648
Views
8
CrossRef citations to date
0
Altmetric
Original and Applied Research

Competencies in business degrees: A face-to-face and online comparative study

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon

References

  • Alfantookh, A., & Bakry, S. H. (2013). Creativity and innovation in higher education research: Problems and solutions. International Journal of Knowledge Society Research, 4(1), 90–107. doi:10.4018/jksr.2013010107
  • Aly, I. (2013). Performance in an online introductory course in a hybrid classroom setting. Canadian Journal of Higher Education, 43(2), 85–99.
  • Aly, I. (2016). Comparison of students’ performance in a managerial accounting course taught in blended learning, traditional classroom, and online setting. Quarterly Review of Business Disciplines, 2(4), 325–336.
  • ANECA [Agencia Nacional de Evaluación de la Calidad y Acreditación]. (2005). Libro Blanco. Título de grado en Economía y empresa. Madrid: Agencia Nacional de Evaluación de la Calidad y Acreditación.
  • Ang, L., D’Alessandro, S., & Winzar, H. (2014). A visual-based approach to the mapping of generic skills: Its application to a marketing degree. Higher Education Research & Development, 33(2), 181–197. doi:10.1080/07294360.2013.832164
  • AQU [Agencia per a la Qualitat del Sistema Universitari de Catalunya]. (2017). La inserció laboral dels graduats i graduades de les universitats catalanes. Retrieved from http://www.aqu.cat/doc/doc_56174010_1.pdf
  • Arbaugh, J. B., Godfrey, M. R., Johnson, M., Pollack, B. L., Niendorf, B., & Wresch, W. (2009). Research in online and blended learning in the business disciplines: Key findings and possible future directions. The Internet and Higher Education, 12(2), 71–87. doi:10.1016/j.iheduc.2009.06.006
  • Ashamalla, H. M., Orife, J. N., & Abel, I. (2008). Business plans: Are they relevant to venture capitalists? Journal of Small Business & Entrepreneurship, 21(4), 381–391. doi:10.1080/08276331.2008.10593431
  • Barker, P. (2002). On being an online tutor. Innovations in Education and Teaching International, 39(1), 3–13. doi:10.1080/13558000110097082
  • Bartlett, C. A., & Ghoshal, S. (1997). The myth of the generic manager: New personal competencies for new management roles. California Management Review, 40(1), 92–116.
  • Basile, A., & D’Aquila, J. M. (2002). An experimental analysis of computer-mediated instruction and student attitudes in a principles of financial accounting course. Journal of Education for Business, 77(3), 137–143.
  • Benito, D. (2009). Aprendizaje en el entorno del e-learning: estrategias y figura del e-moderador. Revista de Universidad y Sociedad Del Conocimiento, 6(2), 1–8.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439. doi:10.3102/00346543074003379
  • Blázquez, F., & Alonso, L. (2009). Funciones del profesor de e-learning. Pixel-Bit. Revista de Medios y Educación, 34(, 205–2015.
  • Brand-Gruwel, S., Wopereis, I., & Vermetten, Y. (2005). Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior, 21(3), 487–508. doi:10.1016/j.chb.2004.10.005
  • Brinckmann, J., Grichnik, D., & Kapsa, D. (2010). Should entrepreneurs plan or just storm the castle? A meta-analysis on contextual factors impacting the business planning–performance relationship in small firms. Journal of Business Venturing, 25(1), 24–40. doi:10.1016/j.jbusvent.2008.10.007
  • Cavanaugh, C. S. (2001). The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis. International Journal of Educational Telecommunications, 7(1), 73–88.
  • Chen, C. C., & Jones, K. T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. Journal of Educators Online, 4(1), 1–15.
  • Chen, C. C., Jones, K. T., & Moreland, K. (2010). Distance education in a cost accounting course: Instruction, interaction, and multiple measures of learning outcomes. Journal of Educators Online, 7(2), 1–20.
  • Corpas, G., Bautista, R., Castillo, C., Toledo, C., & Seghiri, M. (2007). Network learning environments: Online tutoring, e-learning and e-moderating for teaching-learning scientific translation. Theory of Education e-Journal: Education and Culture in the Information Society, 8(2), 162–178.
  • Cronbach, L. J. (1942). Studies of acquiescence as a factor in the true-false test. Journal of Educational Psychology, 33(6), 401–415. doi:10.1037/h0054677
  • De Vellis, R. F., & Dancer, L. S. (1991). Scale development: Theory and applications. Journal of Educational Measurement, 31(1), 79–82.
  • Dell, C. A., Low, C., & Wilker, J. F. (2010). Comparing student achievement in online and face-to-face class formats. Journal of Online Learning and Teaching, 6(1), 30–42.
  • Dendir, S. (2016). An online premium? Characteristics and performance of online versus face-to-face students in principles of microeconomics. Journal of Education for Business, 91(2), 59–68. doi:10.1080/08832323.2015.1110555
  • Dendir, S. (2019). Performance differences between face-to-face and online students in economics. Journal of Education for Business, 94(3), 175–184. doi:10.1080/08832323.2018.1503586
  • Dereshiwsky, M., & Rich, A. (2011). Assessing the comparative effectiveness of teaching undergraduate intermediate accounting in the online classroom format. Journal of College Teaching & Learning (TLC), 8(9), 19–27. doi:10.19030/tlc.v8i9.5641
  • Enriquez, A. G. (2010). Enhancing student performance using tablet computers. College Teaching, 58(3), 77–84. doi:10.1080/87567550903263859
  • European Higher Education Area. (1999). Bologna declaration. Retrieved from http://www.ehea.info/media.ehea.info/file/Ministerial_conferences/02/8/1999_Bologna_Declaration_English_553028.pdf
  • Ferreras-Garcia, R., Hernández-Lara, A. B., & Serradell-López, E. (2019). Entrepreneurial competences in a higher education business plan course. Education + Training, 61(7/8), 850–869. doi:10.1108/ET-04-2018-0090
  • Ferreras-Garcia, R., Hernández-Lara, A. B., & Serradell-López, E. (2020). Gender and learning results: A study on their relationship in entrepreneurship education and business plans. Studies in Higher Education. doi:10.1080/03075079.2020.1723525.
  • Ferreras-Garcia, R., Sales-Zaguirre, J., & Serradell-López, E. (2019). Competences in higher education tourism internships. Education + Training, 62(1), 64–80. doi:10.1108/ET-04-2019-0074
  • Fish, L. A., & Snodgrass, C. R. (2019). Age and gender and their influence on instructor perspectives of online versus face-to-face education at a Jesuit institution. Journal of Education for Business, 94(8), 531–537. doi:10.1080/08832323.2019.1595499
  • Fitó-Bertran, À., Hernández-Lara, A. B., & Serradell-López, E. (2014). Comparing student competences in a face-to-face and online business game. Computers in Human Behavior, 30, 452–459. doi:10.1016/j.chb.2013.06.023
  • Fitó-Bertran, À., Hernández-Lara, A. B., & Serradell-López, E. (2015). The effect of competences on learning results: An educational experience with a business simulator. Computers in Human Behavior, 51, 910–914. doi:10.1016/j.chb.2014.11.003
  • Fortune, M. F., Shifflett, B., & Sibley, R. E. (2006). A comparison of online (high tech) and traditional (high touch) learning in business communication courses in Silicon Valley. Journal of Education for Business, 81(4), 210–214. doi:10.3200/JOEB.81.4.210-214
  • Gagne, M., & Shepherd, M. (2001). Distance learning in accounting: A comparison between a distance and a traditional graduate accounting class. The Journal, 28(9), 58–60.
  • Gatica-Lara, F., & Uribarren-Berrueta, T. (2013). ¿Cómo elaborar una rúbrica? Investigación en Educación Médica, 2(5), 61–65. doi:10.1016/S2007-5057(13)72684-X
  • González, J., & Wagenaar, R. (2006). Tuning educational structures in Europe. Universities’ contribution to the Bologna Process – An introduction. Bilbao: University of Deusto. Retrieved from http://www.deusto-publicaciones.es/deusto/index.php/en/tuning-en/tuning-bolonia-en.
  • Herman, T., & Banister, S. (2007). Face-to-face versus online coursework: A comparison of learning outcomes and costs. Contemporary Issues in Technology and Teacher Education, 7(4), 318–326.
  • Hernández-Lara, A. B., & Gualdi, D. (2019). Competence-based learning using practice firms: Its assessment from the students’ perceptions. Economia Aziendale Online, 10(1), 159–172.
  • Hernández-Lara, A. B., & Serradell-López, E. (2018). Student interactions in online discussion forums: Their perception on learning with business simulation games. Behaviour & Information Technology, 37(4), 419–429. doi:10.1080/0144929X.2018.1441326
  • Honig, B. (2004). Entrepreneurship education: Toward a model of contingency-based business planning. Academy of Management Learning & Education, 3(3), 258–273. doi:10.5465/amle.2004.14242112
  • Katz, J. A. (2014). Education and training in entrepreneurship. In J. R. Baum, M. Frese, & R. A. Baron (Eds.), The psychology of entrepreneurship (pp. 209–235). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Keller, J. H., Hassell, J. M., Webber, S. A., & Johnson, J. N. (2009). A comparison of academic performance in traditional and hybrid sections of introductory managerial accounting. Journal of Accounting Education, 27(3), 147–154. doi:10.1016/j.jaccedu.2010.03.001
  • Lans, T., Hulsink, W. I. M., Baert, H., & Mulder, M. (2008). Entrepreneurship education and training in a small business context: Insights from the competence-based approach. Journal of Enterprising Culture, 16(04), 363–383. doi:10.1142/S0218495808000193
  • Lyke, J., & Frank, M. (2012). Comparison of student learning outcomes in online and traditional classroom environments in a psychology course. Journal of Instructional Psychology, 39(3/4), 245–250.
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: US Department of Education. Office of Planning, Evaluation, and Policy Development.
  • Mitchelmore, S., & Rowley, J. (2010). Entrepreneurial competencies: A literature review and development agenda. International Journal of Entrepreneurial Behavior & Research, 16(2), 92–111. doi:10.1108/13552551011026995
  • Morgan, J. D. (2015). Online versus face-to-face accounting education: A comparison of CPA exam outcomes across matched institutions. Journal of Education for Business, 90(8), 420–426. doi:10.1080/08832323.2015.1087371
  • Mulder, M., Wesselink, R., & Bruijstens, H. C. J. (2005). Job profile research for the purchasing profession. International Journal of Training and Development, 9(3), 185–204. doi:10.1111/j.1468-2419.2005.00230.x
  • Nemetz, P. L., Eager, W. M., & Limpaphayom, W. (2017). Comparative effectiveness and student choice for online and face-to-face classwork. Journal of Education for Business, 92(5), 210–219. doi:10.1080/08832323.2017.1331990
  • Parsons-Pollard, N., Lacks, R. D., & Grant, P. H. (2008). A comparative assessment of student learning outcomes in large online and traditional campus‐based introduction to criminal justice courses. Criminal Justice Studies, 21(3), 239–251. doi:10.1080/14786010802355826
  • Quinn, F., & Stein, S. (2013). Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance. Higher Education Research & Development, 32(4), 617–631. doi:10.1080/07294360.2012.704902
  • Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435–448. doi:10.1080/02602930902862859
  • Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M. (2006). The impact of e-learning in medical education. Academic Medicine: Journal of the Association of American Medical Colleges, 81(3), 207–212. doi:10.1097/00001888-200603000-00002
  • Sánchez, J. C. (2011). University training for entrepreneurial competencies: Its impact on intention of venture creation. International Entrepreneurship and Management Journal, 7(2), 239–254. doi:10.1007/s11365-010-0156-x
  • Sánchez-Rebull, M. V., Campa-Planas, F., & Hernández-Lara, A. B. (2011). Dolceta, educación online para los consumidores: modulo de alfabetización financiera en España. El Profesional de la Informacion, 20(6), 682–688. doi:10.3145/epi.2011.nov.13
  • Shachar, M., & Neumann, Y. (2003). Differences between traditional and distance education academic performances: A meta-analytic approach. The International Review of Research in Open and Distributed Learning, 4(2), 318–334. doi:10.19173/irrodl.v4i2.153
  • Smith, R. L., Flamez, B., Vela, J. C., Schomaker, S. A., Fernandez, M. A., & Armstrong, S. N. (2015). An exploratory investigation of levels of learning and learning efficiency between online and face-to-face instruction. Counseling Outcome Research and Evaluation, 6(1), 47–57. doi:10.1177/2150137815572148
  • Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics. Virginia: Stylus Publishing, LLC.
  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. doi:10.1016/j.compedu.2006.11.007
  • Tounés, A., Lassas-Clerc, N., & Fayolle, A. (2014). Perceived entrepreneurial competences tested by business plan pedagogies. International Journal of Entrepreneurship and Small Business, 21(4), 541–557. doi:10.1504/IJESB.2014.062020
  • Wagner, S. C., Garippo, S. J., & Lovaas, P. (2011). A longitudinal comparison of online versus traditional instruction. MERLOT Journal of Online Learning and Teaching, 7(1), 68–73.
  • Warren, L. L., & Holloman, Jr, H. L. (2005). On-line instruction: Are the outcomes the same?. Journal of Instructional Psychology, 32(2), 148–152.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.