Pub Date : 2020-04-20DOI: 10.1108/jieb-08-2019-0040
D. Coldwell, R. Venter, Emmanuel Nkomo
While the problem of unethical leadership is undoubtedly a global one, the urgency of generating ethical leadership to advance the development of Africa has never been more evident than it is today. The challenge for higher education in developing ethical leaders is of core importance, as it is responsible for providing the main recruiting ground of business leaders. The current paper reports findings of a qualitative study of postgraduate students’ ethical development at the end of courses in business ethics aimed to enhance moral reasoning and ethical decision-making. The paper aims to ascertain whether stand-alone ethics courses are more effective than integrated ones in achieving academic ethical competency.,The study adopts an idiographic approach which aims at eliciting individual student subjective perceptions of the effects of the direct and indirect courses of ethical instruction on their moral reasoning and ethical practice. The research design broadly follows Mill’s (2017) method of difference.,Findings indicate perceived differences in the relative effectiveness of stand-alone and embedded ethics courses among students but also show that most students hold positive overall evaluations of the effectiveness of the both types of ethics instruction.,Limitations to the study include that it is cross-sectional, involves a small sample of postgraduate students and is restricted to two management courses at one institution of higher learning. Furthermore, while Mill (2017) provides a useful research design in this context, it is not able to indicate causality, as there are other possible unidentified “third variables” that may be the actual cause of student differences between embedded and stand-alone ethics courses. The study is not able to show the durability and transfer of ethical competencies into students’ later working lives.,The study provides a useful practical educational contribution to the extant knowledge in the field in that it suggests that ethical courses aimed at giving students a moral reasoning “toolkit” for ethical decision-making are more effective when delivered in the stand-alone format, whereas practical decision-making skills are best honed by embedded business ethics courses.,The problem of corruption in business and politics in South Africa is widely documented and has been regarded as responsible for creating a serious developmental drag on the alleviation of poverty and quality of lives of the majority of people in the country. The moral/ethical competency and behavior of future business leaders is partly the responsibility of institutions of higher learning. The study aims to find the most effective means of imparting moral awareness in postgraduate students who are likely to take up business leadership positions in their future careers.,The study provides useful contribution to the extant knowledge in the field in the African context in that it suggests that ethical courses aimed at giving students a moral reaso
{"title":"Developing ethical managers for future business roles: a qualitative study of the efficacy of “Stand-Alone” and “Embedded” University “Ethics” courses","authors":"D. Coldwell, R. Venter, Emmanuel Nkomo","doi":"10.1108/jieb-08-2019-0040","DOIUrl":"https://doi.org/10.1108/jieb-08-2019-0040","url":null,"abstract":"While the problem of unethical leadership is undoubtedly a global one, the urgency of generating ethical leadership to advance the development of Africa has never been more evident than it is today. The challenge for higher education in developing ethical leaders is of core importance, as it is responsible for providing the main recruiting ground of business leaders. The current paper reports findings of a qualitative study of postgraduate students’ ethical development at the end of courses in business ethics aimed to enhance moral reasoning and ethical decision-making. The paper aims to ascertain whether stand-alone ethics courses are more effective than integrated ones in achieving academic ethical competency.,The study adopts an idiographic approach which aims at eliciting individual student subjective perceptions of the effects of the direct and indirect courses of ethical instruction on their moral reasoning and ethical practice. The research design broadly follows Mill’s (2017) method of difference.,Findings indicate perceived differences in the relative effectiveness of stand-alone and embedded ethics courses among students but also show that most students hold positive overall evaluations of the effectiveness of the both types of ethics instruction.,Limitations to the study include that it is cross-sectional, involves a small sample of postgraduate students and is restricted to two management courses at one institution of higher learning. Furthermore, while Mill (2017) provides a useful research design in this context, it is not able to indicate causality, as there are other possible unidentified “third variables” that may be the actual cause of student differences between embedded and stand-alone ethics courses. The study is not able to show the durability and transfer of ethical competencies into students’ later working lives.,The study provides a useful practical educational contribution to the extant knowledge in the field in that it suggests that ethical courses aimed at giving students a moral reasoning “toolkit” for ethical decision-making are more effective when delivered in the stand-alone format, whereas practical decision-making skills are best honed by embedded business ethics courses.,The problem of corruption in business and politics in South Africa is widely documented and has been regarded as responsible for creating a serious developmental drag on the alleviation of poverty and quality of lives of the majority of people in the country. The moral/ethical competency and behavior of future business leaders is partly the responsibility of institutions of higher learning. The study aims to find the most effective means of imparting moral awareness in postgraduate students who are likely to take up business leadership positions in their future careers.,The study provides useful contribution to the extant knowledge in the field in the African context in that it suggests that ethical courses aimed at giving students a moral reaso","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"20 1","pages":"145-162"},"PeriodicalIF":1.5,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80629331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-13DOI: 10.1108/jieb-02-2020-0018
Gary S. C. Pan, P. Seow, V. Shankararaman, K. Koh
Purpose One of the main obstacles facing project-based learning (PBL) adoption relates to a lack of understanding by teachers and students in the roles they are required to play in the learning process. This study aims to address this obstacle, so as to better promote regular adoption of PBL pedagogy in educational institutions. Design/methodology/approach The strategy was to undertake an in-depth case study of PBL courses taught in UNI-X’s undergraduate curriculum. The case study approach is particularly appropriate for this exploratory study because it allows to capture the organizational dynamics of the phenomenon better and also its ability to explain the phenomenon based on interpretation of data. Findings This paper presents an empirical study on the role perspective of PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that a teacher plays the roles of a designer, champion, facilitator and manager in a PBL course. To ensure that learning is effective, students should play the roles of a self-directed learner and a warrior when completing their projects. It is clear that role ambiguity and role conflict could occur in PBL courses and might even impact the effectiveness of student learning. Originality/value For researchers, this paper contributes to the PBL literature by introducing a role perspective of PBL. This study identifies a list of roles a teacher and a student could potentially play in a PBL setting. Such understanding could serve as a reminder for a teacher and a student for the roles they need to play in achieving learning outcomes of a PBL course.
{"title":"An exploration into key roles in making project-based learning happen","authors":"Gary S. C. Pan, P. Seow, V. Shankararaman, K. Koh","doi":"10.1108/jieb-02-2020-0018","DOIUrl":"https://doi.org/10.1108/jieb-02-2020-0018","url":null,"abstract":"\u0000Purpose\u0000One of the main obstacles facing project-based learning (PBL) adoption relates to a lack of understanding by teachers and students in the roles they are required to play in the learning process. This study aims to address this obstacle, so as to better promote regular adoption of PBL pedagogy in educational institutions.\u0000\u0000\u0000Design/methodology/approach\u0000The strategy was to undertake an in-depth case study of PBL courses taught in UNI-X’s undergraduate curriculum. The case study approach is particularly appropriate for this exploratory study because it allows to capture the organizational dynamics of the phenomenon better and also its ability to explain the phenomenon based on interpretation of data.\u0000\u0000\u0000Findings\u0000This paper presents an empirical study on the role perspective of PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that a teacher plays the roles of a designer, champion, facilitator and manager in a PBL course. To ensure that learning is effective, students should play the roles of a self-directed learner and a warrior when completing their projects. It is clear that role ambiguity and role conflict could occur in PBL courses and might even impact the effectiveness of student learning.\u0000\u0000\u0000Originality/value\u0000For researchers, this paper contributes to the PBL literature by introducing a role perspective of PBL. This study identifies a list of roles a teacher and a student could potentially play in a PBL setting. Such understanding could serve as a reminder for a teacher and a student for the roles they need to play in achieving learning outcomes of a PBL course.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"30 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82161999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-13DOI: 10.1108/jieb-01-2020-0007
S. Chou, Jiaxi Luo, C. Ramser
Purpose The purpose of this study is to examine student sentiments regarding high-quality vs low-quality teaching. Design/methodology/approach This study uses a text mining technique to identify the positive and negative patterns of student sentiments from student evaluations of teaching (SET) provided on Ratemyprofessors.com. After identifying the key positive and negative sentiments, this study performs generalized linear regressions and calculates cumulative logits to analyze the impact of key sentiments on high- and low-quality teaching. Findings Results from 6,705 SET provided on Ratemyprofessors.com indicated that students express different sets of sentiments regarding high- vs low-quality teaching. In particular, the authors found positive sentiments such as passionate, straightforward, accessible, hilarious, sweet, inspiring and clear to be predictive of high-quality teaching. Additionally, negative sentiments such as disorganized, rude, difficult, confusing and boring were significantly related to low-quality teaching. Originality/value This study is one of the first few studies confirming that high- and low-quality teaching are not completely opposite to each other from the student’s perspective. That is, the presence of high-quality teaching does not necessarily mean the absence of low-quality teaching. As such, this study provides an important theoretical base for future researchers who wish to explore approaches for improving faculty teaching in the higher education setting. Additionally, this study offers educators some recommendations that may help students experience positive sentiments while minimizing negative sentiments.
{"title":"High-quality vs low-quality teaching","authors":"S. Chou, Jiaxi Luo, C. Ramser","doi":"10.1108/jieb-01-2020-0007","DOIUrl":"https://doi.org/10.1108/jieb-01-2020-0007","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine student sentiments regarding high-quality vs low-quality teaching.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses a text mining technique to identify the positive and negative patterns of student sentiments from student evaluations of teaching (SET) provided on Ratemyprofessors.com. After identifying the key positive and negative sentiments, this study performs generalized linear regressions and calculates cumulative logits to analyze the impact of key sentiments on high- and low-quality teaching.\u0000\u0000\u0000Findings\u0000Results from 6,705 SET provided on Ratemyprofessors.com indicated that students express different sets of sentiments regarding high- vs low-quality teaching. In particular, the authors found positive sentiments such as passionate, straightforward, accessible, hilarious, sweet, inspiring and clear to be predictive of high-quality teaching. Additionally, negative sentiments such as disorganized, rude, difficult, confusing and boring were significantly related to low-quality teaching.\u0000\u0000\u0000Originality/value\u0000This study is one of the first few studies confirming that high- and low-quality teaching are not completely opposite to each other from the student’s perspective. That is, the presence of high-quality teaching does not necessarily mean the absence of low-quality teaching. As such, this study provides an important theoretical base for future researchers who wish to explore approaches for improving faculty teaching in the higher education setting. Additionally, this study offers educators some recommendations that may help students experience positive sentiments while minimizing negative sentiments.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"13 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82362912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-28DOI: 10.1108/jieb-07-2019-0036
S. Reid, Jason Muenzen, Rasoul Rezvanian
This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning.,This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement.,This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning.,This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions.,As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources.,The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business sc
{"title":"Value add","authors":"S. Reid, Jason Muenzen, Rasoul Rezvanian","doi":"10.1108/jieb-07-2019-0036","DOIUrl":"https://doi.org/10.1108/jieb-07-2019-0036","url":null,"abstract":"This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning.,This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement.,This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning.,This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions.,As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources.,The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business sc","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"8 6","pages":"131-143"},"PeriodicalIF":1.5,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jieb-07-2019-0036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72471686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-28DOI: 10.1108/jieb-08-2019-0041
Jeffrey W. Alstete, Nicholas J. Beutell
Purpose The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory. Design/methodology/approach A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance. Findings Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts. Research limitations/implications To the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed. Originality/value This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.
{"title":"Delivery mode and strategic management simulation outcomes","authors":"Jeffrey W. Alstete, Nicholas J. Beutell","doi":"10.1108/jieb-08-2019-0041","DOIUrl":"https://doi.org/10.1108/jieb-08-2019-0041","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory.\u0000\u0000\u0000Design/methodology/approach\u0000A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance.\u0000\u0000\u0000Findings\u0000Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts.\u0000\u0000\u0000Research limitations/implications\u0000To the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed.\u0000\u0000\u0000Originality/value\u0000This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"55 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75918795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-12DOI: 10.1108/jieb-11-2019-0054
Nur Asnawi, Nina Setyaningsih
The purpose of this paper is to identify the dimensions of service quality in the context of Islamic higher education (IHE); explain the determinant dimensions of overall perceived service quality (PSQ) according to students; and explains the difference in the level of quality felt by students in each dimension based on gender, year of study and level of education of students in Indonesia.,A survey method from 384 questionnaires collected from students in four major cities in Indonesia; 378 questionnaires were declared valid for explanatory analysis using SEM-PLS and t-test.,The new model called Islamic Higher Education Service Quality (i-HESQUAL) with seven dimensions of quality that are considered important by students i.e. teaching capability and competence of academic staff (TCC), reliability of service (ROS), reputation of university (REP), responsiveness of employees (RES), empathy of employees (EMP), internalization of Islamic values (IIV) and library service support (LSS). The dimensions that influence the overall PSQ are the IIV and LSS. In addition, students based on the year of study have differences in assessing the dimensions of quality, namely the dimensions of TCC, ROS, IIV, LSS, while the level of education also has differences, especially on the dimensions of ROS, REP and LSS.,This research was only carried out at four public Islamic universities, for that there is a need for further research in the form of longitudinal studies with different geographical samples e.g. in the perspective of private universities to generalize research results.,The i-HESQUAL dimensions can be used by IHE managers to measure their performance according to students' perspectives. The two dimensions that determine the overall PSQ should be IHE's strategic advantages and the dimensions that do not affect the overall PSQ are feedback to identify weaknesses.,These findings contribute to PSQ research in the context of IHE, which operates on the values and culture that surrounds it (Islamic culture), while most of the previous research was conducted in the context of developed countries with a secular education system.
{"title":"Perceived service quality in Indonesian Islamic higher education context","authors":"Nur Asnawi, Nina Setyaningsih","doi":"10.1108/jieb-11-2019-0054","DOIUrl":"https://doi.org/10.1108/jieb-11-2019-0054","url":null,"abstract":"The purpose of this paper is to identify the dimensions of service quality in the context of Islamic higher education (IHE); explain the determinant dimensions of overall perceived service quality (PSQ) according to students; and explains the difference in the level of quality felt by students in each dimension based on gender, year of study and level of education of students in Indonesia.,A survey method from 384 questionnaires collected from students in four major cities in Indonesia; 378 questionnaires were declared valid for explanatory analysis using SEM-PLS and t-test.,The new model called Islamic Higher Education Service Quality (i-HESQUAL) with seven dimensions of quality that are considered important by students i.e. teaching capability and competence of academic staff (TCC), reliability of service (ROS), reputation of university (REP), responsiveness of employees (RES), empathy of employees (EMP), internalization of Islamic values (IIV) and library service support (LSS). The dimensions that influence the overall PSQ are the IIV and LSS. In addition, students based on the year of study have differences in assessing the dimensions of quality, namely the dimensions of TCC, ROS, IIV, LSS, while the level of education also has differences, especially on the dimensions of ROS, REP and LSS.,This research was only carried out at four public Islamic universities, for that there is a need for further research in the form of longitudinal studies with different geographical samples e.g. in the perspective of private universities to generalize research results.,The i-HESQUAL dimensions can be used by IHE managers to measure their performance according to students' perspectives. The two dimensions that determine the overall PSQ should be IHE's strategic advantages and the dimensions that do not affect the overall PSQ are feedback to identify weaknesses.,These findings contribute to PSQ research in the context of IHE, which operates on the values and culture that surrounds it (Islamic culture), while most of the previous research was conducted in the context of developed countries with a secular education system.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"25 1","pages":"107-130"},"PeriodicalIF":1.5,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84371788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-27DOI: 10.1108/jieb-07-2019-0032
J. Hauff, Jonas Nilsson
The purpose of this paper is to verify the existence of a gender unbalance regarding choice of quantitatively oriented masters’ programs at a business school. The aim, further, is to analyze variables potentially affecting this unbalance: interest in quantitative matters, perceived competence regarding quantitative subjects and measures of quantitative knowledge.,Empirical data was collected through a survey of 203 students at a Swedish business school. A measure of quantitative orientation was developed to assess the level of nine masters’ programs at the school. A regression analysis was used to identify the impact of gender and the other explanatory variables.,The results indicate that there is a gender unbalance: female students choose master programs perceived to be less quantitatively oriented. However, when studying gender together with level of interest, perceived competence and objective knowledge, the direct gender effect disappears. Instead, a strong positive effect of interest in quantitative matters emerges, as does an indirect effect of gender through the mediating variable level of interest.,The dual importance of level of interest influences the pedagogical suggestions made. Interpersonal contact between teacher and student and use of technology are suggested to raise the level of interest. To reduce the indirect effect of gender through interest, a suggestion is made to work with stereotype threats.,The paper addresses a topic of importance: the potential gender unbalance as regards qualitative orientation. It manages to nuance the picture of the importance of gender – and through the introduction of level of interest suggests a productive path forward.
{"title":"The influence of gender on the choice of education: the mediating effect of interest in statistics","authors":"J. Hauff, Jonas Nilsson","doi":"10.1108/jieb-07-2019-0032","DOIUrl":"https://doi.org/10.1108/jieb-07-2019-0032","url":null,"abstract":"The purpose of this paper is to verify the existence of a gender unbalance regarding choice of quantitatively oriented masters’ programs at a business school. The aim, further, is to analyze variables potentially affecting this unbalance: interest in quantitative matters, perceived competence regarding quantitative subjects and measures of quantitative knowledge.,Empirical data was collected through a survey of 203 students at a Swedish business school. A measure of quantitative orientation was developed to assess the level of nine masters’ programs at the school. A regression analysis was used to identify the impact of gender and the other explanatory variables.,The results indicate that there is a gender unbalance: female students choose master programs perceived to be less quantitatively oriented. However, when studying gender together with level of interest, perceived competence and objective knowledge, the direct gender effect disappears. Instead, a strong positive effect of interest in quantitative matters emerges, as does an indirect effect of gender through the mediating variable level of interest.,The dual importance of level of interest influences the pedagogical suggestions made. Interpersonal contact between teacher and student and use of technology are suggested to raise the level of interest. To reduce the indirect effect of gender through interest, a suggestion is made to work with stereotype threats.,The paper addresses a topic of importance: the potential gender unbalance as regards qualitative orientation. It manages to nuance the picture of the importance of gender – and through the introduction of level of interest suggests a productive path forward.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"12 1","pages":"87-105"},"PeriodicalIF":1.5,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87329103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.1108/jieb-08-2019-0039
Rich DeJordy, Emil Milevoj, James M. Schmidtke, W. Bommer
PurposeThe purpose of this paper is to examine the effects of individual difference variables and social relationships on student learning outcomes of short-term study abroad programs.Design/methodology/approachThis study used a social network analysis (SNA) approach to examine the effects of friendship, advice and communication networks on student learning outcomes.FindingsResults indicated that demographic characteristics (e.g. sex, years of work experience) did not influence learning outcomes nor the enjoyment of the experience. Social networks positively influenced students’ perceived improvement in managerial skills, their ability to reflect on their international experience and their intercultural sensitivity.Research limitations/implicationsSocial relationships may be an important factor to consider in understanding the relationship between short-term study abroad programs and learning outcomes.Practical implicationsProgram directors and faculty members need to consider the design of assignments and activities that may facilitate the development of specific types of social relationships (e.g. friendship, communication and advice). These specific social relationships may have unique influences on specific learning outcomes of short-term study abroad programs.Originality/valueThis study is the first study that examined the effects of different types of social relationships on learning outcomes for short-term study abroad programs. The results have important implications for both future research and the design of international study-abroad programs.
{"title":"The success of short-term study abroad programs: a social networks perspective","authors":"Rich DeJordy, Emil Milevoj, James M. Schmidtke, W. Bommer","doi":"10.1108/jieb-08-2019-0039","DOIUrl":"https://doi.org/10.1108/jieb-08-2019-0039","url":null,"abstract":"PurposeThe purpose of this paper is to examine the effects of individual difference variables and social relationships on student learning outcomes of short-term study abroad programs.Design/methodology/approachThis study used a social network analysis (SNA) approach to examine the effects of friendship, advice and communication networks on student learning outcomes.FindingsResults indicated that demographic characteristics (e.g. sex, years of work experience) did not influence learning outcomes nor the enjoyment of the experience. Social networks positively influenced students’ perceived improvement in managerial skills, their ability to reflect on their international experience and their intercultural sensitivity.Research limitations/implicationsSocial relationships may be an important factor to consider in understanding the relationship between short-term study abroad programs and learning outcomes.Practical implicationsProgram directors and faculty members need to consider the design of assignments and activities that may facilitate the development of specific types of social relationships (e.g. friendship, communication and advice). These specific social relationships may have unique influences on specific learning outcomes of short-term study abroad programs.Originality/valueThis study is the first study that examined the effects of different types of social relationships on learning outcomes for short-term study abroad programs. The results have important implications for both future research and the design of international study-abroad programs.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88945806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1108/jieb-02-2019-0009
Zahoor Ahmad Paray, Sumit Kumar
Considering entrepreneurship education (EE) theory as a base, this paper aims to examine the impact of EE upon building entrepreneurial intentions. In addition, it investigates the impact of student’s age, gender and degree or course background in developing students entrepreneurial intentions.,A sample of 309 student respondents from higher education institution (HEI’s) was used to understand the relationship and its impact over intention building. Regression and ANOVA technique was used to understand the cause and effect as well as mean differences between the construct.,The results signify a positive impact of EE for stimulating the start-up intention in these interdisciplinary students of HEIs. These results resemble the existing studies in this endeavour. Findings also verify that individual intention to start a new business in terms of the theory of planned behaviour (attitude, perceived behavioural control and social norms), student background (gender and degree specialization) are positively related to individual intention to start a new business.,The results confirm previous studies in this field and highlight the need for EE in HEI. The paper highlights the vitality for EE for India’s start-up growth.,This study adds to the paucity of research on EE and its impact on entrepreneurial intentions in higher education institutions in India.
{"title":"Does entrepreneurship education influence entrepreneurial intention among students in HEI’s?","authors":"Zahoor Ahmad Paray, Sumit Kumar","doi":"10.1108/jieb-02-2019-0009","DOIUrl":"https://doi.org/10.1108/jieb-02-2019-0009","url":null,"abstract":"Considering entrepreneurship education (EE) theory as a base, this paper aims to examine the impact of EE upon building entrepreneurial intentions. In addition, it investigates the impact of student’s age, gender and degree or course background in developing students entrepreneurial intentions.,A sample of 309 student respondents from higher education institution (HEI’s) was used to understand the relationship and its impact over intention building. Regression and ANOVA technique was used to understand the cause and effect as well as mean differences between the construct.,The results signify a positive impact of EE for stimulating the start-up intention in these interdisciplinary students of HEIs. These results resemble the existing studies in this endeavour. Findings also verify that individual intention to start a new business in terms of the theory of planned behaviour (attitude, perceived behavioural control and social norms), student background (gender and degree specialization) are positively related to individual intention to start a new business.,The results confirm previous studies in this field and highlight the need for EE in HEI. The paper highlights the vitality for EE for India’s start-up growth.,This study adds to the paucity of research on EE and its impact on entrepreneurial intentions in higher education institutions in India.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"5 1","pages":"55-72"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74249640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1108/jieb-11-2019-0052
Marina Iskhakova, Dana L. Ott
The purpose of this paper is to investigate how working in culturally diverse teams influences team-level cultural intelligence (CQ) development and how team-level CQ influences performance. The use of culturally diverse work teams continues to grow within organizations, however, their relationships with team-level CQ are not well understood. CQ is a set of knowledge, skills and abilities that assist in adapting to new and unfamiliar cultural environments and when interacting in culturally diverse situations. At the individual-level, CQ has been demonstrated to positively impact multicultural teams but team-level CQ has rarely been examined to understand how it is developed and whether it impacts team performance.,This research uses a quantitative methodology and a longitudinal research design to test two sets of hypotheses. Set 1 of the hypothesis tested the development of team-level CQ after working in culturally diverse teams, and Set 2 tested the influence of team-level CQ on team performance.,Data from 23 teams (86 individual participants) support the hypothesis that working in culturally diverse teams develops team-level CQ. In addition, partial support for the hypotheses that team CQ will positively influence academic performance is demonstrated.,The research contributes to the CQ literature by lifting the level of analysis from the individual to a team-level to consider team-level effects. The authors conclude that working in culturally diverse teams develops team-level CQ overtime. Once team-level CQ has been developed, the authors demonstrated a positive relationship between the motivational facet and team academic performance. Thus, when considering the influence of team-level CQ on performance, it is important to consider the relationship with each of the CQ facets. Few studies have considered how team-level CQ impacts team performance outcomes, and based on the results the authors would suggest additional research that continues to unpack the CQ construct into its constituent parts.,The results have important practical implications with respect to the development of team-level CQ. Based on the results, the authors support the use of highly culturally diverse teams in business schools for the development of skills because they provide the opportunity for team members to learn from each other. The use of CQ, CQ development and performance relationships provides important insights into how individuals, particularly students, can learn from each other when working in culturally diverse teams about other cultures and then bring this knowledge with them when working in academic teams.,As an important practical social implication, an opportunity to work in cross-cultural teams during international business studies could be considered as an “equalizer” for students who cannot afford to study abroad given the time consuming and costs aspects. So, cross-cultural teamwork could be considered in a wider extent by different business schools world
{"title":"Working in culturally diverse teams","authors":"Marina Iskhakova, Dana L. Ott","doi":"10.1108/jieb-11-2019-0052","DOIUrl":"https://doi.org/10.1108/jieb-11-2019-0052","url":null,"abstract":"The purpose of this paper is to investigate how working in culturally diverse teams influences team-level cultural intelligence (CQ) development and how team-level CQ influences performance. The use of culturally diverse work teams continues to grow within organizations, however, their relationships with team-level CQ are not well understood. CQ is a set of knowledge, skills and abilities that assist in adapting to new and unfamiliar cultural environments and when interacting in culturally diverse situations. At the individual-level, CQ has been demonstrated to positively impact multicultural teams but team-level CQ has rarely been examined to understand how it is developed and whether it impacts team performance.,This research uses a quantitative methodology and a longitudinal research design to test two sets of hypotheses. Set 1 of the hypothesis tested the development of team-level CQ after working in culturally diverse teams, and Set 2 tested the influence of team-level CQ on team performance.,Data from 23 teams (86 individual participants) support the hypothesis that working in culturally diverse teams develops team-level CQ. In addition, partial support for the hypotheses that team CQ will positively influence academic performance is demonstrated.,The research contributes to the CQ literature by lifting the level of analysis from the individual to a team-level to consider team-level effects. The authors conclude that working in culturally diverse teams develops team-level CQ overtime. Once team-level CQ has been developed, the authors demonstrated a positive relationship between the motivational facet and team academic performance. Thus, when considering the influence of team-level CQ on performance, it is important to consider the relationship with each of the CQ facets. Few studies have considered how team-level CQ impacts team performance outcomes, and based on the results the authors would suggest additional research that continues to unpack the CQ construct into its constituent parts.,The results have important practical implications with respect to the development of team-level CQ. Based on the results, the authors support the use of highly culturally diverse teams in business schools for the development of skills because they provide the opportunity for team members to learn from each other. The use of CQ, CQ development and performance relationships provides important insights into how individuals, particularly students, can learn from each other when working in culturally diverse teams about other cultures and then bring this knowledge with them when working in academic teams.,As an important practical social implication, an opportunity to work in cross-cultural teams during international business studies could be considered as an “equalizer” for students who cannot afford to study abroad given the time consuming and costs aspects. So, cross-cultural teamwork could be considered in a wider extent by different business schools world","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"13 1","pages":"37-54"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75539841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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