance of digital channels throughout team phases, whereas U.S. students show a stronger preference for direct, explicit communication. We interpret these patterns through Lewis’s cultural model and Hall’s high-/low-context distinction. The study concludes with actionable recommendations for structuring group work and selecting media across team phases, as well as pedagogical implications for a globalized, AI-driven era.
Keywords: National culture (Hofstede) impact on communication channel preferences; US vs. India student communication preferences; Application of Lewis cultural model; Application of Hall’s high-context/low-context model
Inspiration from Desperation: Developing
Innovative Solutions for Academic Program and Student Success
Christine Berry and Ronald Berry
University of Louisiana Monroe, Monroe LA USA
ABSTRACT
Risk Management and Insurance, a unique program in an AACSB-International accredited college of business, faced a major threat when its primary employer in the region moved its operations center. Over the first couple of years, enrollment remained somewhat steady but eventually dropped and the program faced closure as it was designated as a low completer program in the state. The guarantee of good paying jobs at a national firm located in the region had served as a strong recruiting tool, internship provider, and post-graduation employer for the program since its inception. Out of desperation, faculty rebuilt the program using a holistic approach to meeting student and industry needs. This paper focuses on program development and measures of success and offers a model for programs who might find themselves in similar situations.
Keywords: academic program innovation, student success, AACSB, Risk Management and Insurance
Essential Soft, Technical, and Digital Skills for Undergraduate Business Students in the Digital Age: A Multidisciplinary Review
Haleh Karimi, Bellarmine University, Kentucky, USA
Amy Fairfield, Bellarmine University, Kentucky, USA
Alisha Harper, Bellarmine University, Kentucky, USA
Frank Raymond, Bellarmine University, Kentucky, USA
ABSTRACT
In the age of AI, the business landscape is evolving, requiring future business majors to adapt to the 21st-century workforce. Research shows that success in accounting, finance, and management relies on a blend of technical, digital, and soft skills. This multidisciplinary literature review identifies essential skills for undergraduate business students in each discipline while also noting recent research on the economic returns realized by students who develop complementary soft and technical skills. Furthermore, key common soft skills among these disciplines identified include adaptability, leadership, problem-solving, teamwork, communication, and ethics, while common critical digital skills encompass artificial intelligence literacy and data analysis. To thrive, future business graduates in these disciplines need to develop proficiency in these areas as well as know how to integrate technical knowledge with soft and digital skills to foster innovation and efficiency. Mastery of these skills will be crucial for maintaining competitiveness in the ever-evolving business world.
Keywords: Digital skills, soft skills, accounting, finance, economics, management, interdisciplinary, business
Reframing Risk: Gender and Entrepreneurial Success in Business Education
Kara Harris McAlister, PhD, CPA
Lander University
ABSTRACT
Entrepreneurship education frequently portrays women as more risk-averse than men, reinforcing stereotypes that shape course content, investment decisions, and student perceptions of entrepreneurial success. This study challenges those assumptions by examining the relationships among risk aversion, loss aversion, risk propensity, and venture performance across 157 entrepreneurs (93 female, 64 male). Using validated measures—including the DOSPERT scale for risk aversion (α = .943) and the Risk Propensity Scale (α = .760)—the findings revealed no significant gender differences in risk aversion, loss aversion, or overall risk propensity. Importantly, venture performance outcomes also did not differ by gender, but higher risk propensity was positively associated with growth intentions and perceived business success across all entrepreneurs. These results suggest that men and women approach risk more similarly than traditionally believed, reframing how business schools can design entrepreneurship education. The study’s implications include developing curricula that move beyond gendered assumptions of risk-taking, emphasizing evidence-based decision-making, and equipping students with tools to assess risk strategically rather than stereotypically. By incorporating these insights into pedagogy, business educators can foster more inclusive and accurate representations of entrepreneurship, preparing students to navigate risk with confidence regardless of gender.
Keywords: Entrepreneurship Education, Gender and Risk, Risk Propensity, Business School Curriculum, Venture Performance
Project How to Be Awesome: Building Goal Setting Skills and Motivation in Undergraduate Business Students
Justin Angle, University of Montana – Missoula, Montana, USA
Jason Triche, University of Montana – Missoula, Montana, USA
Steven Mitsuda, University of Montana – Missoula, Montana, USA
ABSTRACT
Developing students’ goal setting skills is essential, yet often difficult to emphasize in a typical undergraduate business curriculum. The following classroom experience documents our college’s attempt to prioritize goal setting and individual motivation in an introductory business course through a semester-long assignment titled “Project How to Be Awesome.” The experience provides students with opportunities to practice goal setting, integrate feedback, and establish a plan for directing future effort and investment. Initiatives such as this have strong potential to improve student retention, persistence, and overall outcomes.
Keywords: Goal setting, Motivation, Class Material
Groping Toward a “Neoclassical Synthesis” Consensus in Teaching Intermediate Macroeconomics: The Target Audience Determines Content
Marshall J. Horton, Ouachita Baptist University – Arkadelphia, Arkansas
ABSTRACT
Many universities offer a junior-level course in Intermediate Macroeconomics. These courses typically emphasize theory and policy rather than statistical analysis. This paper analyzes the order and depth of presentation of individual topics in Intermediate Macroeconomics from a historical perspective, with particular reference to the Neoclassical Synthesis. The chronological development of the field of macro is used to motivate how topics are covered with the goal of enhancing student understanding of economic policies and their implications. The course design and implications for business education follow with specific examples of the course content. This approach is particularly useful in preparing undergraduate business students for careers in industry. The goal is that future managers and MBA students will develop more practical understanding of economic reasoning in general and macroeconomic policy in particular than they would by taking economics courses designed by economists for economists. The course may be developed with a minimum of higher mathematics. This requires an iterative, back-and-forth, graphical pedagogical style that somewhat resembles the tâtonnement (‘groping’, or ‘hill-climbing’) process to describe how markets obtain equilibrium. Further suggestions for extending and tailoring applications of the material follow.
Keywords: economic history, history of economic thought, Keynes, macroeconomics, neoclassical, Patinkin
Using AI to Streamline Grading in Large Enrollment IS Courses: A Dual Feedback Approach
Natalia Dragan, Kent State University, Kent, OH, USA
ABSTRACT
This study presents an AI-assisted dual feedback model implemented in a large undergraduate Management Information Systems course. The model reduced grading workload while improving feedback depth, personalization, and timeliness through individualized comments and whole-class summaries. Generative AI tools produced rubric-based draft comments that instructors refined before returning to students. Results show grading time decreased by 65%, while feedback length and specificity increased. Survey data reflected improved perceptions of fairness, clarity, and commitment to learning. The purpose of this study is to examine whether an AI-assisted workflow can simultaneously increase instructional efficiency and enhance the clarity, quality, and perceived fairness of feedback. The model addresses the challenge of providing actionable feedback at scale in classes of 180+ students and demonstrates how AI can balance efficiency with personalization in business education. This work offers a scalable approach aligned with AACSB expectations and Quality Matters standards.
Keywords: generative AI, grading, feedback, large-enrollment courses, MIS, Quality Matters, AACSB
Teaching the Four Functions of Management Through the Lens of Sustainability
Santiago Fernandez, University of West Georgia, Carrollton, Georgia, United States
Susana Velez-Castrillon, University of West Georgia, Carrollton, Georgia, United States
Samantha White, University of West Georgia, Carrollton, Georgia, United States
ABSTRACT
This teaching paper presents an innovative, classroom-ready framework for integrating sustainability into the traditional Four Functions of Management—Planning, Organizing, Leading, and Controlling—within undergraduate Principles of Management courses. Rather than treating sustainability as a standalone or peripheral topic, the framework embeds sustainability directly into core managerial concepts, positioning it as an essential component of everyday managerial decision-making. Using well-established global companies, the paper includes four timeless mini-cases, structured classroom activities, instructor reflection tools, and student assessment instruments designed for immediate adoption. The module enables students to explain how each management function contributes to sustainable business practices, analyze sustainability initiatives across global firms, evaluate tensions among financial, environmental, and social objectives, and apply management concepts to design sustainability-focused solutions. By linking foundational management theory to real-world sustainability practices, this approach offers a practical teaching innovation that supports faculty efforts to integrate societal impact and ethical leadership into core business education.
Keywords: Sustainability, Management Education, Teaching Framework, Four Functions of Management, Corporate Responsibility
Modernizing the Business Core Curriculum at a Small AACSB Accredited Liberal Arts College
Hilary J. Gettman, Stonehill College, Easton, Massachusetts, USA
Michael J. Salé, Stonehill College, Easton, Massachusetts, USA
Jennifer A. Swanson, Stonehill College, Easton, Massachusetts, USA
ABSTRACT
Business schools face increasing pressure to modernize curricula in response to evolving accreditation standards, employer expectations, and rapid technological change. This paper presents the redesign of the Business Core at Stonehill College’s Meehan School of Business, a small, AACSB-accredited liberal arts institution. Guided by benchmarking, a structured skills gap analysis, AACSB consultation, and broad faculty engagement, we restructured the core to streamline requirements and align learning more intentionally with workforce needs. A central innovation of this redesign is the Meehan Professional Pathways Program, a flexible, co-curricular, point-based model that develops competencies such as technology fluency, self-management, strategic thinking, and career readiness beyond the classroom. This case provides a practical and scalable framework for similarly sized institutions seeking to balance academic rigor, flexibility, and professional preparation with limited resources.
Keywords: business education, curriculum redesign, AACSB accreditation, skills gap analysis, experiential learning
Teaching Multicollinearity in Business Statistics: An Applied Approach Using Real-World Regression Models
Justin O. Holman, Hasan School of Business, Colorado State University, Pueblo, CO
Allie Hacherl, Judson University, Elgin, IL
ABSTRACT
Multiple regression analysis is a core technique in business analytics and a standard topic in undergraduate business statistics courses. Yet students often struggle with conceptual challenges such as multicollinearity—an issue that can undermine both model interpretation and managerial insight. This paper explores strategies for teaching multicollinearity within a multiple regression framework using authentic datasets from real-estate and used-car markets. The approach combines visual diagnostics, spreadsheet-based modeling, and guided discovery to help students recognize and interpret multicollinearity rather than treating it as a purely statistical artifact. The paper synthesizes relevant literature on regression pedagogy to identify challenges associated with teaching this subject. Then, it illustrates a classroom-tested sequence that promotes conceptual understanding and applied reasoning. Student assessment results suggest improvement in recognition, interpretation, and remediation.
Keywords: multiple regression, multicollinearity, business analytics, data literacy, pedagogy
How and Why a Traditional Accounting Information Systems (AIS) course was Transitioned into an Advisory Services course
Robert O’Haver, Northeastern University, Boston, USA
Sidd Pant, Northeastern University, Boston, USA
ABSTRACT
This paper profiles the process of how a traditional (undergraduate) AIS course evolved to prepare students for an advisory services career path. Advisory is one of the main service line offerings – along with Audit and Tax - of the larger accounting firms. Our effort at a large, private university generated comparatively high accounting course enrollments and resulted in the creation of a new concentration (Major) as well as a Minor for non-business students. Against the nationwide backdrop of declining rates of students selecting traditional accounting as a concentration, this pivot was successful in attracting new students. The contribution of this article is to demonstrate how and why innovation in course design can take place in the undergraduate accounting curriculum to better position students for emerging trends in the workplace and to provide for a greater opportunity to foster critical thinking skills in students. This serves as a case example and hopefully inspiration for others interested in pursuing a similar effort.
Keywords: advisory, ais, problem-based learning
Educational Technology Management Framework
Michael Swanson, Northwestern University, Illinois, United States
Abey Kuruvilla, University of Wisconsin – Parkside, Wisconsin, United States
ABSTRACT
Technology as a catalyst and change agent in education has traditionally followed a standard business implementation approach. While many business IT concepts can be directly overlaid and applied when implementing technology in education, a different branched approach is needed to ensure educational technology is implemented to focus on key educational concepts that business IT strategy does not address. This article reframes the Educational Technology Management Framework (ETMF) particularly for business education contexts, positioning technology management as a strategic enabler of instructional innovation and workforce-aligned learning. Findings from a two-year case-based implementation demonstrate how pedagogically driven technology management supports experiential learning, faculty innovation, and sustainable digital transformation in business education.
Keywords: Technology Implementation, Educational Technology, Implementation Framework, Lifecycle Management, REACT
|