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Soft skills-based learning is very important to equip vocational high school students, one of which is entrepreneurship. This research aims to develop entrepreneurship learning through the "menara berkah" model. This research aims to develop entrepreneurship learning through the "menara berkah" model. This research is a type of development research including predevelopment stage of the model, model development, and validation or model testing stage. The research sample amounted to 25 people from two vocational high schools in Palembang and Yogyakarta. While data collection techniques using mixed methods and data analysis using statistical tests. Based on the construct of the model content assessment results obtained an average of 4.45, this score indicates that all aspects are components that are feasible to be used as material or content of entrepreneurship-based learning management models in the catering expertise competency. The "menara berkah" model is proven to be effective and applicable, with an average achievement of 4.76%, this indicates that this model can be used and can make it easier, especially in entrepreneurship-based learning. The results also show six competencies that must be possessed by students, namely: technical skills, decision making, organizational skills, marketing and financial management, risk taking, creativity, and innovation.

This research study focuses on the growing concern of academic misconduct in distance education courses. A quasi-experimental study was conducted to measure the impact of introducing webcam recording software as an online supervision tool for high-stakes exams in two separate online courses (Management and Accounting). Results revealed that overall performance decreased following implementation of the software, and persisted after taking potential confounding factors into account. Additionally, the explanatory power of the regression analysis was higher for scores under supervision, which suggests that cheating was occurring before online supervision was introduced. It can be concluded from this study that online supervision is an effective tool to combat academic dishonesty in distance education courses.

This study focused on the perception of the students on entrepreneurship education. Entrepreneurship education is considered an effective tool for influencing students' learning orientation and expression. This study examined the effects of entrepreneurship education and learning on the entrepreneurial implementation intentions of students at the Universities. This study employed an explanatory method. For the study, 600 questionnaires were collected from north Indian university students. Multiple regression was used for the analysis of the study. The results showed that teaching methods significantly impact entrepreneurship stimulate students' interest and enhance students' knowledge innovation for business start-ups. The findings of the analysis also revealed that practical activities are mainly based on vocational skill activities, the teaching methods should contain extensive attention to critical thinking and idea generation activities as graded mechanisms of the degree program. It was also recommended that engagement of students with entrepreneurial development initiatives provided by institutions should involve students across all degree levels. Therefore, to increase the prospect of assignation in entrepreneurial activities after graduation students should generate viable business ideas, identify market gaps, engage in business startups, and practical business plans, and engage in invention and innovations. [Note: The page range (143-156) shown on the PDF is incorrect. The correct page range is 143-155.]

This study examines the entrepreneurial intentions of Austrian secondary school students, specifically comparing students from commercial schools with those from general education schools. We analyzed 2,329 data sets and found that subjective beliefs, primarily behavioral and control beliefs, significantly influence entrepreneurial intentions. In addition, demographic factors such as gender, language, acquaintance with entrepreneurs, and school type play a significant role in explaining the variance in entrepreneurial intentions. Our detailed analysis shows that students from commercial schools have stronger entrepreneurial intentions and subjective beliefs. Particularly notable are the differences in behavioral beliefs, where students from commercial schools find all aspects of entrepreneurship more attractive, especially job creation, taking calculated risks, and being one's own boss. The differences in control beliefs suggest that commercial school students also feel better prepared for entrepreneurial tasks, especially in identifying market opportunities, securing financial resources, and maintaining relationships. These findings are consistent with the business and entrepreneurial focus of commercial schools, suggesting that they are effectively nurturing the entrepreneurial potential of their students. In considering instructional improvements for commercial schools, whether they should further increase their focus on aspects where students from both types of schools show minimal or no significant differences.

Students attracted to quantitative disciplines of study can be reluctant to devote much attention to the critical task of communicating, and previous research (Hostager, 2018) has identified statistically significant differences in learning approaches by major among undergraduate business students. This paper presents results of learning assurance for writing skills (direct measures) even when the course content relates to the highly quantitative topics of data analytics and finance. The approach combines various pedagogical methods in an undergraduate, writing-intensive setting: traditional testing in an iterative framework, "flipped classroom" intensive work using spreadsheet software, repeated submission of brief papers incorporating analytical finance work, and student research presentations (including at an undergraduate research conference). We present quantitative and qualitative data demonstrating assurance of learning for evaluation purposes, including the recently announced (2020) competency-based Assurance of Learning standards from the Association for the Advancement of Collegiate Schools of Business (AACSB). To assess the robustness of our findings, we also report results using alternate learning resources (old and new) and delivery methods (in-person, hybrid, fully online), taking advantage of the pandemic natural experiment. We found that learning progress was assured in each context for hybrid and fully online delivery; however, learning was not as monotonic as for fully in-person implementation.

Internships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during internships. In this paper, we address this research gap by conducting a diary study to examine students' work tasks at the beginning and end of an eight-week business internship period, their perceptions of the tasks, and the influence of task characteristics on self-perceived learning. Analyses of approximately 2,000 work tasks documented by 51 students show that the frequencies of different work tasks did not differ substantially between the first and last week of the business internship. At both times of data collection, many students were engaged in organisational routine and administrative tasks, especially those with a domain-specific focus. However, the values for the assessment of task characteristics (such as challenge/difficulty) were higher at the beginning of the internship than towards the end. Causal analyses revealed that task characteristics such as novelty or feedback (from colleagues or supervisors) were positive predictors of self-perceived learning during both weeks, whereas the predictive power of other task features changed. For example, help received (from colleagues or supervisors) was a significant predictor in the first week of the internship but not in the last; the opposite was the case for autonomy. From these results, we derive implications for both future research and the active design of internships in the higher education context.

It is important that students across university disciplines and class years explore their attitudes about ageism, aging, and older adults. Yet few if any ageism interventions in academic settings are directed at business students, instead targeting disciplines such as health sciences. In this paper we offer requisite detail of ageism workshops we developed for use in an undergraduate entrepreneurship course, including discussion of our results. Business curricula at the university level can serve to reinforce age gaps through the study of functional areas such as marketing (target market segmentation) and finance (retirement planning). In entrepreneurship, stories of youthful startups persist despite recent findings that strongly reject the notion that youth is a key trait of successful entrepreneurs. In the context of workplace ageism, ageism interventions, and age in entrepreneurship, we modified the Disrupt Aging curriculum offered by A.A.R.P., which facilitates an examination of one's personal attitude about age and aging. Our twist was to focus the curriculum on entrepreneurship and have our students work in groups with an entrepreneur from the Baby Boom generation. This innovation to our curriculum provides promising evidence of effectiveness as measured in pre- and post-workshop attitudes about ageism and entrepreneurship.

The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire problem-solving and creative thinking skills to operate effectively in the new business environment. This study investigates business studies teachers' adoption of learner-centred pedagogy to nurture learners' problem-solving and creative thinking skills. This qualitative study is positioned within the interpretive paradigm. An exploratory case study was employed as a research design. Progressive Learning Theory was adopted as the lens of the study. Semi-structured interviews and classroom observations were used to collect data from six business studies teachers who were sampled purposefully from six secondary schools in KwaZuluNatal province, South Africa. The raw data was analysed thematically. It was found that most teachers managed to adopt learner-centred pedagogy and learning activities that promoted the acquisition of problem-solving and creative thinking skills. The study concluded that business studies teachers are now embracing learner-centred pedagogy in their classrooms, and they understand the importance of teaching learners to equip them with skills that are demanded by the 21st-century business environment. Despite these findings, it is still recommended that workshops and short learning courses be offered to teachers to equip them with pedagogical skills that would help them to engrain and sustain learner-centred pedagogy in their instructional practices.

The aim of the study is to examine the effectiveness of blended learning in encouraging course interaction amongst first-year students studying a business communication module. The COVID19 pandemic resulted in the increased use of blended learning as a teaching approach to encourage learning regardless of the location. Existing research on blended learning suggests its value in promoting increased student engagement, ultimately contributing to positive educational outcomes. Data was collected through a cross-sectional survey whereby a questionnaire was distributed to the respondents using Google Forms. Data was analysed on the same platform. Cross-tabulation was used to understand the relationships between factors in participants' responses to the questions. Results indicate that blended learning successfully drives course interaction because the combination of class-based and online engagement positively impacts how likely students are to engage in course content. This paper makes a valuable contribution in the form of underscoring a pressing need for research that is aimed at understanding how blended learning shapes the experiences students have with their modules, as well as how these factors may shape current practices in blended learning. Most students indicated that they would recommend blended learning as it increased participation and engagement with their course content.

This study aims to 1) explore the listening challenges of high- and low-proficiency EFL accounting undergraduates, 2) compare listening challenges and listening strategies between high- and low-proficiency learners and 3) investigate the effectiveness of mobile-assisted language learning (MALL) in developing EFL-listening skills. The participants in this study consisted of 84 fourth-year accounting students from Rajamangala University of Technology Lanna, Chiang Mai, Thailand, who had enrolled in a course called English Listening and Speaking for Business Communication. They were divided into two groups depending on their ability levels (high and low proficiency), based on Kelley's 27% criterion-referenced measurement theory. Each group consisted of 23 participants. The research instruments included 1) a listening-comprehension test used for the pre-test and post-test to determine whether the participants had high or low proficiency and compare the effect of MALL, 2) a questionnaire on listening challenges and the utilisation of listening strategies, 3) a semi-structured interview and 4) a MALL activity plan. Data analysis included the calculation of means, standard deviations, percentages and t-tests. The findings revealed a statistically significant difference between the two groups regarding listening challenges; however, there was no statistically significant difference with regard to listening strategies. Concerning MALL, which was applied to both groups, a statistically significant difference was found in the post-test scores at 0.05. In other words, both high- and low-proficiency learners showed improved performance after the empowering strategies created with MALL.

The Titanic disaster is a topic that continues to fascinate. As the importance of analytics continues to grow in industry, data literacy skills have become increasingly important in business education. This project allows students to use the passenger data from the Titanic to build their data literacy skills using an engaging, experiential topic. The project requires students to extract, transform, describe, analyze, and draw conclusions regarding the factors that impacted survival on the Titanic. The project can be deployed using various application software and tools. We describe how the assignment can be completed using Excel, Tableau, and Python using the Pandas library.

Adjusting to academic life and managing to perform well at university is challenging for any first-year student. One of the keys to study success is motivation. In line with the social cognitive approach, two motivational constructs are considered: self-efficacy and attribution. Previous studies predominantly took a 'snapshot' of first year students' motivation, thereby ignoring the fact that students re-evaluate their self-efficacy as they experience success and failure over time. It is believed that a better understanding of such changes might inform targeted interventions. This case study investigated the development of self-efficacy beliefs and attribution among first-year students in an Economics undergraduate program. One hundred and four students completed three questionnaires at the start of their first academic year, two months later and after they received the results of their first semester exams. Repeated multivariate tests were conducted in order to analyse significant differences in self-efficacy and attribution scores over time. The results suggest that unsuccessful students hold unrealistic self-efficacy beliefs about courses that are new to them. Furthermore, attributions were dependent on the course involved and on students' exam results. As a consequence, it is suggested to organize early detection and to provide feedback in order to render these beliefs more truthful.

Learning statistics can be challenging for many students, due to their inability to engage in statistical reasoning and application of techniques. This challenge becomes compounded in online learning contexts where students are spatially and temporally separated from the teacher. This paper describes and explains a case of theory-driven interventions designed to enhance the learning experiences of students enrolled in two similar business statistics units, one for undergraduate and the other for postgraduate programs. The paper based its claims primarily on the analysis of data from a student evaluation of teaching survey. This study affirmed the importance of a pedagogy-first approach. It argued that the interventions, which were effective in enhancing the student learning experience, were underpinned by a robust pedagogical analysis of the teaching and learning issues using both constructive alignment and transactional distance theory lenses.

This article presents a new design and delivery strategy for teaching a course in higher education. For this purpose, I adapted a framework developed for business strategy success by Wrona and Ladwig (2015) to an educational context. To illustrate how the framework operates in the new context, I implemented video recorded interviews with industry representatives in a course with third-year students at Westminster International University in Tashkent. The attitudes of the students towards the videos were collected via electronic questionnaire with closed and open-ended questions. The students' positive attitudes towards the videos show the success of the strategy. However, the study was limited to one course within one international university in Uzbekistan, thus testing this strategy in larger courses is recommended for future research.

Critical thinking, creativity, communication, teamwork, emotional intelligence, problem-solving, empathy, resilience, ambition, grit, and innovation (Heckman & Kautz, 2012). These skills, often referred to as 'soft' skills, are considered a requirement for employment and advancement for the 21st-century graduate (Carnevale & Smith, 2013). Within a Western Canadian School of Business, in an environment highly regarded for technical skill achievement in diploma and degree graduates, faculty set out to investigate the absence or inclusion of human skills in curriculum outcomes as an initial phase of investigation. There is an institutional presumption that human skill development is innately a part of the programs. The intention is that human skills (LeBusque, 2020) or power skills (PMI, 2022) naturally occur during course delivery, creating a commonality across foundational courses to reinforce the skill sets identified, developed, and refined as students complete their credentials. However, industry reports (Lapointe & Turner, 2020; RBC, 2019) and the authors' own institutional data collected from new graduates and employers indicated room for improvement in these skills. To gain a better understanding, the authors undertook an examination via document analysis of all common core courses that form the program foundation. Through the lens of dynamic skill theory (Mascolo, 2020), this evaluation involved 24 common courses, comprised of 1,442 course objectives, resulting in a range of 134 Bloom's Taxonomy verbs. In this paper, the authors begin the exploratory first phase of a broader comprehensive study with a focus on course foundations for learner development. Through this analysis, the authors present a draft framework to better understand and strengthen the learning foundations, to proceed with considerations for realignment and strategic scaffolding of both technical and human skills from entry through graduation.

Universities have a wealth of new digital tools and methodologies at their disposal for educational processes. It is difficult to know which of the many options to use, but it makes sense to combine methodologies to increase student satisfaction and, above all, to reduce drop-out rates. The study used a questionnaire survey in a mass course to see how satisfied students are with the technical services of Moodle, the quality of teaching, and its usability. The students' learning habits and what content they use on the Moodle LMS (MLMS) platform of our own institution in Hungary is also examined. The use of MLMS as an educational tool, not only in distance learning but also in full-time education, is significant at our university, and its strengths have been successfully translated into benefits for students. The results confirmed our preliminary assumptions. The analysis suggests that the MLMS was a good choice as course outcomes improved, drop-out rates decreased, and student satisfaction increased.

Past research examining mentoring programs has explained the benefits that student mentees received from having an adult as a mentor. For the mentee, studies indicate that mentoring relationships positively influence academic performance, social attitudes, communication abilities, and career aspirations. However, there has been very little research from the perspective of the mentor regarding their experiences of being in a mentoring relationship. This study builds upon Berning's (2013) research that extracted the thoughts and opinions of retiree and teen mentors who worked with elementary students. The Berning report recommended that further research study adults involved in the workplace who spent their off time serving as mentors. This study addresses this gap by surveying 69 adult business professionals mentoring high school students in San Antonio, Texas. The survey revealed four central themes: 1) both mentors and mentees require high motivation for a successful relationship, with mentors often motivated by personal fulfillment; 2) mentors are driven by a commitment to give back to the community despite most lacking prior mentoring experience; 3) there is significant interest in mentor training to enhance program effectiveness; and 4) mentors generally enjoy the program, showing high willingness to continue, inclination to recommend it, and satisfaction with a monthly meeting schedule. Successful mentors are active listeners who engage their mentees by setting clear, aligned goals, while gaining the added benefits of enhanced communication and leadership skills through their mentoring roles.

This study reports an investigative study with 55 English-major participants in a Chinese university about using simulation in business English correspondence teaching. The study found that participants had strong needs in practical skills development and learning business English correspondence writing. The simulation approach was perceived to be effective and had positive learning outcomes in business communication skills development, motivation, confidence and vocabulary growth, business and language knowledge improvement, and more understanding about the business practice. The constraint factors in simulation included lack of business knowledge and vocabulary, ineffective group cooperation, and lack of understanding about the real-world business background.

Multimedia instructional materials are indispensable in the holistic process of instructional design, particularly for asynchronous online courses. The purpose of the current study was to investigate the impacts of background classical music played in an instructional video on learners' retention. The video started with a pretraining message followed by a narrated instructional content. The results of the study suggest that although classical background music in the pretraining message significantly improved learners' retention, it did not have a remarkable influence when embedded in the narrated content. Practical implications and suggestions for further research are provided.

Performance in mathematics can be attributed to factors other than mathematical ability. A growing body of literature examines the significant impact of mathematics anxiety (MA) on mathematical performance and individuals' choices concerning study and career pathways. However, much of the focus has been on science, technology, engineering and mathematics subjects, renowned for their high mathematical content. This study examines the prevalence, characteristics and influence of MA in undergraduate business studies students. In all aspects of business, there is a strong impetus for the adoption of artificial intelligence, data analytics and machine learning, prompting reform of business studies curricula. Hence, this is a critical juncture at which to examine MA within this cohort. We survey undergraduate business studies students using the Mathematics Anxiety Scale-UK as a measure of participants' MA and examine its relevance in business major selection. Gender emerges as a key differentiating factor in levels of MA and the selection of business majors.

This article discusses the criticisms made of business schools and higher education institutions regarding their teaching practices and their responsibility in economic crises. Neoliberal ideology and a consumerist approach to education have created a utilitarian relationship with knowledge, in which education is seen as an investment that must be profitable. While alternative forms of learning exist, which emphasize the teacher's role in supporting students' capacities for change, and integrate solidarity, ethics, and empathy into the learning process, reflection on participatory classrooms raises questions about their utilitarian scope. Participative pedagogies may be relevant for developing behavioural competencies that aid employability. However, participatory classrooms often reproduce certain dynamics of domination in terms of gender and sociocultural background. Students sometimes find it difficult to adopt alternative models of organization and individual practice. They are reluctant to explore unconventional ideas or contemplative practices because they feel obliged to conform to the behaviour expressed by their group. The power of imagination is vital to free oneself from conformity and cynicism, and mindfulness practices may be beneficial in this regard. It is also essential that students recognize the difference between an opinion and a well-argued knowledge base, and that embodied knowledge is deconstructed with them to collectively rebuild new knowledge.

This study illuminates the leadership experiences of undergraduate business students undertaking a 1-year work placement. Semi-structured interviews and reflective journals were used to explore the students' leadership experiences before and during their placement. Through reflection on these experiences, students were able to make sense of their own leadership learning as well as develop their leadership identity. A main contribution of this study has been the formulation of a theoretical model that fully acknowledges prior lived experience, and the multi-layered and complex process of leadership identity development.

Entrepreneurship Education (EE) programming is being developed at tertiary-level academic institutions, to develop the next generation of entrepreneurs. We collected data from undergraduate students from the Western region of Tecnológico de Monterrey in Mexico (N=25). The aim was to measure entrepreneurial intention by exposing the sample to a new educational structure that engages students in entrepreneurial activities. The Entrepreneurship program is highly specialized with a maximum of 25 students. This allows for students to receive individualized attention aiding in the development of their entrepreneurial projects. Tecnológico de Monterrey is number 4 in The Princeton Review's Top Undergraduate Schools for Entrepreneurship Ranking 2023. The school uses process-based approaches to EE. Guided by the Theory of Planned Behavior (TPB), we assessed changes in the students' attitudes toward entrepreneurship, perceived behavioral control, and intentions to become an entrepreneur. Using a seven-point Likert scale, the data was collected using anonymous online links at two points during the semester: the beginning of the semester (T1) and the end of the 1st Period (T2). The data was analyzed with SPSS software and the Friedman Calculator. Our research findings indicate a high score at T1. There was a slight change at T2, but the change was not statistically significant. Consequently, we introduce and review other approaches to Entrepreneurship Education that might be more effective. Noteworthy is that the sample is immersed in an entrepreneurial university context, both within and outside the academic setting, which fosters a strong motivation among students to contribute societal value through entrepreneurial endeavors.

This study aims to develop a schoolpreneur model appropriate for Malaysia's secondary school environment. The current study surveyed students participating in the Program Tunas Commerce (PROTUNe) and the Young Entrepreneurs Association (PUM) in the states of Perak, Selangor, and Negeri Sembilan to accomplish these purposes. A survey-based technique was used to collect data, and 400 students participated. With a cross-sectional research design, this research uses a quantitative research methodology. This research employed exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) for statistical analysis. The study's findings show that six highlighted factors can be incorporated to develop a schoolpreneur model. These factors all significantly affect the schoolpreneur model. A significant correlation of the schoolpreneur model of more than 60% indicates the significance of talent skills, mentors, incubators, individual personality, role models, and family background in the development of the schoolpreneur model. As a result, secondary schools can conduct entrepreneurial activities better due to the development of the schoolpreneur model. [Note: The year (2022) shown on the PDF is incorrect. The correct citation for this article is v9 n1 2023.]

It is no secret when COVID-19 surfaced, students found themselves learning online as well as tending to other life disruptions simultaneously. Due to the pandemic stressors, it seems reasonable to believe that the COVID-19 lockdown has negatively impacted student engagement in higher education. Knowing student engagement has positive implications for students, the authors sought to examine this phenomenon regarding the negative impact, specifically in business education.

Quantitative reasoning is considered a crucial prerequisite for acquiring domain-specific expertise in higher education. To ascertain whether students are developing quantitative reasoning, validly assessing its development over the course of their studies is required. However, when measuring quantitative reasoning in an academic study program, it is often confounded with other skills. Following a situated approach, we focus on quantitative reasoning in the domain of business and economics and define domain-specific quantitative reasoning primarily as a skill and capacity that allows for reasoned thinking regarding numbers, arithmetic operations, graph analyses, and patterns in real-world business and economics tasks, leading to problem solving. As many studies demonstrate, well-established instruments for assessing business and economics knowledge like the Test of Understanding College Economics (TUCE) and the Examen General para el Egreso de la Licenciatura (EGEL) contain items that require domain-specific quantitative reasoning skills. In this study, we follow a new approach and assume that assessing business and economics knowledge offers the opportunity to extract domain-specific quantitative reasoning as the skill for handling quantitative data in domain-specific tasks. We present an approach where quantitative reasoning--embedded in existing measurements from TUCE and EGEL tasks--will be empirically extracted. Hereby, we reveal that items tapping domain-specific quantitative reasoning constitute an empirically separable factor within a Confirmatory Factor Analysis and that this factor (domain-specific quantitative reasoning) can be validly and reliably measured using existing knowledge assessments. This novel methodological approach, which is based on obtaining information on students' quantitative reasoning skills using existing domain-specific tests, offers a practical alternative to broad test batteries for assessing students' learning outcomes in higher education.

Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.

The implementation of electronic learning (e-learning) in Tanzania's higher education institutions (HEIs) has flourished in recent years. The College of Business Education (CBE) embarked on an e-learning system Student Academic Register Information System (SARIS) and a Moodle system in the year 2011. However, the implementation of e-learning systems at CBE has had challenges and experiences that were neither properly reported nor documented for improvement. This study, therefore, aims at highlighting the decade long usage of the e-learning systems at CBE. The study adapted and extended the Andersson and Grönlund Conceptual Framework for e-learning in developing countries. During the wake of COVID-19 a total of 210 participants (12 teachers and 198 students) from four CBE campuses participated in the study and precautions of social distancing were observed. Data were collected using an in-depth interview and questionnaires. The analysis of qualitative data was conducted using content analysis and for the quantitative data the analysis was done on the frequencies as well as descriptive data through the Statistical Package for Social Sciences (SPSS) IBM version 23.0. The results revealed that amongst other factors, technology training, a conducive environment and readiness for e-learning pedagogy, posed some of the major challenges in the implementation of e-learning for both the teachers and students.

Spreadsheets have long played a key role in business operations. The use and adoption of data analytics has significantly increased over the last few years and amplified this role. Spreadsheets are often a first tool for data analytics as such applications provide ease of calculation of basic statistics and chart development. For much of the last two decades universities have provided training in Microsoft Excel because that was what companies used and wanted. Since mid-2020, there has been an increase in use of Google Sheets causing some faculty to believe that MS Excel should be replaced. Faculty must always be aware of current and future employers demands and ensure programs meet the expectations of employers especially expectations for recent graduates. This study reviews business job postings seeking employees with two years or fewer years of work experience between 2019 and 2021 and examines demand for spreadsheet application experience. Results overwhelming indicate that Microsoft Excel still is the most required spreadsheet application by employers and faculty should pause before changing MS Excel training or removing certifications.

Career studies literature suggests that careers become more boundaryless and more global. Students, the agents of the choice of career, are not a homogeneous cohort anymore. We add to the discussion the students' typology proposition for the career choice to further develop the graduate employability discourse. We make the first attempt to develop a student global vs local career taxonomy to contribute into understanding of graduate employability and career decision making. Our contribution offers a two-dimensional taxonomy, with one dimension being a type of student and another dimension being a career destination. The conceptual taxonomy is empirically tested with data from more than 400 business and economics students. We show that a global career choice would prevail above a local career choice for each of the student types. Our findings contribute into deeper understanding of career decision making and broadens our comprehension of the variety of global vs local careers for graduate employability. The study develops the future research agenda for career development researchers and multinational corporations' (MNC) practitioners and practical agenda for teaching and learning in universities.

Digital storytelling (DST) is one of the alternative teaching methods and previous research shows its positive impact on students' motivation and learning outcomes, especially in humanities subjects. In vocational subjects such as economics, the effectiveness of this method is questionable. 856 respondents aged 15 to 19 from six business academies in the Czech Republic took part in the testing, which focused on the effectiveness of digital storytelling in economics. This paper presents other possible factors that may have influenced students' performance in the post-test. A comparison of the results from the pre-tests and post-tests of the experimental and control groups showed that the students from the experimental group reached higher mean values in the post-test than the students from the control group. It was also found that in the group that used digital storytelling, the year of study and the initial knowledge of the students assessed in the pre-test influenced the mean post-test scores. On the other hand, the factor of students' gender was not demonstrated. At the end of the testing, a questionnaire survey was conducted to investigate students' views on digital storytelling and their preferences for teaching methods.

This research study investigated the relationship between technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) and faculty perceptions of student cheating in online classes. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems, and other research panels during 2021 (N = 94). Findings from regression analysis indicated that the techno-complexity subconstruct is positively related to a faculty's perception of student cheating in online classes. In contrast, the techno-insecurity subconstruct was marginally significant and positively related to the faculty's perception of student cheating in online classes. Techno-overload, techno-invasion, and techno-uncertainty subconstructs were not identified as statistically significant in predicting a faculty's perception of student cheating in online classes.

The ever-increasing interconnectedness of the world and the diversity in demographics call for the training of global awareness and cultural competence among leaders and educators. This study, using qualitative methods, examined how 19 participants and their mentors from a United States university perceived a six-week long immersive global experiential practicum in China, and what impact the global experiential practicum had on the development of their global awareness and cultural competence. Data generated from the open-ended questionnaires, participant reflections and observations were analyzed and interpreted. The results indicated that the participants perceived the practicum as an eye-opening and life-changing experience with implications for their future careers, and also realized some existing challenges in the practicum. The practicum with cultural engagement, teaching practicum and leadership externship in the host country, supported the growth in professional identities and development of global awareness and cultural competence for the participants on multiple levels.

Student success in college courses is important to students and faculty, though what variables predict student success are myriad and can be difficult to collect by faculty. Given the complex interaction of these variables, many of which are external to the classroom, a faculty member could be excused for thinking that the work of the faculty may not be impactful at all as to student success. However, this study considers several teaching techniques, including chunking course materials and assessments into smaller units, expanding practice homework assignments, and automating some course feedback to students through software, and identifies that increasing the number of exams that cover smaller portions of material appears to increase the average student pass rate of exams, but expanding homework and automating course/assignment feedback to students does not significantly impact student average exam grades. However, the use of intelligent agents did appear to negatively impact the rate at which students completed all exams in the course.

This study is an appreciative inquiry (Cooperrider & Srivasta, 1987; Priest et al., 2013) into hybrid courses offered in Fall 2020, which included a combination of face-to-face and online elements. The courses in this study were part of an academic leadership studies program at Fort Hays State University and were taught in the hybrid format for the first time in response to the COVID-19 pandemic. The purpose of the study was to identify the assets of the hybrid modality of instruction in order to retain and implement them post-pandemic in any modality. Our findings include three themes: (1) perceptions of hybrid learning, (2) student motivations, and (3) design considerations--which all demonstrate a positive outlook on hybrid learning with considerations for designing effective courses. We offer recommendations in three areas including (1) administrative considerations, (2) course design, and (3) opportunities to prepare students for a continuum of virtuality.

The COVID-19 pandemic challenged the practice of traditional higher education providers (HEPs) and highlighted the need for innovative approaches to education for sustainable development. This research note focuses on online short courses (OSCs)--micro-credentials geared at upskilling or reskilling learners with a competitive application process and cost. It conducts (a) a rapid bibliometric analysis of literature on the nexus between OSCs and sustainable development and (b) an environmental scan of OSCs offered in Australia with a lens of sustainable development. An exploratory approach was adopted to analyze publicly available secondary data on scholarly literature and the courses offered. Findings reveal two key trends: (i) the nascent nature of literature on OSCs and sustainable development globally and (ii) the limited availability of sustainable development related OSCs in Australia. This research note makes broad analytical contributions to posit OSCs as an e-learning innovation to advance business education for sustainable development.

Network marketing's growth is plagued by ethical concerns, emphasizing the importance of implementing training programs that prioritize integrity. This study aims to analyze how different forms of network marketing training play a role in shaping the marketing ethics of trainees with different identities. It examines how network marketing training shapes ethical proneness of the trainees. Differences in trainee identity (college students vs. incumbent marketers) and training form (college course vs. online training) are also explored. Structural equation model (SEM) is established amongst adaptability, class cooperation, motivation, self-efficacy, and ethical proneness. Through textual analysis, questionnaires, and sim-structural interview, this research conducts three studies to empirically analyze the relationship between factors of marketing training and ethical proneness. It explores the influencing mechanisms of network marketing training on marketing ethics. The relationship between network marketing training and ethical propensity is partially confirmed. The shaping mechanism of marketing ethics is different under different trainee identities and training forms. Positive learning motivation and self-efficacy do not constantly improve trainees' marketing ethics. Informal online training plays a more significant role in shaping market ethics than college courses in network marketing. Lastly, college students are less likely to have their marketing ethics shaped by training than in-job marketers.

Facility placement is of strategic importance to most organizations as a well-placed distribution center minimizes delivery costs and reduces fulfillment lead times, thus improving customer service levels. Because organizations value the location planning process, this teaching brief offers an exercise that analyzes the planning process using the center-of-gravity algorithm, a service area map, and real-world constraints. The objective of the exercise is to identify two locations within a service area that minimize total network distribution costs. Our exercise is intended to complement standard course content and support instructors developing curricula for undergraduate operations management and supply chain management courses. Student-based survey results indicate that the assignment enhanced classroom engagement and helped students better understand the complexities of location planning.

This brief report shows the academic performance in General Mathematics which Grade 11 students take during their first semester. Results show that the overall academic performance of Grade 11 students in General Mathematics is Mean=86.49, SD=6.53. This brief report also reveals the academic performance and descriptives of Grade 11 students when grouped according to Sex, Strand, and School Year attended. It also shows that there exists significant differences in the academic performance of Grade 11 students when grouped according to Sex, Strand, and School Year attended.

Business Statistics is a required course for undergraduate business majors and presents significant challenges for students with weak quantitative and critical thinking skills. This paper shows that changing the pre-requisite for the Business Statistics course from Business Calculus to Probability and Statistics makes a significant positive impact, despite the increase in course content, on student performance for business students at a comprehensive regional university in the southeast. It is recommended business schools that experience difficulties with students successfully completing business statistics to carefully consider curriculum changes, particularly the chosen pre-requisite courses.

Higher education institutions (HEIs) engage more and more in branding activities to sustain an advantage in an increasingly high competitive environment. In such a pressing managerial context, research on brand management in the specific context of higher education expanded over the past few years. While research indicates that brand authenticity is more and more important for consumers in the consumption sphere, it has remained unexplored in the context of HEIs. This paper contributes to the developing research area on HEIs branding by examining the determinants and implications of brand authenticity for those institutions. Across one field study with two different HEIs, we identify indexical, iconic and existential cues as antecedents of authenticity perceptions and examine the effects of such perceptions on theoretically grounded practical outcomes: brand attitude, emotional attachment, word-of-mouth, and willingness-to-pay. The study revealed that HEIs authenticity perceptions are a strong predictor of brand attitude, positive word-of-mouth, and emotional brand attachment.

Appetite for entrepreneurship education (EE) among vocational students has surged dramatically, driven by persistent challenges of unemployment. As a result, vocational institutions are increasingly focused on how much entrepreneurship exposure students receive, particularly how frequently instructors impart core business knowledge and skills to meet growing demand. However, despite this focus, existing measures primarily assess the overall impact of EE by gathering self-reported data on student attitudes with specific metrics for the frequency of exposure to these vital competencies still lacking. To address this gap, the Vocational Education Entrepreneurship Knowledge and Skills (VEEKS) Scale has been developed to assess the extent of exposure that technical and vocational education and training (TVET) institutions provide to students regarding entrepreneurial competencies. This scale focuses specifically on essential business knowledge and soft skills crucial for entrepreneurial success. With a total sample size of 446, an EFA (n = 180) and CFA (n = 266) determined that business knowledge and soft skills exposure was an acceptable model for measuring VEEKS exposure. Contributing to theory, this measure shifts the focus in EE literature from impact to the exposure of key competencies--knowledge and skills. By moving beyond attitude-based assessments, the scale provides valuable practical insights for TVET institutions, supporting curriculum reform, instructor training, and strategic marketing.

This research explores the impact of an innovative social media-based project on students' digital activism and their perspectives on societal issues, particularly domestic terrorism. A mixed methods approach, combining structural equation modeling and qualitative data, revealed that higher levels of ethnocultural empathy led to increased engagement in digital activism, strengthening students' belief in their ability to effect meaningful societal change. Results show that students' belief in their project contribution dips initially due to unexpected challenges but later recovers and strengthens, underscoring the importance of sustained engagement. Qualitative data also highlight enhanced awareness, ethnocultural empathy, and activism skills. This research demonstrates the pedagogical potential of integrating social media with societal impact campaigns, offering a replicable framework for business educators seeking to link marketing education with social responsibility.

Business Process Model and Notation (BPMN) is a standard formalism for business process modeling that is very popular in professional practices due to its expressiveness, the well-defined meta-model, and its easiness of use by non-technical users. For instance, BPMN2.0 is used for business processes in commercial areas such as banks, shops, production, and supply industry. Due to its flexible notation, BPMN is increasingly being used in non-traditional business process domains like education. The presented research work aims to develop a valid extension by applying the BPMN representation of pedagogical scenario in connectivist cMOOC context. BPMN provides a set of generic process modeling elements that make it necessary to extend the language and notation by domain-specific concepts from connectivist pedagogical approach. Therefore, BPMN2.0 extensibility mechanism was explored to include the representation of specific cMOOC pedagogical concepts. Moreover, this paper provides an analysis of the requirements of those concepts. Based on a cMOOC-oriented pedagogical scenario model, the need for an extension is identified and the valid BPMN extension meta-model is designed by the construction of a conceptual domain-specific model and the corresponding BPMN extension model.

Purpose: Entrepreneurship education (EE) through innovative teaching techniques (ITEE) and entrepreneurial intention (EI) are two essential components of entrepreneurship development. Using the assumptions of the Theory of Planned Behavior (TPB), we took three constructs: attitude (ATT), subjective norms (SUBNs), and perceived behavioral control (PBC), and from the assumption of Human Capital (HC) theory, we constructed another variable, ITEE. Thus, the fundamental objective of this study is to find out the essential predictor of EI between entrepreneurial antecedents (ATT, SUBNs, PBC) and ITEE through an artificial neural network (ANN). Design/methodology/approach: Using the snowball sampling technique, a highly structured questionnaire was sent to respondents. Finally, a sample size of 397 business graduate students was chosen. Findings: The findings revealed that two dimensions of entrepreneurial antecedents (attitude and subjective norm) positively impacted EI. Furthermore, ITEE partially mediated the relationship between two dimensions of entrepreneurial antecedents (attitude and subjective norm) and EI. Moreover, through ANN, we found that attitude (ATT) was a crucial predictor of EI among business graduate students in Bangladesh. Research limitations/implications: In this study, only business graduate students were included as respondents; thus, further research should include students from other departments or disciplines to generalize the findings. Practical implications: This study covers numerous actors in terms of practical contributions, including students, academics, the government, and the state. This article should draw the attention of Bangladesh government policymakers regarding the significance of ITEE for developing entrepreneurship. The research framework of this study proposed that ITEE should implement antecedents of entrepreneurship into business education, boosting the ability of students to make judgments, which will also enhance EI in the future. Originality/value: Integrating the TPB theory with human capital theory represents a significant scholarly advancement in business education for graduate students in Southeast Asia, namely Bangladesh. Furthermore, we developed a novel ITEE scale by synthesizing information from many literary sources, providing valuable insights for future researchers.