Abstract
As America's universities advance the use of technologies, including learning management systems, videos, PowerPoint, "clickers," virtual classrooms, and everything else "i" and "e," students may become over sensitized and yearn for a missing component: The focused study of reading a book. This study analyzes differences in graduate and undergraduate students, and male and female attitudes and perceptions of reading engagement involving non-textbook reading in academic courses, especially among business students. This research is based on the experiences of four professors who have incorporated (auto)biographies and practitioner books to support the growth and development of students' study of human resource management topics, leadership, small business, and entrepreneurship.
Recommended Citation
Clinton, Suzanne; Tyner, Lee; Epstein, Robert; and Lambert, Abbie
(2016)
"A Preliminary Examination of Gender Differences in Graduate and Undergraduate Reading Engagement: Using Books to Supplement Students' Learning,"
The Coastal Business Journal: Vol. 15:
No.
1, Article 4.
Available at:
https://digitalcommons.coastal.edu/cbj/vol15/iss1/4
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