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This paper reports on the differences of managerial competencies among MBA students from American and European business schools. The results of this research suggest that there are certain differences of not only nationality but also gender. The study also points out the need for different managerial competency profiles to better assess MBA students looking for future career development. The results of this study indicate that there is a difference at the national level between assessed managerial competencies of American and European MBA students that can be attributed to cultural factors. This conclusion confirms the findings of Chong (2008) and Akinola, Martin, and Phillips (2018). Secondly, at the organisational level, cultural differences manifest themselves in some but not all assessed managerial competencies. These research findings provide empirical evidence which suggests that, in managing and advising international and global future managers, one ought to distinguish between external, interpersonal and personal managerial competencies which are applicable across cultures and which are prone to cultural differences. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to add supplement to the theory of human capital with a less researched aspect: diversification possibilities of the professional profile. Our empirical analysis tested the research question, whether there is a significant difference between diversificational and specialist career strategies in the BA-MA transition based on labour market data on salaries and time of getting employment. Design/methodology/approach: Present study analyses data from the Graduate Career Tracking System from 2011 to 2015 and the Integrated Administrative Databases from 2017. Graduates of master's courses were divided and compared in three groups: generalists, specialists and field changers. To evaluate career strategies the measurement of success was based on salaries and the time taken to get jobs. Findings: The analysis showed that there are visible differences between the results of the three groups regarding factors of employment, so at the time of reaching the absolutorium a lower rate of major subject changers are employed, while field changers get jobs significantly faster. Based on net salaries we could not reveal a difference between major subject retainers and changers, while field changers earn significantly more. Practical implications: Specialists (major subject retainers) have jobs that match with their degree and specialty outstandingly, field changers have notably weaker matches, while major subject changers differ only minimally. Considering this it may be due to distorted perception that specialists think the least that their master's studies are essential for the proper execution of their jobs. Originality/value: In the literature review we found a research gap: Although there is a large number of excellent works analysing the effects of education on wages (salary curve) and career, but only a few of them investigates the impact of the professional portfolio (diversification or specialisation). The novelty of our research is that we developed a new methodology to test this question on example of the Hungarian students of business and economics focused. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to investigate the determinants of entrepreneurial intentions of university students from Romania and Republic of Moldova. The findings indicate that the entrepreneurial background of the family had influenced the decision to start a business for the students that already have a business but is not an influencing factor for the decision to launch a business in the future. In what concerns education the results indicate that students that took entrepreneurship course have a stronger desire to become entrepreneurs. The entrepreneurial context is not a factor that favors the decision to start a business in neither of the two countries. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to report on findings from the first phase of a longitudinal study of undergraduate business students’ attitudes, beliefs and perceptions concerning sustainability issues. Design/methodology/approach – To improve understanding of the potential effects of changes in the curriculum, business students enrolled during the academic year prior to a redesigned, sustainability-informed, curriculum were surveyed. Familiarity with key sustainability terms was tested using a semi-structured questionnaire applied across two campuses of James Cook University, Australia. Quantitative data were complemented by use of open-ended questions that yielded qualitative insight into a range of student knowledge, attitudes, behaviours and normative influences relating to sustainability and climate change. Findings – Findings reflect naïve awareness of the potential impact of individual contributions to sustainability and environmental challenges. They reveal a tendency to regard major issues as beyond personal control and to view solutions as being the responsibility of others. This is coupled with reluctance to consider major lifestyle changes. Social implications – Universities are increasing their focus on sustainability-related issues and the ways in which these can be effectively communicated via curricula. This paper carries implications for this societal agenda, particularly in relation to the need to address disconnections between awareness of issues, personal relevance and effective strategies for addressing sustainability issues. Originality/value – The findings shed fresh light on the attitudes and behavioural dispositions of undergraduate business students and could help guide the development and delivery of curriculum content. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe a way of teaching business ethics using the creative arts, especially literature and theater. By drawing on these disciplines for both method and texts, we can more easily make the connection to business as a fully human activity, concerned with how meaning is created. Students are encouraged to understand story-telling and narrative and how these tools lend insight into the daily life of businesspeople. The paper describes two main courses, Business Ethics Through Literature and Leadership, Ethics and Theater, and the rationale for each. We begin by suggesting three main leverage points that the courses engender. We then rely on the words of students who have taken the courses for insights into what they learned. We then critically assess some of the principles that have informed course design over time. We conclude by suggesting that paying attention to the creative arts gives rise to a rather different approach to business ethics, one grounded in the pragmatist tradition in philosophy. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students. [ABSTRACT FROM AUTHOR]

This paper is a part of a series of projects of the authors, on the organizational trust, projects which were developed in various Romanian companies. In this research stage, we present part of the results of a sociologic survey, regarding the opinions of a group of 554 students in Economics and Business Administration on the level of trust in the organisations they own or are employed by. The paper presents the status of the survey companies, comparatively, on share source categories, but also compared to a pattern taken from the scientific specialty literature, which the authors developed and applied in a previous stage of the research. The objective of this approach is to obtain a global image of the level and results of organisational trust. The authors' hypothesis are: 1) the highly critical attitude of the survey subjects, in order to obtain clear and truthful information and 2) the existence of significant differences between the Romanian share companies and the foreign share ones regarding the level and the results of organisational trust. These hypotheses are only partially checked and the conclusions are corroborated with the results of other projects, which were previously developed by the authors on the same topic. [ABSTRACT FROM AUTHOR]

Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL) and other technologies are integrated in education. This blended learning environment has become the major role in training and education scene. This paper focuses on a set of quantitative data pertaining to the perception of blended learning, attitude towards technology, effectiveness and efficiency of blended learning by using path analysis. Data were drawn from a group of business students who were engaged in blended learning environment. This study intends to find out the effectiveness and efficiency of blended learning in Malaysia tertiary institutions. The empirical results confirm that blended learning does enhance student's learning experience and learning outcomes. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to extend earlier findings suggesting that affective diversity is always negative for group performance, by examining its influence on managerial decision performance in a more controlled environment. Design/methodology/approach – In an attempt to mitigate some of the many methodological challenges associated with studies in “real-word” contexts, the authors chose to adopt a quasi-experimental research design involving teams of master of business administration students engaged in managerial decision making. This research design is consistent with previous research conducted in the area of affect and individual or group-level outcomes. Findings – The results indicate that both positive and negative affective diversity are positively associated with managerial decision performance, although only the relationship with negative affective diversity is significant. Overall, these findings support the idea that affective diversity may constitute a strength in the context of managerial decision making. These results contrast with the findings of previous studies. Research limitations/implications – Further quantitative and qualitative investigation is recommended in order to clarify the contradictory results between the current study and previous research. Specifically, this investigation might concern the effect of contingency factors such as type of team (i.e. ad hoc vs long term), type of task and team-level self-regulation ability. Originality/value – Since the seminal work of Barsade et al. (2000), no further studies have attempted to resolve some of the empirical questions emerging from preliminary research on affective diversity. The paper thus provides new insights into the effects of affective diversity. [ABSTRACT FROM AUTHOR]

Purpose – Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing. Design/methodology/approach – This quantitative study involved 315 first-year undergraduate business students. Logistic and quantile regression analysis was used to test two hypotheses. Findings – Results indicate that student intrinsic and extrinsic motivational factors positively influenced the likelihood that a student visits the center. Student grades on writing assignments were significantly higher for students who visited the writing center but only for students who scored in the top 40th percentile of the grade distribution. Practical implications – Writing centers should try to reach all students not only those who are naturally motivated. Most importantly, centers should find ways to help students in the lower portion of grade distribution since these students presumably require sustained help. Originality/value – This paper suggests that writing centers helped only students at the top of the grades distribution which may be valuable to universities in assessing impact of writing centers and help in the efforts to improve student writing. However, this effect can only be uncovered using quantile regression. Therefore, this research has demonstrated the potential usefulness of quantile regression as a predictive and explanatory tool in assessment. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper was to investigate how PhD students discover, choose and use information and literature for their research. Design/methodology/approach -- Eight PhD students at the Norwegian Business School (BI) were interviewed. The interviews were based on a phenomenological approach. Findings -- The use of both library databases and Google Scholar is frequent and contextual. The informants ranked the library databases as more useful than Google Scholar. Methods for keeping up to date varied and were contextual. Although formal information seeking in library databases was seen as more academic than the tracking of references, this latter method was more widespread. Students felt they mastered the tools associated with formal information seeking, which constituted a continuous activity in their research practices. Wilson's (1983) theory on cognitive authority may give a better understanding of the findings. Practical implications -- Acquiring knowledge about the information practices of PhD students in a specific discipline will help libraries to improve their services and acquire relevant resources for their users. Originality/value -- This paper examines PhD students' ranking of information resources, identifies preferred methods for keeping up to date and reveals in which contexts the informants use either formal or social information-seeking practices. [ABSTRACT FROM AUTHOR]

This paper describes some unique characteristics of Aggregate Production Planning, which make the teaching of this topic in Operations Management courses somewhat different than other topics. A challenge when teaching Aggregate Planning is to make students understand the need to apply trial-and-error approaches to test, evaluate, and improve Aggregate Plans. In other words, do not just learn how to do the computations needed to develop an Aggregate Plan under certain conditions, but to actually analyze it and try to modify it with the objective of producing an improved plan. We recommend that in operations management courses, Aggregate Planning is taught within the context of a project, which includes a student individual element as well as a team component. The project involves the use of a spreadsheet, such as Microsoft Excel, to obtain Aggregate Plans with various input datasets and with different demand pattern and cost coefficients. It also requires each team to write a report discussing how the team derives its final plan and the insights acquired from the assignment. The paper starts with a compilation and description of unique features of Aggregate Planning, then it discusses the idea of using a students' project when teaching this topic, and it finishes with an example. The paper also provides a couple of avenues for future research. [ABSTRACT FROM AUTHOR]

There is some degree of consensus regarding the view that universities should become more involved in the economic and social development of their community to ensure that the knowledge they generate is useful to society. Given that one of the most pressing needs in the current economic environment is the creation of new businesses, this paper aims to study the entrepreneurial attitudes of students in two schools located in Cordoba (Spain) and Oxford (UK) devoted to the training of entrepreneurs. The results show that although there are very few differences in terms of the reasons students at both universities set up a business and the obstacles they encounter in doing so, intention to start up is much higher in the British case. The paper also examines students' views on the feasibility of embarking on a venture of this type and the perception they have of themselves. We conclude that universities must work to counteract the adverse effects of the environment and collaborate with students to create an atmosphere conducive to social development based on the pillars of entrepreneurship and innovation. [ABSTRACT FROM AUTHOR]

Today's business students graduate into an environment where they must take significant responsibility for legal matters. A basic legal education can help students assess risks, conduct preliminary research, and efficiently communicate with professional counsel. This paper describes a series of role-playing exercises that I developed for undergraduate students in a Legal Environment of Business class. The exercises span the entire semester and invite students to take on the role of associates in the fictional business law firm of "Frolick & DeTour LLP." By playing the role of lawyers advising business leaders, students learn and practice the critical skills of (1) attaining substantive legal knowledge, (2) performing detailed legal analysis, and (3) effectively communicating with stakeholders. In this paper, I discuss the value of role-play as a pedagogical tool, provide sample exercises, and describe how I designed the exercises to cumulatively impart key business law skills over the course of a semester. [ABSTRACT FROM AUTHOR]

This paper reports data from a sender-receiver experiment that compares lying behavior between two groups of students, one in business administration and the other in medicine. We use a modified version of the sender-receiver deception game introduced by Erat and Gneezy (2012) to collect data on 393 subjects. The results show that both groups of students respond to incentives as expected: the frequency of lying is higher, the higher the benefit for the sender, and the lower the loss for the receiver is. For given payoffs, there is little difference between the two groups in the domain of white lies; however, business students resort to selfish lies more frequently than do medical students. Furthermore, the analysis does not confirm differences in altruism between the two groups. A representative survey reveals a substantial degree of coherence between the beliefs of the general public of France and behavior observed in this lab experiment. [ABSTRACT FROM AUTHOR]

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

This paper examines whether an international short-term trip helps students to develop a global mind-set. A quantitative and qualitative analysis was carried out with students at Tecnologico de Monterrey (Mexico) who did a one-week international trip to New York. The results suggest that the international short-term trip further developed the global mind-set of business students. Furthermore, professional aspirations and networking skills, which were also developed during the short-term international trip, act as amplifiers in the development of a global mind-set. [ABSTRACT FROM AUTHOR]

This paper describes a course project that delivers the theoretical application of effective team processes through a unique blend of service-learning and social innovation. Through this project, student teams develop collaborative relationships with military veterans who are in the early stages of business development, resulting in both educational and social benefits for the students, veterans, and the surrounding community. The authors describe the design of the course project and partnership with veterans, as well as the interactive poster-presentation forum that showcases the results of these service-learning projects. We discuss relevant supporting theory and conclude with pedagogical recommendations for instructors. [ABSTRACT FROM AUTHOR]

This paper evaluates 'brand me' presentations as a method for developing employability-related self-confidence (ERSC). Measurements of ERSC were taken at three points in time from a sample of 105 full-time business and law students at a UK university. These were analysed alongside student feedback, assessment artefacts, and semi-structured interviews with students and lecturers. Findings indicate that ERSC increases over time, skills are learnt, and new behaviours are developed. We contribute to sustainable graduate employability literature by empirically demonstrating theoretically proposed links between career management learning and ERSC. Furthermore, we show that self-confidence may be a situated behaviour, rather than a fixed trait, which generates practical suggestions for career management teaching. We join the teaching excellence debate by demonstrating a method to measure learning gain in higher education. We also add to research methods knowledge by adapting an evaluation framework from the Human Resource Development field for use in this context. [ABSTRACT FROM AUTHOR]

Mathematics is presented in non-STEM disciplines as a subject that helps students acquire tools they will need in their future careers. Therefore, the need for instruction in mathematics demands content, oriented not only towards fundamental principles and techniques, but also towards their application in a specific context. By directing the teaching in this sense, students are able to recognise the relevance of mathematics and the possibilities that this subject offers. The purpose of this paper is thus to propose a methodology for making the learning of mathematics meaningful for non-STEM students. We illustrate its implementation by presenting an activity that requires business university students to search for economic applications of the concepts learned in a course of mathematics. As students' involvement is envisaged, the activity incorporates an active learning methodology that aims to promote the acquisition of hard and soft skills. Results obtained from its application are reported and discussed. [ABSTRACT FROM AUTHOR]

This paper presents the results of a survey on the perspectives of students and lecturers after students had attended a course on information literacy (IL) training. A student self-assessment survey aimed to explore what IL skills students are applying and how they feel about completing the IL course. A second survey gained feedback from lecturers to verify whether students had applied IL skills within their subjects after taking the IL course. The population studied was Business Studies students at first year and foundation level, drawing a sample from Communication and English courses. Findings indicate that lecturers have seen an improvement in the academic work of students after their IL training. Students perceived an improvement in their skills to evaluate sources - a skill most applied in their academic work. The value of the study lies in its focus on how students view their IL skills. The study finds that students see IL training as beneficial, not only in Communication and English, but in their other subjects as well. They also see the benefit it will have for all students at a university. Literature suggests that soliciting students' perspectives on IL is under-researched. This case study adds to research in that area. [ABSTRACT FROM AUTHOR]

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Purpose: The purpose of this paper is to investigate the role of a second-order state-like construct "psychological capital" (or PsyCap) as an underlying mechanism explaining the personality–academic achievement (AA) relationship in the educational context. Design/methodology/approach: The conceptual model was statistically tested on a sample of 305 post-graduate students at a premier business school in central India using standard measures of personality and PsyCap. AA was measured through cumulative grade point average obtained from the administrative office. Data were collected through multiple sources to minimize common method variance. Analysis was done using macro PROCESS and validated using PLS–SEM. Findings: Results indicated that PsyCap positively influenced AA. Furthermore, PsyCap mediated the relationship between openness to experience, extraversion, agreeableness dimensions of student personality and AA. Research limitations/implications: Longitudinal research designs with interventions to enhance PsyCap of students may strengthen the findings of this study. Practical implications: The findings suggest that the curriculum in higher education institutions should include interventions on building the PsyCap of the students as it positively correlates to the AA. Academic administrators may not have control on students' dispositional traits, but they can design interventions to improve the psychological (state like) resources of the students. Follow-up interviews with academic administrators reinforced these implications. Originality/value: This study provided initial evidence that positivity, in general, and PsyCap, in particular, have a positive impact on students' AA. This is one of the first studies to examine the role of PsyCap in personality–AA relation in the higher educational context wherein high levels of stress and burnouts have been reported by students due to high competition in achieving goals. [ABSTRACT FROM AUTHOR]

Numerous calls have been made in higher education for a paradigm shift from teaching to learning with the insistence that the primary purpose of higher education institutions is to serve as powerful learning environments, which do not merely transfer knowledge but rather exist to function as nurturing grounds for the acquisition of the types of skills and dispositions essential to the success of the 21st century student. Absent from these calls is a significant element-the focus on habits of mind, which is antithetical to the grade as a final arbiter of what students are learning and their inherent capacity to continue growing in a way that will allow them to achieve industry performance competencies. Existing challenges in managing the theory-practice gap in the business discipline further amplify the need for agility in how B-schools pivot to increasing complexities in a rapidly changing business and global economic environment. This paper overlays a Deweyian pedagogical perspective with a revised assessment system that incorporates a focus on habit of minds, which supports the enhanced preparation of B-school graduates who are entering a radically changing workforce. [ABSTRACT FROM AUTHOR]

In 2012 at an AACSB Jesuit, Catholic University with a strong focus on teaching, business student survey results indicated that they generally preferred face-to-face classes over online classes. Past research indicates that student perceptions may change over time. This study evaluates whether for this population, student perceptions changed. This paper reports on program factors of difficulty, student-to-student interaction, student-to-instructor interaction, cheating and program preference. This research has implications for instructors and administrators. [ABSTRACT FROM AUTHOR]

Very few research papers, if there is any, in the education literature have included a discussion about how to estimate a business student’s financial risk-tolerance, let alone any discussion of how the topic can be incorporated into various finance courses. Against this background, a method of estimating the financial risk-tolerance of business students and how the results can be used in finance teaching is introduced. A business student’s part-time employment, as a factor, is a new attempt of this study to investigate its impact on the student’s financial risktolerance. This factor appears to be significantly correlated with the level of risk-tolerance, and it is a significant predictor variable of a student’s financial risk-tolerance as well. Like many studies in the personal finance literature, we also find that gender appears to be correlated with a student’s risk-tolerance. Furthermore, gender appears to be a significant predictor of a student’s financial risk-tolerance. The method introduced in and empirical results of this study can be used in the process of selecting students into the investment committee of a student-managed investment fund (SMIF) and various industries/sectors assigned thereafter. In addition, the discussion of the topic of financial risk-tolerance can be incorporated into at least two upper-level finance courses, e.g., Business Finance and Advanced Financial Management. Either a student’s GPA or a student’s decision of choosing finance as the business major does not have a significant association with his/her financial risk-tolerance. [ABSTRACT FROM AUTHOR]

This paper explores little-examined factors that potentially affect student perceptions of online learning satisfaction by focusing on (1) the use of concrete methods such as online submissions and videoconferencing, (2) student perceptions of educational integrity, and (3) student perceptions of instructor training. Drawing from 21 other empirical studies, an exploratory factor analysis identified five factors related to student impressions of satisfaction of online learning focusing on these less explored aspects using a survey of 397 business students. The regression analysis indicates that basic online functionality, experience with online classes, technology reliability, and students’ communication preferences are significant predictors of student satisfaction. Interactive methods, student perceptions of instructor training, and control of cheating were not significant predictors. [ABSTRACT FROM AUTHOR]

Students' diverse learning modes render the need to develop various learning materials for effective learning. Existing literature has shown the increasing use of animated videos to complement classroom teaching. To justify the use of videos for teaching, the impact of learning should be comparatively as effective as that of traditional learning materials. While there are studies of students' perception on effectiveness of animated videos in existing literature, relatively little is reported on videos development and comparison to traditional written text in terms of their impact on learning outcomes. In response to this, our study describes the design of learning materials and a laboratory experiment which randomly assign business and non-business students to either a video or a text group to collect students' perception. We design a pre- and post-test to each group to test the learning outcomes of both types of learning materials for comparison. We use both quantitative and qualitative questions to assess students' experience of learning and collect comments for further development of the learning materials. The analysis showed that students perceived both types of materials as comparable and they regarded both positively. Both groups showed improvement between pre- and post-test, but the change in scores was insignificantly different across groups. These suggested that video is an effective alternative to text materials. The paper shares our experience of developing learning materials and designing a laboratory experiment with academics interested in using different learning materials for teaching microeconomics. The results support videos as equally effective learning materials as written text and provide directions for further improving existing learning materials. [ABSTRACT FROM AUTHOR]

Purpose: This study has adopted theoretical frameworks of social capital, social networks and the Community of Practice to study how different types of relationships influence the knowledge sharing relationship. This paper aims to suggest that building social capital, particularly structural capital, is part of expected key in knowledge sharing networks. Design/methodology/approach: Using social capital theory, through social network analysis of 111 management students in the US business school, identified key social capital dimension in knowledge sharing networks. To incorporate the interdependency among examined relationships, network logistic regression with the quadric assignment procedure was used. Findings: The proposed research model showed that about 98% of the existence of knowledge sharing relationship could be correctly predicted. Among three dimensions of social capital, this study found a superior influence of the structural dimension (i.e. task interdependence) in predicting having a knowledge sharing relationship. The significant effect of trust and friendship network on knowledge sharing was also found. Implications for practice and suggestions for future research were also discussed. Originality/value: Existing literature as to how people learn through knowledge sharing is limited in at least two important ways. First, scholars of knowledge management acknowledge that organizational knowledge originates from dyadic relationships between or among individuals at work. However, prior research has heavily relied on survey responses from one's perception of knowledge sharing experience, viewing as unidirectional. Second, substantial attention of prior research has been devoted to the factors of individual attributes. Emphasizing individual interactions as the fundamental building blocks of learning, this study focuses more on relational characteristics of knowledge sharing based on social capital theory. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the relationship between skills and employability of business graduates. The study also examines the moderating effect of 'social mobility factors' in the 'skills–employability' relationship. Design/methodology/approach: A quantitative positivist approach was undertaken to test the hypotheses. Business graduates from two universities in a developing country responded to a questionnaire about their perceptions of different sets of employability factors. Partial least squares (PLS)-based structural equation modelling (SEM) was used to examine the relationships between skills and employability of business graduates. Findings: The findings show that both soft skills and technical skills are positively related to employability, which is consistent with prior studies. The findings also indicate that social mobility factors play a significant role in employability. Research limitations/implications: The study is based on data from two public universities, and its findings need to be interpreted with care as universities differ in their size, area of concentration and ownership structure. Practical implications: The findings advance the evidence of graduate employability of business students. Based on these results, university authorities, policymakers, teachers and business graduates will benefit from the findings related to students preparedness for the competitive global job market. Originality/value: The study's findings contribute to business graduates' skill set development in the developing countries that share a similar education system, culture and values. [ABSTRACT FROM AUTHOR]

Christian business faculty have the opportunity to point their students to the source of all Truth, Jesus Christ. This paper demonstrates a need for Christian business faculty members to immerse themselves in the Word of God in order to better theologically understand the overarching story of the Gospel and how crucial biblical themes (which help formulate a Christian worldview) directly impact business curriculum, intentional teaching, and actual business students at Christian institutions of higher education. [ABSTRACT FROM AUTHOR]

There has been much debate about the increasing use of technology in all learning, training and development contexts. In the case of higher education, although technology may not have fundamentally changed teaching practices, students report how several technologies and applications help with their learning, research and collaborative activities. Through a survey of business students at an Irish university, this paper examines their expectations and experiences of faculty usage of technology tools and applications. Although, on the surface, the findings provide some degree of confidence that students' expectations of technology usage are being met, students would, nonetheless, like to see faculty make even greater, and more effective, use of technology in the classroom. The study provides faculty with examples from students of technology usage that supports their learning and these examples may be useful for faculty when designing and delivering their courses. Beyond the higher education context, the research highlights some broader practical implications for training and development in a corporate setting. [ABSTRACT FROM AUTHOR]

Universities now see the promotion of student and graduate start-ups as a key part of their role. This has two strands: (i) incorporating entrepreneurship education into the curriculum, and (ii) activities and infrastructure to support and accelerate the start-up process. There is now a substantial literature on the design, content, delivery and impact of entrepreneurship education. In contrast, little attention has been given to these issues in the context of student business start-up programmes. This paper describes and reflects on the outcomes of an ongoing small-scale start-up programme – the Santander Summer Company Programme at the University of Glasgow and offers a number of observations on the objectives, design and evaluation of such programmes. A key conclusion is that such programmes require to be part of a broader university entrepreneurial ecosystem and embedded within the wider local, regional and national entrepreneurial ecosystems. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the factors that affect the decision of university female students to start a business in the Kingdom of Saudi Arabia. Most of the existing research focuses on exploring the challenges female entrepreneurs face after they start a business, but no research has investigated the challenges they encounter before they start a business. A total of 507 responses were collected from six universities in the Kingdom of Saudi Arabia. Findings show that knowledge about starting a business is the most influential factor that motivates female students to establish their own business. [ABSTRACT FROM AUTHOR]

Purpose: Campus career services are increasingly scrutinized as the primary career development resource for undergraduates. The purpose of this paper is to use Career Construction Theory to examine all sources of career information used by undergraduate business students and their contributions toward career exploration and development. Design/methodology/approach: Using a mixed-methods design, a survey was first administered to 372 university students enrolled in an undergraduate business school in the USA. Focus group interviews were conducted with 35 students from the survey sample. Descriptive statistics are reported, and inductive themes and causal networks were derived from qualitative data. Findings: In order of prominence, students endorsed using sociocultural (e.g. family) and institutional (e.g. career services center) resources, and exploratory activities (e.g. work experience) as career information sources. These sources contributed toward students' vocational development by enhancing their psychological readiness for work, building social capital and facilitating decisions. Research limitations/implications: Participants were sampled from one undergraduate business school in the USA and were self-selected into the study. Practical implications: Career services and higher education professionals should think of the career-related information sources available to students as a complex ecosystem of advice instead of singular resources that exist in isolation. Professionals should also attend to students existing sources of career information and consider ways to support students' development of social and professional networks and opportunities. Furthermore, universities should consider the potential for integrating career exploration into course curricula as opposed to tasking career services offices to be fully responsible for students' career-related outcomes. Originality/value: This study is the first to examine undergraduate business students' sources of career information and their contributions to career development. Its insights offer evidence for ways to tailor interventions to support students' use of available information sources beyond campus career services. [ABSTRACT FROM AUTHOR]

In academic English, nominalizations are used to achieve a higher level of abstraction, condensation and precision. This paper focuses on the actual usage patterns of -er nominalizations in academic writing, more precisely in the written assignments of business undergraduates. The research relies on the data collected from the British Academic Written English corpus. The main aim is to shed some light on the formal characteristics of the agent-denoting nominalization patterns in student writing and to identify trends and tendencies in the use of these nominals. The results of the research can increase student awareness of the linguistic patterns of nominalizations and improve the teaching techniques involved in developing academic writing skills. [ABSTRACT FROM AUTHOR]

This paper explores students' preconceptions about entrepreneurship. The sample consists of 387 students from five educational disciplines. To discuss their understandings in relation to established understandings of entrepreneurship, the analysis was based on the entrepreneurship themes identified in Gartner (1990). The result shows that when students talk about entrepreneurship, they focus on entrepreneurial behavior, innovation and uniqueness, rather than value- and organization creation. The students also understand entrepreneurship as cooperation, hence contribute to accelerate the concept in a more multidimensional and including direction. These insights have implications for how entrepreneurship education can be organized in a more student-centered manner, and suggest that educators can enhance learning processes by concidering students' preconceptions. [ABSTRACT FROM AUTHOR]

Purpose: As teamwork becomes more prevalent in organizational decision-making, the influence of emotional intelligence (EI) on team decision-making process demands more research attention. This study aims to investigate the impact of EI on team psychological safety and decision-making performance. Design/methodology/approach: Team decision-making performance and decision quality from a team decision task were obtained from 54 decision-making teams composed of 241 undergraduate business students from a Mid-Atlantic university. Regression analyses were used to test individual and team's EI relationship with team decision performance and the mediation effect of psychological safety. Findings: This study provides empirical evidence that individual EI is positively related to individual influence on team decisions. Team-level EI improves team decision-making performance through increases in psychological safety. Research limitations/implications: The sample size is relatively small, and the participants were business students; therefore, the research results may lack generalizability. Future research is encouraged to explore this topic further. Practical implications: As teamwork becomes more prevalent in organizational decision-making, the influence of EI on team decision-making process demands more research and managerial attention. The findings of this paper provide insights on the importance of individual/team EI and psychological safety in team decision performance. Originality/value: This study furthers research showing that emotions are pertinent to social interactions, including group decision-making, and therefore suggests the desirability of investigating other social processes affecting group decision-making. [ABSTRACT FROM AUTHOR]

Students are attracted to innovation and entrepreneurship. However, it is challenging for them to take courses in I&E due to their already busy curriculums. This paper describes the New Venture Design Experience, a one-year interdisciplinary program that pairs core and elective courses between the colleges of Engineering and Business Administration. The program aims to provide the time and resources for students to venture into their own entrepreneurial projects during a one year period, within the classroom setting. Students will first take either Design Thinking, a course that teaches human-centered design with a project-based learning approach; or Consumer Behavior, a course that teaches students about the different factors that influence consumer behavior and the decision process. Each team has members in both courses, which continue working together throughout the year. In the second semester, team members work on their ventures through the Product Design, Capstone, or Technology-Based Entrepreneurship courses. By the end of the program, they will have developed a working prototype, created a crowdfunding pitch, and submitted to an entrepreneurial competition. This leads teams to start impacting society in a positive manner by providing solutions to real-life problems. [ABSTRACT FROM AUTHOR]

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

In the teaching of economic law courses in colleges and universities, new practical training mode should be introduced to help students to start a business and find a job. In this paper, the clinic type mode is described. Besides, problems in carrying out clinic type teaching of economic law courses in colleges and universities are analyzed. Finally, some countermeasures are accordingly proposed. [ABSTRACT FROM AUTHOR]

Bridging the innovation chasm requires different solutions, one of which is awareness. In the university context, it is important to measure the awareness of the university community in respect of entrepreneurship and innovation policies and/or platforms. Against this backdrop, this paper contributes to the discussion on the entrepreneurial and innovation chasm by reporting on the task of measuring awareness of entrepreneurship and innovation policies and/or platforms that could promote the establishment and development of university-sponsored student business ventures at the universities of technology in South Africa. To measure awareness, structured interview questions were used to collect data from students using face-to-face interviews, and with staff members, using telephonic interviews (with questions sent prior to the interviews). Answers were coded and analyzed through Microsoft Excel. The findings showed that most students and some staff members were not aware of the policies and platforms for promoting the establishment and development of university-sponsored student business ventures. To bridge the innovation chasm, universities of technology should strengthen awareness of entrepreneurship and innovation policies and platforms through visibility and accessibility. [ABSTRACT FROM AUTHOR]

This paper outlines the current challenges and disruptions to higher education, motivations to change business undergraduate curriculum, competencies expected by employers to demonstrate career readiness, and a review of current trends in business school curriculum. Lastly, the authors share our new curriculum model for business undergraduate students. [ABSTRACT FROM AUTHOR]