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The article presents abstracts pertaining to management education and development including "Creating High Impact Learning Environments," by Ellen Auster and Krista Wylie, "Evaluating the Effectiveness of OB Teaching Methods: A Results Oriented Approach," by James Shaw, and "The Masks We Wear: Acting in the Classroom," by Yehuda Beruch.

Entrepreneurial intention, as the preliminary idea of pursuing new ventures. Entrepreneurship is an important component to enhance the country's economic growth and sustainability as well as to meet the challenges of globalisation, such as increasing the unemployment rate among students. The objectives of this paper are to determine the relationship between personality, government support and entrepreneurship education with entrepreneurial intention among business students from selected public university in Malaysia and to measure the predictor of entrepreneurial intention. This study is quantitative in the form and questionnaires distributed to collect information from respondents based on the size of 100 samples and use convenience sampling method. The data obtained through questionnaires is analyzed and evaluated by correlation and regression testing. The results showed that all moderate linkages with entrepreneurial intentions. Government support also show the the most impact on the entrepreneurial intention. This paper provides a comprehensive framework that contributes to conceptualization and assists the Government and academic in enhancing skills and courses to increase the desire of business students to become future successful entrepreneurs. [ABSTRACT FROM AUTHOR]

The literature shows that entrepreneurial education makes sense. It is evoking entrepreneurial intentions and activities in students. However, most of the literature focuses on entrepreneurial education in general, and there is not a clear evaluation of such education on the academic level. That is why this paper holds the focus on entrepreneurial master's degrees themselves, their structure, and effectiveness. Moreover, it analyses the employment, job satisfaction, and the connection between the education and professional life of entrepreneurial graduates. This quantitative study confirms that entrepreneurial graduates have a higher self-employment rate compared to others. In addition, they compete well with other graduates in employment while still pursuing their entrepreneurial intentions as intrapreneurs. The aim is to raise awareness about entrepreneurial education in Europe, to make it more competitive, especially now in these volatile times. [ABSTRACT FROM AUTHOR]

The study is part of open project called SERS (Scale Early, Rapidly and Securely), comprising a community of researchers and practitioners committed to generate research insights about scaling companies. A list of 43 scaling assertions was created based on the scarce literature on scaling. The assertions were formulated in a way that could provide actionable insights for companies interested to scale early and rapidly. 33 students assigned one assertion each and asked to identify a corpus of min 30 research articles associated with it. Each of the 33 corpora of articles became a basis for the identification of 83 research gaps in the form of brief textual paragraphs. The corpus of textual paragraphs was subjected to topic modeling analysis to identify emerging research issues and structure them under major themes that could help shaping of appropriate calls for papers in the TIM Review (https://timreview.ca/). Two calls for paper were shaped. One of them resulted in the publication of a special issue. [ABSTRACT FROM AUTHOR]

A review of academic literature is an essential element of the dissertation development process, providing students with an understanding of key theories and authors in their topic area. In the absence of explicit, practical guidance on synthesizing concepts and ideas to produce a coherent, well-linked literature review, "The Thematic Analysis Grid" was developed for postgraduate students in a UK Business School. Guidance for literature review writing is available in text books on research methods and dissertation writing where the focus tends to be on search, retrieval, recording and writing, with some focus on critical review. There are also examples of text books wholly devoted to the literature review. However, a strong, critical review of academic literature, synthesising key themes and identifying consensus and contradictions is not achieved simply by sourcing and reading relevant papers and knowing how to reference properly. In an attempt to provide some explicit, practical guidance on synthesis, the authors developed "The Thematic Analysis Grid", a tool which enables students to record key themes and ideas from the literature with a view to linking these with other themes and ideas. In this way students are able to approach their reading from an overview perspective, constantly referring to previously identified themes. In brief, "The Thematic Analysis Grid" is a matrix with papers listed in the rows (in date order) and themes in the columns. Students are encouraged to identify possible themes from their cursory reading of abstracts, but to be prepared to introduce new ones as their reading progresses enabling them to keep meaningful notes on their reading. The Thematic Analysis Grid has been successfully used with students for several years. Whist formal evaluation has yet to be carried out, many positive comments have been received through module evaluations and staff student consultation. [ABSTRACT FROM AUTHOR]

Introduction: In order to understand what drives the interest and engagement in the usage of big data in marketing, its knowledge on assessing its marketing impact in online retailing is comprehensively significant. With the recent trends in digital marketing, business students and marketing practitioners around the globe are trying to get the best for further enhancing the economy. Thereby, the current review paper aims to assess the leveraging of data-driven personas in the era of big data and its marketing impact in online retailing (e-commerce), in particular to India. Review of Literature: The review of the literature explored and highlighted the genesis of big data and the concept of persona. Further, the studies were explored which studied the impact of data-driven personas in e-commerce. Findings: By reviewing the assessment and advantages elucidated in the previous related studies and also with those professionals who work on these large-scale online data, there is formulation of the use of personas which are data-driven. Substantially, personas which are driven digitally and tries capturing and covering the customer base attribution to representation of data in aggregated form while retaining the interpretability of analytics at individual level. Implications: The current review paper contemplates how the digitally based personas which are data-driven draws from the technologically based advancements to remedify the concerns put forward by practitioners and scholars, including the inconsistency problem, persona validation, and long development times. [ABSTRACT FROM AUTHOR]

Social Entrepreneurs have the potential to address the unmet needs of disadvantaged communities providing both economic and social benefits. Existing models of Social Entrepreneurial Intention demonstrate a pathway to future intent and early educational intervention has proven beneficial to increasing the intention of young people to think and act entrepreneurially. However, a dearth of adoptable evidence exists within the field of entrepreneurship education exemplifying the social interactions that enhance or sustain social entrepreneurial intention in second level educational settings. This paper argues for the adoption of a social constructionist approach to entrepreneurship education with the express aim of increasing social entrepreneurial intention in participating second level students. The authors present a multiontological framework, building on existing models, that aims to enhance social entrepreneurial intention amongst Irish secondary school students ages 15-17 years. It is intended that this framework will inform the development, and assess the effectiveness, of a designed academic unit that requires the formation of teams and the production of an artefact to solve an environmental problem in their local community. This paper and the future findings from this research will be of interest to those involved in the delivery of entrepreneurship education, both in formal and non-formal settings. [ABSTRACT FROM AUTHOR]

Recent developments in the field of technology have led to a renewed interest in classroom learning method. there has been a dramatic increase from the use of electronic lessons to the integration of mobile learning “M-learning” into the education which has vastly been adopted by students. Despite its convenience, flexibility and portability. Lack of empirical evidence has appeared to drawback the effectiveness of mobile learning on students’ academic performance and learning attitude. The purpose of this paper is to explore the impact of M-learning in the form of learning applications and social media platforms on teaching and learning commercial subjects in high school students and their performance in the kingdom of Bahrain. It is conducted to understand how M-learning affects the learning process, and in which way it affects the learner's’ ability and how it facilitates the learner's’ understanding of the different subject matter. This paper attempts to demonstrate the argument of using M-learning as a as a break from routine or if it does have a stronger more positive impact on students’ performance. The importance of this research paper is to help raise student’s grade point average and grades. Furthermore, eliminate any methods that are redundant and that have a poor impact on the learning process and affect students understanding of the subject material negatively. [ABSTRACT FROM AUTHOR]

A perpetual challenge for educators is the occurrence of student cheating, a problem exacerbated because of the availability of electronic technology. As a result, this longitudinal study was undertaken to empirically examine the cheating practices of those that will likely face ethical dilemmas in their careers, the undergraduate business students. Findings suggest that while the volume of unethical behavioral incidences vary by type of behavior, the percent of students exhibiting these behaviors is decreasing for most unethical behaviors. However, participation in e-cheating is on the rise. Even though the student perception is that it is becoming increasingly more difficult to cheat on an online course exam, for example, now two-thirds of students perceive that it is easy to cheat and one-fourth indicate that he/she cheat on these exams. Finally, results suggest that gender is a factor with respect to electronic cheating incidence. [ABSTRACT FROM AUTHOR]

For students studying economics, management and business who would like to work successfully in an international business environment, it is essential to be globally literate for the development of their future careers. The paper is focusing on identification of determinants of the overall level of global business literacy and its dimensions on a sample of students studying at the Faculty of Business Economy of the University of Economics in Bratislava, with seat in Košice, Slovakia. First, the analysis of differences is conducted comparing the level of global business literacy of a group of students who have already taken a course related to international business and those who have not. Then, other potential determinants of global business literacy, such as gender, degree of study and language competence, are further analyzed. The results indicate that completing the course related to international business has a positive effect on the overall level of global business literacy and majority of its dimensions. With regard to other factors, there are only negligible gender related differences, however, degree of study as well as language competence seem to significantly affect the overall level of global business literacy and some of its dimensions. [ABSTRACT FROM AUTHOR]

Globalization and the virtualization of business has highlighted the challenges of managing a dispersed team and have encouraged further research into the benefits of face-to-face communications and how that might be simulated in a virtual world. It is anticipated that high profile research and development projects, such as Oculus Rift, and High Fidelity, could see a revived interest in virtual reality and virtual worlds and how these could augment design thinking for online collaboration. This research project was informed by a review of the literature with relevance to design thinking, the virtual, co-design, human centered design, and tacit knowledge sharing. This research project examined how virtual teams could use prototype tools and modes of design thinking by geographically dispersed groups within a shared virtual space. More specifically, it examined how teams of creative technologies students both apply and learn design thinking, by creating and using collaborative tools, designed in a virtual world, to be used in a virtual learning environment. The undergraduate students studying a design major in business will be asked to engage in a transdisciplinary dialogue with students from another school of creative technologies using the context of a virtual world. The research follows a constructivist approach to teaching the business students design collaboration to review the benefits of face-to-face collaboration, and how that might be simulated online in a virtual world using those tools and methods. The study demonstrates innovation in a number of ways through virtual collaboration between diverse students of business and creative technologies using design thinking methods and methodology. The paper will also present how business students understand design thinking and illustrate the barriers to innovation in a virtual simulation through iterative prototyping virtual tools that encourage co- design and human centered design. The paper concludes with some findings from the data collected during the research project, with some early commentary and discussion of those findings. [ABSTRACT FROM AUTHOR]

Rapid changes in an increasingly complex world require future graduates to acquire more than academic attainment in order to transform such challenges into opportunities for change, and make a difference in their communities. There is a valid political imperative in the UK for the development of a strong enterprise culture as a response to the challenges and opportunities presented by continuing globalisation. Universities, through graduate enterprise and entrepreneurship education, play a vital role in preparing and equipping students with the entrepreneurial mindsets, knowledge and capabilities needed to bring about transformation in the organisations that they will lead and manage in future. This paper presents a conceptual review of the different types of pedagogical approaches which are used for the promotion of entrepreneurial learning in higher education. It begins with a review of the political pressure on universities to respond to the concept of the enterprise culture in the UK and Europe. This starting point addresses the question as to 'why' entrepreneurship education is seen to be of growing importance. This paper then proceeds to examine the different types of pedagogical approaches which have been used in teaching and learning entrepreneurship. Whilst the use of business plans remain a popular approach, there is a growing recognition of its limitations and a noticeable shift towards experiential approaches. There is an emerging consensus in the literature to suggest that the development of entrepreneurial graduates requires a more experiential approach to learning, which is preferably action-based and student-centred, focusing on the development of entrepreneurial skills and competencies associated with entrepreneurship. It is argued that learning for entrepreneurship cannot be abstracted from the situation in which is it acquired and used. Within an entrepreneurial curriculum, students learn from and through experience within learning environments that simulate 'real-world' situations. [ABSTRACT FROM AUTHOR]

Entrepreneurship education has been discussed in entrepreneurship research as an essential ingredient for the development of entrepreneurial skills and an entrepreneurial mindset among students. Many Universities, all over the world, offer entrepreneurship related courses (either compulsory or elective), among other offerings. The research results regarding the effect of entrepreneurial offerings on student entrepreneurship though, are inconsistent, with some showing a positive and some even showing a negative effect. Additionally, the share of nascent and active entrepreneurs remains relatively low among tertiary students, and only a small share of students would like to become entrepreneurs directly after their studies. The aim of this paper is to assess the perception of Program Learning as an indicator of entrepreneurship offerings effectiveness by different groups of students (active, nascent, dreamers and abstainers) and to identify those that benefit the most out of offerings. We analyze data from 187.492 students in 50 countries of the "Global University Entrepreneurial Spirit Students' Survey" (GUESSS), collected from November 2018 to January 2019. GUESSS is an international research project that focuses on the entrepreneurial intentions and activities of university students across many countries. Results show that active, nascent entrepreneurs and intentional entrepreneurs have greater benefit from university offering, than (non-intentional) abstainers. Also, those who attended compulsory courses as part of their studies explicitly declare to have more benefit than those who attended elective courses. Finally, significant differences are observed between business and engineering students. These results offer valuable insights for the impact of entrepreneurship education to curriculum designers and educators. We propose that entrepreneurship offerings should be redesigned to fit the special needs of different groups of students (intentional, nascent, active entrepreneurs). [ABSTRACT FROM AUTHOR]

Just when college-level academicians thought they had seen it all, along come the post-Millennials to add a new challenge to an ever-changing landscape in higher education. This paper is about motivating the latest crop of business school students - the under-22 tranche - to acquire knowledge about strategic decision making in companies that they soon will be asked to operate and lead. The particular focus is on applying alternative pedagogical approaches to delivering strategic management concepts in the nearly universally offered capstone course for the undergraduate business curriculum. The approach taken is that of employing seasoned, industry-savvy specialists, acting in an adjunct role, who convey a viewpoint that differs from what might be expected from career academicians - a perspective that is more closely aligned to what students need as they leave school to embark on a professional career. By definition, the capstone course encompasses all of the traditional business disciplines in a way that challenges students to integrate prior learning and critically think about strategic changes to organizations that are value-accretive. The unique background of adjunct instructors allows them to share non-textbook type examples of strategic thinking in action. This approach significantly enhances the interest students have in acquiring the skill set needed to mature into competent corporate managers. [ABSTRACT FROM AUTHOR]

Students in IT-intensive courses such as Introduction to MIS must learn new technologies in a short amount of time, similar to self-directed knowledge workers in a company. Technostress reduces employee performance, engagement and satisfaction, but how does it affect business students? Although emotional intelligence has profound effects on student outcomes, its relationship with technostress and IT mindfulness is unexplored. Instructors cannot design effective theoretically-based interventions without understanding the underlying problems that students are experiencing. To address this gap, this paper reviews current literature on these concepts and presents a research model to explore the effects of these relationships in business students taking the Introduction to MIS course. The proposed study will build on the existing model of IT mindfulness and technostress in order to explain the role of emotional selfcontrol in the research model and to test which factors have the most significant effects on students. It contributes to research on IS education, IT mindfulness, technostress, and emotional self-control. [ABSTRACT FROM AUTHOR]

In this paper we examine why it is important to stand up for the freedom to do academic research as well as why it is important for business students to have professors who are active in research even for undergraduate students. The senior author has been working with 5 Fortune 100 organizations since the 1990's in order to examine what results in professional success across organizational careers. When using income as a desired outcome the most important predictors of income are academic major as well as academic levels [undergraduate degree versus a master's degree]. Engineering majors tend to earn the most while those in the arts tend to earn the least with more than a fourfold difference in expected lifetime income over a 40 year career. While MD's and master's degrees in nursing may generally have higher expected lifetime earnings they are not typical degrees for those in industry and we found that the highest expected lifetime earnings were for those with an MBA followed by those with master's degrees in technical fields [whether engineering, finance, MIS, or accounting]. JD's earned roughly what master's students in technical fields earned but had a lower standard deviation of earnings. The typical MBA with a technical undergraduate degree was earning an average of approximately $8 million compared with MBA's who were expected to earn an average of slightly more than $6 million however the standard deviations were large. As to the individual decisions of students, other than making a decision about academic major and education level, the most important factor was choosing professors who had higher Age Weighted Citation Rates. Controlling for educational level and educational major a one point increase in a professor's Age Weighted Citation Rate was worth $69.44 to each student and an increase in the average Age Weighted Citation Rate across all of the professors a student would take during their undergraduate degree resulted in a $2777.78 increase in expected lifetime earnings. Useful to have undergraduate as well as master's students involved in research to support their educational experiences as well as promoting their career. Future research should seek to examine which other factors might influence the potential present value of an annuity for students. As the AACSB moves towards an increasing importance of the impact of research such as Age Weighted Citation Rates and the impact of individual articles as opposed to impact scores for entire journals. We do believe that it is important to publish in top journals, the variations in the impact for individual articles within journals is greater than that between journals. Alexander von Humboldt's ideas should be used more widely in educational circles. Having published for over 30 years we have seen dramatic changes to conferences and publications such as the changing nature of proceedings over the years with vivid memories of early on including as much of papers within proceedings which often led to the removal of references while currently many journal editors desire that full papers NOT be included in proceedings to be published but that abstracts and the works cited within the paper may be included in proceedings. [ABSTRACT FROM AUTHOR]

Just over a decade ago in the journal Academy of Management Learning and Education Magnus Aronsson (2004) published a paper entitled “Education Matters – But Does Entrepreneurship Education? An interview with David Birch”. The reason for the interview was to open up a discussion on what might be required in the taught provision of entrepreneurship education. This was essential, it was argued, for entrepreneurship education to provide a more effective environment for encouraging entrepreneurship. In the paper Birch developed a critique of those involved in entrepreneurship education, particularly citing the role of institutions and the programmes they deliver and questioned their impact on producing high quality entrepreneurs. This debate raised age old issues about practice and theory, about praxis, and about the role of structure and agency particularly relating to the contradictions that arise to even define the discipline of ‘entrepreneurship’. Less sophisticated although equally pertinent, is the question of whether entrepreneurship can be taught. The critique offered in the interview between Aronsson and Birch has left an impression on many entrepreneurship educators and it was this that became the starting point for the design of a programme developed by the authors of this paper. We decided to take on the challenge suggested to incorporate sales training, negotiation and other entrepreneurship relevant content into a curriculum for postgraduate entrepreneurship students at our institution. Our view was sympathetic to the critique offered by Birch so we sought to design a bespoke and creative entrepreneurship M-level degree that has sales and negotiation as the foundational module of the programme. Other equally innovative modules support this. The UK higher education system typically has a dissertation equating to a third of the degree. We replaced this with a three semester module on developing sales skills and teaching negotiation techniques which are practiced repeatedly. We believed we could legitimately question the functional purpose of a dissertation for people aiming to become entrepreneurs. However, in recognising the paradox often found between theory and practice, we felt that those critical, analytical skills that are part of the academic journey, particularly in the dissertation period, had an important role for nascent entrepreneurs. We recognised that if we could support students to produce an output, a paper, of ‘publishable standard’ we would take those students through a journey that would support their learning for entrepreneurship juxtaposed alongside practitioner-based pedagogy. This keeps at arms length, views articulated about student learning that tended to be conservative and opposed to such a change. We present in this paper a case study of what we have sought to develop, showing the barriers we overcame and how we incorporated live projects, utilising various learning technologies and by encouraging entrepreneurial behaviour in the learning activities of students. We hope this case provides inspiration for other entrepreneurship educators to support the development of their courses and programmes in delivering a closer match between what universities can provide and what is required in entrepreneurship education. [ABSTRACT FROM AUTHOR]

This paper focuses on the description of an experience of the Final Year Project (FYP) systematic evaluation carried out in the Business Management degree program. The description of the experience is based on the implementation of the FYP evaluation system, which has allowed us to reflect on the most appropriate methodology and processes for the evaluation of associated competencies, especially considering the role played by the evaluation agents. Therefore, this paper tries to identify the extent to which student perceptions of their development of the FYP include meta-competencies. Framed by this analysis the study wants to propose the elaboration of an integrated assessment framework that ensures the appropriated meta-competencies build-up and evaluation. In this paper we present the preliminary results from a survey where we asked undergraduate students from a Business School in Spain about which skills they have developed in their elaboration of the FYP. The outcomes coming from our preliminary analysis showed us that the most valued skills by the students were initially combined in two main factors: the first factor was related to organizational and analytical capacities while the second factor would be represented by competencies related to creativity. Altogether, the main important aspect was the identification within the literature that there is a lack of understanding on how to define and examine the meta-competencies in the context of the FYP. A gap we intent to contribute to by exploring this study. [ABSTRACT FROM AUTHOR]

Continuous innovation and innovation capabilities are strongly connected to entrepreneurship. Entrepreneurship is driving force of the world economy, and due to the corona-virus, enhancing entrepreneurship is now more important than ever. This study focuses on 126 business students in Finland, Lithuania and USA to find out if the innovativeness is related to entrepreneurship and if there are culture related differences. The result confirmed that innovativeness as well as risk-taking are statistically significantly connected to entrepreneurial intentions. However, there were no culture related statistical differences. Individual qualities seem to have stronger impact on entrepreneurial attitude than culture and these results are discussed at the end of the paper. [ABSTRACT FROM AUTHOR]

This paper aims in understanding how gender affects the entrepreneurial intention of students in Albania. The main purpose of our study is to describe, predict and analyse an important factor of the entrepreneurial process: the gender inclination to entrepreneurial intention. The paper analyzes the theoretical background in order to highlight a conceptual framework of entrepreneurial intention based on the model of Shapero and Sokol (1982) taken over by Krueger (1993). We draw our model on a sample of 526 students in business administration and finance. We use structural equation models to test our hypothesis on the entrepreneurial intention of students. The results show a significant relation of gender and entrepreneurship intention. [ABSTRACT FROM AUTHOR]

"...We don't need to be in the distance education game. The programs are watered down, the faculty are business people/adjuncts, the students aren't like normal students, the whole distance education concept is for limited audiences and unnecessary, and, we perhaps most importantly we are not a business..." This, and other similar tunes are the words of the fight songs of those who argue the academy is not a business and should not be engaged in non-traditional distance-oriented initiatives or opportunities. Within our colleges and universities there are significant inefficiencies, replicated resources and no attention to return on investment, all creating woefully wasteful, exaggerated and inflamed costs. Some of the more obvious problems stem from simple problems to solve such as having multiple mail server applications or over three dozen web design tools. These are simply low hanging fruit when it comes to efficiency gains. Colleges and universities are under increasing pressure to accomplish four things: increase revenues, decrease expenses, improve quality and strengthen reputation7 (p. 1). This paper deals directly with increasing revenue which feeds and promotes changes in program quality and strengthening a college's or university's reputation. This paper will dig deeper into the cultural implications of running the academy as a business, and the implications for historical thresholds for adult learner entry. This paper will examine the implications of offering distance learning programs to professional working adult learners within existing cultures. The paper will examine the underlying premise of business versus nonbusiness entities through definition and differentiation of businesses, nonprofits and public institutions of higher education. Additionally, this paper will address the question of the "burning platform" or "call to action" demanded in a competitive environment and quite possibly the greatest missing asset of public institutions of higher education. The focus of this paper is strictly limited to public institutions of higher education. Some will ask why not private institutions of higher education? The answer resides in taxpayer contributions. Public institutions are partially funded by the taxpayers. These are the same individuals who suffer through our many recessions, borrow against their retirements and homes to put their children through college, and have now been forced to work past normal retirement age. Inflated college costs, having the greatest impact on our country's wellbeing, are those of our public institutions of higher education and therefore the target of this paper. As a public institution, we have a responsibility to be good stewards of taxpayer dollars and student tuition. This paper will close with an integrative perspective, through a heightened awareness, of the key elements that represent the fundamental underlying premise for suggesting public institutions of higher education are a business and should be empowered and encouraged to engage in those initiatives and opportunities that support the advancement of higher education in today's highly competitive educational marketplace. [ABSTRACT FROM AUTHOR]

This paper showcases an approach to learning design in a foundation Marketing course which leveraged the integration of new technologies in an aligned design, to create disruptive innovation in the marketing classroom. Adaptive personalization strategies using a total activity system enabled a digitally supported learning ecosystem with multiple parties co-creating value. Learning analytics layered with adaptive technologies enabled efficient data-based customization to provide personalization of the learning experience. Early results demonstrated the value of integrating new techniques and technologies to guide course design for improved learning outcomes and a better student experience. [ABSTRACT FROM AUTHOR]

The paper presents a case study focusing on bachelor-level business students' learning experiences in an organizational and marketing communication course. The pedagogical approaches of a flipped classroom, collaborative inquiry, and communication in the disciplines guided the planning and implementation of the course. A mixed-methods approach was used, and data were collected through online questionnaires, course feedback forms, and essay assignments. The key findings include students' positive evaluations of the pedagogies utilized. Independent writing tasks and the final course essay, in particular, provided major challenges for students. Moreover, a wide variety of learning outcomes was reported, particularly in the fields of crisis communication and workplace communication. The paper emphasizes the positive impact of the flipped classroom on students' learning experiences and outcomes. We maintain that the pedagogies utilized enabled a comprehensive model for teaching communication and contributed to the desired learning experiences and outcomes that are relevant from a 21st-century skills standpoint. [ABSTRACT FROM AUTHOR]

This paper reports the results of a content analysis designed to update mid-1990s research on marketing students' understanding of the relationship between business and government in the United States. In particular, the analysis focused on three key dimensions: the importance of business students and managers keeping abreast of current events; the importance of managers' compliance with regulatory mandates; and the nature of state and local governments' authority over business activities. On the third of these dimensions, students appear to be less knowledgeable than in the past. The author suggests an experiential learning exercise to remedy this pedagogical deficiency. [ABSTRACT FROM AUTHOR]

As the Internet population continues to grow, so does the issue of productivity. Because of online temptations and opportunities for distraction, businesses implement electronic resource policies, block websites, and monitor behavior. Unfortunately, violating company Internet policies is still one of the five most common unethical behaviors in the workplace. As a result, this longitudinal study was undertaken to empirically examine the ethical attitudes and online ethical behavior of the undergraduate business student population. Findings suggest that although most students regard the electronic resources policy as a deterrent for himself/herself and others, the policy is becoming less effective. In addition, gender and academic class are correlated to unethical behaviors. Results imply that administrators may need to reevaluate policy notification/reinforcement strategies and educators further proactively implement instruction with respect to ethical online behavior. [ABSTRACT FROM AUTHOR]

While interest in the subject of values has grown markedly over the last decade, reflected in a flow of conceptual and empirical papers in the management and organization literature, the subject of human values has not received serious attention in management curricula. The purpose of this paper is to describe the design and development of a course on values and management and to provide the reader a guide in developing his or her own course. [ABSTRACT FROM AUTHOR]

The environmental 'sustainability transition' presents challenges and opportunities for radical innovation in firms and production systems. Arguing that current measures are too incremental for the 'paradigm shift' required, the paper attempts to define a set of six ambitious 'stretch goals' for innovation in contributing to the solutions of complex problems in business sustainability. Using these stretch goals, we assess reflective comments from final year undergraduate business students for their awareness of the role of 'eco-innovation' in achieving sustainability. We find that, while students show a good understanding of business sustainability, corporate responsibility and innovation aimed at 'eco-efficiency', they undervalue the opportunities for long term, radical and collaborative eco-innovation at the industry sector and system levels. With further development the stretch goals may be useful in other contexts such as surveys of firms. [ABSTRACT FROM AUTHOR]

Assessment is both the right thing to do and a requirement for accreditation. Microsoft Office skills are a necessity for business school students both during and after graduation (Heinrichs and Lim, 2010). This paper provides a look at a method to review a student's abilities in Word, Excel, and Power-point and also cover most of the assessment areas for a business student, all within the context of a 6-panel power-point. [ABSTRACT FROM AUTHOR]

The paper explores antecedents of knowledge creation in a globalized business school industry. We focus on linguistic socialization of researchers as a contingency factor which influences the ability of academics to extract value from the quality of their professional socialization and from social capital embedded in their knowledge network (1). [ABSTRACT FROM AUTHOR]

Researching entrepreneurial intention has become extremely popular due to the importance entrepreneurial activity has for the economy. Data mining has been used increasingly in the realms of prediction and classification, replacing traditional statistical approaches. The aim of this paper is to analyse the usefulness of decision trees for predicting entrepreneurial intention by comparing the decision tree method with structural equation modelling (SEM). A predictive model was proposed and empirically tested on a sample of 218 business students from Croatia and Macedonia. The results show that both techniques, SEM and decision tree, offer roughly equal theoretical contributions. However, the rules established using decision trees have deepened our understanding of the data by pointing to specific groups of students in the sample and their respective probabilities of having entrepreneurial intentions. [ABSTRACT FROM AUTHOR]

Global entrepreneurship is easier than ever with the many advances that have been made. Countries are moving closer to each other than ever before. Entrepreneurs are now operating on a global level rather than a local level. In this paper, we draw on the broader academic literature and own research to show a the factors that are leading to the increased interest of global entrepreneurship. This paper aims to recognise the factors that motivate potential entrepreneurs in the commencement of one's own business activity. Respondents recognised three main factors that motivate people to the commencement of one's own business activity: materially secure the family, to achieve success, better job opportunities. There was no discernible relationship between students a motive to the commencement of one's own business. [ABSTRACT FROM AUTHOR]

This paper analyses the mindset, perceptions, and motivations on entrepreneurship among polytechnic youth students in Singapore based on an extensive sample survey conducted in September 2016. Singapore is a country that has been promoting entrepreneurship actively among its youths and students. Freedom and creativity offered by entrepreneurship are the most significant factors that motivate them to start a business. The interest of entrepreneurship among the youth students is increasing, but many are still held back by deep-set societal mindsets such as the high risks and the potentially high failure rates. They still look upon further education in universities as a strong requirement for them to achieve, regardless of whether they are starting a business or not. With exposure to higher education, they realize that entrepreneurship can be learned to increase their chances of success. [ABSTRACT FROM AUTHOR]

This paper will discuss the importance of international business students, specifically at historically black colleges and universities, travelling abroad to African countries. This should become a critical part of students' college experience because it exposes them to immense opportunities in some of the fastest growing emerging markets and developing countries in the world. Just as important, it exposes students to the African continent. Such travel will attempt to eliminate social and cultural ignorance about the land of their roots. The purpose of this paper is to increase awareness of the social, cultural, political, professional, and personal growth and development that travel to Africa can provide for HBCU international business students. [ABSTRACT FROM AUTHOR]

This paper addresses how educators can apply transformative learning theories to catalyze social entrepreneurial behaviour amongst undergraduate business students. Transformative learning theory suggests that such transformation often begins with a 'disorienting dilemma', followed by cycles of critical reflection, which ultimately lead to perspective transformation. While transformative learning is not a new concept, its utilisation in the arena of social entrepreneurship education is less-developed. Indeed it is arguable that the deeper social and community-oriented purposes underlying social entrepreneurship make this an area of study uniquely well suited to facilitating such a transformative shift in outlook and perspective among business students as such courses seek to get to learner to understand how entrepreneurship can be adopted in a wide variety of economic and social circumstances. This paper uses case studies from the United States and Ireland to explore how transformative learning pedagogies can be applied to enhance entrepreneurial cognition, cultivate an entrepreneurial mindset, and achieve deeper social and personal impacts specifically amongst students of social entrepreneurship, although the article will also offer insights on its application to other educational programmes. [ABSTRACT FROM AUTHOR]

This paper will focus on how one university has changed their focus in evaluating student learning in a strategic approach to incorporate a new type of "capstone" course for all business undergraduate students. As Knowles (1987) noted that "everyone [learners] should be able to participate and control their own learning process." As a result, there are still students leaving educational institutions not fully prepared as to how to approach the job hunting process. Thus, these graduates tend to wonder why they have not been fully prepared for the next step after college. In consideration of the student's need for career development and assessment, this paper will demonstrate how both can be accomplished with the creation and implementation of an electronic portfolio (e-Portfolio) program in the online learning environment. Instead of focusing solely on a teacher-centered approach, this course encourages students to personalize or customize their final project work in the context of an e-Portfolio, as well as focusing on the use of such a strategic tool for future career endeavors. The author will discuss potential applications of e-Portfolios to include academic works and achievements, which best represents the student's ability to demonstrate what they have learned and what they can offer to potential employers. Further, this paper will discuss how the e-Portfolio was created and developed in this university program in terms of assessing the intellectual capital of their senior undergraduate students, as well as using this approach to help them prepare for their future career paths. While this program was just implemented in Spring 2008, it has been perceived and evaluated as a valuable final course offering to help evaluate the overall knowledge of the senior undergraduates in the context of learning objectives of the core business administration courses. Each e-Portfolio is a work in progress throughout the term as the instructor works with the student in the creation of each phase of their e-Portfolio development. From the students' perspective, as well as the faculty member's comments, it appears that the implementation of the e-Portfolio element in the final course has proven to be a valuable strategic tool for evaluation and reflection. This particular academic tool has been helpful for the instructor to evaluate the students' abilities and skills to apply content knowledge gained from the core business administration programs. Finally, this paper will help to demonstrate, from an appreciative inquiry perspective, the positive benefits of incorporating an e-Portfolio into their curriculum. Also, it will help to illustrate how the students learn from their peers as to how they are achieving similar or comparable results with their approaches to e-Portfolio work. This particular paper is suitable for people interested in measuring the intellectual capital of students in the online learning environment. Also, this paper will help provide an overview of how one university has changed its final capstone course to incorporate the use of an electronic portfolio (E-Portfolio). [ABSTRACT FROM AUTHOR]

This paper examines a Small Business Institute (SBI) project from the perspective of the, client, students, and final examination judges. The same client was the subject of two different team projects. One team split into two factions and presented two separate reports, a total of three projects. Students liked the real world experiences and lack of structure, although they felt not all students could handle the lack of structure. The wide background of the judges was an advantage although the scoring system needed to be improved. A clear definition of the scope of work was important. The recommendations of two of the reports were used by the client as they were practical in nature. The student-client interaction was found to be important in one case as the student's enthusiasm and work ethnic energized the client about the project. The selection of the client and student teams is critical to a successful SBI project. We had the best of both worlds a good client and good student teams at least in two of the three cases. [ABSTRACT FROM AUTHOR]

This paper presents findings of a study designed and carried out to address the needs to develop undergraduate students' reflexivity skills. In qualitative research reflexivity ensures rigor, quality and trustworthiness of the research. In addition, the emergence of a reflective paradigm in higher education in the last two decades encourage self-review as well as convey practice realities. The ability to critically reflect has been identified as a crucial part of employability. With the aim to address the above needs a learning assignment was designed and incorporated into one semester International Business Communication course taught to undergraduate international business students. The storytelling assignment' s direct aim was to develop reflexivity, both as a qualitative research skill and as a professional skill. The methodology adopted narrative analysis, with qualitative interpretation approach. The data was generated by reflective narratives created by the students. The findings of the analysis showed that the students identified reflexivity as a new concept. The concept was defined as necessary and helpful in self-development. Additionally, the reflexive narratives not only demonstrated levels of deep reflection, but also identified additional learning benefits: discovering own creative potential, strengthening confidence when dealing with unexpected and challenging situations, enhanced openness towards the immediate environment, improved understanding of otherness, and self. The above skills were identified as applicable in business and research practices. It can therefore be concluded that storytelling can be recommended as an effective tool in learning reflexivity, and qualitative research skills. [ABSTRACT FROM AUTHOR]

Effective communication and proficient management approach is very essential to achieve organizational goals and objectives. New careers have opened new ways of employments for graduates taking into account the developments of the Digital Age. This paper attempts to explore various skills that graduates need to acquire to face the challenges posed by the Digital Age. It also focus on the need for curriculum development to prepare the graduate to face the real life scenarios on completion of the course. Some studies and research have found that they are not prepared for these interactions and that the graduates lack these communication skill. [ABSTRACT FROM AUTHOR]

This paper examines the need for greater balance in business education and professional practice between intuitive or nonlinear thought, and the linear thought of logic and reason. A self-report instrument for measuring this balance is presented, tested, and validated after administration of the instrument to 293 undergraduate students. [ABSTRACT FROM AUTHOR]

Argyris (1962) argued that less emphasis was needed on learned managers and more on learning managers and that learning about the process of learning is a 'timeless wisdom'. Central to a self-awareness and personal understanding of one's own learning processes are theories and principles drawn from cognitive psychology and specifically individual differences in information processing (cognitive style). To explore this issue in the broader context of management education this paper will: (i) describe the axioms upon which management education is based; (ii) briefly explore the scope of management education's pedagogical axiom; (iii) describe and analyze a number of principles from cognitive theory upon which management education's pedagogical axiom may draw; (iv) describe a conceptual framework for cognitive style; (v) explore the opportunities and challenges that a cognitive style principle may present for the practice of management education. It is argued that management education's pedagogical axiom has embraced experiential learning theory, but that it plays down the significance of information processing theories. One implication of this is that whilst conventional approaches may acknowledge individual differences in the ways in which learners engage in an experiential learning cycle they may overlook differences in the ways in which learners represent, process and organize information in memory. In adopting such a stance management educators run the risk of ignoring important cognitive aspects of individual difference. This paper will suggest ways in which individual differences in verbal-visual, wholist-analytical and rational-intuitive processing may be acknowledged and accommodated in management education. [ABSTRACT FROM AUTHOR]

This paper analyzes the relationship between entrepreneurial awareness and intention of students to start a family business. The study was based on the survey of Russian and Bulgarian university students, conducted as part of the INTERGEN project in 2021. We performed correlational analysis using the Statistica 10 software package and revealed a moderate correlation between entrepreneurial intentions and the desire to learn more about the opportunity to start a neoclassical multigenerational family business. There is a direct correlation between intentions to start a family business and the need for information about how to interact with relatives when starting a neoclassical multigenerational family business with them. Additionally, a moderate correlation was recorded between the intention to start a business with relatives and knowledge of examples of successful family businesses in the country for students from Bulgaria. For the sample from Russia, the correlation coefficient is weak. [ABSTRACT FROM AUTHOR]

This paper is about a case study and joint experience of three international business schools, measuring the results of the implementation of a joint international educational project, in order to improve university – business relationships, as well as better prepare the students for changes in the global labour market. The authors initiated a yearly recurring joint international educational project, and used it to develop a blended learning educational model, in order to systematically use both internationalization and university business relations to modernize their education in entrepreneurship and engineering management. The idea behind this model was to increase effectiveness of entrepreneurship education in universities and creating a win-win situation for both companies (who will receive support in their international strategy) and students (in terms of improved education). This papers shows the results of this case study in terms of measuring the effects of participation on knowledge, skills and attitude about working abroad on the participants. Participating students from both The Netherlands and Russia perceive a large development in knowledge and skills in doing business abroad, as well as an increase in study satisfaction, as a result of participating in the program. The attitude towards an international career is less clearly influenced by participating in this program. [ABSTRACT FROM AUTHOR]

Understanding the effects of entrepreneurship education on students’ entrepreneurial intentions is essential to improve effectiveness and complementarity of entrepreneurship education programs. Accordingly, a multitude of researches has attempted to capture such effects by surveying students under various sampling frames. And while great insights have been harnessed from such efforts, these remained limited by their short term perspective, and by a multitude of conflicting evidence. This paper attempts to find out the reason for previous inconclusive results within the field by examining the effects of entrepreneurship education on students’ entrepreneurial intentions from the educators’ perspective. Doing so, the authors engage in theory development through comparative qualitative cross-case analysis of educators from Norway and Russia. The analysis results in a detailed theoretical model. The model was refined by exploring the perspective of educators rather than students, doing so qualitatively rather than quantitatively; both allowing a broader and longer term perspective, anchored in experience and theory. Moreover, the different historical preconditions of entrepreneurship in both Norway and Russia have affected people’s entrepreneurial intentions and the outcomes of the entrepreneurship education programs aiming to increase these intentions. Hence, a comparative approach allowed authors to identify factors that depend on cultural and socio-economic conditions of the two countries, and moderate entrepreneurship education – entrepreneurial intentions relations. Finally, the authors discuss practical implications, limitations and directions for future research. Overall, the model, research design and context taken together represent the contribution of the study. [ABSTRACT FROM AUTHOR]

Today, innovation and entrepreneurship are key words for many universities, as it constitutes an important part of most universities’ public and scientific outreach task. Universities are striving to increase the number of innovations and entrepreneurs generated by the university. Teaching and learning entrepreneurship is therefore of importance and schools, colleges and universities can play an important role by including entrepreneurship and innovation in their curricula (Sidhu et al., 2015a). Some of the most crucial elements of entrepreneurship at the level of individuals are attitudes, skills and actions (Wennekers, 2005), i.e. the entrepreneurial mindset of the individual. This is an element that is seldom included in traditional classes at schools, colleges and universities. Creating entrepreneurial mindsets in students also calls for the use of innovative models and contents in teaching. As part of the Berkeley Method of Entrepreneurship (BMoE) research project, the entrepreneurial mindset has been studied and ten behaviors have been identified (Sidhu et al., 2015b). These are behaviors that are frequently found with successful entrepreneurs in the highly innovative and entrepreneurial area of Silicon Valley, California. Another part of the same research project has been to identify and design various games that can be used with the entrepreneurship students and that has the intension to advance the individual’s entrepreneurial mindset (Sidhu et al., 2015a). This paper describes two BMoE-games (Story-telling and Collaboration) and discusses experiences of using them for teaching and learning entrepreneurship in higher education. Reflections from both teachers and students are provided. [ABSTRACT FROM AUTHOR]

The study examined the paraphernalia and the relevance of Entrepreneurship Business Resource Centre (EBRC) in the Institute for Entrepreneurship and Development Centre (IFEDS) to the nascent students of Obafemi Awolowo University (OAU), Ile-Ife by examining the influence of capacity building and financial support on business start-ups. Primary data was collected through questionnaire from 120 students, randomly selected and surveyed out of the 575 nascent students in IFEDS, Obafemi Awolowo University (OAU) who had entrepreneurship as one of their courses and also through interview with the manager of the EBRC in the University. The results revealed that the Centre was strategically located in the Faculty of Social Sciences building to serve as an avenue through which nascent students learn major business concepts. The data produced a tcal of 2.747, with df = 2, p = .007 at 5% level of significance affirming that EBRC had not helped respondents in providing direct financial assistance to respective clients. The data further generated a tcal of 11.118, with df = 1, p = .000 at 5% level of significance affirming that the tactical entrepreneurship trainings received by respondents had helped them in assessing data base information on business creation/growth. The study further showed that the Centre facilitated the change of students’ mindset from job searching to job creation, though with some attendant challenges: lack of adequate space arising from its spatial location, inadequate internet facility and inability to provide seed money. The paper concluded that government policy should focus more on the establishment of more entrepreneurship centers that are strategically located in all Nigerian universities and accessible to nascent students with provision for start-up loan facilities. [ABSTRACT FROM AUTHOR]

This paper describes an innovative teaching project devoted to the development and implementation of an inquiry-based learning (IBL) methodology for the course "Spanish Economy" - second year of undergraduate in Business, University of Huelva - instead of the traditional methodology based on master classes. The expected outcomes are an improvement on students' motivation and a better learning experience. The results obtained have been evaluated through a questionnaire. The results of the questionnaire show that, in general, students are satisfied with the new methodology and they consider it to be more useful and motivating than the previous one. The results, however, reflects the importance of class attendance in the development of the IBL methodology, showing that the performance of the methodology implementation will depend on the teacher's ability to motivate the students to attend to class. [ABSTRACT FROM AUTHOR]

A vital part of successful organizational life is the communication abilities of its employees. As a result of this, course work in organizational communication has increased in the past five years in colleges and universities. While courses in organizational communication are on the increase, little has been done to test the effectiveness of those courses. Also, little effort has been made in examining the trait called communication apprehension from an organizational perspective. Much research about this trait has been conducted on an interpersonal and small group level; however, much of this empirical work can find a place in organizational communication. The authors of this paper define communication apprehension as an anxiety syndrome with either real or anticipated communication with another person or persons (McCroskey, 1970). Phillips (1968) refers to a similar variable "reticence" which is when a person has so much "anxiety about participation in oral communication it outweighs his projection of gain from the situation" (p. 40). The focus of this paper is to explore experience-based learning within business communication courses. Additionally, the variable communication apprehension will be examined from a pre-test, posttest experimental design in these organizational classes to determine if experience-based learning in organizational communication classes reduces communication apprehension. [ABSTRACT FROM AUTHOR]

We aim to improve the teaching of the principles of optimization, including computational intelligence (CI), to a mixed audience of business and computer science students. Our students do not always have sufficient programming or mathematics experience and may be put off by the expected difficulty of the course. In this context we are testing the potential of games in teaching. We deployed a game prototype (design probe) and found out that the prototype led to increased student motivation, intuitive understanding of the principles of optimization, and strong interaction in a team. Ultimately, with the future work we sketch out, this novel approach could improve the learning and understanding of optimization algorithms and CI in general, contributing to the future of Explainable AI (XAI). [ABSTRACT FROM AUTHOR]

The key features of good education are productivity and efficiency. At present, there is fragmentation in the study content and study process; too much emphasis is placed on isolated, passive learning and the content of teaching is not sufficiently related to real life situations. In order to introduce more effective education in practice, better professional development is needed. There must be a clear link between the practical needs and the teaching work. An effective education system is important because it delivers higher student achievement, saves resources, and builds a constructive approach to the profession. The purpose of this paper is to evaluate tool for forecasting the value, financial performance and overall success of business ideas, start-ups and investments for business students in the study process of business management studies. The problem to be solved with the work: Business students and potential entrepreneurs need a concrete way to justify business decisions, as well as to calculate the company's value in the market. The task of the study is to analyze the added value of successful companies in Latvia and around the world; understand their added values and fields of business in order to create an algorithm and release it through a universal UX-friendly business model cloud platform for students and other interested parties. No company entering the market becomes a global leader in competitiveness by simply adapting something that exists already and not adding any value whatsoever in a global context. As the most appropriate data collection method for research will be used - the content analysis. In this study, the focus will be more on general principles of analysis and guidelines for obtaining results rather than on specific techniques. For this purpose, we will use the distribution of qualitative data analysis of Brayman and Burgess (2002) in two aspects: on the one hand - strategies and on the other - processes. Written texts such as interviews, case studies, and other materials (for example, video and audio recordings) will be used for the content analysis [1]. It is planned to create a new tool to forecast and business plans that students create for their start-ups, to promote entrepreneurship and to attract potential business partners, for example, to evaluate the performance of business incubator’s members from the point of view of investors. The goal of the developed tool is to support the young entrepreneur-students studying business management in the study environment; to connect it with the rest of the world; and to promote the start-up movement in Latvia and the whole world. [ABSTRACT FROM AUTHOR]

The paper examines the influence of the Internet of Things (IoT) users' security attitudes and security knowledge on their security practices, which has not been a subject of prior studies. Specifically, we focus on how knowledgeable individuals are about the security vulnerabilities present in IoT devices and how this knowledge affects their attitudes towards security and their willingness to own specific IoT devices. The researchers administered a survey to a convenience sample of 185 undergraduate business students investigating security vulnerabilities of three IoT devices--smart speakers, smart locks and IoT security cameras. This exploratory research aims to contribute to the existing literature in behavioral information security by providing preliminary insights into the relationship between IoT users' security attitudes, knowledge, and behaviors, with implications for the IoT device manufacturers and the information security scholars. [ABSTRACT FROM AUTHOR]