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Employers are continually looking for graduates who show an understanding of people with diverse cultures, languages, and religions. The purpose of this exploratory study was to examine how participation in study abroad enhanced the interculturality of undergraduate business students. Participants included two cohorts of U.S. students participating in a short-term biennial study abroad program in China. The data were student' scores on The Intercultural Effectiveness Scale (IES), a 52-item Likert scale spanning nine dimensions: continuous learning, self-awareness, exploration, interpersonal engagement, world orientation, relationship development, hardiness, positive regard, and emotional resilience. The IES was completed pre and post trip. Additional data were collected from the students' open-ended journals that they wrote while participating in the study abroad program. Quantitative findings revealed that mean scores increased significantly between Time 1 (pre trip) and Time 2 (post trip) for most dimensions of the IES. Qualitative findings showed that three main themes impact student experiences: Travel, Memories, and Culture. Additional qualitative findings revealed that the Enjoyment and Challenges that students experience as part of a formal study abroad curriculum enhanced attainment of learning outcomes.

Persistent concerns about college graduates' foundational skills for workforce preparedness compels educators to continue exploring ways to address them. Although effective communication is widely regarded as essential for entry-level professionals, which skills matter most may vary. Employers' satisfaction with communication skills also shifts over time. This study compares regional employers' and undergraduate business majors' satisfaction with given communication skills and their perceptions about various skills' importance. Results showed students rank importance and satisfaction similarly, and students' satisfaction with their skills exceeded employers'. Regressions showed student satisfaction with specific skills predict their perceived importance. Implications for curriculum development are discussed.

Leadership is a management tool to direct effective achievement of goals. Historical investigation can provide a valuable lens for the study of leadership styles. To that end, this study examines the disparate approaches of Roald Amundsen and Robert Scott as they raced to be the first explorer to reach the South Pole. The objective of this study is to analyze the leadership techniques used in these expeditions, and to determine how they shaped the outcome of each. The process of tacit knowledge and experience coalesces and fosters both leadership and action that are not only communication-oriented and value-driven, but also rooted in growth mindset and reflexivity. Both concepts proved to be imperative to the success of both Amundsen and Scott's expeditions. Ultimately, the experiences, choices, and eventual fate of polar explorers Roald Amundsen and Robert Scott provide a unique view of the human endeavor that holds valuable lessons for leaders in a variety of professional settings. [ABSTRACT FROM AUTHOR]

Employers are continually looking for graduates who show an understanding of people with diverse cultures, languages, and religions. The purpose of this exploratory study was to examine how participation in study abroad enhanced the interculturality of undergraduate business students. Participants included two cohorts of U.S. students participating in a short-term biennial study abroad program in China. The data were student' scores on The Intercultural Effectiveness Scale (IES), a 52-item Likert scale spanning nine dimensions: continuous learning, self-awareness, exploration, interpersonal engagement, world orientation, relationship development, hardiness, positive regard, and emotional resilience. The IES was completed pre and post trip. Additional data were collected from the students' open-ended journals that they wrote while participating in the study abroad program. Quantitative findings revealed that mean scores increased significantly between Time 1 (pre trip) and Time 2 (post trip) for most dimensions of the IES. Qualitative findings showed that three main themes impact student experiences: Travel, Memories, and Culture. Additional qualitative findings revealed that the Enjoyment and Challenges that students experience as part of a formal study abroad curriculum enhanced attainment of learning outcomes. [ABSTRACT FROM AUTHOR]

Ongoing employer concerns about communication skill deficits and workforce readiness among college graduates have prompted this regionally-based study comparing survey results between 2015 and 2018 that identified oral and written communication skills that regarded as critical to career success by local employers. Results examine the areas where employer perceptions about communication skill importance and satisfaction had changed, particularly in areas addressed by communication course outcomes adopted by a regional public undergraduate business program. Results indicate that dissatisfaction declined in skills directly addressed by communication curriculum, and in some areas satisfaction levels improved. Implications for aligning undergraduate curriculum to regional workforce needs are discussed. [ABSTRACT FROM AUTHOR]