Christian Business Academy Review
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Identifying the Most Useful Instructional Methods in Courses Taught Concurrently on Campus and Online
Full text linkThis study used a questionnaire to identify instructional methods/teaching strategies that were most useful to encourage student performance in on-campus and online classes. The study also identified differences in the usefulness of instructional methods between the on-campus and the online students. Participants in the study were former and current students from graduate-level business courses in accounting and finance. The study examined 10 instructional methods related to four teaching strategies — constructivism, collaboration, problem-based learning, and technological enhancements currently used in the course to improve student performance. Results of the analysis show that the instructional methods of group activities, along with supplemental content-organizing materials, were most useful to students. There were also some differences in usefulness between on-campus and online students for the instructional methods prerecorded CD lectures, special projects, and course modifications, but not necessarily in the direction expected. These findings seemed to support the premise that the use of a variety of teaching strategies should be encouraged to enhance student performance
Team Teaching a Class on Integration of Faith and Business: Observations and Lessons Learned From the Experience
Full text linkA newly developed elective undergraduate business course titled “Integration of Faith and Business” is offered for review. This paper explains the rationale for the structure and content of the course. The paper also shares highlights from the experience, lessons learned, and student responses
The Hope and Peril of Introducing a Course on Christian Business Leadership into a College of Business Curriculum
Full text linkThis paper examines the advantages and pitfalls of establishing a class in the business school to reflect on the impact of the Christian faith on business decisions. In class, students learn to apply broad Christian principles to specific business situations. Having a specific class allows an instructor to specialize in both theological and business concerns and supports a clear, intentional integration of faith into the business world. It does not eliminate the need to integrate faith in other parts of the curriculum; instead, it makes that integration even more important so that the message of the college is consistent
Mammon Worship in America: Challenging College Students’ Perceptions About Consumerism and Affluence
Full text linkAs American adults experience record levels of material affluence, they are giving less to religious organizations and are experiencing declines in well-being and mental health even while turning in greater numbers to religion. At the same time, a rising percentage of college students aspire to be well-off financially and overspend in ways that may constitute a modern form of mammon worship. In response, this paper provides Christian college instructors biblical and social science resources and thought-provoking discussion questions to use with their students to demonstrate that while money is not inherently evil, it cannot buy happiness, and aspiring for affluence actually leads to harmful psychological outcomes
Utilizing Vocational Discernment in a Leadership Development Course
Full text linkThe purpose of this paper is to describe the development of a newly created course designed for undergraduate business students to help them explore their vocational calling as they develop as leaders. The foundation of this course, titled “Leadership through the Eyes of Faith,” is a biblical theology of work and vocation which is explored through a variety of discernment exercises designed to increase self-awareness and assist students in determining personal, professional, and spiritual goals. An overview of the course format and assignments along with student reflection on the process are included
Distinctiveness in Christian Business Education: A Call for Faculty Educational Entrepreneurship
Full text linkHow do Christian business departments foster distinctive business education? Using the literature in interpretive planning and distinctiveness, it is suggested that one important way is through faculty educational entrepreneurship. By calling for faculty entrepreneurship, out of the core values and competencies of each institution/department/faculty member, there is great potential to foster distinctive education that models being “salt and light” to students. Unleashing the creative energy among the faculty at each institution can lead to distinctive business education on the campus and great diversity among the business departments/schools of the CCCU
Comprehensive Biblical Integration
Full text linkSeemingly, the traditional approach to biblical integration in academics transpires on an individual course basis primarily dependent upon the individual instructor. While the courses in an academic program are coordinated and designed to accomplish an academic purpose, biblical integration does not follow a programmatic format with a stated desired outcome. Through following a structured approach of comprehensive biblical integration in an academic program, it is posited that the predetermined desired outcome of biblical integration can be realized and evaluated