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Purpose: Work integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development. Design/methodology/approach: This study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis. Findings: The data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective. Research limitations/implications: This study contributes to theory-building within the WIL literature, international internship experiences, students' career adaptability and capital. Practical implications: Although international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study's insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs. Originality/value: This study highlights how the international internships enhanced students' globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student's confidence to enter the global labour market and seek opportunities beyond their original country of residence. [ABSTRACT FROM AUTHOR]

Purpose: The paper aims at fulfilling two purposes: (1) to enrich young production shop floor managers to understand and appreciate the different dimensions of manufacturing excellence and (2) to provide a comprehensive industry-based case study to a faculty involved in the teaching-learning process of Lean systems to the Business school management students. Design/methodology/approach: Imparting learnings through a real-life case study from a manufacturing industry, which successfully doubled its delivery capacity using the project management and Lean systems approach. Value flow techniques have been utilised in the production shop floor. Findings: Effective implementation of lean thinking can significantly facilitate enhancing plant capacity within the original shop floor area and without hindering the delivery to the customers with growing demand. Outcomes of the plant transformation re-emphasised that effective leadership, a well-constituted project team, project management tools, applied knowledge of lean enablers and its metrics and management's engagement are the critical success factors. Research limitations/implications: The case has been automotive industry driven. Practical implications: This real life industry case study is expected to enrich not only the management graduates who would be industry leaders tomorrow but also the practising young shop floor managers who aspire to achieve manufacturing excellence through lean enablers and metrics. Originality/value: Useful real-life industry-based Lean manufacturing case study to be utilised by the business school faculty members in their class to enrich students/young practising managers. [ABSTRACT FROM AUTHOR]

The article discusses need to introduce ethical theory and decision-making models in undergraduate business student's Legal Environment of Business (LEB) curriculum in order to teach business ethics. It provides help to students to deal with ethical issues in the business world, including conflicts of interest, discriminatory employment practices, and unsafe working conditions. It informs that homework assignments with culminating papers comprises ethics project to build problem solving skill.

Purpose – The purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education. Design/methodology/approach – This paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues that there is too little empirical research on the subject. Finally, it outlines a typology of entrepreneurship education that highlights variation between different: forms; learning outcomes; subjects; and, possible methods of assessment practice. The methodology for the study gathers data from course outlines (syllabi) and explains how these were collected and analysed. Findings – The results show that educational practice in entrepreneurship education continues to be dominated by the "About" form and highlight that there are different cultures of assessment practice in the UK and the USA. The paper finds compelling evidence that different forms are using assessment in different ways. Research limitations/implications – This paper identifies that there have been few studies exploring assessment practice in entrepreneurship education and argues that further research is required in this area. It also highlights a need for a focus on assessment practice in disciplines beyond the business school. The work demonstrates that further research could explore other stakeholders in the assessment process and seek to understand how these external assessors affect student learning. Practical implications – In conclusion, the paper highlights that assessment generally needs to become more innovative, more reflective in nature and include more stakeholders in the process. Originality/value – Understanding is enhanced because the paper explores what entrepreneurship educators actually "do" when they assess entrepreneurship education and, therefore, the research moves beyond prescriptive accounts and provides a detailed understanding of actual practice. [ABSTRACT FROM AUTHOR]

This paper discusses possible approaches for business schools regarding how to educate students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable global economy. On the basis of the recently published Principles for Responsible Management Education (PRME) as well as contemporary learning theories, the paper provides concrete recommendations about how to foster students' development towards becoming long-term thinking, responsible business leaders. The paper argues that student learning needs to occur within powerful learning environments to provide active, problem-based and self-directed acquisition of knowledge, skills and attitudes. Two approaches to create best-practice learning environments are real-life case studies and real-life student projects which both lead to strong buy-in from students, faculty and company partners. Both approaches are exemplifi ed with the International Management bachelor's degree program at Zurich University of Applied Sciences in Switzerland. As a result, responsible management education fosters students' knowledge, skills and attitudes towards responsible business leadership to shape the future direction of the 21st century. [ABSTRACT FROM AUTHOR]

Students who take introductory Financial Accounting Principles often perform poorly and, after finishing the course, have an unfavorable attitude toward accounting. Researchers have suggested various activities to address these issues, but departmental constraints and risk-reward considerations make implementing many of the suggestions impractical. This paper has two purposes. The first is to demonstrate that presenting topics in business-world order is a viable alternative to many of the innovations that have been advanced to date. The second purpose is to encourage Principles instructors to build upon this paper's foundation by empirically examining the effect that business-world sequencing has on student learning. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the impact of classroom interdisciplinary diversity, a type of classroom diversity that has been under-examined by previous literature, on the formation of university students' entrepreneurial intentions (EI). Design/methodology/approach: Based on Ajzen's theory of planned behaviour and the interactionist model of creative behaviour by Woodman et al. (1993), this paper provides empirical evidence demonstrating that classroom interdisciplinary diversity is important in the formation of university students' EI at early educational stages using a cross-sectional study design and survey data on first-year business school students and partial least squares analysis. Findings: Classroom interdisciplinary diversity is important in the formation of university students' EI through its positive impact on entrepreneurial perceived behavioural control (PBC) (self-efficacy), a key antecedent of EI. Practical implications: The results have important implications for educational practice as well as for both public and private organisations willing to promote entrepreneurial activity, in particular, the positive effects of combining people with different profiles and career fields of interest on entrepreneurial PBC (self-efficacy). Originality/value: This study contributes to the scant literature on early university experiences in entrepreneurship education and their influence on EI. It studies the impact of an under-examined dimension of diversity (classroom interdisciplinary diversity) on the formation of students' EI. [ABSTRACT FROM AUTHOR]

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]

Graduate programmes in human resource management may be producing students without the relevant competencies partly because approaches to teaching and learning, and in particular design of assessments, may not be encouraging mastery of competencies. Traditionally, the main form of assessment used by the Arthur Lok Jack Global School of Business is a written examination. This form of assessment requires some level of critical thinking, once the examination is well designed, and it can allow for student-led application to the world of work. It was felt, however, that the relevant competencies would be better achieved if students were involved in more real-world type activities. Recognizing that students in the business school were all part-time and institutional resources were limited, a creative way of involving students in authentic learning had to be identified. Three lecturers in two capstone courses, namely HRNM 6404: Training Systems and Instructional Development and HRNM6516: Developing and Evaluating Training Policies and Plans teamed up to change the form of assessment in these courses to 100% course-work assessment, with the assessments designed as authentic assessments, without the administrative complexity of internships. The paper describes the process involved in the conversion to 100 percent coursework, the authentic assessments designed, and a summary of the findings of research conducted and published in Thurab-Nkhosi, Williams and Mason-Roberts (2018). The paper then focuses on the implications of the findings for administrators. The findings of this study can provide support for more creative ways of applying authentic assessments in professional business education programmes, making a case for academic rigour alongside professional competency development. [ABSTRACT FROM AUTHOR]

Purpose: The knowledge society determines a work scenario in which it is essential to manage time efficiently; a non-innate skill that should be learned at the university. The paper aims to discuss this issue. Design/methodology/approach: This research analyzes the attitude, habits and time management of the Economics and Business students of the UPV/EHU, in order to propose/design/specific activities for its achievement. Through a self-administered questionnaire, the sample data are obtained, which are analyzed at a descriptive and multivariate level. Findings: The decisive factor is not the amount of time available but the management that is made of it. In general, students pay attention to short-term planning and lack habits and attitudes in the long term. Practical implications: Unaware of the advantages of a correct use of time, students do not develop skills such as self-organization, prioritization of objectives and activities, etc., which is why the intervention of the educational system is necessary in order to develop this skill. Originality/value: This study focuses on the importance of developing skills, beyond the strictly technical, essential in professional performance regardless of the function assigned in the organizational chart/organization. It is about assessing time management as an integral part of higher education, competition expressed on paper, but not developed in practice. The originality and novelty of this research consists of defining new dimensions of time management and proposing some specific actions to be implemented to get a better time management. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to emphasize the need to engender a positive attitude toward business analytics in order for firms to more effectively transform into data-driven businesses, and for business schools to better prepare future managers. Design/methodology/approach: This paper develops and validates a measurement instrument that captures the attitude toward business statistics, the foundation of business analytics. A multi-stage approach is implemented and the validation is conducted with a sample of 311 students from a business school. Findings: The instrument has strong psychometric properties. It is designed so that it can be easily extrapolated to professional contexts and extended to the entire domain of business analytics. Research limitations/implications: As the advent of a data-driven business world will impact the way organizations function and the way individuals think, work, communicate and interact, it is crucial to engage a transdisciplinary dialogue among domains that have the expertise to help train and transform current and future professionals. Practical implications: The contribution provides educators and organizations with a means to measure and monitor attitudes toward statistics, the most anxiogenic component of business analytics. This is a first step in monitoring and developing an analytics mindset in both managers and students. Originality/value: By demonstrating how the advent of the data-driven business era is transforming the DNA and functioning of organizations, this paper highlights the key importance of changing managers' and all employees' (to a lesser extent) mindset and way of thinking. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to concentrate on how assessment is used to support the aims of enterprise education leading to recommendations for improvements to the current approach to the assessment of enterprise. Design/methodology/approach: This paper presents a review of entrepreneurship education literature and a qualitative case study conducted on a sample of enterprise educators at University of the West of Scotland. Data were analysed using thematic analysis. Findings: Paradoxically, the traditional enterprise education paradigm harms that which it attempts to nurture: entrepreneurial thinking and activity. The rationalised approach to education conflicts with the aims of enterprise educators, and there is evidence of a visible and growing disconnect between academia (the theory) and industry (the practice). Research limitations/implications: The work is limited as it concentrates on a single case study. The qualitative approach focusses on a specific social field and therefore the findings cannot be generalised to other settings. These limitations can be addressed in future research. Practical implications: This work has resonance for enterprise educators delivering and assessing entrepreneurial learning in an academic setting and will also be of interest to decision makers within this sector concerned with ensuring academic practice remains aligned to policy and industry requirements. Originality/value: Enterprise education is well researched; however, there is a gap in the area of enterprise assessment which is under researched and not well understood. [ABSTRACT FROM AUTHOR]

This paper explores the extent to which American and Canadian values, symbols and cultural traits are perceived as such by Romanian students or whether the two countries' identity markers have become blurred and are easily confused. The research premise of this article is that given the overemphasized American cultural presence in Romania, students' perception of Canada is distorted and lacks substance. The study will make use of up-todate research data on the impact of American culture on Southeast-European countries and it will focus on the need for a clearer, more robust manifestation of Canadian culture in this region. Given the fact that from an economic point of view Canada has been present on the Romanian market for a long time and that from a cultural perspective Romanians have been exposed to Canadian literature, music or film, it becomes unusual to notice that Canadian cultural identity is not as well defined as expected. By means of questionnaires distributed mainly to the Bucharest University of Economic Studies undergraduates as well as to Master students and alumni, we will establish the degree to which Canadianness is perceived as Americanness or vice versa. The data analysis will allow us to determine if there is an actual need to include in our curricula cultural studies courses which might improve the perception of the two North-American cultures. Special attention will be paid to Canada's visibility in Romanian higher education. [ABSTRACT FROM AUTHOR]

The use of measures that are not considered generally accepted by the accounting profession has become widespread and is increasing. This paper informs business educators and instructors about these metrics so they can introduce it to their students and expand their students' understanding of how it relates to the accounting profession. Even though the financial community has begun the use of and justification for the publication of financial statements with what are commonly called non-GAAP metrics, many business educators and even accountants old and new to the profession are not informed about these differing forms of non-GAAP nor have an idea of its potential benefit or harm. With this paper, educators and students can learn more about the description of non-GAAP, some of its history and the regulatory response to its use. The paper will also provide some examples of non-GAAP and reflect on how they may effect business reporting. [ABSTRACT FROM AUTHOR]

Management education is at a pivotal crossroads. In an increasingly globalized world, where change is the only constant, business school graduates leaving university are faced with ever intensifying competition and complexity. Universities have responded by increasing their emphasis on teaching ‘employability skills’ to graduates. However, undergraduate management curricula still often focus on Programmed Knowledge, which does not adequately prepare graduates for the labour market to which they will inevitably graduate. A Future Search exercise was implemented to help conceptualize new visions of the future of management education, considering the question ‘to what extent does management education impact on management practice?’ This paper asserts that integrating Questioning Insight and a scholarly practice approach into management education will better equip graduates for the world of work. The authors utilize Kotter’s 8-stage model of change to outline a pathway for change and action for business schools to adapt a scholarly practice approach to education into their curricula. [ABSTRACT FROM AUTHOR]

This paper describes a computer program that was developed by an educational software firm for use by accounting educators. The author received a beta version of the software for evaluation and research purposes. The program generates individual management accounting assignments for students enrolled in an accounting degree. The program also generates solutions to each unique assignment. This assists tutors in their marking and provides students with detailed feedback. The assignment generator was designed to help overcome various educational problems associated with plagiarism. This paper discusses related issues of ethics, equity, motivation and cooperative learning. The effectiveness of the program was evaluated after implementation. Student performance on individual and traditional accounting assignments was compared. The findings indicated that academic misconduct and its related consequences was significantly diminished without increasing administrative or marking costs. An associated aim of the project was to show the feasibility of this approach to accounting educators who possess reasonable programming skills. [ABSTRACT FROM AUTHOR]

The Women as Managers Scale (WAMS), reported to be a measure of stereotypic attitudes toward women in management, has appeared in recent literature as both an independent and a dependent variable. Examples include Garland and Price (1977), Terborg and Ilgen (1975), Cohen and Leavengood (1978), and Stevens and DeNisi (1980). The purpose of this paper is to call attention to recent evidence indicating the possibility of differential subgroup reliability and dimensionality for the WAMS. This study was considered a routine prelude to a much more complete study of worker attitudes toward women. The following results have caused the authors to reassess the use of the WAMS for the study and subject sample. [ABSTRACT FROM AUTHOR]

Generic skills and attributes are a significant issue in accounting education as a consequence of the changing business environment and a perception that graduates are not equipped for the workforce of the twenty-first century. Until recently, generic attributes have been poorly theorised and defined and have been viewed as separate from the disciplinary context. This paper examines the nature of generic attributes and presents a conceptual overview for theorising generic attributes. It reports the findings of a qualitative study which investigated the relationship between disciplinary culture and generic attributes. This study found that academics' conceptualisation of generic attributes is influenced by the culture of the discipline in which they are taught. This has profound implications for accounting education as this paper argues that generic attributes must be understood as part of the professional and scholarly practice of accounting and so taught as integral to disciplinary practice. [ABSTRACT FROM AUTHOR]

This paper examines the delivery of concepts related to the role of the information technology (IT) manager of an organisation and management of the organisation's information technology department to Masters level students in a business faculty of an Australian University. Initially, the development of a course designed to teach concepts related to the management of information technology in the Masters of Business (Information Systems) program (and similar programs) offered by Victoria University in Australia is outlined. The lecturers adopt a 'constructivist' approach to delivering the course, encouraging students to relate the course material to their own view of the world. Two learning activities in particular are examined to demonstrate how research techniques can be used to teach such management concepts. A unique feature of the paper is that it reports on recent delivery of the course in a new environment where the university encourages learning in the workplace and community and the adoption of new strategies to achieve student success. [ABSTRACT FROM AUTHOR]

In today's information-rich environment, business faculty are challenged to teach students how to conduct effective business research and evaluate information critically. We describe collaboration between business professors and reference librarians in an introductory business course. Students were surveyed before and after completion of a Business Discovery Project requiring use of print and electronic sources in writing a research paper on a publicly traded company. Student perceptions indicated increased abilities in communication skills, research skills, use of business information sources, and composition skills; paired t tests showed these increases to be significant. [ABSTRACT FROM AUTHOR]

Today's college students are entering the workplace at a time when ethical issues are under greater scrutiny. Thus, the authors examined students' perceptions of varying ethical situations, sampling 786 college students at 3 institutions (1 public, 1 Baptist affiliated, 1 Catholic affiliated). The authors used an anonymous survey and statistically analyzed student assessment of questionable academic and business situations. The survey results indicated that (a) nonbusiness majors, on average, are more ethical than business majors; (b) female students are more ethical than male students; and (c) when analyzing the results by class, upper division students are more ethical than lower division students. [ABSTRACT FROM AUTHOR]

This paper examines how values and professional socialization in business schools impact the formulation of students' contextualized view of social responsibility. We propose the empirical concept of a mental gap between the existing and the wished-for level of a business school's corporate social responsibility and estimate it empirically by using a sample of business school students from Central and South East Europe. Results show that students wish their business schools to reduce their current orientation toward economic outcomes and focus on environmental and social responsibilities. We interpret those empirical results in terms of the students' wish to balance achieving economic prosperity and enjoyment of life with the prosocial outcomes of their education. New student generations' perception of corporate social responsibility is not shaped by the professional socialization patterns but rather by the own perceptions, which can be influenced by experiential approaches to academic teaching and learning. Based on these empirical results, implications for academic practice and future research are explored. [ABSTRACT FROM AUTHOR]

Students demand more active and participating teaching innovation methods, and activities such as presentations are not enough to satisfy those demands. In this research, competitive debate is used as inter-team gamification with third year students from a Business School studying the Human Resources Management subject. Out of this experience, qualitative and quantitative data are obtained. Results reinforce the continuation of classroom competitive debate due to the evidence of its motivational, learning, and communication skills improvement, and knowledge acquisition effects. The possibility of application with actual professionals is seriously considered. [ABSTRACT FROM AUTHOR]

This article explains an Excel based simulation approach applied to teaching foundational concepts in chi-square goodness of fit hypothesis tests. Students gain hands-on experience using a popular, multipurpose methodology for analyzing whether observed counts are statistically different from expectations. Such applications commonly appear in a variety of areas in business such as market share changes and training effectiveness programs, for example. Our approach allows students to experience for themselves a demonstration of important foundations regarding the methodology. We have found for business students, non-theoretical approaches such as this are effective. In this paper, we describe how to deploy an interactive Excel simulation to bring sometimes esoteric statistical theory to life using a commonly taught methodology. [ABSTRACT FROM AUTHOR]

Purpose: Using the input-mediator-output-input (IMOI) model, this paper aims to use longitudinal data to test team level self-efficacy and trust as mediators in the relationship between team emotional intelligence (EI) and team cohesion (TC) and examine the relationship between TC and team performance. Design/methodology/approach: In an experimental design, 347 senior business students (84 teams) played a simulation game for 12 weeks. The authors collected data at three different time points to avoid reverse causal effects in the mediation relationship. Findings: As hypothesized, trust and self-efficacy mediate the relationship between EI and TC. Moreover, TC is a strong and significant predictor of team performance. Research limitations/implications: The authors measured most variables using a self-reported survey, which can cause common method bias, and the authors used a business simulation game for the team task with student participants, which may limit the generalizability of the findings to other team contexts or populations. Practical implications: When forming work teams, managers should consider levels of EI and self-efficacy because they facilitate the development of trust and TC, which, in turn, lead to improved performance. Originality/value: This study contributes to the literature on EI and TC by revealing the mediating effects of trust and self-efficacy and contributes to the team literature by leveraging the IMOI model to explicate the mediation effects. This study's longitudinal study design clarifies the causal relationship among EI, trust and self-efficacy and TC, thereby eliminating reverse causation concerns. [ABSTRACT FROM AUTHOR]

This paper reports a teaching intervention based on cognitive load theory designed to improve postgraduate business students' understanding of double-entry bookkeeping. In response to learning difficulties, a simplified scaffolded method of learning was introduced involving: simplifying accounting terminology drawing on familiar non-technical language; simplifying the process of remembering debit and credit conventions using one basic rule; and developing simple scenarios with minimal detail to enable students to grasp foundational principles prior to embarking on more realistic business scenarios. This study contributes to accounting education by demonstrating a scaffolded learning technique that significantly reduces cognitive load resulting in positive feedback from students who overwhelmingly reported improved understanding of key accounting concepts. [ABSTRACT FROM AUTHOR]

This paper was conceptualized with an objective to identify the entrepreneurial intentions among the students pursuing engineering degree and to assess the influence of the stream, such as Electronics and Communication Engineering, Computer Science Engineering, Mechanical Engineering and Civil Engineering. Ajzen’s Theory of Planned Behavior was applied to assess the behavioral intentions of the students pursuing engineering degree. The results indicated that no influence of stream was found on the entrepreneurial intentions of the students. However, students pursuing mechanical engineering and civil engineering had shown higher degree of attitude towards entrepreneurship as their career. [ABSTRACT FROM AUTHOR]

A conference paper is presented that examines the teaching of a business course on money and banking. The author suggests that the process involves determining the objectives of the course, the materials that will be taught and the method of instruction. The author advocates an undergraduate money and banking course that could be understood by a liberal arts student. The author outlines how this course could be taught, highlights some possible objectives and discusses how to select materials.

If the section of the Industrial Marketing course devoted to price and price policy is organized in the manner outlined in this paper the student obtains not just a factual description of industrial prices and price policy--but he also obtains the overall perspective of price making in a dynamic economic society. A high level presentation of the influence of relative inelasticity of demand, theoretical economic concepts of value theory, factual material on group and individual price policies (both manufacturers and distributors)and the legal framework within which price policy must evolve, gives the course material, substance and reality. The application of the tools of economic analysis is indispensable as an analytical device for evaluating the social effects of governmental legislation and marketing policy. If we are really training the marketing executives of tomorrow, our course content on price and price policy must be analytical as well as descriptive. It must leave the embryo marketing leader with a realization of the economic, legislative, and social implications and importance of price making in our economy. For in a capitalistic economy the mechanism which controls both the allocation of resources and the allocation of output is the price system. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to offer a successful pedagogy in the teaching of Understanding Culture Differences for Business using Internet sources. The use of the pedagogy has helped the author and several faculty (in the author's University located in the U.S.) to popularize the learning of the origins of national culture and how culture impacts on business management practices and systems. The paper, in the form of a “tool kit,” provides a detailed session-by-session guide and also offers a culture model and framework, a student Country Cultural Research Guide (with grading and evaluation suggestions) and a listing of selected web sites, simulation games, video tapes, and references (books and articles) useful in the successful teaching of intercultural communication in a school of business. [ABSTRACT FROM PUBLISHER]

Identifying and locating the continents or understanding the importance of the physical relationships of various countries can bring greater clarity to the complex interconnected issues found in international business. Yet, geographic literacy surveys conducted in 2002, 2006, and 2010 found that students are limited in their knowledge of the world, both geographically and culturally. In fact, a 2006 international survey reported that 75 percent of 18-24 year olds said it was either "not important" or "important but not absolutely necessary" to know where countries in the news were located. The exercise described in this paper can be used as a simple, brief, impactful introduction to the international component of any business class. The exercise encourages students to reflect on their current level of geographic literacy, consider the importance of geographic knowledge in the global business environment, and develop strategies to increase their global literacy. [ABSTRACT FROM AUTHOR]

Purpose – The recent significant economic growth and development in Cambodia has created a growing demand for qualified and professional accountants. Despite such demand, there are still inadequate number of students enroling in accounting major, which lefts the National Accounting Council (NAC), Kampuchea Institute of Certified Public Accountants and Auditors (KICPAA), and academic institutions with question on how to develop strategies and plans for attracting students and in turn meeting the level required. The purpose of this paper is to determine factors that influence Cambodian business students’ decision to choose accounting as a major for their tertiary education. Design/methodology/approach – The paper hypothesizes that guidance, career expectation, perception, personal characteristic as factors that would influence students selection of accounting study. With a sample size of 240 business students, Turkey HSD Post Hoc Test and logistic regression methods are employed to ascertain the influential factors. Findings – The results from analysis of variance Turkey HSD Post Hoc Test showed that there is a statistically significant difference among universities with respect to guidance, career expectation and personal characteristic factor, but no significant difference was found among universities in terms of perception factor. The logistic regression result indicated that students’ choice of accounting (COA) major has a positive and significant relationship with guidance, personal characteristic factor, and age. Conversely, the results demonstrated that COA major has a negative but significant relationship with career expectation factor, and a negative but insignificant relationship with perception factor. Finally, the results revealed a positive but insignificant relationship between accounting major and individual gender. Originality/value – This paper contributes to the limited study on accounting education in Cambodia. Furthermore, it provides insights for the NAC and KICPAA and universities in Cambodia to develop strategies and plans to create a balance market of professional accountants. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge, instructional techniques and delivery formats. Design/methodology/approach – This is a concept paper with elements of theory building from the case of business strategy courses. After an overview of relevant research along with past and current practices, capstone course content projects and assignments are discussed in relation to delivery formats such as on-campus, hybrid partial online and full distance education. Findings – Faculty and academic departments choosing project assignments should seek to create an integrative learning experience for students using carefully balanced delivery methods and content. Each of the instructional methods and delivery systems have certain advantages, and the use of these techniques is not mutually exclusive, in that some faculty members may choose to teach course sections using multiple learning systems. Originality/value – As colleges and universities increase the range of instructional techniques and delivery formats, it is especially important to harmonize these methods with learning objectives for capstone learning experiences. Concepts for balanced integration and synthesis of topics are proposed for different instructional methods and delivery formats that can be applied in other disciplines. Using pedagogical content knowledge as a basis for improving teaching and learning is necessary to achieve balanced integration. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to introduce the concept of a checklist, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to strategic management and innovation area, for evaluation of implementation readiness in a business school setting. Design/methodology/approach – The paper presents an articulated procedure for the development of the checklist. The study adopted a multi-method approach for developing the final content for the checklist. Findings – The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to strategic management and innovation area. The checklist was developed and applied over the course of systematic reviews in a business school setting. Research limitations/implications – The present study has developed the checklist comprising the requirements of the standards related to strategic management and innovation area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards. Originality/value – The present work attempts to develop a comprehensive checklist comprising the requirements of the standards related to strategic management and innovation area. Academic institutions can benefit from the checklist whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards. [ABSTRACT FROM AUTHOR]

Students who graduate from contemporary business schools, including faith-based schools, are increasingly found to have low ethical standards, inadequate soft skills, and a decreasing ability to integrate. For universities where ethics and Biblical integration are central to the mission, this is very disturbing. This paper describes an unusual program-level model that could reduce these problems: a modified Great Books pedagogy. Is such a program suitable for a business school? The article describes Great Books programs and illustrates with one located at a Christian university. Arguments for and against using this pedagogy in the business school are discussed. The paper ends with the personal impressions of a business professor and business student who participated in a Great Books program. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to identify when students choose their major and when students become interested in a career field, to devise a supply chain management (SCM) talent outreach strategy. Design/methodology/approach – A survey was administered to undergraduate students in SCM classes, and the responses were explored through multinomial logistic regression analyses. Findings – The paper revealed that interest in the career field is a major factor in choosing a college degree, among other factors. The timing of when a student chooses a major is influenced by interest in the field and whether or not the student lived abroad. The career field chosen is influenced by race, by whether or not the student lived abroad and by prior experience. Outreach strategies to attract new talent to supply chain-related fields should start prior to a student entering college. Research limitations/implications – Results are based on a survey research with a limited geographic coverage, and the research is limited to investigating student whose college major is other than SCM, leaving opportunities for further research where the college major is SCM. Originality/value – The authors provide original findings that improve outreach strategies to attract next generation supply chain talent. They also further the development of theory for the determinants of when a college major is selected and when interest in a career field begins. [ABSTRACT FROM AUTHOR]

Writing, supervision and evaluation of students' dissertations has received a fair share of attention in academic literature, with a focus on problems of marking, information processing mechanisms, worldviews and more. In most texts, problems of inconsistency, transparency and fairness are identified, leading to frustration among supervisors, assessors and students. This article shares positive experience on the creation and application of an instrument which would benefit educators and contribute practical solutions on how the issues of inconsistency, transparency and fairness within the bachelor thesis process could be tackled. Using design science research, which utilizes gained knowledge to solve problems, create change or improve existing solutions, we developed the bachelor thesis writing and assessing instrument. Following three iterations of the instrument among writers, supervisors and assessors of bachelor theses at the Estonian Business School, we conclude that the use of the instrument has greatly improved consistency, transparency and fairness of the thesis-process, thus benefitting all three parties in particular and the university in general. [ABSTRACT FROM AUTHOR]

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Given recent lapses in business decision making the development of business moral judgment has become a central issue in the United States and around the world. Our paper surveyed 171 students and 59 business practitioners in the Republic of Croatia to identify the influence that an issue's contours have on Rest's second psychological construct, Moral Judgment. Issue context—business or student sample—found that business practitioners demonstrated superior moral reasoning. Issue content—specific nature of the issue at hand—showed richness of moral reasoning varied with the specific subject of the issue for both students and business practitioners. And stability across issues—consistency in moral judgment—found students far more uniform in their reasoning than business practitioners. It follows that (1) lessons learned in the business community may better inform instruction at the collegiate level, (2) cultural peculiarities impact moral reasoning, and (3) transitioning economies offer challenges. Future researchers may wish to explore the decline in moral judgment exhibited by Millennials, possible bifurcated reasoning in other social groupings, and public policies needed to improve moral judgment. [ABSTRACT FROM AUTHOR]

Crises are inevitable in today's corporate world. This paper outlines a crisis leadership exercise to help business students understand the complexities of external corporate communications. This exercise is suited to class sizes of approximately 30 students, but variations can be used for larger classes. Students are placed into groups and use a playbook to help them navigate a real-life crisis. Students then use the playbook to deliver a simulated press conference. A mixed-methods study was used to investigate the learning experience, and the findings showed that students not only improved significantly in their ability to lead external corporate communications, but also in their understanding of key crisis leadership concepts. [ABSTRACT FROM AUTHOR]