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This study aims to validate a data collection tool's psychometric properties to explore whether business management research's relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers' research literacy and evidence-based practice in business education and training. [ABSTRACT FROM AUTHOR]

Given the lack of data-literate talent in business organizations, there is a need to develop more effective data literacy education at university level. With the aim of informing improvement, a systematic, quantitative literature review of data literacy education was undertaken. The review of 71 articles revealed that data literacy education predominantly relies on existing learning theories and teaching strategies, lacks empirical studies, and lacks agreement about what competencies constitute data literacy. These findings highlight the need for empirical research to establish what needs to be taught and how it can be best taught. [ABSTRACT FROM AUTHOR]

The term "gamification" was introduced in 2002 and used in business education to enhance the teaching and learning process and connect students with the real world of business. This research aims to review gamification in business education using visualizing bibliometric networks analysis. A total of 343 Scopus-indexed research papers published from 2012 to 2022 were analyzed related to the use of gamification in business education, both teaching and learning, as well as training. In addition, the analysis of research papers also covers the use of gamification in teaching business-related subjects in other specializations. [ABSTRACT FROM AUTHOR]

This paper estimates the impact of a program providing classroom and on-the-job entrepreneurship training followed by the provision of a loan to disadvantaged youth. We find that the program increases employment by seven percentage points and income by 21 per cent. The impact is larger for women than men. Furthermore, the results demonstrate an increase in the propensity to save by 17 percentage points with an increase in both the amount of loan taken and outstanding. Nevertheless, the effect of the training component of the program shows no statistically significant impact on income and hours worked. However, the additional impact of the loan component is notable, increasing hours worked as well as earnings. [ABSTRACT FROM AUTHOR]

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AI-enabled assessment of student papers has the potential to provide both summative and formative feedback and reduce the time spent on grading. Using auto-ethnography, this study compares AI-enabled and human assessment of business student examination papers in a law module based on previously established rubrics. Examination papers were corrected by the professor and then subjected to a series of tests by Gen-AI tools. While we were impressed with the personalised feedback of Gen-AI tools, the accuracy of grading and the learning capacity of AI tools, we found that Gen-AI tools used are not fully satisfactory to enable fully autonomous correction due to erroneous grading, the hallucination phenomenon and verbose feedback that is not always personalised. The 8C model of challenges of AI-enabled correction is outlined. This paper has implications for professors, HEIs and instructional designers and all those who correct student papers in a third-level institution. [ABSTRACT FROM AUTHOR]

During the last two decades, universities around the world have increased the adoption of English-medium instruction (EMI) as a way to enhance internationalisation and global competitiveness. EMI adoption presents a wide range of opportunities, but it also presents some challenges, being one of them the potential impact on students' academic performance. This paper analyses the impact of EMI on the academic performance of the students in a Spanish university. The objective is to extend previous research, that shows contradictory conclusions. In the first part of the paper, using a multiple linear regression model to control key covariates, we have compared the performance of 229 EMI vs 635 Non-EMI students, corresponding to cohorts 2013–2014 to 2017–2018, considering the average grade in the 10 subjects of the first course. In the second part, we focus on the 2017–2018 cohort (49 EMI vs 116 Non-EMI students), carrying out a longitudinal study of its behaviour during two academic years in four different subjects. The results show that there are no statistically significant differences in academic performance between EMI and non-EMI students, ie language of instruction does not play a relevant role in academic performance. [ABSTRACT FROM AUTHOR]

In this paper, we present an examination of a game-based business simulation. We approach the simulation as a provocative technique and analyse it as a business simulacrum. Business simulacra are referential artifacts that partake in the coordination of business and economy. In the study, we shed light on how business simulacra affect actors' subjectivity. We suggest that Lyotard's writing provides hitherto underappreciated inspiration for addressing this issue. Lyotard offers a theorization and a vocabulary which centers the simulacrum's performativity in the space between the perceived and the perceiver. The analysis shows how the simulation designers have assembled the game by sourcing established business simulacra and translating them into easy-to-discern figures of business reality. The designers couple this translated business simulacrum with ludic elements and reflexivity techniques, aimed at making the learning subjects realize and articulate change management problems. With the sensitives provided by Lyotard, the paper discusses simulacra's potentials to provoke business reality in events that entangle business subjects' subconscious with figures of business reality sourced from popular business discourse. The paper concludes by discussing the implications of the analysis for current debates on artificiality in business education, and business simulacra's performativity more generally. [ABSTRACT FROM AUTHOR]

Working-class students often face more challenges in securing graduate-level jobs than their middle-class peers. This paper applies the concept of boundary crossing in studying the experience of Finnish business graduates from a working-class background (n = 27) and asks what types of boundaries they have faced and how they have managed them on their pathway through and after university studies. We identify three major boundaries: getting the actual study place, learning to be a student in university and graduating and getting a job in the graduate labour market. Our findings indicate that successful transitions are possible, as the Finnish higher education system enables them in many ways. However, successful boundary work demands socialising to the norms and values of the new social field as well as renewed relationships with one's social background. This paper discusses the implications of these findings for the development of inclusive policies and practices. [ABSTRACT FROM AUTHOR]

Based on data from CHFS, this paper explores the mitigating effect of DFI development to enhance household entrepreneurship on residents' income growth and asset poverty, and analyses whether there is significant diversity in the degree of impact between different regions and groups through a heterogeneity study. The study finds that DFI has a significant effect on poverty alleviation. In the mechanism analysis, the effect of DFI on income poverty and asset poverty alleviation through promoting household entrepreneurship is 2.97% and 9.27% respectively. In the heterogeneity, the development of DFI has a significant contribution to the alleviation of income poverty of rural residents and the alleviation of asset poverty of urban residents; among similar regions, the poverty effect alleviation effect is more pronounced for the group with higher education level. This paper enriches the research related to the promotion of entrepreneurship and thus poverty alleviation by DFI, and provides a theoretical basis and empirical reference for how to alleviate poverty by financial instruments. [ABSTRACT FROM AUTHOR]

AbstractTo transform society in a more sustainable direction we not only need specific knowledge, skills and attitudes, but also discursive resources that enable the seeing of alternative ways of living. This paper analyses such discursive resources as used in educational practice, and presents an analytical tool to facilitate further environment and sustainability education research. The identification of discursive resources is facilitated by the concept ‘companion-meanings’ referring to implicit meanings that ‘accompany’ or ‘follow’ teaching and learning in a particular subject. Results from four studies (based on discourse analysis of textbooks, teacher interviews and teacher-student interactions in classroom practice of business education) about the expectations of a ‘responsible business person’ are analysed resulting in three categories of companion-meanings relating to expectations of a business person: ‘adapting to’, ‘adding’ and ‘creating’ ethical values. In a second step, these categories of companion meanings are analysed using a typology of responsibility. The results illuminate the diverging and often contradictory companion-meanings of a ‘good’ business professional in educational practice and discuss the implications for how business students are equipped to address sustainability issues. Lastly, an analytical tool for identifying these companion-meanings in educational practice is presented. [ABSTRACT FROM AUTHOR]

Due to the digital revolution, online education based on the B2B2C (Business to Business to Consumer) model is growing Understanding students' expectations, concerns, and experiences of these courses are crucial to the successful of education. Based on the research framework of value co-creation and value co-destruction and the theory of social practice, this paper adopts online content analysis to study the comment data of Tencent Classroom to establish a theoretical framework of practical value for students' experience in B2B2C online education. Six categories of value experience are identified, namely, technical effect, online teaching, learning interaction, course support, recommendation, and thanking. Then, based on the practice types of co-creation, co-destruction, co-recovery, and co-reduction, the research reveals value formation in the online teaching experience. Subsequently, the formation of experiential value in the response situation is discussed, and the practice experience of value co-creation and value co-destruction is recognized. This study explores the online education experience of B2B2C mode, which helps to deepen the management of B2B2C mode education. At the same time, this study establishes a thematic framework of value co-creation and co-destruction for online education experience research and provides a new theoretical perspective of management science for related research. [ABSTRACT FROM AUTHOR]

The professionalization of occupations has led to the increased demand for specialized knowledge in many fields, in response to which Higher Education (HE) institutions have provided professional education programmes. The purpose of this paper is to address a need for research into the history and current position of professional education in Human Resource Development (HRD) in the UK and to consider the problem of the extent to which HRD can be regarded as a profession. The paper reports findings from a mixed methods study comprising an audit of the postgraduate HRD programme provision in UK universities and a symposium at which the perspectives of key informants were captured. There is evidence of declining use of the term 'HRD' in programme titles, and of contestation and conflict between the professional education of HRD and Human Resource Management (HRM). The paper argues for regarding HRD as symbiotic in relation to HRM, rather than as a distinct profession. It identifies the implications of this conceptualization for professional education in the field and discusses the relevance of experience in the UK for HRD internationally. [ABSTRACT FROM AUTHOR]

Study abroad programs have been used as significant experiential learning events. Owing to the short nature of some of these programs, it is important to prepare students in advance to take advantage of the experiential learning opportunity. During a study abroad trip to Ireland, 15 students were given a flipped class approach to learning. Results of student engagement were compared between the flipped class and the previous year nonflipped class in which student questions significantly increased. Discussion of how to create such a course and future research is included. [ABSTRACT FROM AUTHOR]

Using a case study, this paper explores the pedagogy and logistical best practices of leading short-term study trips to the indigenous highlands of Guatemala. The goals of community-engagement are to have students: 1) interact with people of different cultural, linguistic, political, and economic world views, expanding their range of diversity-training; and 2) think critically about poverty and human agency in a global context. Logistical considerations are a key component of the learning experience when markets suffer from asymmetric information and moral hazard. This paper contributes to the literature by highlighting the ways that planning, programming, and logistics need to be woven into sustainable approaches to community engagement. For this to be an ethical endeavor, local peoples should be involved with the development and execution of the program. A barrier to learning can be a perception by students that, given their comparative economic privilege, they are there to "help" poor families. Students learn from host families about a different and holistic worldview, and gain insights into business development and its barriers. After the trip, students have a new way of thinking about diversity, agency, and workable approaches to ethical and sustainable self-help business developments. [ABSTRACT FROM AUTHOR]

This paper aims to examine the role of management programmes in students' development of management competences. Data were drawn from supervisors' assessments of the actual achievement of these competences among students on the IQS Undergraduate Programme in Tourism and Hospitality Management. The results over a sample of 121 students show that students develop management competences excellently. Furthermore, mean comparison analyses carried out to explore possible differences in students' achievement of management competences show that students' gender and internship subsector are in some cases significant. These findings indicate that the degree programme's academic curriculum fulfills its core objective of adequately preparing future leaders for management roles in the sector. [ABSTRACT FROM AUTHOR]

Educational escape rooms are beneficial for student learning as it relates to critical thinking, decision making under time constraints and practical exploration of real-life work scenarios. This type of learning experience is beneficial across many disciplines with emphasis for healthcare management due to the dynamic nature and common pressures of professional healthcare. The following paper contributes to existing literature by presenting an educational escape room designed as a pedagogical innovation for teaching healthcare management. Future research and future assessment directives are discussed. [ABSTRACT FROM AUTHOR]

Project Management (PM) tools and concepts are being adopted by a growing number of organizations. Consequently, numerous U.S. universities/colleges offer a wide variety of graduate degrees designed to complement existing certifications through organizations such as the Project Management Institute (PMI). This paper explores current graduate PM curricula within the U.S., with a specific focus on how business education is supporting the continued evolution of PM into a more widely recognized status as a profession. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide a comprehensive review of empirical lecture capture (LC) research in business education from the last ten years. Lecture capture was selected as it is a common delivery tool in both online and blended learning courses. By summarizing extant empirical LC research in business education, we lay the foundation for future (post-COVID-19) research in online and blended learning. We believe it is important for future research to meaningfully integrate past empirical results in order to fully assess, understand, and predict the learning modalities that will best serve business education stakeholders in a post-COVID world. To that end, we provide a compilation of empirical lecture capture results by theme that is useful for both research and teaching purposes. We also provide a condensed summary of empirical findings and recommendations that can be easily disseminated to faculty in order to facilitate instructor preparedness for teaching in this modality and as well as inform pedagogical decision-making. [ABSTRACT FROM AUTHOR]

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

Achieving inclusion and equity in international business (IB) education remains a challenge, given the rising costs of college tuition and the increasingly diverse and non-traditional student population. These changes may reduce the feasibility and relevancy of activities, such as study abroad programs, and an MNE-centric IB curriculum for a significant number of college students today. To overcome these challenges, in this paper, we share our findings from a case study on a virtual service-learning project that fostered cross-border interactions between undergraduate students in North America and small business owners in Central America. Over the course of one semester, students worked to draw connections between their unique individual backgrounds and skill sets, connect IB and global strategy concepts to small business operations, and deepen their understanding of sustainable development. Our findings demonstrate that this practice can enhance student enjoyment, academic learning, professional growth, and civic learning. Overall, virtual service-learning can be effective as an alternative teaching and learning approach to address the significant challenges in IB education. [ABSTRACT FROM AUTHOR]

Teaching innovations in the field of higher education (HE) have the potential to lead to better learning outcomes and higher faculty motivation. While the pedagogy literature has explored different types of teaching innovations, International Business (IB) scholars have paid relatively little attention to how these innovations are disseminated and generate impact across the IB field. This paper addresses this gap. Drawing on the innovation literature in management and the pedagogy literature on teaching innovations, we provide a typology of teaching innovations and their impact in the context of IB education. This framework illustrates the spread of teaching innovations by considering the intersection of types of pedagogy innovations, and the stakeholders impacted by them. By introducing this framework and illustrating select IB teaching innovations, we contribute to the pedagogy literature in the IB field. The framework also offers practical guidance for innovative educators and HE institutions. [ABSTRACT FROM AUTHOR]

Transboundary challenges such as climate change, loss of biodiversity, energy transformation and the Covid-19 pandemic put vast pressures on generating solutions. They also call for updated teaching providing the required capabilities for international business (IB) and -entrepreneurship (IE) students. This paper presents a teaching initiative supporting master's students to develop an overview of such contemporary and timely challenges and global concerns. The course, developed jointly by two universities and first administered in 2020 at LUT University, combines economic, social, and environmental sustainability aspects with managerial and entrepreneurial issues on IB, triggering the students to rethink and critically address ways forward. Students develop skills and competences to tackle complex real-life problems in collaboration with others, facilitating their entrepreneurial, global mind-set and sensitivity to cultural issues in IB. Thus, the presented teaching approach and course initiative contributes to theory and practice of teaching IB, by presenting how key challenges in contemporary IB can be incorporated in international business education of universities. [ABSTRACT FROM AUTHOR]

Although often suffering from a lack of conceptual clarity and definition, the use of problem-based learning (PBL) as a pedagogical approach has become almost ubiquitous across many disciplines in higher education in recent years. As well as purported benefits for student learning, the empowerment of students through increased autonomy is frequently cited as a rationale for the adoption and promotion of PBL. However, while significant research has been conducted on the relationship between student learning and PBL approaches, there exists a dearth in research regarding the impact on power relationships within the higher education classroom. This paper attempts to help address this dearth through the use of a qualitative research study involving interviews with 13 graduates (5 male and 8 female) from a PBL master's degree programme. The results suggest that the adoption of PBL as a pedagogical strategy does not guarantee a significant shift in the power relationships evident within higher education. Participants perceived that the dominance of lecturer power was maintained in the classroom via the employment of both explicit and implicit techniques. [ABSTRACT FROM AUTHOR]

This conceptual paper examines enabling principles for creative capability in business students. It offers a review of creativity education in business and examines learning experiences that support learners in their understanding and development of their own personal creative abilities. A dynamic model is presented that supports the learning and teaching of creative capability. Actionable strategies to operationalise the model are included. The paper concludes with a discussion addressing new and open questions, implications and future directions to scale and study the teaching and learning of creativity in graduate business education. [ABSTRACT FROM AUTHOR]

This article celebrates the life, career, and intellectual contribution of Leslie Hannah, while also summarising the other papers of this festschrift. We discuss Hannah's early life, the development of business history prior to the launch of the London School of Economics' Business History Unit (BHU), together with Hannah's contribution to business history research and disciplinary development during and after his time as BHU director. We conclude with brief summaries of the other eight articles in this special issue. [ABSTRACT FROM AUTHOR]

The interconnected modern world requires business professionals to adopt a global mindset and function effectively in multicultural environments. The authors introduced multicultural experiences to their students through virtual partnerships, in which online technologies are used to virtually connect classrooms across borders. The students internalized experiences gained through such partnerships and developed multicultural awareness and competence during the process of conducting a series of joint assignments. This paper describes our use of these assignments and discusses how the virtual partnership could be improved by using a new theoretical model of Multicultural Experiences. [ABSTRACT FROM AUTHOR]

B 10 Rules for Students and Teachers b Find a place you trust, and then try trusting it for a while General duties of a student - pull everything out of your teacher; pull everything out of your fellow students General duties of a teacher - pull everything out of your students Consider everything an experiment Be self-disciplined - this means finding someone wise or smart and choosing to follow them. These margins that teachers open up to explore with their students for meaningful engagement with questions relating to management and organization need a particular form of maintenance work, and many contributions account for the challenges and efforts that holding such marginal space for someone entails. I When we started talking about the idea of a special issue on teaching and what might be missing in business school education, we were not sure how much resonance we would receive in an academic environment that was obsessed with the metrics of research activities manifested in paper writing and third-party funding applications. Making a business case out of education by standardizing knowledge that can be mass-delivered to student-customers devalues students and teachers in equal measure. [Extracted from the article]

In the rapid development of Chinese higher vocational education, large gaps have appeared in the scale of development and resource generation among the provinces, among regions in the provinces, and among higher education institutions in the provinces. Balanced regional development and provincial-level coordination have become policy focal points, but a discussion of the relationship between the two has been lacking in the academic world. Based on 2009 data on vocational colleges in China, the quantitative analysis in this paper shows that there is a tension between the governance models of higher vocational education and balanced development of vocational colleges within provinces. Research findings show that school affiliation is related to the ability to attract public funding, appropriations for public schools are significantly higher than for private schools, and tuition for private schools is significantly higher than for public schools; school affiliation is related to output, and the new student registration rate and number of cooperating enterprises is higher for public schools than private schools; and there is a significant positive correlation between the ratio of prefecture-level city schools and the average number of cooperating enterprises for schools in a province, and a significant positive correlation between the ratio of private schools and the average tuition of schools in a province. This paper suggests that to achieve the dual objectives of balance and development, provincial-level governments should adjust their administrations and financing for higher vocational education and decentralize their authority to local governments, in order to build a diverse and flexible new model for higher vocational education governance. [ABSTRACT FROM PUBLISHER]

The Association to Advance Collegiate Schools of Business (AACSB International), which accredits over 840 business schools globally, released a new business school accreditation standards document in 2020. In this paper, we briefly give a retrospective of library references in the AACSB standards over time and an overview of the development of the new standards. We then analyze sections of the new standards where business librarians can play an important role and outline how business librarians can use them in their collaboration with business faculty by mapping library information literacy to the programmatic goals of business schools. [ABSTRACT FROM AUTHOR]

– This paper uses Google Scholar citations to produce a novel ranking of journals in the fields of business and economic education. In doing so, we use the top 10 articles published in each of 38 business and economic education journals over the last 20 years, in addition to all articles published by journals in these fields over the past five years. The results indicate that the Journal of Teaching in International Business holds the highest-ranking position among international business education journals. The study also discusses changes in the publication landscape, with special attention to the impact of some of the newest journals in business and economic education. Lastly, we provide some discussion of scholarship in international business education, an area that has been understudied in prior research. [ABSTRACT FROM AUTHOR]

The article discusses various papers published in this issue including one by Weinstein and McFarlane on the use of Master of Business Administration (MBA) as a context for examination, one by Conduit et al. on social groups and one by Anderson and Lees on business education.

Emotions are present in all learning processes, including those in entrepreneurship education. In this paper, we investigate which kinds of emotions exist in entrepreneurship education at university and in which contexts they occur, and show how the concept of liminal spaces – spaces of transformation in which students encounter high degrees of uncertainty, while their potential for learning is maximised – can be used in order to understand the role of negative emotions for entrepreneurship education. Providing examples from courses on entrepreneurship for Engineering and Business Administration students at a German university, we are able to confirm findings of existing literature on the type and sources of emotions. Moreover, our findings suggest that reflection of students on emotional processes that involve the endurance of uncertainty contribute significantly to the achievement of learning outcomes and that – within the limits of existing learning cultures and guidelines for assessment – teachers can facilitate such processes. [ABSTRACT FROM AUTHOR]

The economics literature on returns to education has focused largely on wage workers, thereby ignoring a sizable section of the workforce which is self-employed. This paper presents the estimates of private returns to education for business, farm and wage workers in India using a nationally representative household survey. The paper addresses the sample-selectivity issue arising due to endogenous sector allocation in the earnings equation using the multinomial-selection approach. Our results show that the average rate of return to education is higher for wage workers followed by business and farm workers. Focusing only on wage workers would provide an overestimate of returns by 30 per cent for business workers and by 40-50 per cent for farm workers. Further, the profile of returns across the education ladder varies perceptibly for the three type of workers with higher education being more rewarding for wage workers. [ABSTRACT FROM AUTHOR]

The state of Human Resource Development (HRD) research can be assessed in various ways. This paper presents a descriptive analysis of HRD in the UK 2014 Research Excellence Framework (REF2014), establishing how it is represented within the UK's national research assessment system. HRD is a relatively new field of study in the UK, and globally, but features in many business schools. HRD is represented in the REF mainly in the Unit of Assessment (UOA) 19 - Business and Management Studies, and specifically under the sub- theme: management development and management education. We determine the extent to which HRD research has been included in REF2014 by identifying the number of institutions submitting HRD research outputs and HRD impact case studies in UOA19. We also identify the types of outputs and number of HRD journals included in submissions. Our analyses suggest that most institutions submitted HRD outputs, amounting to around 4% of the total and the majority were published in non-HRD journals. We challenge the widespread use of the 'ABS list' to rate/select submitted outputs, identify implications for a range of stakeholders in HRD and offer recommendations for further research. [ABSTRACT FROM AUTHOR]

This paper aims to analyse whether the entrepreneurial competencies acquired by students when they work on a business plan have any kind of influence on student learning process results in terms of gender. To do so, we used data obtained from questionnaires distributed among 425 students on the Bachelor's Degree in Business Administration at the Universitat Oberta de Catalunya. Comparing men and women, we performed exploratory factor analyses on competencies and learning process results, and linear regression analyses to determine the influence of gender and competencies on learning. Our findings indicated that women reported poorer learning results than men using the business plan methodology. Another key finding was the highly positive influence on learning process results of time-management and entrepreneurial competencies in particular. Finally, we found no significant differences between men and women in terms of the impact of competencies on learning process results. [ABSTRACT FROM AUTHOR]

This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990–2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, and the key and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education. [ABSTRACT FROM AUTHOR]

A contemporary definition of diaspora points to communities that are transnationally dispersed but remain connected to their place of origin. Accordingly, diaspora do not have an objective existence but are forged through a variety of means, involving multiple agencies and sites of formation. One of these sites is higher education. Based on interviews conducted with Indian and Chinese students in Australia, this paper suggests that recent policies and practices of internationalisation of higher education, shaped by market rationality, have steered international students in Business Studies towards particular forms of diaspora, aligned to a range of beliefs about the importance of their participation within the global economy and in particular their role in facilitating transnational regimes of business activities. [ABSTRACT FROM AUTHOR]

Most Australian universities have among their goals to increase the number of Aboriginal and Torres Strait Islander students at their institutions. In the Australian higher education context, Aboriginal and Torres Strait Islander students are seriously under-represented, particularly in business education compared to other disciplines. An understanding of why a larger proportion of Aboriginal and Torres Strait Islander students do not choose to study a discipline that provides promising employment opportunities, is fundamental to improving the status quo. This paper reviews the literature to identify key barriers to Aboriginal and Torres Strait Islander students’ participation and engagement in business education. Apart from multiple general barriers to participation in higher education, factors specific to business as a profession and as an academic discipline are also considered. The paper then discusses a number of strategies Australian educational institutions could pursue when seeking to increase participation and engagement of Aboriginal and Torres Strait Islander students in business. Drawing on the review, the paper concludes with recommendations for higher education institutional policy to further improve Aboriginal and Torres Strait Islander student participation and engagement in business studies. [ABSTRACT FROM PUBLISHER]

The primary objective of this paper is to demonstrate how regional innovation system theory may be translated into manageable micro-level methods with the potential for strengthening the productive dynamics of a regional innovation system. The paper meets this objective by presenting network-based innovation brokering (NBIB), a practical method designed using insights from regional innovation system theory and trust theory. Five cases from two Norwegian regional innovation networks show that in addition to knowledge development and diffusion, NBIB strengthened collaborative attitude and trust between members of the regional innovation system. Moreover, it served as an arena for entrepreneurial experimentation, resulting in projects combining two modes of innovation; the Science, Technology and Innovation mode and the Doing, Using and Interaction mode. The method, thus, may be viewed as a useful addition to the inventory of methods used to stimulate innovation in regional innovation systems (RISs). On a more general level, the paper represents a call to the community of innovation researchers and practitioners to give a higher priority to the question of how to better realize the pragmatic potential of RIS-theory. [ABSTRACT FROM PUBLISHER]

The retailing challenges of the 2020s are matters of real interest for academics and practitioners in commercial distribution. With this focus, in July 2019, the University of Zaragoza (Spain), Faculty of Economy and Business, and the Department of Marketing, hosted the 20 SP th sp International Conference on Research in the Distributive Trades of the European Association for Education and Research in Commercial Distribution (EAERCD). In explaining this model, the authors test a partial least square model with data from 689 customers that predict customers' behavioural intentions towards renting products via a rental-commerce website. [Extracted from the article]

This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals. [ABSTRACT FROM AUTHOR]

Globalization is a powerful force shaping today's business environment. This paper focuses on how African business schools can prepare their students to manage for globalization. In line with the growing need for managing business in a volatile environment and that of balancing local and global challenges, this paper argues for a globally portable approach to management based on core competencies, which at the same time, is also sensitive to cultural and contextual contingencies that inform management in Africa. A theoretical model of business education leading to a theory of global managerial competence is offered with, competence located in the interstitial space where knowledge and skills cohere. Specific strategies for business schools and their implications for management training are discussed. [ABSTRACT FROM AUTHOR]

Case studies are central to the way management is currently taught at universities. Among other benefits attributed to the case study method is that it promotes networked thinking by learners. Networked thinking takes account of interactions and repercussions, making it crucial to decision-making within the complex system of rules that shapes current business reality. However, there is virtually no empirical evidence of the extent to which the case study method actually delivers the advantages attributed to it. This paper aims to remedy that gap in the literature. The paper considers the extent to which the case study method promotes networked thinking on the part of students on business and management courses. The research is designed as an intervention study involving pre- and post-testing. The study finds that students who have worked on a case study correctly identify more interactions in post-testing than in pre-testing. [ABSTRACT FROM PUBLISHER]

Over the past 35 years, a range of 'new' policy actors and networks has emerged from the private sector under the rationale of efficient, free-market alternatives to traditional public policymakers. Under a critical policy studies framework, this paper uses discourse analysis and interviews with key stakeholders to examine how one regional workforce development initiative – the UpSkill Houston initiative – promotes a business-driven vision of education reform. We find that their programmatic narratives promote this vision through a focus on closing the 'skills gap' and tailoring education to best meet the labor needs of regional industries. We further note that UpSkill Houston espouses a skills-based vision of a worker pipeline directly from the education sector into high-growth regional industries. We situate UpSkill Houston's programmatic narrative within an expanding number of private regional workforce development initiatives that seek to leverage postsecondary public education resources to support regional business interests. We argue that initiatives such as UpSkill Houston are important to investigate, as they are among an increasing trend of new education policy actors and networks that exert control over education policy. [ABSTRACT FROM AUTHOR]

In the business disciplines, there is a disconnection between what employers expect graduates to do and what graduates are actually able to do. Limited research has been done on the interfaces of professionals' aspirations, university instructors' enactment, and university learners' experiences. To address this well-felt gap, we conducted a series of interviews with employers in the industry and designed a peer-assessment loop consisting of rubrics co-construction, rubric-guided learning and performance, rubric-referenced peer review, and rubric-referenced reflection in a university course. Learners' views on and experiences in the assessment processes were explored through analysing their written reflections. The paper provides an empirical example of designing and enacting signature assessment. The design of case-based peer assessment loops with co-constructed rubrics mirrors the operational genres, cognitive challenges, and emotional dynamics of business professional practices. Researching the benefits and challenges of this assessment design contributes to sustaining student learning in and beyond higher education. [ABSTRACT FROM AUTHOR]

The re-professionalisation of those who work in education is a common theme explored in the literature. This paper reports on research undertaken at an English Business School that was concerned with how academics responded to external accreditation and the introduction of five categories that demarcated them according to their academic achievements, professional experience and standing within the sector. In reporting on this way of re-professionalising academics, this research makes a contribution to the discourse on working in Higher Education, and how academics view this process. The research adopted an approach based on interviewing and analysed through Interpretative Phenomenological Analysis. The findings suggest that although academics often question the imposition of an artificial identity, they adopt a pragmatic position of compliance. [ABSTRACT FROM AUTHOR]

Work-integrated Learning (WIL) can be a vehicle for the development of students' work-ready skills. This paper presents the views of undergraduate business students and academics about the role and perceived importance of work-ready skills in the business curriculum and the perceived role of WIL activities in enabling the development of work-ready skills. A total of 50 business students and 24 academics from a number of faculties across the university participated. While students and academics both agree that a combination of on and off campus WIL activities are most effective for developing work-ready skills, students and academics hold different views to the importance of work-ready skills in the curriculum and the importance of including specific skills such as project planning. These findings have implications for the development of work-ready skills and embedding both WIL and non-WIL activities in undergraduate courses for business school educators and university policy makers. [ABSTRACT FROM AUTHOR]

In an effort to de-silo the Business and Management Education (BME) field, this paper employs text mining and analysis techniques to derive information about the location of the intellectual focus of interest in economic education scholarship. We examine the abstracts of articles published in the leading economic education journal using digital humanities tools, finding evidence of a sustained volume of scholarship devoted to Instruction but also substantial change in the volume of Research, Content, and Features scholarship over time. Finally, we document frequency and patterns of keywords, and identify scholarly gaps offering potential opportunities for cross-collaboration within the BME field. [ABSTRACT FROM AUTHOR]