Search

This work replicates Compeau and Higgins' (1995) study of computer self-efficacy (CSE). Nearly 30 years have passed since those data were collected, and the CSE concept and measurement instrument have been widely used with very limited change. This, despite extensive changes in both the technological and user environment. The original study was conducted using a mail survey of professional workers who learned to use computers for business related tasks in organizational settings. We conduct a conceptual replication with digital natives (undergraduate business students) who were learning to use computers for business related tasks in a university lab setting. We test the original model, with the measures adapted as needed to match the context. Our results confirm some but not all the initial study's hypotheses (9 in the replication study vs. 16 in the original study). These findings suggest the need for additional investigation into the utility of the original CSE conceptualization and the implications of computer selfefficacy in computer use for contemporary IS contexts. [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]

In this essay, we argue that economic inequality is reproduced because business students uncritically accept the neoliberal myth of meritocracy. This myth advances values and beliefs suggesting that hard work and innate talent lead to equally accessible opportunities and corresponding rewards. These ideas are embedded in the narratives (e.g., stories, exercises, cases, or guest speakers) prevalent throughout the business school but remain “hidden” to students because they are implicit rather than surfaced. We explain that these narratives are attractive to students and, because they are implicit within the curriculum, they limit business students’ abilities to make the systemic changes needed to address economic inequality. In our call to action, we propose a set of tools—literary analysis, plural vocality, and historical learning—that can disrupt this attraction and enable students to critically engage with the myth of neoliberal meritocracy. It is our opinion that a more critical outlook will raise students’ awareness to economic inequality and encourage them to ameliorate this type of inequality as they move through their professional lives. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to report on the test of a pedagogical intervention to enhance students’ entrepreneurial mindset on a university course.Design/methodology/approach The course where the authors tested the new course design is a mandatory one in the business school’s undergraduate business program. Pre- and post-evaluations of the students’ opportunity recognition (OR) and individual entrepreneurial orientation (IEO) were carried out to measure the effects of an intervention aimed at enhancing these capabilities.Findings The results from paired-samples t-tests indicate significant positive changes (enhancements) of the students’ OR and IEO. The positive effects of the intervention methods are accounted for as evidence of the benefits of applying pedagogical methods that fit the learning style of young adults.Practical implications The findings suggest that students’ mindsets can be positively affected by an intervention tailored to enhance their OR and IEO capabilities. The findings have implications for curriculum development because the strengthening of these capabilities is a precondition for further development of the participants’ innovative and creative thinking, as well as their entrepreneurial orientation. Since innovative and entrepreneurial activities have a positive impact on economies worldwide, the authors encourage the adaption of the intervention methods applied in this study in other settings.Originality/value This paper reports the results of a pedagogical intervention aimed at enhancing students’ entrepreneurial mindset. The findings from the study demonstrate that the applied intervention method supports the development of functional skills, which complement the conceptual knowledge gained from other courses in the undergraduate program. [ABSTRACT FROM AUTHOR]

Dealing with academic dishonesty remains an ongoing issue for business school faculty. In this study, using an online survey, the authors examined responses of 233 business school faculty from a Tier 1 Association to Advance Collegiate Schools of Business–accredited university and measured their perceptions of undergraduate cheating and reporting of such behavior. Study results showed promise for measuring 3 types of cheating behavior scales: paper based, internet based, and direct exam. Faculty who formally reported a cheating incident perceived a higher general cheating problem, and higher levels of paper-based, internet-based, and direct exam cheating than the faculty who had never reported a student. [ABSTRACT FROM PUBLISHER]

The article discusses the educational objectives of the Build-a-Business Project and its standard structure. It mentions that the project was an assignment in Legal and Ethical Environment of Business (LEEB) course which aims to help students improve their writing skills and to accomplish university written communication educational objectives and learning outcomes. It notes that the project is a mechanism to offer students with an active learning opportunity.

Purpose The purpose of this paper is to present and examine the use and effects of global virtual teams as a tool in the logistics and supply chain management classroom to prepare students in a simulation environment for the demands of their future careers in the profession.Design/methodology/approach Literature of logistics and supply chain management education is combined with streams from management learning literature. The way the tool of global virtual teams was applied is explained, followed by an analysis of quantitative and qualitative participant response data. From the data analysis the effects of individual factors in the design and application of the global virtual team are isolated and recommendations are extracted for future use of the tool.Findings The paper finds that the application of global virtual teams helped participating students to develop the management skills required for a career in logistics and supply chain management. Although students perceived the international nature and the lose frame provided by the tool as challenges, most learning effects were caused by these challenges. The paper also shows that the set up by the involved educators is crucial for the learning effect in particular toward similar weights of the assessments and the number of group members from each geographical area.Research limitations/implications The paper does not examine all potentially amendable factors but focuses on those that were seen as relevant and practically achievable under the available resources to ensure the tool can be easily scaled up by adding further institutions and participants.Originality/value The paper is the first application of global virtual teams in logistics and supply chain management education. It provides the theoretical foundations and rationale for its application and is relevant to educators by giving them access to this tool for improvement of their students’ career preparedness. [ABSTRACT FROM AUTHOR]

Schools transitioned face-to-face (F2F) classes online in spring 2020 due to COVID-19. This paper reports on changes in study hours of business majors at a public university amid this transition. The analysis by enrollment type of quantitative data collected from 250 students shows an overall significant difference in study hours per class for all students. However, the difference is between students enrolled in online and F2F classes before the transition. F2F-only or online-only students did not significantly have a change in study hours after the transition. This report discusses these results and explores suggestions for helping students transition to online learning. [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.)

The development of entrepreneurship education (EE) has become a top priority for many universities around the world. Accordingly, the objectives of this paper are to identify motivation profiles of university business students, to determine how profile membership predicts students' entrepreneurial intention and interest to study entrepreneurship, and to identify predictors of membership in these motivation profiles. To achieve these objectives, our method entails the application of self-determination theory (SDT) in a person-centered analysis. Our study is, in fact, the first application of the full range of motivations from SDT to define students' entrepreneurial motivations; furthermore, we use latent profile analysis to identify groups of students that can be distinguished according to these motivations. We discover four groups of students: 1) uniformly lowly motivated, 2) indifferent, 3) conflicted, and 4) uniformly highly and intrinsically motivated. We find that students in these groups differ with regard to their interest to study entrepreneurship and their intention to be entrepreneurs. We also identify psychological traits and background factors that could explain the group membership. We discuss the implications of these findings on the promotion and delivery of EE, and on how students may be motivated to become entrepreneurs. [ABSTRACT FROM AUTHOR]

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]

Accountability is of universal interest to the business ethics community, but the emphasis to date has been primarily at the level of the industry, organization, or key individuals. This paper unites concepts from relational and felt accountability and team dynamics to provide an initial explanatory framework that emphasizes the importance of social interactions to team accountability. We develop a measure of team accountability using participants in the USA and Europe and then use it to study a cohort of 65 teams of Irish business students over three months as they complete a complex simulation. Our hypotheses test the origins of team accountability and its effects on subsequent team performance and attitudinal states. Results indicate that initial team accountability is strongly related to team trust, commitment, efficacy, and identifying with the team emotionally. In established teams, accountability increases effort and willingness to continue to collaborate but did not significantly improve task performance in this investigation. [ABSTRACT FROM AUTHOR]

The paper reflects on the practice of implementing a portfolio of experiential learning activities in workshops involving undergraduate students in an international business management module. The aim of the workshops was to bridge the gap between theory and practice and steer students toward an inductive and collaborative learning experience. The paper presents a series of nine activity-based workshops designed to reinforce theoretical concepts taught during lectures. Based on qualitative data from the module evaluation questionnaire, we found that the workshops significantly improved students' learning experience, as well as enhanced their engagement with the module. This paper provides practitioners with practical materials and insights which can be immediately applied to teaching international business in a classroom environment. Moreover, by implementing a portfolio of experiential learning activities that provides a wide range of opportunities for students to experience first-hand real-world challenges, this approach is expected to aid their learning process at a crucial point of their academic careers. [ABSTRACT FROM AUTHOR]

While most business schools administer an internship program, practices vary widely, and many internship coordinators look for more efficient ways to manage the large volume of students and companies hoping to be matched with the right fit. In this paper, the authors review common approaches to internship administration and their inherent inefficiencies. Recommending Salesforce.com as an effective vehicle for administering an internship program, the authors explain how programs can obtain and use Salesforce.com while elaborating on benefits programs may experience by utilizing this popular and powerful CRM program. [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]

Purpose The purpose of this paper is to test the impact of a rule that affects tertiary students progressing from an introductory level finance course to intermediate level. The rule restricted students from progressing until they achieved a higher grade than just a "pass" mark.Design/methodology/approach Archival data were gathered from 11 semesters regarding student performance pre and post the rule being introduced.Findings Results show that the rule was associated with an increase in the chances of success at intermediate level for those students enrolled after the rule was introduced.Practical implications This paper's main contribution regards the evidence that increasing prior learning at an introductory level has a positive follow-on effect for students learning at intermediate level. This has a practical implication for educators, as the rule has shown to increase the chance of success for knowledge development in the first year of studies.Originality/value The setting for this paper is unique and could potentially be replicated elsewhere. In 1980, Schaffer and Calkins called for an evaluation of the pre-requisites necessary for finance education at the tertiary level, and this paper answer this call stating that pre-requisites can contribute to the academic success of finance students. [ABSTRACT FROM AUTHOR]

This study examines the content of introductory financial accounting (IFA) textbooks to answer the questions: (1) do the textbooks inculcate global mindsets? (2) How and the extent to which the textbooks reflect global mindsets? We analyzed the textbooks by attentively read the texts, followed by an in-depth discussion among the researchers to establish major representations of the texts. Findings from the analysis indicate that instead of promoting a broader view of the world that might instill and foster global mindsets in business students, the textbooks narrow-mindedly inculcate only a single perspective, which dominantly draws on the ethical values and assumptions of Anglo-American capitalism. Consequently, students are deprived of a critical understanding of the subject as well as denying them from developing a mindset required by the global business environments. Thus, this paper calls for recasting the presentation of accounting knowledge within IFA textbooks by inculcating multiplicity rather than uniformity to develop cognitive complexity. Moreover, accounting educators should provide students supplementary readings that offer alternative frameworks for more critical reflection. These recommendations are a way forward to improve teaching international business (IB) education in business schools by facilitating an in-depth understanding of IB in individual business functional disciplines. [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]

Introductory undergraduate statistics courses widely focus on statistical concepts or software-based data analysis. Despite the fact that the analysis of real data has shown to enhance students' engagement, the step of data collection is often neglected. Once students know the challenges of data collection, they are more aware of potential imperfections, such as a lack of representativeness, during data analysis. In this paper, we present a course that closes the gap allowing Business and Economics students to conduct a full survey under realistic conditions including questionnaire design, sampling, and data analysis. It entangles theory and application by combining course-based research experiences with cooperative learning and a flipped classroom approach. Students do not only obtain competences in the field of statistics, they also gain experiences and self-confidence for future research projects because the lecturer acts as a mentor guiding the students throughout the project. Although statistics is usually an unpopular field for Business and Economics students, their motivation was high throughout the semester as they acted as researchers who analysed a specific research question. This is in agreement with student feedback, which highlights the promotion of research-related competences and self-efficacy within the course. [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]

Due to COVID-19, there was a sudden shift from offline campus learning to emergency remote learning. Consequently, there is little understanding of students' preferences, perceptions, and attitudes regarding online education. This research paper aims to bridge this gap through the study conducted over 3 months in three stages for business management students. Our study focuses on learning preferences, barriers, benefits, and opportunities in online learning during pandemic times. Our research has significant managerial implications. Our study concludes that making the online content more interactive, project-based, and less dependent on the live classes (by providing prerecorded lessons and notes) with clear communication of learning outcomes will benefit the students. [ABSTRACT FROM AUTHOR]

Given the preponderance of teams in business schools, and their effect on student learning and experience, it is important to carefully consider team formation. While random assignment, student choice and various professor chosen methods have been considered, they have drawbacks. Therefore, this paper explores two methods using similar student motivation—either for the course or a topic—as the mechanism for team assignment. Three classes were surveyed about their experiences. Aspects examined included individual contribution, and team satisfaction and environment, as well as qualitative experience. The results suggest that these methods can be effective, assuming they align with course goals and context, and students strongly recommend using them. [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]

Business crosses national borders in today's globalized world. Consequently, business encounters nowadays take place among representatives of diverse cultures. It makes it a must to have some background knowledge about the culture one is dealing with, which also supposes a certain level of intercultural sensitivity. Therefore, the present paper explores and investigates the importance of intercultural sensitivity among those higher education students who are specialized in business and management studies, as they are going to be the businesspeople of the future. The research to be presented in this paper is based on a quantitative analysis by means of a questionnaire survey focusing on the contribution of the multicultural higher education environment to the level of the respondents' intercultural sensitivity as well as the importance of intercultural sensitivity from the viewpoint of their future business career. The respondents were both Hungarian and international students whose major is business and management studies at Széchenyi István University in Hungary. The paper concludes that the multicultural environment has contributed to the enhancement of the intercultural sensitivity of the respondents - even if it was above average before their higher education studies -, which is of importance considering their future employment in business, and more specifically in international business fields. Namely, the higher their intercultural sensitivity is, the more probable they will have successful and smooth intercultural encounters in the future. [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 research paper suggests that Islamic Banking is spreading its wings in Pakistan and is positioning for growth. Islamic banking in Pakistan is also facing some challenges owing to the fact that conventional banking in the country is more penetrative and holding larger share in the economy. A qualitative study was made through sending questionnaire to 15 banking and non banking professional of our network holding middle to top management positions in their work place. Also, six in-depth interviews were also carried out during the months of July - August, 2010. Three interviews were made from Islamic bankers, holding middle management positions in three different Islamic banks and three detailed interviewed were made from customers of those three different banks. Questions asked during interview were based on basics of Islamic banking, challenges faced, distinguishing feature, comparison with conventional banking, product and market development, challenges faced and future growth. Through both ways of qualitative research (i.e. questionnaire and detailed interview) it is extracted that Islamic banking in Pakistan is positioned for growth, since Muslim community in our society is eager to know more about it and want to spend their lives in the light of Islamic preaching and fundamentals of religion. Need is however, felt to arrange a platform to increase and share the knowledge base in our country, increase awareness, introduced new products as per the need and requirement of the society, introduce courses and programs in all colleges, Universities, and Business Schools to familiar students about Islamic banking so that their learning curve built before they enter in job market and finally improve quality of the human resources particularly those working in Islamic Banks. [ABSTRACT FROM AUTHOR]

An introductory management information systems course includes several modules on developing spreadsheet skills. One of the in-class exercises is creating a spreadsheet that projects expected year-by-year balances and lifetime savings in an employer-provided 401(k) plan. Because many students now work in jobs that offer 401(k) plans, helping students understand the importance and benefits of saving now (and reaping the rewards of doing so every year) enables them to comfortably retire later. This paper introduces motivation for saving for retirement in a tax-advantaged 401(k) savings plan, defines some pertinent personal finance terms and describes a basic spreadsheet activity that can be developed to enhance student spreadsheet skills while encouraging them to contribute to their own 401(k) (or other similar) savings plans. [ABSTRACT FROM AUTHOR]

Oral communication is one of the important competencies business schools develop in their students. As a result of the important nature of this competency, oral communication is often included as a learning goal for a college or university's assurance of learning program, especially for AACSB-accredited institutions. The challenge for highereducation institutions is developing initiatives that can demonstrably enhance student oral communication performance. This paper presents a successful initiative that utilized cross campus collaboration between the School of Business and the coordinator of the College Speech Program. This collaboration integrates a refined oral communications rubric for evaluating students, faculty training for use of the rubric, expert evaluation of sample presentations, and data driven curriculum improvement resulting in enhanced outcomes. [ABSTRACT FROM AUTHOR]

The subject of business administration has become a multi-field intersecting theory, strategy and technology, which is widely used. The purpose of running a business administration major in colleges and universities is to export professional talents with rich theoretical knowledge, strong practical ability and strong post adaptability to the society. This paper mainly analyzes the characteristics of business administration teaching in colleges and universities and the reasons for the existence of the teaching process. And put forward targeted corrective measures. [ABSTRACT FROM AUTHOR]

In light of the recent emphasis on globalization and technological skills in business education, this paper provides an example of how Global Awareness can be accessed in a finance course required of every undergraduate business student. International aspects of the financial management are likely not covered in detail (or not covered at all) in an introductory business finance course among most business programs nationwide. In the meantime, this course itself may be the only required finance course in most business schools' core curricula. The method described in this paper offers an alternative to assess students' global awareness with a Wall Street Journal reading assignment without allocating much of the seat time in a semester. In addition, the implementation of the assessment activities is not complex either. Overall, the results of this assessment have indicated that the level of students' global awareness is satisfactory. [ABSTRACT FROM AUTHOR]

We used three exam and homework assessment methods in teaching a business statistics course in a variety of settings -- large and small classes and day and evening sessions. The aim of our study was to determine which of these assessment methods was most efficacious with respect to student learning. The proxy for "learning" was an outcome measure based on overall course performance consisting of grades on three exams and nine homework assignments. The results of an ANCOVA indicate that there was significantly less learning in a large class environment using courseware assisted examinations and homework assignments when compared to small class sections employing traditional "paper and pencil" assessment or a combination of courseware assisted and traditional (i.e., mixed) assessment. [ABSTRACT FROM AUTHOR]

For the past two decades, Chinese students have formed a substantial component of many business-related postgraduate degrees in UK Universities. However, there has been little research into what motivates Chinese students to choose one type of business degree over another. In this paper, we use student record data to analyze the choices made by Chinese students between more mathematically demanding and more literary pathways within one master's degree in international business. [ABSTRACT FROM AUTHOR]

This paper describes a project implemented by students from the University of Economics in Varna and the University of Costa Rica as part of their respective English Language instruction. In the course of the project six teams comprising students from both universities collaborated to create blogs on topics of their choice. The paper dwells on aims of the project, the process that resulted in the creation of six blogs, the skills that students developed or furthered as a result of this activity and the project outcomes. [ABSTRACT FROM AUTHOR]

Purpose: This paper explores the applications of lean thinking in re-evaluating the business school curriculum, syllabus and intended learning objectives to enhance the employability of graduates through identifying and eliminating non–value-added activities. Design/methodology/approach: The research employed multilevel qualitative methodology, where 55 semi-structured interviews were conducted to collect data from academics, students and graduates from several private and public universities in Jordan. Findings: The study finds that the application of lean thinking in the business school is twofold – it helps the developer of the school curriculum to get rid of many superfluous and non–value-added activities and also emphasises and reinforces the value-added activities. Value stream mapping, with a consideration for internal and external outputs, has been found to be a useful tool for developing an employability-focussed curriculum that equips business school students with the required competences and skills in the labour market. Research limitations/implications: The study is based on a qualitative research approach. The generalisability of the findings is difficult to assess, and future research would benefit from the insights obtained from the quantitative data Practical implications: In practice, this study has identified different types of non–value-added and unnecessary activities in business school curriculum and has made suggestions for the development of a more employability-focussed curriculum. Originality/value: This paper investigates the non–value-added activities of the business school curriculum, syllabus and the intended learning objectives to enhance the employability of graduates in Jordan. [ABSTRACT FROM AUTHOR]

Purpose ? The paper aims to investigate an aspect of undertaking a part-time Masters of Business Administration (MBA) that has been discussed informally but has not been researched ? that a proportion of MBA students who start their studies within a marriage are likely to end up with the qualification, but without the spouse. Design/methodology/approach ? The site of the research was a part-time MBA programme delivered by a university in the south-east of England. It was a degree lasting two calendar years, designed for practising middle and senior managers, and was run for five years before being disbanded in the late 1990s. The population was made up of three cohorts of students ? there were ten graduates from the first intake, 11 from second; and nine from the third and last group. The research approach was qualitative, relying on conversations, interviews, and documents. Findings ? The study finds that in each cohort, marriages came under severe strain and a number of these ended very painfully. The paper is anecdotal and puts forward no solutions. Instead, it attempts to shed some light on a phenomenon that proved, for the MBA students involved, to be destructive in the short term, but constructive in the long term. Practical implications ? The paper examines the marriage breaking aspect of the MBA, and attempts to find some explanation for what happened, by examining the inter-relationship between home, work and study, and between husbands and wives. Their experiences may be of use to designers of MBA programmes and those who lecture on them. Originality/value ? The paper deals with an aspect of the MBA which is generally absent from the literature and which reveals an unexpected downside to what is supposed to be a productive and rewarding educational experience. [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]

The purpose of this paper is to investigate the literature survey challenges encountered by graduates and postgraduates in their research report and offer a strategy to overcome these trials. Three groups of students constituting a total of 103 from three private South African institutions were used in the research proposal phase to conduct the survey. Although often used in qualitative but acceptable in quantitative research, convenient sampling was used to collect data from students in a form of cohort in a longitudinal experimental quantitative method by means of continuous assessments test during the research methodology classes with the main focus on the literature review. Suspecting the lack of variables, operationalization and poor translation of business research problem from anecdotal into scientific problem has led to the testing of the area. It was found that when the students are able to define the variables and conceptualize the research correctly, they are able to offer meaningful and appropriate literature. [ABSTRACT FROM AUTHOR]

The concept of metacompetencies has not much attracted entrepreneurship research though indicated having a fundamental role in successful entrepreneurial activity. The few studies have so far based on student samples only, so there is no empirical data demonstrating how this theoretical construct is practically used in entrepreneurship. Moreover, the question being in the focus of this paper, is how metacompetencies differ when comparing groups of entrepreneurs and students. This study aims to look into these gaps. Assessing metacompetencies empirically by employing the phenomenological mode of enquiry we can explore the phenomena of metacompetencies in an entrepreneurial setting by studying thirty in-depth interviews with active entrepreneurs. It appears that metacompetencies are in frequent practical use and, more specifically this paper establishes how metacognition, meta-affection, and metaconation interact within the environment of entrepreneurship. Confronted with similar results from student reflections, the comparison reveals important discrepancies in terms of procedural knowledge and an awareness of motivation and temperament for educators to address in order to foster entrepreneurial behaviour. [ABSTRACT FROM AUTHOR]

This innovative practice paper describes and reflects upon an intervention aiming to improve the employability outcomes of business school students. Final year students from the Accounting & Economics department of a post-921 university in north-west England were invited to join an employability initiative. The paper's findings include that the take-up of this voluntary scheme was small relative to the department cohort's size. This volunteer group was self-selecting and therefore subsequent attendance was generally good. The scheme was however unsuccessful in engaging with 'harder to reach' students i.e. those most in need of support. We argue that employability teaching could be embedded within the curriculum through more 'real world' contexts or through a compulsory credit-bearing unit. Delivering similar courses would require substantial resource to scale up delivery. A number of practical lessons were learned from our experiences. This paper will interest those considering implementing employability curricula in higher education. [ABSTRACT FROM AUTHOR]

Communication skills are known to be the most important skills that all business students must acquire before they graduate. Of the most desired communication skills, oral and listening skills are ranked highest by employers of new graduates. While most business programs include a required course that teach and develop communication skills, very little has been reported about effective course content and pedagogy in teaching oral and listening skills. This paper presents an MBA core communication course experience in which the interactive workshop style pedagogy has generated a transformative learning experience while effectively teaching oral and listening skills. [ABSTRACT FROM AUTHOR]

The paper proposes a methodology to enhance students' learning experiences by using movie clips to teach business management concepts. We describe the entire management teaching process step by step, from film selection to evaluation through questionnaires. In this way, this design can be reproduced by instructors for teaching business management courses. Additionally, we carried out and analyzed questionnaires about student satisfaction and business management concepts acquisition with a quantitative multiple regression. The results suggest that watching movies improves academic results and, in particular, the post-viewing debate. Besides, the more current the movie is for the generation of students, the more impact it has on their learning, as they are more likely to pay attention. On the other hand, we cannot neglect the gender issue, as the content of the film has an important influence. Students may be disinterested in a movie with a marked male or female leading role. [ABSTRACT FROM AUTHOR]

Methods for teaching higher education students how to learn teamwork skills are constantly evolving. Over the last few years, serious games have become popular in business schools for stimulating teamwork among students by making them focus on the game while pursuing a team objective. Among these games, LEGO® Serious Play has shown enormous potential. However, the number of results published on its application to the development of teamwork skills remains scarce. This paper seeks to explain the development of a teaching activity designed to make all first year undergraduate students in a business school work in teams. The way in which LEGO® Serious Play can position students within the research process is discussed, as is the potential for LEGO® Serious Play as a participatory method. Additionally, we summarize teacher and student metrics related to their experience with the activity in terms of teamwork performance and results, and we show the effect of contextual factors such as daily or weekly schedule or team size. This 'one shot' teamwork activity with first year students is expected to have an effect later when they are able to re-create the processes used to work as a team. [ABSTRACT FROM AUTHOR]