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    <title>EconStor Community:</title>
    <link>https://hdl.handle.net/10419/333828</link>
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        <rdf:li rdf:resource="https://hdl.handle.net/10419/333865" />
        <rdf:li rdf:resource="https://hdl.handle.net/10419/333864" />
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    <dc:date>2026-05-09T19:00:22Z</dc:date>
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  <item rdf:about="https://hdl.handle.net/10419/333865">
    <title>Perceptions of first-year students on technology majors and careers: A gender analysis</title>
    <link>https://hdl.handle.net/10419/333865</link>
    <description>Title: Perceptions of first-year students on technology majors and careers: A gender analysis
Authors: Sousa, Kenneth J.
Abstract: The demand for information technology professionals in the United States is increasing while the number of available graduates is declining. Therefore, it is necessary to develop and refine strategies at all education levels and in business organizations to implement innovative approaches. These strategies should be designed to directly increase interest in technology majors and the recruiting/onboarding of technology personnel. This research has gathered data about technology careers relating to the attitudes and perceptions of first-year college students. The survey data was analyzed to understand perceptions through several factors compiled from past research. The seven significant factors included aptitude, attitude, interest in IT, job availability, job salary, media influence, personal image, subjective norm, and intent to major. The results of the study indicate that females believe that their perception of aptitude, attitude, subjective norm, and intent to major relating to technology careers are significantly lower than their male counterparts.</description>
    <dc:date>2025-01-01T00:00:00Z</dc:date>
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  <item rdf:about="https://hdl.handle.net/10419/333864">
    <title>Broker &amp; adviser education: What does the public know?</title>
    <link>https://hdl.handle.net/10419/333864</link>
    <description>Title: Broker &amp; adviser education: What does the public know?
Authors: Lach, Patrick A.; Flynn, Lee R.; Kelly, G. Wayne
Abstract: The United States recently increased the standard of care for brokers but still requires no formal education for investment professionals. This study investigates the public expectation of the educational requirements of investment professionals. While no formal education is required to become a broker or investment adviser, a majority of the survey respondents in this study believed investment professionals must have a college or graduate degree. This finding is noteworthy as research has indicated that consumers are likely to curtail a search if they believe all available alternatives are relatively homogeneous. Furthermore, a majority of respondents indicated brokers and investment advisers should have a college or graduate degree. Female participants, younger participants, and those with low perceived knowledge most frequently overestimated the required education of brokers and/or investment advisers. Respondents demonstrated an increased preference for investment advisers relative to brokers after being educated on the difference between the groups.</description>
    <dc:date>2025-01-01T00:00:00Z</dc:date>
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  <item rdf:about="https://hdl.handle.net/10419/333867">
    <title>Academic integrity and exam performance in the online environment</title>
    <link>https://hdl.handle.net/10419/333867</link>
    <description>Title: Academic integrity and exam performance in the online environment
Authors: Hartley, Phillip; Torres, Luis; Routon, P. Wesley
Abstract: The COVID-19 pandemic has led colleges and universities to augment their online offerings. For faculty and students, this brings concerns about academic integrity and performance. Findings of prior research conflict as to the prevalence of cheating and differences in student performance online versus in-person. Some scholars have studied methodologies for properly researching the phenomenon and ways to prevent cheating. One approach to preventing online cheating is electronic proctoring. In response to the discrepancies in the literature and the increased proliferation of online instruction, this work analyzes student exam performance in-person versus online versus online with video monitoring.</description>
    <dc:date>2025-01-01T00:00:00Z</dc:date>
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  <item rdf:about="https://hdl.handle.net/10419/333866">
    <title>Dynamic tournaments and performance: Evidence from long jump competitions</title>
    <link>https://hdl.handle.net/10419/333866</link>
    <description>Title: Dynamic tournaments and performance: Evidence from long jump competitions
Authors: Emerson, Jamie; Hill, Brian C.</description>
    <dc:date>2025-01-01T00:00:00Z</dc:date>
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