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Doctoral education in business schools is focused on a functional approach to research training. While this approach is necessary, it rarely encompasses reflexivity in qualitative research, despite its importance. This paper provides the groundwork for educators in business schools to reconsider the conventional approach to teaching qualitative methods. It draws on my personal and professional experience as a key resource to shape its examination of doctoral education in conducting qualitative research. The paper offers points of reflection on the struggle students may face in conducting rigorous qualitative research without appropriately understanding the influence of self with previous experience, preconceived ideas, feelings, and even appearance. By emphasizing reflexivity, this paper urges business schools to move away from functional training on research conventions to instead improve students' process of discovery by emphasizing interactive and transformational components of qualitative research. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide information that can benefit Higher Education Institutions (HEIs), which operate in a highly competitive environment. Understanding students' perspectives regarding quality in higher education and areas of dissatisfaction can redirect an HEI's strategy to address these concerns. The present study seeks to clarify how students define quality. A business student survey was conducted to understand students' expectations, satisfaction, and dissatisfaction with their current educational environment. The analysis systematically explores students' dissatisfaction by categorizing qualitative data using a modified version of the seven dimensions of service quality introduced by Evans and Lindsay.The level of detail provided in this report will assist in developing effective processes to improve student satisfaction at the university. The results conclude that improvements in completeness of the educational experience, both classroom and administrative services along with improvements in accessibility and convenience for academics and services will have the most impact on student satisfaction. Completeness addresses the quality of learning materials and services and accessibility and convenience address the ease of access to these learning materials and services. This paper expands upon the definition of quality in higher education, focusing on student dissatisfaction. The classification of student feedback provides a unique perspective. The limitations of the study include the response rate, area of study, geographic area, and learning modality. Tests of validity were not applied to the seven dimensions of service quality due to the exploratory nature of this study. [ABSTRACT FROM AUTHOR]

The literature review is a key part of a dissertation, academic or journal paper, yet it is also one that often proves challenging. The multidisciplinary nature of business and management studies adds to the demands of writing a critical review by deciding which theories, subject areas and texts to interrogate. There are a number of approaches that students and academics might take in writing a literature review that require differing emphasis, resources and timeframe. The purpose of this paper is to review the literature and develop an understanding of the complexities and challenges faced by students and new researchers in preparing journal papers. We share our experience as faculty with teaching and writing at undergraduate and postgraduate level, and identify a number of the problems typically faced. Recent trends with regard to the proliferation of open access journals are outlined, and the perspective of a journal Editor addresses common mistakes that lead to poor submissions and reviews. A popular business school text is amongst the views considered. Several examples of different types of literature review are included to illustrate the breadth of choice. Specialist types of software for analysis associated with the complexities of systematic literature reviews are outlined. We close with guidelines for success and conclusions for each of four objectives. More research is encouraged as students now have fewer opportunities to develop the skills required for critical writing; yet these are the very skills in demand for consultancy and similar professions following graduation. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome? Design/methodology/approach: The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data. Findings: The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations. Originality/value: This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools. [ABSTRACT FROM AUTHOR]

The journal is pleased to publish the abstracts of the six finalists of the 2016 Manufacturing and Service Operations Management Society's student paper competition. The 2016 prize committee was chaired by Sameer Hasija (INSEAD), Nicos Savva (London Business School), and Tolga Tezcan (London Business School). The other committee members were: Philipp Afeche, Vishal Agrawal, Aydin Alptekinoglu, Dimitrios Antritsos, Nilay Argon, Mazhar Arikan, Alessandro Arlotto, Arash Asadpour, Atalay Atasu, Nitin Bakshi, Gah-Yi Ban, Opher Baron, Robert Batt, Elena Belavina, Omar Besbes, Kostas Bimpikis, Robert Bray, Carri Chan, Xin Chen, Ying-Ju Chen, Soo-Haeng Cho, So Yeon Chun, Florin Ciocan, Sarang Deo, Lingxiu Dong, Santiago Gallino, Srinagesh Gavirneni, Manu Goyal, Shuangchi He, Jonathan Helm, Ming Hu, Dan Iancu, Foad Iravani, Srikanth Jagabathula, Nitish Jain, Yash Kanoria, Fikri Karaesmen, Diwas KC, Saravanan Kesavan, Bora Keskin, Sang Kim, Song-Hee Kim, Pascale Krama, Mirko Kremer, Harish Krishnan, Mumin Kurtulus, Guoming Lai, Cuihong Li, Jun Li, Lauren Lu, James Luedtke, Victor Martinez de Albinez, Mili Mehrotra, Alex Mills, Toni Moreno, Nektarios Oraiopoulos, Anton Ovchinnikov, Yiangos Papanastasiou, Chris Parker, Rodney Parker, Ali Parlakturk, Alfonso Pedraza Martinez, Ramandeep Randhawa, Paat Rusmevichientong, Chris Ryan, Soroush Saghafian, Ozge Sahin, Burhaneddin Sandikci, Nicola Secomandi, Stephen Shechter, Pengyi Shi, Amitabh Sinha, Milind Sohoni, Brad Staats, Alireza Tahbaz-Salehi, Nicos Trichakis, Owen Wu, Wenqiang Xiao, Nan Yang, Fuqiang Zhang, Jiawei Zhang, Yao Zhao, Karen Zheng, Yong-Pin Zhou, and Leon Zhu. [ABSTRACT FROM AUTHOR]

Microsoft Excel skills are imperative in today's competitive market and the skill is highly demanded by businesses. The MOS Excel Expert Certification (MO-201) validates the competency that one should build to meet employers' expectations. The paper addresses the statistical mean rank difference in four skill groups of the certification test. Results of the four groups of the test were compared, using the Kruskal-Wallis's test. The null hypothesis of the equality of the means for different groups was rejected at the 5% level of significance. Because the null hypothesis was rejected, the Conover post hoc test was applied for multiple pairwise comparisons, to discern which of the sample pair combinations were significantly different. The paper examines some of the concepts of groups 2 and 3 questions where students struggled the most and rendered insights to overcome those hurdles. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) holds the potential to revolutionize the way businesses operate. With the promise of generating creative solutions for complex problems, AI's transformative impact on the business landscape is undeniable. Against this backdrop, business schools become crucial in preparing future professionals with relevant tools and techniques associated with AI. This paper investigates the integration of GitHub Copilot in conjunction with Python libraries such as Pandas and Plotly, within two sections of an introductory information systems course. We examine how business students perceive GitHub Copilot's ease of use, utility, and relevance, particularly in tasks involving code generation for data analysis and visualization. Our findings indicate a generally positive perception of GitHub Copilot among business students in terms of its ease of use, utility, and relevance. However, notable gender differences emerged; male students reported finding GitHub Copilot easier to use and their interactions with the tool clearer and more understandable compared to their female counterparts. The paper also provides an overview of the course assignment and presents the visualizations produced, offering valuable insights into the practical application of GitHub Copilot in an information systems course setting. [ABSTRACT FROM AUTHOR]

Ongoing seismic events in global society have increased demands on organizations to change their focus on profit maximization alone to becoming a social enterprise that follows humanistic management (serving the common good) principles. Coincidentally, business schools are under pressure to teach humanistic management principles in their curriculum to enable the future work force to become agents of world benefit. Data analytics offers a means to introduce these principles to undergraduate business students. The analytics module described in this paper introduces undergraduates in an introductory Information Systems course to humanistic management. It discusses the use of humanistic management analytics (HMA), and describes an assignment to design, develop and use a HMA dashboard. Through video, lecture, case study and assignments, students learn the value of incorporating humanistic management principles to analytics and human resource functions that embody concepts of data analytics for social good. [ABSTRACT FROM AUTHOR]

Innovative digital technologies, together with new sustainable practices, push for new business models and skillsets, pressuring companies to adapt to external change in order to gain competitive advantage. Higher education institutions could offer support. More than 20% of university graduates in the European Union study "business, administration or law", with some of them being future top-level managers and entrepreneurs. This paper aims to provide an understanding of the factors shaping business students' perspectives and decisions in the modern business landscape. It reunites their career preferences, personality characteristics and knowledge regarding technology's utility for business and compares them between two cohorts (i.e., first year bachelor students and second year master students). The results of an online survey with a sample of 154 respondents show that business students' entrepreneurial intention is influenced by their entrepreneurial confidence, their boldness when considering risks, as well as by being further along their educational journey. While almost 80% of business students are daring, oriented toward results and confident in their entrepreneurial abilities, and around 50% would feel most comfortable having their own business, approximately half of first year bachelor students and 14% of second year master students tend to be "not sure" regarding how eight out of ten modern technologies mentioned in this paper (i.e., robotic process automation, big data, artificial intelligence, computer vision, industrial robots, internet of things, virtual reality, enterprise resource planning) could improve a company's innovation and performance. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to theoretically answer the question: why might business schools in Egypt fail to develop responsible leaders? Design/methodology/approach: The author starts by discussing modernization theory (Lipset, 1959) – which highlights the idea that the more educated people there are in a given society/nation, the more calls for democracy, social citizenship and social justice will be launched – to address the strong association between the quality of business learning and the development of responsible leadership norms. Moving forward by focusing on the theory of education (Dewey, 1916) and institutional theory (DiMaggio and Powell, 1983), the author finds the main conditions needed to develop responsible leadership norms among business school students. Findings: The author identified the following three necessary conditions: implementing responsible management education, sustaining management learning and ensuring that a purposive hidden curriculum is well-planned in business schools. The author sees these as the main priorities for developing responsible leadership skills among business school students in Egypt and similar post revolution countries. Originality/value: This paper contributes by filling a gap in responsible leadership, public administration and higher education literature, in which conceptual studies on the role of business schools in post-revolution periods and conflict zones has been limited until now. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had a profound impact on small businesses, significantly influencing entrepreneurial aspirations and presenting numerous challenges. This calls for additional research into perceptions, intentions, and the challenges faced in this context. This study aims to explore the comprehension of key entrepreneurial concepts among business students in the post-pandemic era. The paper presents an empirical study which employs qualitative in-depth interviews with 34 undergraduate business students from one public university in the Midwest of the United States. The findings reveal a complex view of entrepreneurship that extends beyond traditional business creation, encompassing elements of social innovation and personal fulfillment. Students displayed a generally positive attitude towards entrepreneurship, influenced strongly by their involvement in practical entrepreneurship-related activities and their familial backgrounds. However, they also identified significant barriers, including financial constraints, fear of failure, and a lack of practical experience, which hinder their intentions to pursue entrepreneurial ventures. The study underscores the importance of entrepreneurship education programs incorporating more comprehensive practical experiences, enhancing financial literacy, and providing psychological support to overcome these challenges. These insights contribute to the ongoing discussion on how to effectively support and prepare aspiring entrepreneurs in a changing educational landscape. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop the "ethical student scale" to understand the underlying factors that lead to the decisions of cheating and plagiarism and where business students are developmentally from a moral perspective and to help academic institutions assess how best to develop ethical education throughout the curriculum. This three-dimensional nine-item scale based on Kohlberg's moral development model is proposed to serve as a valuable tool for educators who are struggling with identifying the best approach to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce. Four survey design studies were conducted to determine what factors had previously been identified to both negatively and positively impact the propensity of a university student to engage in cheating and/or plagiarizing (Study 1, N = 179), to preliminarily validate the three dimension nine item scale that emerged from Study 1 (Study 2, N = 87); to test the construct validity of the three-dimensional nine-item scale (Study 3, N = 235); and to test the nine-item scale for convergent, divergent and predictive validity (Study 4, N = 201). The four surveys were administered to undergraduate students at two universities in the Northeast in the USA. To shed light on the underlying factors that lead to the decisions of cheating and plagiarism, the authors propose three factors that are engaged when students make these types of ethical decisions: rules and enforcement as an external control, personal morality as an internal control and social influences as a social control (Kohlberg, 1976). Through four studies, this paper presents a three-dimensional nine-item scale based on Kohlberg's moral development model to determine the factors that influence the propensity of a university student to engage in cheating and/or plagiarizing. The proposed scale showed strong reliability across the three dimensions. The limitations of the scale are that this research was restricted to an academic setting. The relationship between the academic environment, the resulting behaviors of students and the subsequent behavior of these students as managers also needs investigation to determine if business ethics education does have an impact on increasing ethical decision-making. The ethical student scale attempts to measure the development stage of students in a university setting and has the potential utility to help higher education institutions better understand the moral development of their students and what drives their decisions to engage in an ethical manner. Being a short yet reliable tool, ethical student scale may help business schools develop programs beyond a single business ethics course to instill ethical decision-making in students. One of the goals as business educators is to produce ethical managers. The ethical student scale can help us develop a more integrated approach to business ethics education. As the students become managers and leaders in organizations, the social implications for more ethical decision-makers and organizations are widespread and vital to the community and the economy. Ethical student scale is an attempt to quantify what types of controls (external, social, or personal) help develop ethical students and ethical managers. Based on Kohlberg's moral development model, this three-dimensional nine-item scale which shows strong reliability will serve as a valuable tool for educators who are struggling with identifying the best approach to the issue of unethical decisions and behaviors as they try to create strategies to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce. [ABSTRACT FROM AUTHOR]

Attracting prospective students could be difficult and expensive. Candidates, when choosing a future school for their studies, consider a great number of factors. Information from official university websites does not suffice to persuade. Word of mouth plays a significant role, among others. The aim of this paper is to present findings about important factors influencing the overall satisfaction of current students with university life as well as their willingness to share positive references. The study took place in the Czech Republic with students attending business schools at universities. Primary data was collected via an online questionnaire with students with bachelor’s, master’s, and doctorate degrees (n = 274) and in-depth interviews (n = 10). Data was processed with regression analysis and Spearman’s correlation coefficient. The main findings suggest that there is a close positive correlation between students’ satisfaction and the willingness to recommend the university. The quality of student life and the reputation of the school were identified as the most important factors influencing this satisfaction and willingness to recommend. [ABSTRACT FROM AUTHOR]

The present paper will focus on test design and development with a particular emphasis on how to devise comprehensive tests for students who attend a course on English for business (BE) purposes, a course which is aimed at enhancing students' grammar, reading, vocabulary, and writing skills at B1 Level. In the introductory section, we are discussing the basic typology of tests as well as their purposes, with particular attention to assessing the skills of BE students. Special consideration will be given to the five phases used when devising a new BE test. Moreover, we will attempt to clarify several aspects concerning test-takers, i.e. BE students. The issues of grading and establishing optimal facility values of test items are also tackled. Some final recommendations on test design conclude our analysis. [ABSTRACT FROM AUTHOR]

Global business literacy is generally considered one of the key competencies important for functioning in today's interconnected global business world. Despite some studies investigating its determinants carried out worldwide, findings related to Central Europe are rather scarce. The aim of this paper is to identify the effects especially of stay abroad experiences, but also other related factors on cultivation of global business literacy of university students. For this purpose, a total of 255 business students from the Czech Republic and Slovakia filled out the online questionnaire. The results of correlation and regression analysis showed that the most important factor for cultivating global business literacy is the completion of a course related to international business, followed by the intensity of interactions with foreigners. The stay abroad experiences significantly positively affect only the self-efficacy dimension of global business literacy. Overall, it appears that global business literacy can be well developed also through internalization activities at home. [ABSTRACT FROM AUTHOR]

The paper aims to determine how sustainability can be implemented into virtual business simulators dedicated to higher education due to the need for raising environmental awareness among students. Climate and natural environmental changes caused by human activities require adjustments in society's mindsets and activities, especially in the business-related sector, which makes the implementation of sustainability in business higher education of crucial importance. Virtual business simulators are innovative tools in business higher education. Their use, as a part of game-based learning, is attracting increasing interest, as this method allows us to understand interactions between business decisions and their results. In this paper, we present our case study of an IT-based business simulator, which includes aspects of sustainability, and the initial experience of a group of test students participating in the business game. The paper discusses the authors' own IT solutions and the possibilities of implementing the concept of sustainability into business-oriented higher education. This paper proposed the manner of implementing sustainability, including pseudocodes, into a virtual business simulator. The results show how challenging it is to implement sustainability into game-based business education, as it increases the complexity of interactions among different aspects of running a business, including the goal of making a company more diversified. [ABSTRACT FROM AUTHOR]

Copyright of Društvena Istraživanja is the property of Institute of Social Sciences Ivo Pilar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This paper examines students' decisions when playing an in-class version of the TV game, Deal or No Deal (DOND), to study the relation between personal characteristics and individual decision-making under risk. Design/methodology/approach: This study analyzes DOND game play data collected from 374 students in 13 university finance classes, and their personal characteristics collected in a post-game survey. It uses ordered probit, OLS and probit regression analysis to examine the impact of personal characteristics on an individual's risk tolerance. Findings: The key finding is that international students are significantly more risk averse than US domestic students. Additionally, given the natural control for age and education, the study finds that gender, race and religion have a limited impact on an individual's risk tolerance. Finally, the study provides evidence that the structure of the DOND game, in general, rewards risk-taking as long as it is not excessive. Once participant behavior becomes risk-seeking, the correlation between risk-taking and game payoff becomes negative. Research limitations/implications: The homogeneous set of contestants (business students) analyzed in this study presents some limitations yet provides opportunities to examine risk tolerance differences between the US and international students, and whether gender, race or religious affiliation has an impact on the level of risk tolerance given a natural control for age and education level. Practical implications: The evidence suggests that culture and environmental unfamiliarity may impact an individual's risk tolerance. This finding is useful when providing financial advice to diverse clients or when conducting international business. Additionally, understanding that education and financial literacy reduces differences in risk tolerance across gender, race and religion can impact the way we interact with others. A broader practical implication for all investors is that, while under normal circumstances, risk-taking is rewarded with a higher expected return, excessive risk-taking may harm their investment performance. Originality/value: This paper utilizes a unique data set, collected through a class activity and post-class survey. While there have been empirical studies using DOND data, this is the first study that examines the impact of personal characteristics on game participants' behavior, thereby generating unique findings not reported in previous studies employing DOND data. [ABSTRACT FROM AUTHOR]

Paper investigates the impact on student engagement from converting traditional face-to-face classes to online in response to Covid-19. In particular, this study investigated the impact of conversion to online on four different types of student engagement: (1) participation engagement, (2) emotional engagement, (3) skill engagement, and (4) performance engagement. Survey data were collected from 160 business students who had their face-to-face classes converted to online due to Covid-19. Results of study show that all four types of student engagement significantly declined when classes were converted to online. Participation engagement declined the most while performance engagement declined the least. Non-traditional students had significantly larger declines in participation engagement and skill engagement than traditional students. Those who prefer face-to-face classes had significantly larger declines in all four types of student engagement than those who prefer online classes. Extroverts had significantly larger declines in participation engagement, emotional engagement, and performance engagement than introverts. Gender, ethnicity, rank of student, type of class, and experience with online classes did not influence the decline in engagement when classes were converted to online. Recommendations on ways to improve online classes and ways to improve student engagement in online classes are provided. [ABSTRACT FROM AUTHOR]

This paper develops a review of teaching research methods and student supervisor relationships, first presented to ECRM20. Last year we tested an extensive literature review with a survey of undergraduate business students, this has now been supplemented with further survey data, interviews and a focus group. This supplementary data has deepened our understanding of the issues and has largely reinforced the findings from the previous paper. At a time when some schools are moving content on-line and seeking new forms of assessment, there is a need to ensure that research continues to fulfil a contribution towards intellectual and practical understanding. Detailed analysis has explored the extent to which the teaching of research methods within a taught degree course and the completion of an individual project has proved effective. Value perceived by the students and supervisors of a major project has been confirmed to influence both success for a candidate at an interview as well as providing a skill set suitable for longer term employment. Learning 'skills for life' was suggested by the students.. The extent to which students and supervisors engage was explored and opportunities for improvement are reported. The importance of adding an element of fun to the process was also raised. Little evidence of supervisors receiving training was found, Feather et al (2010, 2013) and a challenge continues to be the extent to which supervisors are fully briefed on the required dissertation process. In practice, supervisors rely on their own prior experience and this can contribute to an uneven quality of experience for students. Conclusions on the undergraduate data are developed for two specific research questions and next steps for improvement at the school are outlined for the Business School to consider. [ABSTRACT FROM AUTHOR]

This paper examines factors that influence the learning satisfaction of business school students in general and accounting students in particular. Guided by both the literature and the findings from a series of eight focus group sessions involving 43 university undergraduates, a research instrument capable of examining factors associated with student learning satisfaction was designed. Survey responses from 548 students generated seven factors of student satisfaction, with students attributing high importance to all seven factors. It was further found that gender and student major moderated the relationship between the seven factors and students' reported learning satisfaction. [ABSTRACT FROM AUTHOR]

Copyright of International Research Journal of Business Studies is the property of Prasetiya Mulya Publishing, Universitas Prasetiya Mulya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Making requests is one of the most commonplace pragmatic behaviors in daily interactions. This present paper attempts to specifically examine the use of second language (L2) request strategies by a single English major in China. By providing four different role-play scenarios in which relative power (+/-P) and social distance (+/-D) were deliberately designed as the contextual constraints, while low ranking of imposition (-R) was kept constant, this case study elicited and audio-recorded the participant's conversational data via WeChat. Drawing upon the coding scheme developed by Blum-Kulka and Olshtain (1984), the study showcased that the participant was inclined to chiefly employ conventionally indirect requests and more external modification devices than internal ones in all the role-plays. In addition, the participant's inappropriate adoption of direct requests in the first and third role-plays and written responses to the followup survey questions suggested that he was not conscious of the contextual variables at all when performing requests. In conclusion, some pedagogical recommendations are proposed to enhance L2 learners' pragmatic competence by integrating pragmatic instruction into English language classes. [ABSTRACT FROM AUTHOR]

Purpose -- This paper brings new material to the understanding of interlinkages between motivation, learning and performance in academic contexts. By investigating these interlinkages in a new context -- students of business and management at a Swedish university college -- it seeks to answer the following research questions: How do students' degree and type of motivation relate to their learning strategies?; how do students' degree and type of motivation and learning strategies relate to their academic success?; and how do student characteristics in terms of experience and gender influence the nature and strength of these relationships? Research methodology -- The data used in this paper is based on student surveys and a centralised system of reporting and archiving academic results. The latter contains information on the academic performance of individual students, whereas the surveys gathered information on the students' background characteristics (experience and gender), their motivation for pursuing academic studies and their learning strategies. The difference in proportion tests and OLS regressions were then applied to investigate differences between student groups and relationships between the different variables. Findings -- The findings reveal that business students are more extrinsically than intrinsically motivated; that deep learning approaches lead to higher grades for particular examination forms, and that female students are typically more intrinsically motivated, engage more in deep learning approaches and perform better than their male counterparts. Practical implications -- The findings suggest that practitioners in higher education involved with the business and/or university college students have good reasons to stimulate motivation generally, and intrinsic motivation in particular. However, this must be accompanied by examination forms that promote deep learning. Originality/Value -- In contrast to most research, this paper focuses on the interlinkages between motivation, learning and performance among business students in a university college setting. This contrasts most research on this topic which tends to be focused on university students, particularly in the US, in other fields of study or accounting. Moreover, this paper also takes student characteristics into account and uses a variety of measures to operationalise academic performance. [ABSTRACT FROM AUTHOR]

Low-code development platforms were introduced as a solution to the dilemma of the gap between the high demand for applications and the low number of developers available to meet this demand. The lowcode development platforms help the developers to build fast, efficient, and scalable applications with a minimal need for coding, which introduced the concept of citizen developers in the field of application development. This study explores the factors that attract the developers and programmers to utilize LCDP and discusses some of the problems and challenges that prevent other programmers and developers from using it. An online survey was conducted in Saudi Arabia among 49 respondents of professional developers from different departments of Information Technology in several kinds of businesses as well as students from the Computing and Information Technology faculties to understand the developers’ motivations to adopt low-code development platforms. A total of 19 respondents were using LCDP, while the other 30 were not. The paper also highlights the reasons why some developers are not interested in moving toward low-code and commit to the traditional programming approach. The results of this study explain the factors and advantages that prompt developers to use LCDP and identifies the concerns that prevent them from using it. Reducing development time is considered as an advantage by the majority of the sample that used LCDP. Additionally, the Minimum coding needed reduces the development time and make the application development much easier. On the other hand, some of the reasons for not using LCDP by the developers were the low level of scalability in these platforms, and a lack of knowledge about these platforms and how to deal with them. [ABSTRACT FROM AUTHOR]

Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students' professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands. [ABSTRACT FROM AUTHOR]

Although internships are increasingly important to business students as part of their education, Christian professors can often find it difficult to integrate a Christian perspective throughout the teaching and academic supervision of interns. This article presents a model that focuses the internship experience through a process of reflection on the concepts of vocation and calling. The article also includes descriptions of assignments used in an internship course taught at a Christian college, including practices for journal writing and a list of books and films that are used in the course. [ABSTRACT FROM AUTHOR]

This paper focuses on the impact that blended learning has on the level of satisfaction experienced by learners and is carried out by MBA students who are enrolled in classes at a business school. The researcher would like to draw attention to three requirements for the research project, which are as follows: The first factor is the user's own subjective perception of the system; the second a person specific would require no and the third is the driving influences that effectively provide the learners with information. This study demonstrates how the parameters will influence the level of learning satisfaction experienced by students. Data collection: This study used a sample size of 100 business school students as respondents. There were only 88 non-corrupted data points available to the researcher, and so the hypothesis could only be tested to that extent. Interpretation: The structural equation modelling technique is emphasized for validation purposes in order to examine the relationship between latent variables. It demonstrates how effortlessly user perception can be manipulated. Learners' efficiency has a positive effect on users' perceptions of effortlessness and the quality of their experience. When students succeed, they feel more satisfied with their learning experience. The study's overarching goal is to establish which factors actually do have an impact on students' levels of contentment. [ABSTRACT FROM AUTHOR]

The aim of this paper is first to examine, through a qualitative analysis of statistics syllabi, the current state of statistical education in a sample of universities in Colombia. The focus is on statistics teaching in degrees for economics and business administration students. The results from the qualitative analysis reflect a preponderance of traditional and didactic teaching methods centered on the teacher, not on the student. The second aim is to present findings from a case study that has developed an innovative pedagogical intervention, called a data fellows program, from the University of Manchester, United Kingdom, which evidences opportunities for how statistics can be taught effectively to non-STEM majors. Further, the data fellows model has also been explored in the context of developing statistical and data skills capacities in Latin America. We reflect on how the lessons from the UK case study could open up opportunities for rethinking the teaching of statistics in Colombia through developing data projects and experiential learning to practice statistics in the real world. [ABSTRACT FROM AUTHOR]

Copyright of Collected Essays on Learning & Teaching is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Institutional assessments of quantitative literacy/reasoning (QL/QR) have been extensively tested and reported in the literature. While appropriate for measuring student learning at the programmatic or institutional level, such instruments were not designed for classroom grading. After modifying a widely accepted institutional rubric designed to assess QR in written arguments, the current mixed method study tested the reliability of two QR analytic grading rubrics for written arguments and explored students' reactions to the grading tools. Undergraduate students enrolled in a business course (N = 59) participated. A total of 415 QR artifacts from 40 students were assessed; an additional 19 students provided feedback about the grading tools. A new QR writing rubric included three main criteria (numerical evidence, conclusions, and writing), while a second rubric added a fourth criterion for assignments with data visualization. After two coders rated students' QR assignments, data analysis found both new QR rubrics had good reliability. Cohen's kappa found the study's raters had substantial agreement on all rubric criteria (κ = 0.69 to 0.80). Both the QR writing (α = 0.861) and data visualization (α = 0.859) grading rubrics also had good internal consistency. When asked to provide feedback about the new grading tools, 89% of students shared positive comments, reporting the rubrics clarified assignment expectations, improved their performance, and facilitated the writing process. This paper proposes slight modifications to the phrasing of the new rubrics' writing criterion, discusses best practices for use of rubrics in QR classrooms, and recommends future research. [ABSTRACT FROM AUTHOR]

This paper reviews approaches to teaching research methods and the effectiveness of the student supervisor relationship in managing research projects. Corporate scandal, changes in society, the emergence of online technologies and a need to reduce teaching costs have all led business schools to change their curriculum including how research methods are taught and undergraduate and postgraduate projects supervised. Management research, and the manner in which research methods are both taught and practiced continue to make a key contribution and play a significant role in the partnership between academia and practice. Virtual learning has been helpful in a better understanding of research methods, developing critical thinking and understanding issues in more depth that are briefly covered in class. Researchers have found that the blending learning approach and use of computer-mediated discourse supported a collaborative learning approach and resulted in more active and reflective learners (Altinay and Paraskevas, 2007). Despite this positive example, the use of technology for learning has generally been limited to supplementing face to face learning (Thomas and Thomas, 2012). The class is increasingly culturally diverse, students more mobile while academics may be Anglo-centric and westernised. Supervision needs to be responsive to the changing needs and ambitions of the student; to move away from a dyadic relationship between supervisor and student, and emphasise the importance of collaborative learning environments and collective models of supervision (Malfroy, 2005). Literature reviewing three related research questions is presented. Questions remain as to whether changes are driven by a need to reduce cost or improve pedagogy. Data collection has started with undergraduate business students through pilot surveys and interviews to gain an improved understanding of the trends, initiatives and best practice. A further paper will explore in more detail postgraduate business students. At a time when some schools are moving more content on-line and seeking new forms of assessment so there is a need to ensure that management research continues to fulfil a contribution towards intellectual and practical understanding. Corona virus has made this need more urgent. [ABSTRACT FROM AUTHOR]

Due to anticipated energy shortages and the need to achieve climate goals, there is an urgent requirement for transition towards a green, resilient system of energy provision. This transition is hampered because important players in energy markets (governments and oligopolies), while supporting large-scale solutions, avoid or block systemic changes. This rejection of systemic change is strengthened by the dominant social paradigm, which ignores systemic vulnerabilities, treating resources as solutions and the environment as a sink. In its turn, the dominant social paradigm is contested by the new ecological paradigm and by attitudes towards sustainable business practices. Understanding this framework may be relevant for identifying decision-makers' perception of system risk, and thus for supporting a transition towards a more decentralized and resilient energy supply. In this context, this paper presents an empirical study among Polish students of a business university (N = 393), trying to discover the relationship between the social paradigms, perceptions of environmental resources and sinks, and systemic risk in large-scale energy production (i.e., nuclear power plants). Although the explained variance is limited, results show that various elements of the dominant social paradigm are related to problem denial. Technological optimism and belief in markets are predictors of optimism about resource shortages and neglect of system risk. This optimism is counteracted by political liberalism, and respondent attitudes towards sustainable business practices. Belief in market forces has an ambivalent effect, tempering technological optimism regarding nuclear energy but also political acknowledgement of the limited resources and sink capacities of the environment. Although the influence of the dominant social paradigm on energy transition can be identified, the results may indicate a decline in belief in market forces and liberal democracy, implying a rethinking of the dominant social paradigm may be needed. The existing relationship between these aspects warrants a critical review and discussion of the central role of the dominant paradigm in current management training. The results indicate that a lack of political liberalism and a negative attitude towards sustainable business practices amplify system risks in, e.g., large-scale nuclear energy projects. [ABSTRACT FROM AUTHOR]

This paper presents the results of a survey on the perspectives of students and lecturers after students had attended a course on information literacy (IL) training. A student self-assessment survey aimed to explore what IL skills students are applying and how they feel about completing the IL course. A second survey gained feedback from lecturers to verify whether students had applied IL skills within their subjects after taking the IL course. The population studied was Business Studies students at first year and foundation level, drawing a sample from Communication and English courses. Findings indicate that lecturers have seen an improvement in the academic work of students after their IL training. Students perceived an improvement in their skills to evaluate sources - a skill most applied in their academic work. The value of the study lies in its focus on how students view their IL skills. The study finds that students see IL training as beneficial, not only in Communication and English, but in their other subjects as well. They also see the benefit it will have for all students at a university. Literature suggests that soliciting students' perspectives on IL is under-researched. This case study adds to research in that area. [ABSTRACT FROM AUTHOR]

Copyright of Continuing Professional Education: Theory & Practice is the property of Continuing Professional Education: Theory & Practice and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose - This study aims to test bigenderism, a universalistic theory that purports to explain why trans men employees enjoy greater organizational acceptance and superior economic outcomes compared to trans women employees. Design/methodology/approach - Respondents were presented with one of two case studies in which they had to choose whether or not to respect the right of a trans employee to use the restroom of their choice at work. The only difference between the two case studies was the gender of the trans employee. In one case, the employee was a trans man and in the other case, the employee was a trans woman. Findings - The gender of the trans employee had no impact on the choices of the respondents. Research limitations/implications - The chief research implication is that heightened discrimination against trans men may better be explained by situational theories of transphobia rather than the universalistic theory that was tested in this paper. The primary research limitation was the use of American undergraduate business students as respondents. Practical implications - Organizations need to be especially vigilant in protecting the restroom rights of their transgender employees, which may entail eliminating gender-segregated restrooms. Originality/value - This paper is original in that it uses an experimental design to test the theory of bigenderism. It adds value by encouraging experimental research that examines situational theories of transphobia. [ABSTRACT FROM AUTHOR]

In academic English, nominalizations are used to achieve a higher level of abstraction, condensation and precision. This paper focuses on the actual usage patterns of -er nominalizations in academic writing, more precisely in the written assignments of business undergraduates. The research relies on the data collected from the British Academic Written English corpus. The main aim is to shed some light on the formal characteristics of the agent-denoting nominalization patterns in student writing and to identify trends and tendencies in the use of these nominals. The results of the research can increase student awareness of the linguistic patterns of nominalizations and improve the teaching techniques involved in developing academic writing skills. [ABSTRACT FROM AUTHOR]

The paper provides comments on an article about the limitations of the student-as-customer model for guiding the operations of a business school. The article proposed a student-as-junior-partner analogy. The purpose of the article is to describe a professional services student-as-client model that offers a more realistic guide for core business school operations than either the customer model or the partner model. The next section of the paper begins by noting the situations where the partner model is well suited and shows why it is not realistic for most programs. The paper then defines the client analogy, illustrates how it offers a better fit, and describes some of the insights that it suggests. For the undergraduate and MBA programs at the core of a business school's teaching activities, the client model provides a much more useful analogy than either the partner model or the customer model. On the other hand, the partner model is well suited to exceptional programs such as the Ph.D.

Entrepreneurial ventures are established in large numbers in China. The success rate of these entrepreneurial ventures is lower than that of new startups. Mismanagement and a lack of creative skills among entrepreneurs are cited as reasons for entrepreneurial failure in China. The current study investigates the impact of entrepreneurial networking and new venture intention on entrepreneurial success in China, with psychological capital and entrepreneurial optimism serving as moderators. 483 responses were collected from business students in China for data analysis. The findings of the study reveal that the impact of entrepreneurial networking and new venture intention on entrepreneurial success in China, with the moderating role of psychological capital and entrepreneurial optimism, is significant. The theoretical framework of this research has novelty as it introduces new moderating relationships of psychological capital and entrepreneurial optimism in the model of entrepreneurial success. Practically, this study has revealed that entrepreneurial success can be achieved with entrepreneurial networking, entrepreneurial optimism, psychological capital, and new venture intention. The directions of this research point out additional gaps in the literature that scholars should discuss in subsequent studies. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this paper is to investigate how perceived attributes of the green market mediate the relationship between individuals' sustainability orientation and entrepreneurial intentions and to what extent field of study (business vs non-business) moderates this relationship. Design/methodology/approach: The authors surveyed 314 students in French universities and used structural equation modeling (SEM) to examine the moderated mediation mechanism. Findings: The results reveal that the adverse effects of the field of study on the relationship between sustainability orientation and entrepreneurial intentions through the mediating paths of green design and green supply chain. The authors found that these adverse effects were stronger for business students than for non-business students. Practical implications: The authors recommend that government and academia collaborate to make crucial management decisions that encourage a sustainable entrepreneurship culture, such as revising the academic curriculum and supporting the inclusion of public–private sector initiatives. Originality/value: This study contributes to and extends previous findings on the positive nexus between an individual's sustainability orientation and entrepreneurial intentions by theorizing the perceived attributes of the green market as a mediating process for translating sustainability beliefs into entrepreneurial intentions. Additionally, the adverse moderating effect of the field of study adds nuance to previous knowledge on the role of education in determining entrepreneurial intentions. [ABSTRACT FROM AUTHOR]

A lot of headlines have been made over the last decades on the brain drain in Romania and elsewhere. We have seen a lot of our students leave the country right after graduating from university and many of them do not plan on returning in the near future. From the perspective of the professor teaching English to business undergraduates, this raises a few issues, from managing the students' expectations and learning needs to adapting the course itself to a split reality. This paper discusses the findings of a small study conducted at the beginning of the 2022-2023 academic year among first- and second-year business students at the Faculty of Economics and Business Administration in Iași, as it tries to find out what plans they have for studying and/or working abroad in relation to their expectations and learning needs regarding (business) English courses. [ABSTRACT FROM AUTHOR]

Purpose: This study applies a person-environment fit (PEF) framework to examine the extent to which organizational attractiveness may be influenced by person-organization fit (POF) feedback and person-job fit (PJF) feedback in web-based recruitment. Furthermore, the potential mediating roles of subjective POF and subjective PJF perceptions were examined. Design/methodology/approach: Senior undergraduate business administration students participated in a two-stage experiment by completing a paper-and-pencil survey during a campus career fair and then reviewing a recruitment website. Findings: Research findings showed that online assessment feedback on PJF was positively related to organizational attractiveness. The higher the level PJF, the more organizational attractiveness participants reported. Second, both POF and PJF feedback information can affect organizational attractiveness indirectly through subjective POF and PJF perceptions, respectively. Fresh graduates were more sensitive to PJF feedback in deciding organizational attractiveness. Originality/value: This study contributes to the recruitment literature in at least three ways. First, online recruitment messages concerning can affect organizational attractiveness. Second, in support of the PEF framework, fresh graduates can distinguish subjective POF perceptions from subjective PJF perceptions. Third, fresh graduates are more sensitive to PJF information and perceptions in deciding organizational attractiveness. [ABSTRACT FROM AUTHOR]

This paper considers management education and specifically how student learning has been impacted by the online replacement teaching offered by universities during the COVID-19 pandemic. The study utilizes a learning gain model which considers the students' own perception of their learning, and separates the provision of theoretical explicit knowledge (distance travelled) from that of practical tacit understanding (journey travelled). In 2019, data were collected from a cohort of marketing students studying for an undergraduate UK business studies degree. In 2021, data were again collected from a new cohort of students studying the same business studies degree course, but this time during the COVID-19 period. A comparison was undertaken to identify any differences in learning gain. Overall, a drop in perceived learning was reported, although in a few areas, an indication of stronger learning was identified. Interestingly, female students reported the most significant drop in their learning related to journey travelled, whereas for male students, it related to distance travelled. [ABSTRACT FROM AUTHOR]

Graduate education plays a role in improving the scope for employability of graduates. It empowers them with specialized skills, advanced knowledge, and critical thinking, which increases the scope for their employability. However, in the case of Saudi Arabia, it has been reported that there is widespread unemployment in the country. Though the Saudi Arabian government has initiated measures to nurture development in education through their ‘Saudi Vision 2030’ program, a gap exists. There are strong indictors which point at a mismatch of knowledge and skills possessed by graduates in Saudi, and the requirements of the labour market. Therefore, this paper examines the apparent gap between academia and employers in terms of employability, while focusing on whether graduate students have the same set of skills that employers require. Using a review method, information was derived from secondary sources, mainly from papers having examined the same topic previously. From the findings, academia believed that the educational system needed an overhaul and economic diversification, with the creation of new employment opportunities. Though employers believed that Saudi graduates lacked soft skills impacting their employability. It was concluded that a collaboration between students and employers was required, where employers could offer inputs supporting graduate employability.

This paper explains the need for a marketing elective course that would address the business field of fine arts marketing with an emphasis on visual arts including painting in various media such as drawings and print reproductions, photography, and sculpture. The proposed course would be intended for general business students, marketing majors, and fine arts majors. The paper first reviews the overall business impact of fine arts marketing from a global business and United States perspective. The paper then suggests major topics and readings that would be included in such a course and the order in which these topics might be presented. These topics include the unique marketing situation of fine arts as an industry area with reference to motivation and perceptions of fine arts artists regarding the concept of marketing exchange, the nature of fine arts as an opaque market, the structure of the industry by which fine art is produced and brought to the public, and specific techniques that fine arts artists might utilize to promote their work and themselves so as to build brand value. Finally, specific student projects are suggested including field visits and the development of marketing plans for professionally oriented artists. [ABSTRACT FROM AUTHOR]

Human resource development at universities is one of the crucial aspects that forms an innovative and growing society. Therefore, it is crucial to continuously manage and develop factors of quality evaluation process in all universities to develop also human resources for labor market. Therefore, the aim of this paper is to identify factors of education quality which impact students' interest in attending lessons and courses. Data were collected by students' questionnaire at case business university. Two dimensional statistical methods were used to evaluate the results. Totally, 1,607 students were questioned. The outputs show link towards students' interest in lessons and courses based on the quality of human resource development. There were four factors determining quality of human development found: practically oriented lessons; open and discussing teachers; subject extent and difficulty; and newcomers. The limitations of this study may be seen in the collection of data based on self-reports of students only and may therefore be subject to common-method bias. To minimize this limitation, the survey was assuring students that there was no right or wrong answer and their contribution towards higher quality was highly appreciated. [ABSTRACT FROM AUTHOR]

The values people hold tend to be relatively enduring. An important exception appears to be values adaptation in response to major, life‐altering situations. Major events can act as triggers for people to adapt their values based on the new context. In particular, collective traumas—such as the COVID‐19 pandemic—may incite immediate values change. The aim of the current paper is to compare business school students' value orientations before and after the COVID‐19 global pandemic outbreak. We investigated responses from two comparable samples of business students: one surveyed before and one surveyed after the outbreak of the COVID‐19 pandemic. The subjects' individual value orientations were aggregated and analyzed by comparing the distribution of the first group's pre‐COVID‐19 outbreak responses with the second group's post‐COVID‐19 outbreak responses regarding the importance given to values in the Rokeach Values Survey. We further explored specific demographic differences in personal versus social orientations and competence versus moral orientations for our samples. Results confirm differences in business school students' pre‐COVID‐19 outbreak versus post‐COVID‐19 outbreak value orientations, with the post‐COVID‐19 outbreak sample reporting greater attention to social values, as predicted, and competence values, not as predicted. Implications of our findings are discussed. [ABSTRACT FROM AUTHOR]

The article discusses need to introduce ethical theory and decision-making models in undergraduate business student's Legal Environment of Business (LEB) curriculum in order to teach business ethics. It provides help to students to deal with ethical issues in the business world, including conflicts of interest, discriminatory employment practices, and unsafe working conditions. It informs that homework assignments with culminating papers comprises ethics project to build problem solving skill.