No abstract

No abstract

Motivated by a lack of scales for measuring business undergraduates' grading assessment learning perceptions (GALP), this research created two three-item GALP scales, closed and open. Two separate samples of senior business undergraduates (fall, 2015, n = 220 and spring, 2016, n = 690) were used. Closed GALP and open GALP were identified via exploratory and confirmatory factor analyses. Subsequent stepwise regression analyses consistently showed that satisfaction/reputation had a positive impact and accounted for the most variance in these two GALP scales across both samples. Research limitations and future research issues are discussed.

Business students are increasingly taking online courses to supplement their more traditional faceto-face (F2F) course-delivered education. This study explored the relationship of demographic, curricula, and motivation variables on business school transfer intent for a mixed course delivery sample of undergraduate business students taking online classes. Two separate samples of students taking both online and F2F courses (i.e., mixed course delivery format) filled out an online survey in the fall 2016 and spring 2017 semesters. Intent to transfer business schools was lower for both samples. Results showed that being male, perceived favorability of online courses, and lower institutional commitment were significant correlates of intent to transfer across both samples. This outcome variable, intent to transfer, should be added to the research agenda for ongoing efforts across all universities and colleges when testing the impact of online education.