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This study examined the effectiveness of different topics/activities included in a freshman orientation course in enhancing the students' perception of their successful adjustment to college life and the impact of these subjects on the student level of persistence. The results support the Tinto stage model of persistence since the elements of the orientation course most highly correlated to persistence were topics and activities dedicated to: 1) the development of strong social networks (with both faculty and students) and 2) integration into the institution. Results also suggest that certain topics/activities should be included in orientation courses in order to help students become more effective in dealing with their external relationships as specified in the Astin attrition model. Specifically, results indicate that if a student did not have exposure to study skills, advising information, curriculum planning, group activities, and campus tours, they were less likely to re-enroll. / DAVIG AND SPAIN

The online distribution of prescription-only pharmaceutical products raises serious legal and regulatory issues, including how governments, agencies, or organizations will regulate and monitor such activities, particularly when the distributors are offshore Web sites. This paper discusses the current regulatory environment for marketing prescription-only drugs online and distributing them across national borders, along with product liability issues. Four hypothetical scenarios focus on key legal and regulatory issues.

This paper reports the preliminary results from a semester-long ethics project at an AACSB accredited, regional comprehensive undergraduate school. This project culminated in an Ethics Awareness Week, which highlight a case study (Part B of this Journal) of the controversial EverQuest Ò multi-player online game. Issues of project planning and design are outlined, the dynamics of a business program-wide approach to ethics are social responsibility are presented, student survey results are presented and analyzed, and issues related to ongoing research are discussed. Nonparametric survey results indicate that the greatest effect in student's self reported enhanced understanding and interest in issues of business ethics is present when multiple pedagogical methods, e.g., case studies, lectures, assignments, and an Oxford-style debate, are applied by a number of faculty members over an extended (semester) time period. The paper concludes with a discussion of future research issues as well as a series of prescriptions for planning, organizing, and implementing such an extended activity.

The present research was a two-year longitudinal study on the effects of a six-day, optional, pre-semester, freshman orientation program on academic credits earned, GPA and college retention. Regression analyses were used to remove the variance associated with other possible predictors of academic success (gender, age, race, developmental need, ACT, high school GPA, and transfer status) before testing these academic effects. Attendance at the orientation program accounted for less than 1% of the variability in one-year and two-year credits earned and grade point average. Attendance did not significantly predict one-or two-year retention. We discuss methodological issues, whether orientation programs might benefit institutions in non-obvious ways, and suggest avenues for future research.