Search

A common challenge many college instructors face is that students come to class unprepared, especially when it comes to assigned pre-reading. The first portion of this study used a pre-test / post-test methodology to determine whether or not using a "minute paper" on a random basis at the beginning of an Introduction to Business class produced higher concept retention. The second portion of this study used the same methodology to determine whether or not the use of interdisciplinary criteria within a class led to greater concept retention. [ABSTRACT FROM AUTHOR]

The article presents a study which examines the capstone course in economics at Pittsburg State University (PSU) in Pittsburg, Kansas using the undergraduate business research paper in the assessment of learning and writing outcomes in business students. It discusses the assessment processes at the university in line with the writing goal of the Association of Advance Collegiate Schools of Business (AACSB) standards. It explains the holistic and pragmatic approach used in the capstone course for the development and evaluation of writing skills, basic research methods, and oral communication in students. It also explores the impact of using rubrics and the LiveText online assessment tool as a communication platform for undergraduate research studies.

The paper focuses on causes for drop-out from business study programs at case university over seven years. Causes of drop-outs were collected and the database consists of 1,154 drop-out. Students indicated their reasons and preferences of their causes leading to leave studies. The aim of this paper is to identify factors affecting of drop-outs in business higher education and its evolvement in past years to define main areas of negative causes. The article presents students perception on study conditions and identifies the most important personal reasons to quit. The outputs of this paper are based on survey data from the whole sample of dropping students in the case business school. Statistical analysis, including correlation and factor analysis were employed to analyse students' perception of the educational processes impacting retention. The analyses revealed clusters of variables with proven co-appearance and defining students' main causes to drop-out. Orientation of students is primarily on expectations and personal reasons. The results lead to improvements in institutional processes to address students' requirements and expectations to improve retention at universities. [ABSTRACT FROM AUTHOR]

This paper analyses three key components of a career development curriculum for business majors that has generated superior results, supporting undergraduates’ transition from higher education to professional employment while teaching students career advancement skills that will be used throughout their lives. Students have expressed strong satisfaction with opportunities for coaching and mentoring, coursework facilitating experiential learning, and mandatory internships in their major. Analyses of qualitative data drawn from student assignments and course evaluations suggest these three elements of the program have positively impacted students’ career-readiness, career aspirations and career achievements. Quantitative data shows increased student success in achieving their career goals. [ABSTRACT FROM AUTHOR]

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

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

Purpose: The paper is aimed at determining young people's motives and views related to entrepreneurship, in particular social entrepreneurship. To this purpose, a survey was conducted at the School of Economics and Business in Sarajevo to explore the motivations of the student population to pursue entrepreneurship, with a focus on social entrepreneurship and their intentions to engage in it. The survey examined sociopolitical, situational and personal factors and their direct and mediating effect on the intention to engage in social entrepreneurship. Methodology: The research model and methodology presented in the paper are based on the process theory of motivation and the model used by Barton et al. (2018) and by Krueger (1993). The model elaborated by this paper's authors is expanded and redefined so as to take account of socio-political factors and the respondents' views of them. Results: The research revealed a limiting and de-stimulating effect of environmental factors on the intention to start a business, as well as the significance of situational and personal factors when deciding on engaging in social entrepreneurship. Conclusion: The conducted research revealed that young people in Bosnia and Herzegovina understand the significance of social entrepreneurship for society at large, as well as for themselves, i.e. the sense of fulfilment it could bring. The results could suggest that, for the respondents, the desirable entrepreneurial option would be the one that implies involvement not in the social entrepreneurship but in the socially responsible entrepreneurship. [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]

TEACHING ENGLISH FOR SPECIAL PURPOSES IS AN ADAPTIVE PROCESS, AS IT REQUIRES THE INSTRUCTOR TO ADJUST PERMANENTLY TO THE STUDENTS’ SPECIFIC NEEDS WITH A VIEW TO PREPARING THEM FOR A CAREER IN THEIR CHOSEN FIELD OR HELPING THEM NAVIGATE THEIR WORK TASKS IF THEY ARE ALREADY JOB-EXPERIENCED. WRITING E-MAILS HAS BECOME AN ESSENTIAL LIFE SKILL NOWADAYS, BUT FOR BUSINESS STUDENTS IT IS PARTICULARLY IMPORTANT TO GET IT RIGHT, AS THEIR JOB AND/OR THE FUTURE OF THE COMPANY ARE OFTEN AT STAKE, ESPECIALLY NOW THAT A GLOBAL PANDEMIC HAS FORCED US TO REDUCE DIRECT INTERACTION SIGNIFICANTLY. THIS PAPER STARTS FROM ILLUSTRATING THE IMPORTANCE OF TEACHING BUSINESS WRITING TO STUDENTS BASED ON AVAILABLE RESEARCH ON BUSINESS ENGLISH TEACHING AND THEN FOCUSES ON PRACTICAL EXAMPLES OF HOW TEACHERS CAN IMPROVE BUSINESS STUDENTS’ EMAIL WRITING SKILLS AT UNIVERSITY LEVEL. IT WILL SHOW THAT MASTERING THIS SKILL LIES AT THE BASIS OF SUCCESSFUL BUSINESS INTERACTION AND COMMUNICATION, WHICH IS ONE OF THE MAIN GOALS OF BUSINESS ENGLISH TEACHING. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine whether a variety of factors encountered by college students influence choice of accounting versus other college majors for undergraduate business students. We examine factors that include introduction to financial accounting, opinions of family members and friends of the family, the mentoring of high school teachers on career choice, and the information obtained from business people and recruiters. In addition, there is some evidence that the timing of the first major course taken by students in the sequence of business school courses may have an impact on choosing accounting versus other business majors. These findings will provide guidance for department chairs how to staff introductory courses, and professors who have the requisite work experience to emphasize future employment options and benefits of keeping families of students informed on the profession who have interested students. [ABSTRACT FROM AUTHOR]

This article presents the results of a mixed methods survey collected from male and female business students that have studied abroad and not studied abroad. The survey of business students indicates significant differences between men and women that have studied abroad regarding motivation and outcomes of study abroad experience. This paper describes the significant outcomes of study abroad emphasizing the effects of study abroad on women's global competency. The discussion, limitations, and recommendations for future research, program development, and career integration for women are also presented. The goal of this paper is to have readers reconsider the relevancy of study abroad for women. [ABSTRACT FROM AUTHOR]

Copyright of Economic & Business Review is the property of Economic & Business Review 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.)

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

Purpose While there have been studies on exploring motivation in learning second language, there is hardly any study that explores the motivation orientation of the PG level management students of India. The main purpose of teaching communication skills courses to management students is to make them employable and enable get good jobs and good salaries after completing the program. A research gap needed to be filled to find out whether motivation orientation of the PG students of B-Schools in Delhi NCR integrative or instrumental and whether attitude of the PG level management students toward second language learning is positive or negative. Methodology an empirical study was conducted on 80 such students at an established Business school in India. The study explored majorly two areas: Motivation Orientation of the students. Students' attitude towards learning English language. The first part would help the teachers know how to motivate the students and the second would encourage the teachers to plan activities. Findings The findings of the research work clearly indicate that the motivation orientation of the students was majorly instrumental since they wanted to learn English to get good jobs and high salaries. In the Indian context, high paying management jobs are based on the ability of the recruits to communicate effectively in English. Implications to Research and Practice The paper suggests that knowing what exactly motivates the management graduates to learn English as a second language may help the teachers use more relevant teaching material and methodology. [ABSTRACT FROM AUTHOR]

In the past few years, several countries have become global economic powerhouses by vastly increasing the number of middle-class populations. Because of the increase in middle-class populations, earning a college degree has become more attainable. A large number of international students have acquired enough personal wealth creating a strong expansion in global higher education. The focus of this paper is to integrate international students to bring out the best for every student in the classroom. This paper intends to address and identify steps, or tips, to best engage students from all over the world with students from the host country. [ABSTRACT FROM AUTHOR]

Undergraduate students enrolled in a marketing principles class at a large Midwestern university were surveyed to assess their experience in business writing and knowledge of secondary research terminology. The majority of the the respondents were students majoring in business, with the remainder either minoring in business or majoring in a business-related field. The survey consisted of a quiz focusing on secondary research terminology, and questions about the students' exposure to writing research papers. Findings show that many students have limited experience in writing research papers and are unfamiliar with the purpose and authorship of secondary research resources. [ABSTRACT FROM AUTHOR]

In this paper we discuss introductory R basics for data science and present teaching cases of analyzing iris dataset using 5 different algorithms from 6 different R packages, each package carrying some main functions implementing some algorithms. R coding for data science can be taught as command-based coding. Those functions and syntaxes are easy to follow and use. Our R script in the paper is a contribution to the teaching community as many books for data science are written in a way that are still a little bit hard for business students to follow. At the end of the discussion, we provide our recipe of teaching data science using R. [ABSTRACT FROM AUTHOR]

This paper is a part of my PhD research to develop a writing course to support businessmajor English language learners' development of persuasive strategies in the written discourse of digital advertisement (or netvertisement) on popular e-commerce platforms like Amazon.com. Despite abundant descriptive studies of linguistic features, pedagogical investigations into the emerging genre of netvertisement are yet rarely reported. The current study represents a key preparation for curriculum intervention analyzing the persuasive features of netvertisement in the pedagogical genre, with an orientation towards the frameworks from genre-based pedagogy (GBP) of systemic functional linguistics (SFL). Text analysis of 40 pieces of advertisement by 40 sound brands revealed five important discursive moves towards the genre of persuasion and identified three salient rhetorical strategies of engagement, graduation, and manipulation that were substantiated by both verbal and image resources. The results suggested pedagogical adaptations of move-structural model and linguistic models of evaluation in order to be succinct and acceptable to business students. [ABSTRACT FROM AUTHOR]

Teaching Business English is intimidating for the inexperienced teacher because of the huge quantity of professional terms that need to be introduced in the lesson and of the difficulty to grasp the real meaning and use in various contexts. Numerous materials and textbooks which have recently appeared on the market due to the globalization of the business world are extremely useful and seem to offer great support, facilitating the teacher's work and creating a feeling of comfort and relief. In fact, it is a matter of teaching students to deepen their language skills in order to use them successfully in business contexts, not about teaching Economics in English. However, at a certain moment, students may get used to the comfort of being "trapped" in this "business English routine" and may react surprisingly when asked to get out of this warm atmosphere. Students in business are not mentally structured to explore their imaginative skills; they are rather centered on the practical side of the issues they have to solve. Therefore, learning how to think outside the box is a matter of effort and dedication. For the teacher, it is mainly a struggle to make students understand the importance of developing the creative aspect, of generating original and exciting ideas. It's not common to demand creativity from technical English students but it's surely a challenge which needs to be dealt with great care. The present paper is about attempting to exceed some limits and see the reactions and feedback. [ABSTRACT FROM AUTHOR]

Student’s attitudes towards Statistics are pivotal to their learning process as positive attitudes lead to highly satisfactory course achievement and lead to positive outcomes outside class as well. In this paper we are exploring the perception of students of management apropos Statistics, familiarity with which is imperative in today’s world of Analytics. The quantitative approach was used to compare attitudes of the students using the two versions of the “SATS-36” instrument validated and copyrighted by Candace Schau. A Google form was used to collect responses and was sent to all the students who were enrolled in the Business Statistics course. 172 students responded for the pre-test study while 71 students responded for the post-test study. Data was analysed to see if gender, specialisation choices and previous math experiences accounted for differences in perceptions towards Statistics. It was found that students’ overall perception of statistics is positive and surprisingly they were more positive towards the beginning of the semester. These results are important as they can lead towards understanding of business student’s attitudes towards statistics and a way to refine the teaching learning process so that students are in a strong position to exploit the supply demand gap in the Analytics domain and deliver value to organisations. [ABSTRACT FROM AUTHOR]

Using survey data, this paper presents a comprehensive analysis of student engagement for different groups of students, many of which may be classified as "nontraditional". The analysis presented in this paper is based on Kahu's framework for student engagement. Both the antecedents as well as consequences of engagement are incorporated in the framework used in this paper. The research highlights the role that active teaching strategies may play in this engagement framework. An important contribution of this research is to show that non-traditional students generally display greater engagement than traditional students. However, while there is a strong connection between active teaching strategies and engagement for traditional students, this link is weak for non-traditional students. The results presented in this paper highlight the need for greater inclusiveness in the design of active teaching strategies. [ABSTRACT FROM AUTHOR]

The global economy is embracing more international collaboration as technology and communication have linked countries and made the world smaller. Business and government collaborations are not alone, institutions of higher education around the world have also moving closer to each other through varied cooperative programs. Some institutions of higher education are experimenting with new approaches to learning and teaching through a technology enhanced delivery method. This paper offers an outcome assessment of a new method of an experimental/experiential pilot study where students from a university in Guangdong, China have created a small learning community and learned via WebEx technology varied topics in entrepreneurship including finance, management, and marketing. Facilitated by two faculty members from a private university in Southern California and a faculty member in Guangdong province, students were able to create a business plan, get a starting capital, started a small business, sold varied cosmetics ' products, and made some money. The paper concluded that border-less cooperation coordinated through a web technology based delivery method helped make education relevant to students' understanding of the subject of entrepreneurship as well as helped motivated them to succeed as the U.S. faculty shared their entrepreneurial knowledge. Based on quantitative analysis of the results coupled with students' testimonials, the paper suggests that this border-less experiential learning collaboration has positive outcomes to students. [ABSTRACT FROM AUTHOR]

This paper discusses the technology gap in today's students-where students are often believed to be more technologically astute than they really are. Students are consumers of technology, but they have limited skills in using technology to solve business problems. Three recommendations are presented that could aid educators in bridging this gap: building proficiency of business software in an academic setting, educators being the convener of learning in a digitally focused classroom, and applying design thinking in a classroom setting. An example of how these principles can be used in the classroom is provided. Helping students to bridge this gap will allow them to be better prepared for career success. [ABSTRACT FROM AUTHOR]

This paper presents three years of empirical research showing the most significant impediments to business major students' success is unexcused absences). This student misconduct results in squandered opportunities for learning, and squanders: 1) tuition paid by students and parents, 2) lost scholarships earned, 3) student loans acquired, and 4) state subsidies. To the extent this phenomenon magnifies across higher education, it contributes significantly to the national concerns about high tuition costs and the $1.5 trillion student loan debt). By recognizing these economic factors university administrators can develop effective academic policies that ensure students attend classes. Some potential solutions are offered. [ABSTRACT FROM AUTHOR]

Marketing is often used to correct misperceptions and better align them with reality. Ironically, the discipline of marketing itself currently faces a misalignment between negative public perceptions of the field and the reality of marketing's vital role as a business function. The question this study addresses is: does this misalignment carry over to the academic community, and specifically, undergraduate business students? This paper surveys graduating business students, using semantic differential scaling to measure degree of interest and amount of learning in the nine core undergraduate business courses. The paper then focuses on the core marketing course to examine perceptions of both the marketing field and the marketing major. An innovative qualitative technique using word clouds reveals several diametrically opposing associations that students make of marketing (easy/hard, essential/useless, love/hate) both within the group of marketing majors and between majors and nonmajors. Given that today's business students will likely become tomorrow's business leaders, this study suggests that the marketing discipline may need to do a better job of marketing itself to create a consistent and positive image of the profession. [ABSTRACT FROM AUTHOR]

This paper proposes a framework of incremental approaches to bring globalization into a university curriculum. These elements are: Infusion, Insertion, Interfacing, Interchange, and Immersion. We utilized an Interfacing case study, where a newly developed course teamed MIS students in the (US) Business School with students at major universities in India to solve real-world business problems. This Global Classroom leveraged interactive technologies to bring students together. We discuss the course progression, dynamics of student interactions, impacts of differing cultures, and overall outcomes, which were positive. We end with impacts of such global classroom implementations and teaching tips for implementing global education. [ABSTRACT FROM AUTHOR]

This paper aims to study the problem of the dropout situation of students in the business computer program at the University of Phayao. It consists of three sub-goals: (1) The first objective is to identify factors related to the dropout of students in the business computer program at the University of Phayao. (2) The second objective is to study the relationship between factors related to drop-out of students in the business computer program at the University of Phayao. (3) The last objective is to test the relationship model of factors related to the dropout of students in the business computer program at the University of Phayao. The sample group was 389 students from Business Computer Department at the School of Information and Communication Technology, University of Phayao in the academic year 2012-2019. The tools used in the research are statistical data analysis and machine learning. It consists of percentages, decision tree algorithms, cross-validation methods, and the confusion matrix performance. The results showed that the dropout rate of learners in business computer program tended to increase even though the number of new students decreased. In addition, it was found that factors affecting the dropout consisted of six courses: 221110 Fundamental Information Technology, 221120 Introduction to Programming, 001103 Thai Language Skills, 128221 Principles of Marketing, 005171 Life and Health, and 122130 Principles of Management. [ABSTRACT FROM AUTHOR]

We report upon a study concerned with the effect of exposure to live plants, views to nature and the colour green upon visual and verbal creativity. The study reported in this paper was undertaken with 108 business students at a British University who were randomly allocated to one of the three conditions. The control group were placed in a classroom with no plants present and blinds drawn to block view to natural settings, the first experimental group were placed in a classroom with no plants present, blinds drawn to block views to nature but completed the creativity tasks on green paper. The second experimental group were placed in the same room as the other groups, but were surrounded by live plants and had views to nature through the large classroom windows. All participants completed two creativity tasks; a visual creativity task and a verbal creativity task. Visual creativity was assessed using a modified version of Amabile's Consensual Assessment Technique ( Amabile, 1982 ). Verbal creative was assessed using a modified scoring method of Guilford's alternative uses task developed by Silvia et al. (2008) . Findings indicate that access to natural views, plants and the colour green increase visual creativity, but have no impact on verbal creativity in classroom settings. The results suggest that creativity is domain specific and any practical measures taken to enhance creativity need to be aligned with the target domain. [ABSTRACT FROM AUTHOR]

This study compares two marketing-focused short-term study programs in Asia (India and Japan) and highlights reasons as to why students perceive that they learn more in one country than the other. Research to date has sparsely assessed the impact of study abroad programs on students' perceived growth. The existing literature has rarely focused on short-term study abroad programs while focusing mainly on undergraduate non-business students studying in Europe in long-term study abroad programs. Short-term study abroad programs (lasting less than eight weeks) are not considered rigorous enough and several doubts exist as to their effectiveness as a pedagogical technique. This paper uses survey methodology and a sample of 92 undergraduate and graduate business students who have completed a short-term study abroad program. The results show that students in these particular short-term study abroad programs perceive greater personal, professional, and inter-cultural growth than in a 10-week quarter-long course. Students' backgrounds could be a differential impact factor, but more research needs to be done. Marketing educators, when designing short-term study abroad programs, are encouraged to balance freedom and structure, and account for students' backgrounds. [ABSTRACT FROM AUTHOR]

Objective - Understanding students' approaches to studying and their experiences of library spaces and other learning spaces are central to developing library spaces, policies, resources and support services that fit with and meet students' evolving needs. The aim of the research was to explore how international students approach academic assignments and how they experience the spaces they use for studying to determine what constituted enablers or barriers to study. The paper focuses on how the two ethnographic methods of retrospective interviewing and cognitive mapping produce rich qualitative data that puts the students' lived experience at the centre and allows us a better understanding of where study practices and study spaces fit into their lives. Methods - The study used a qualitative ethnographic approach for data collection which took place in April 2016. We used two innovative interview activities, the retrospective process interview and a cognitive mapping activity, to elicit student practices in relation to how they approach an assignment and which spaces they use for study. We conducted eight interviews with international students in the Business School, produced interview notes with transcribed excerpts, and developed a themed coding frame. Results - The retrospective process interview offered a way of gathering detailed information about the resources students draw on when working on academic assignments, including library provided resources and personal social networks. The cognitive mapping activity enabled us to develop a better understanding of where students go to study and what they find enabling or disruptive about different types of spaces. The combination of the two methods gave students the opportunity to discuss how their study practices changed over time and provided insight into their student journeys, both in how their requirements for and knowledge of spaces, and their use of resources, were evolving. Conclusion - The study shows how ethnographic methods can be used to develop a greater understanding of study practices inside and outside library spaces, how students use and feel about library spaces, and where the library fits into the students' lives and journey. This can be beneficial for universities and other institutions, and their stakeholders, looking to make significant changes to library buildings and/or campus environments. [ABSTRACT FROM AUTHOR]

Interest in the role of visual literacy within education has grown significantly over the last 50 years. Many scholars maintain that living in an image-rich culture in the twenty-first century requires preparing visually literate graduates who are capable of a critical reading and understanding of visual texts, as well as constructing images through critical thinking. However, nowadays, discussion about visual learning and development of visual literacy competencies of students studying business and management remains quite limited. This paper presents a case study of a visual learning activity introduced to 1st year undergraduate students which are often referred to as 'digital natives'. This activity aims to develop students' visual critical thinking about a complex social phenomenon of corruption through their engagement with a non-digital activity such as freehand drawing. [ABSTRACT FROM AUTHOR]

Business students are the future business leaders, and investigating their ethical behavior as students can be viewed as a predictor of their work ethics in the future. This paper aims at investigating business students' ethical intentions in IT context. The study investigates whether business students handle an ethical issue within IT context in the same manner as they would handle it in a traditional context. Questionnaires were administered to university students in the Middle East, and a total of 188 usable questionnaires were returned. Furthermore, to check if this result is specific to business students, the questionnaire was distributed to IT students, and a total of 91 usable questionnaires were returned. The study found that business students have statistically significant lower ethical intention scores when addressing ethical issues in an IT context compared to a traditional non-IT context. The results show that even IT students have statistically significant lower ethical intention scores when addressing ethical issues in an IT context compared to a traditional non-IT context. Furthermore, there was no significant difference found between Business and IT students' ethics in IT context. [ABSTRACT FROM AUTHOR]

This paper reverses interpretation of the relevance debate in management education. Real management practice is seen as characterised by non-relevance to real-world business situations, primacy of selfinterest, consolidation of power with image, and avoidance of responsibility and accountability. Business schools have been producing doctrinaire graduates schooled in non-relevance, who are well suited for such practice. Unwritten rules for real-management maneuvers: consolidating power; influence building; positioning to avoid responsibility; and self-promotion, are described. Hypocrisy may be an effective survival strategy and individuals can defend against self-promoters by playing them at their own game. [ABSTRACT FROM AUTHOR]

As best of breed universities continue to search for more meaningful and effective direct student learning assessment outcome measurements in the United States, this paper examines the background, goals, objectives, and methods principally being utilized in the search for and operation of the 'best fit' direct assessment method of student learning outcomes. Numerous leading approaches are addressed in this paper and are accompanied by the results of these diverse approaches as experienced by one large business school. No one method was found to 'perfectly' meet all goals and objectives ('the perfect solution'), but two approaches did deliver more insight relative to the measurement of student learning outcomes than the others. These latter approaches are examined in some detail and each is accompanied by the rubric that supports meaningful assessment of core learning objectives, abilities, and outcomes. [ABSTRACT FROM AUTHOR]

Given the competitive environment for consumer demand, it is important today for organizations to utilize accepted models for effective resource allocation to different strategic business units. This paper extends the concepts of the Boston Consulting Group (BCG) portfolio matrix model to an academic setting. The paper describes and explains the BCG portfolio matrix model, applying the model to several divisions of a small liberal arts university. The paper concludes by discussing the negative impact of not following the standard marketing management and strategic 'rules of thumb' for resource allocation that are suggested by the model found in most traditional marketing management texts. [ABSTRACT FROM AUTHOR]

A year after the primary study that tested the impact of introducing blended learning and guided discovery to help teach computer application to business students, this paper looks into the continued success of using guided discovery and blended learning with learning management system in and out of classrooms to enhance student learning. Particularly, it looks at the successful adaptation and implementation of learning management system as an aid to learning and delivery of a computer application subject to a class that is majorly populated by business students with little or no IT background. This paper tests the continued success to establish whether the success recorded after the first implementation was sustainable or merely influenced by the Hawthorn effect of trialing an innovation. It concludes with final grade measure over a one-year period of implementation of the system, and student responses that strongly support the original approach used by the author. [ABSTRACT FROM AUTHOR]

The paper provides a process for planning and executing a short-term study abroad experience for individuals with no prior experience and with little or no institutional support for the effort. At larger institutions, there are often entire offices that coordinate study away programs; however, at smaller institutions, it can often be left up to the faculty member (s) heading up the program to plan and execute the entire experience. This has a high level of risk especially for novices. We include a step-by-step planning process and a sample RFP used to collect data from vendors. This process was followed and resulted in successfully taking a group of students to China in the summer of 2017. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to answer research questions on how best to enhance creative thinking in business research classes through encouraging students' intellectual capability, motivation, and collaborative learning. This study is based on classroom action research. Participants were MBA (Master of Business Administration) and MSMIS (Master of Science in Management Information Systems) graduate students studying business research methods. The findings suggest that the main teaching processes should be as follows: Instructors should encourage students to use their logical reasoning during the conceptual framework development. Workshops on students' research projects should be conducted so students can practice doing research. Students should make oral presentations of their projects and experts invited to comment on them. Collaborative technologies need to be introduced so that instructors and students can communicate with each other on assignments. Apart from collaborative tools, instructors can set up additional sessions after hours to allow students to discuss problems they are facing. Research classes should incorporate in the coursework three student presentations: problem statement, research proposal, and completed research report. Finally, instructors should form students into groups and establish roles for the members. [ABSTRACT FROM AUTHOR]

This paper examines the ethical judgment of business students in a developing country, the state of Kuwait. It also examines whether differences in demographic and professional characteristics have any influence on attitudes towards business ethics. Furthermore, the paper compares between the subjects' ethical orientations and the orientation of their counterparts in the United States. The findings of the present study are based on a survey of gross 500 business students within three universities across Kuwait. The results reveal an overall mean of 2.65, indicating an above average concern about ethics. Further, no gender differences are revealed in terms of ethical judgment, while differences exist between sophomore and freshman students. Cultural differences are reported mainly with American students, concluding the influence of culture in explaining differences towards business ethics across countries. Implications for educators and business practitioners are included, while recommendations for future research are made based on the findings. [ABSTRACT FROM AUTHOR]

Can the use of rubrics in a Masters of Business Administration class help students become better managers of employee performance? Managing employee performance is central to the role of a manager, yet research indicates that employees and managers struggle with issues related to the management of employee performance. Many of these issues center on the lack of clear communication to employees from managers about performance expectations prior to performance and on not providing the employees with helpful feedback consistent with the articulated performance expectations. In addition, there is growing concern about managers' reliance on formal performance appraisals as the primary tool to manage employee performance as performance appraisals are often more focused on measuring past performance than encouraging future performance. This paper explores the use of shared and unshared rubrics for Master of Business Administration (MBA) students' assignments to encourage current, new, or aspiring managers to consider the importance of establishing and sharing detailed performance expectations with their employees prior to performance. MBA students actively seek information on the performance criteria for assignments. They are interested in learning as much as possible about the criteria for assignments and they prefer to have this information prior to completing the assignments. This paper describes how providing rubrics to MBA students and engaging students in discussions that link and illustrate the similarities between students and employees needing clearly articulated performance criteria may help prepare current, new, and aspiring managers to engage in better performance management. [ABSTRACT FROM AUTHOR]

The subject of feedback for students is one of the most important contributors to the student experience and attracts one of the lowest responses within the National Union of Students survey. This paper reports on the feasibility of providing feedback on written assignments by marking electronically using the comments function on Microsoft Word and also providing verbal feedback via use of a hand held digital voice recorder. The students (post graduate part-time business students) were surveyed as to their response to this feedback. The paper reports the feedback from both the tutor and the student perspective and examines the impact on the experience of both groups. The results were positively in favour of the use of audio feedback but are different to results in other studies in that it is concluded that a combination of both typed and verbal feedback was preferred by the students. [ABSTRACT FROM AUTHOR]

Students often struggle with how to translate textbook concepts into real-world applications that allow them to personally experience the importance of these concepts. This is an ongoing challenge within all disciplines in higher education. To address this, faculty design their courses using methods beyond traditional classroom lectures to facilitate and reinforce student learning. The authors believe that students who are given hands-on problem-solving opportunities are more likely to retain such knowledge and apply it outside the classroom, in the workplace, volunteer activities, and other personal pursuits. In an attempt to engage students and provide them with meaningful opportunities to apply course concepts, the authors have initiated a number of experiential learning methods in the classroom. Since fall of 2008, elements of problem-based learning were integrated in the authors' business courses. Specifically, real-world consulting projects were introduced into their classrooms. This paper focuses on the authors' experiences implementing problem-based learning processes and practical project assignments that actively engage students in the learning process. The experiences and the feedback gathered from students and executives who participated in the "realworld" project are reported in this paper. [ABSTRACT FROM AUTHOR]

Background: Financial accounting is a skills course which to a large extent can be best learned through deliberate practice. Teachers implement this by continuously assigning homeworks, encouraging good study habits, asking students to budget time for studying, and generally exhorting students to "work hard". Aims: This paper examines the impact of "study habits, skills, and attitudes" (SHSAs) on the performance of students in an introductory financial accounting college course. Sample: 395 2nd year business students in a Philippine university. Method: Data related to variables found to have influenced accounting performance in previous researches as well as SHSA variables are collected through student survey and school records. They are treated as independent variables using multiple regression analysis, with the accounting course final grade as the dependent variable. The paper also examines the factors that differentiate high- from low-performing students. Results: The study found that math proficiency, English proficiency, high school accounting, and academic aptitude influence accounting performance, supporting the findings of many previous researches on cognitive factors. Among the SHSA factors, only student perception of teacher effectiveness and level of effort influence accounting performance. Time spent studying, attendance in review classes conducted in tutorial centers, motivation, and study habits have no significant effect. Upon further analysis comparing high and low performers, study habits show up to be significant as well. In particular, students who performed better are those who did more in terms of reading ahead, doing their homework, participating in class, and cramming for exams. Conclusion: Since student perception of teacher effectiveness strongly influences accounting performance, it is critical that hiring and training of accounting faculty be given utmost importance. Level of effort and good study habits also help, but not the sheer number of study hours. [ABSTRACT FROM AUTHOR]

Background: A financial accounting class in a Philippine university has a service-learning group project that involves setting up a simple accounting system for microenterprises. Aims: This paper examines the extent to which service-learning goals such as course learning, teamwork, civic responsibility, and impact on the client organization are achieved through this project, as well as how the level of student participation affects the achievement of these service-learning goals. It identifies measures to improve the quality of the service-learning experience for future implementation. Sample: 187 second year business students in a Philippine university Method: The students filled out a questionnaire which asked about their level of participation in the project, and their sense of achieving certain cognitive and affective outcomes from the project. Results: Results show that these goals have been achieved to a large extent through the project, and that the level of student participation does positively affect the level of achievement of these goals. Furthermore, the achievement levels among the service-learning goals are significantly correlated, such that they seem to be mutually-reinforcing. Conclusion: This paper supports the growing body of research work about the multiple benefits that service-learning brings to students, communities, and future citizenship in business fields of study. The accounting service-learning experience can be improved through better identification and screening of participating microenterprises, and through better management of student expectations regarding the magnitude of data-gathering needed for the project. [ABSTRACT FROM AUTHOR]

This paper deals with the nature of business education and training. It reveals step by step the different forms, types and levels of training as well as business education. Several examples are presented to show how companies implement the various options. The forms of business training examined are the following: Customized classes offered in colleges and universities - the examples given are UCLA and Pepperdine University, Malibu; General classes with open enrolment offered in educational facilities - paid example is for USC and unpaid example is for the Employment Training Center in Rockford, ILL; In-house training - review the Fujitsu Management Academy; Workshops at stores for business supplies - discussed are the ones provided by STAPLES Business Depot. The types of business education that are in focus are sexual harassment training and training of teenage employees. The levels examined are training of unskilled workers and directors as opposites requiring different complexity and direction of the training. The paper briefly mentions the special job training for new employees. The sector about business education offers a few examples - a great new learning model at the Richard Ivy School of Business called "Cross-Enterprise Leadership" and the nine-month Incubator WithOut Walls (iWOW) program, which is offered through the Greater Columbus Chamber of Commerce and the University of Georgia Small Business Development Center (SBDC). This paper is valuable to corporations that would like to train their employees. It shows them the different options and proves them the importance of business education and training. [ABSTRACT FROM AUTHOR]

This paper explores the influence of home country academic culture on the performance of international students in their studies. The focus was on Indian international students studying business courses in an Australian regional university because 61% of its students are international and majority of them come from India. The paper describes a pilot study employing a narrative inquiry approach to provide a better understanding of international students' academic culture. Three main academic cultural gaps were identified from the students' narratives: (1) annual teaching versus semester teaching scheme; (2) lack of familiarity with writing assignments; and (3) lack of familiarity with the Australian accent. [ABSTRACT FROM AUTHOR]