RESEARCH ARTICLE:
Student perceptions of digital currency
Eddie Horton, Carmella Parker and Lily J. Pharris
Computer Information Systems, School of Business, College of Business and Technology,
Northwestern State University, USA.
Article information:
Received: 15.03.18, Revised: 27.08.18 and Published online: 14 November 2018.
Int. J. Bus. Manag. Soc. Res. | Volume 04, Issue 02, pp. 273-282
Crossref: https://doi.org/10.18801/ijbmsr.040218.30
Student perceptions of digital currency
Eddie Horton, Carmella Parker and Lily J. Pharris
Computer Information Systems, School of Business, College of Business and Technology,
Northwestern State University, USA.
Article information:
Received: 15.03.18, Revised: 27.08.18 and Published online: 14 November 2018.
Int. J. Bus. Manag. Soc. Res. | Volume 04, Issue 02, pp. 273-282
Crossref: https://doi.org/10.18801/ijbmsr.040218.30
| 30.04.02.18_student_perceptions_of_digital_currency.pdf |
Title: Student perceptions of digital currency
Abstract: As the business world continues to be shaken by the seismic sea changes in fiat currency, it is imperative that college business educators remain knowledgeable about these shifts regarding how the global marketplace has created, adopted, implemented, and is reacting to cryptocurrency, which has currently made end runs around most government regulatory schemes, and its undergirding, blockchain technology. These fluctuations are so significant that it would be a mistake for educators to turn a blind eye to this new decentralized monetary framework; thus, there exists a fierce urgency to introduce and teach the framework to business students. Otherwise, business faculty members risk their pupils falling behind in this burgeoning economic space that presentlyoffers new and varied pathways to wealth. To begin the cryptocurrency educational narrative, the researchers determined that it was essential to measure the students’ awareness of the medium prior to teaching the relevant material. With that said, this research was primarily guided by this seminal question: Do students taking this Cyber Business Law class know what cryptocurrency is, and if so, what is the extent of that knowledge? To help answer this, a survey instrument was designed and presented to the Cyber Business Law class via Survey Monkey. The data gleaned from this nascent study was then analyzed and interpreted through the lens of a qualitative systemic review. Blanket interpretations of the information revealed that the students were, for the most part, generally aware of this new technology; were more familiar with one cryptocurrency coin, Bitcoin, than other coin options; and were modestly comfortable purchasing lower-cost consumables with the medium. The researchers also discovered that for the last question of the instrument, which posed several value judgment questions to be answered on a Likert scale, the majority of the surveyed students preferred to remain neutral which likely was evidence that the topic of cryptocurrency is still relatively new to the participants, and no opinion could yet be formed by the survey taker. The next step to address in the research is to determine the extent business and industry stakeholders are gravitating to this innovative technology. For those gravitating towards the use of the technology, the research will also seek to discover what the company’s familiarity requirements, if any, regarding cryptocurrency, and possibly blockchain, are. Ascertaining said information would help strengthen the Cyber Business Law course as well as other classes in the School of Business.
Key Words: Students’ perceptions, Education, Cryptocurrency, Bitcoin and Blockchain
Abstract: As the business world continues to be shaken by the seismic sea changes in fiat currency, it is imperative that college business educators remain knowledgeable about these shifts regarding how the global marketplace has created, adopted, implemented, and is reacting to cryptocurrency, which has currently made end runs around most government regulatory schemes, and its undergirding, blockchain technology. These fluctuations are so significant that it would be a mistake for educators to turn a blind eye to this new decentralized monetary framework; thus, there exists a fierce urgency to introduce and teach the framework to business students. Otherwise, business faculty members risk their pupils falling behind in this burgeoning economic space that presentlyoffers new and varied pathways to wealth. To begin the cryptocurrency educational narrative, the researchers determined that it was essential to measure the students’ awareness of the medium prior to teaching the relevant material. With that said, this research was primarily guided by this seminal question: Do students taking this Cyber Business Law class know what cryptocurrency is, and if so, what is the extent of that knowledge? To help answer this, a survey instrument was designed and presented to the Cyber Business Law class via Survey Monkey. The data gleaned from this nascent study was then analyzed and interpreted through the lens of a qualitative systemic review. Blanket interpretations of the information revealed that the students were, for the most part, generally aware of this new technology; were more familiar with one cryptocurrency coin, Bitcoin, than other coin options; and were modestly comfortable purchasing lower-cost consumables with the medium. The researchers also discovered that for the last question of the instrument, which posed several value judgment questions to be answered on a Likert scale, the majority of the surveyed students preferred to remain neutral which likely was evidence that the topic of cryptocurrency is still relatively new to the participants, and no opinion could yet be formed by the survey taker. The next step to address in the research is to determine the extent business and industry stakeholders are gravitating to this innovative technology. For those gravitating towards the use of the technology, the research will also seek to discover what the company’s familiarity requirements, if any, regarding cryptocurrency, and possibly blockchain, are. Ascertaining said information would help strengthen the Cyber Business Law course as well as other classes in the School of Business.
Key Words: Students’ perceptions, Education, Cryptocurrency, Bitcoin and Blockchain
HOW TO CITE THIS ARTICLE:
MLA
Horton, Eddie et al. “Student perceptions of digital currency.” International Journal of Business, Management and Social Research 04(02) (2018): 273-282.
APA
Horton, E., Parker, C. and Pharris, L. (2018). Student perceptions of digital currency. International Journal of Business, Management and Social Research, 04(02), 273-282.
Chicago
Horton, E., Parker, C. and Pharris, L. “Student perceptions of digital currency.” International Journal of Business, Management and Social Research 04(02) (2018): 273-282.
Harvard
Horton, E., Parker, C. and Pharris, L. 2018. Student perceptions of digital currency. International Journal of Business, Management and Social Research, 04(02), pp. 273-282.
Vancouver
Horton, E., Parker, C. and Pharris, L. Student perceptions of digital currency. International Journal of Business, Management and Social Research. 2018 October 04(02): 273-282.
MLA
Horton, Eddie et al. “Student perceptions of digital currency.” International Journal of Business, Management and Social Research 04(02) (2018): 273-282.
APA
Horton, E., Parker, C. and Pharris, L. (2018). Student perceptions of digital currency. International Journal of Business, Management and Social Research, 04(02), 273-282.
Chicago
Horton, E., Parker, C. and Pharris, L. “Student perceptions of digital currency.” International Journal of Business, Management and Social Research 04(02) (2018): 273-282.
Harvard
Horton, E., Parker, C. and Pharris, L. 2018. Student perceptions of digital currency. International Journal of Business, Management and Social Research, 04(02), pp. 273-282.
Vancouver
Horton, E., Parker, C. and Pharris, L. Student perceptions of digital currency. International Journal of Business, Management and Social Research. 2018 October 04(02): 273-282.
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