Pub Date : 2023-06-13DOI: 10.1108/jieb-01-2023-0003
M. Rickard, Doreen E. Sams, Jeniffer Sams
Purpose The purpose of this study is to extend the Blevins et al. (2020) study by empirically examining the benefits of using a customized study abroad host-country provider (hereafter referred to as “SAA”) of logistical and other services that support non-native host country (hereafter referred to as non-indigenous) college of business study abroad educators. This study also makes a significant contribution by extending Strange and Gibson’s (2017) call by examining transformative learning experiences (TLEs), a high-impact practice, from educators’ and students’ perspectives of two types of study abroad experiences (i.e. one with and one without an SAA). Design/methodology/approach A mixed methods and multiple perspectives triangulation of the three studies (i.e. student survey, student-produced artifacts data and faculty interviews conducted in Canada, Spain and the UK) was used for this study to increase confidence in the findings by providing a comprehensive picture of the results. A mixed methodology provides rich, in-depth data for analysis as to how study abroad experience [hereafter referred to as experience(s) abroad] benefits from contracting with an SAA to work with a non-indigenous business course educator. Findings This study's findings demonstrate the positive impact of transformative learning from a short-term study abroad experience from contracting with an SAA. Practical implications Benefits of contracting with a host-country SAA are increased time and a reduction in the emotional toll on educators. Educators are free to provide memorable international business educational experiences abroad, resulting in student satisfaction and transformative learning. Originality/value The originality of this study is the mixed methods and multiple perspectives approach to the topic.
{"title":"High-impact practices (HIPs) benefits from study abroad country agent: a multi-method multi-perspective approach","authors":"M. Rickard, Doreen E. Sams, Jeniffer Sams","doi":"10.1108/jieb-01-2023-0003","DOIUrl":"https://doi.org/10.1108/jieb-01-2023-0003","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to extend the Blevins et al. (2020) study by empirically examining the benefits of using a customized study abroad host-country provider (hereafter referred to as “SAA”) of logistical and other services that support non-native host country (hereafter referred to as non-indigenous) college of business study abroad educators. This study also makes a significant contribution by extending Strange and Gibson’s (2017) call by examining transformative learning experiences (TLEs), a high-impact practice, from educators’ and students’ perspectives of two types of study abroad experiences (i.e. one with and one without an SAA).\u0000\u0000\u0000Design/methodology/approach\u0000A mixed methods and multiple perspectives triangulation of the three studies (i.e. student survey, student-produced artifacts data and faculty interviews conducted in Canada, Spain and the UK) was used for this study to increase confidence in the findings by providing a comprehensive picture of the results. A mixed methodology provides rich, in-depth data for analysis as to how study abroad experience [hereafter referred to as experience(s) abroad] benefits from contracting with an SAA to work with a non-indigenous business course educator.\u0000\u0000\u0000Findings\u0000This study's findings demonstrate the positive impact of transformative learning from a short-term study abroad experience from contracting with an SAA.\u0000\u0000\u0000Practical implications\u0000Benefits of contracting with a host-country SAA are increased time and a reduction in the emotional toll on educators. Educators are free to provide memorable international business educational experiences abroad, resulting in student satisfaction and transformative learning.\u0000\u0000\u0000Originality/value\u0000The originality of this study is the mixed methods and multiple perspectives approach to the topic.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"26 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82187490","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 : 2023-05-23DOI: 10.1108/jieb-02-2022-0013
Hauthikim Do
Purpose This paper aims to identify predictors that affect business student perceptions on ethical decision-making. This paper also investigates how those predictors impact the decision-making related to ethical matters among Vietnamese business students. Design/methodology/approach A survey was conducted to collect data for testing the hypotheses. Questionnaires were administered to 500 Vietnamese business students from four public and private universities. The independent t-test was applied to the usable sample to analyze and derive relationships. Findings The empirical results showed that idealism and relativism significantly predict the perception of ethical decision-making. Idealism and relativism were found to influence high ethical decision-making significantly. Originality/value The study contributes to the literature on ethical decision-making in a transitional economy. New findings and insights from the research serve as a foundation for future research with ethics and decision-making topics. The results offer some insights to business schools in improving their ethical teaching courses and to businesses in their recruitment.
{"title":"How do business educators prepare students better about ethical decision-making?","authors":"Hauthikim Do","doi":"10.1108/jieb-02-2022-0013","DOIUrl":"https://doi.org/10.1108/jieb-02-2022-0013","url":null,"abstract":"\u0000Purpose\u0000This paper aims to identify predictors that affect business student perceptions on ethical decision-making. This paper also investigates how those predictors impact the decision-making related to ethical matters among Vietnamese business students.\u0000\u0000\u0000Design/methodology/approach\u0000A survey was conducted to collect data for testing the hypotheses. Questionnaires were administered to 500 Vietnamese business students from four public and private universities. The independent t-test was applied to the usable sample to analyze and derive relationships.\u0000\u0000\u0000Findings\u0000The empirical results showed that idealism and relativism significantly predict the perception of ethical decision-making. Idealism and relativism were found to influence high ethical decision-making significantly.\u0000\u0000\u0000Originality/value\u0000The study contributes to the literature on ethical decision-making in a transitional economy. New findings and insights from the research serve as a foundation for future research with ethics and decision-making topics. The results offer some insights to business schools in improving their ethical teaching courses and to businesses in their recruitment.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"31 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88351580","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 : 2023-04-27DOI: 10.1108/jieb-11-2022-0078
G. Callanan, Sandra M. Tomkowicz, Megan V. Teague, David F. Perri
Purpose This study aims to present a pedagogical approach that allows students to discuss and debate the differences between two competing models of corporate governance – the shareholder primacy philosophy and the stakeholder value viewpoint. Design/methodology/approach This study first presents the conceptual bases for each framework, noting that while shareholder primacy is the historically dominant approach to corporate governance that guide strategic business actions in the USA, pressures from investor and societal groups and government agencies have forced publicly traded companies to recognize the need to take stakeholder interests into account in strategic decision-making, as is the dominant model in Europe and other parts of the world. This study then provides a pedagogical structure on how these opposing perspectives can be used to foster discussion, debate and reflection within the classroom. Findings This paper presents a pedagogical structure that allows students to recognize the competing pressures that businesses face of maximizing profits versus concerns over social causes. There are a number of positive pedagogical outcomes that can be realized from a classroom discourse on the differing perspectives on strategic management, corporate governance and social responsibility. Practical implications This pedagogical structure should help future business leaders throughout the world understand the differences between the two models of corporate governance. This study offers suggestions on how this pedagogical structure can be used in the student assessment process. Originality/value This study fills a gap in the literature by providing a pedagogical structure to guide discussion and debate on the competing theories of corporate governance and how organizational decision-makers can devise strategies to manage the potential competing demands that can arise from the shareholder versus stakeholder models. It is highly relevant and well-suited for courses such as Business Law, Business Policy, Business and Society and Ethics.
{"title":"Juxtaposing the “shareholder” and “stakeholder” views of corporate governance: a pedagogical structure for classroom discussion","authors":"G. Callanan, Sandra M. Tomkowicz, Megan V. Teague, David F. Perri","doi":"10.1108/jieb-11-2022-0078","DOIUrl":"https://doi.org/10.1108/jieb-11-2022-0078","url":null,"abstract":"\u0000Purpose\u0000This study aims to present a pedagogical approach that allows students to discuss and debate the differences between two competing models of corporate governance – the shareholder primacy philosophy and the stakeholder value viewpoint.\u0000\u0000\u0000Design/methodology/approach\u0000This study first presents the conceptual bases for each framework, noting that while shareholder primacy is the historically dominant approach to corporate governance that guide strategic business actions in the USA, pressures from investor and societal groups and government agencies have forced publicly traded companies to recognize the need to take stakeholder interests into account in strategic decision-making, as is the dominant model in Europe and other parts of the world. This study then provides a pedagogical structure on how these opposing perspectives can be used to foster discussion, debate and reflection within the classroom.\u0000\u0000\u0000Findings\u0000This paper presents a pedagogical structure that allows students to recognize the competing pressures that businesses face of maximizing profits versus concerns over social causes. There are a number of positive pedagogical outcomes that can be realized from a classroom discourse on the differing perspectives on strategic management, corporate governance and social responsibility.\u0000\u0000\u0000Practical implications\u0000This pedagogical structure should help future business leaders throughout the world understand the differences between the two models of corporate governance. This study offers suggestions on how this pedagogical structure can be used in the student assessment process.\u0000\u0000\u0000Originality/value\u0000This study fills a gap in the literature by providing a pedagogical structure to guide discussion and debate on the competing theories of corporate governance and how organizational decision-makers can devise strategies to manage the potential competing demands that can arise from the shareholder versus stakeholder models. It is highly relevant and well-suited for courses such as Business Law, Business Policy, Business and Society and Ethics.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"33 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79748215","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 : 2023-04-14DOI: 10.1108/jieb-06-2022-0044
Friederike Kittelmann, Patricia Kraft, E. Schmid
Purpose Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual. Design/methodology/approach This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays. Findings This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.” Originality/value This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.
{"title":"Experiential learning during lockdown: a teaching case describing intercultural competency development through the mechanism of reflection using different digital teaching methods","authors":"Friederike Kittelmann, Patricia Kraft, E. Schmid","doi":"10.1108/jieb-06-2022-0044","DOIUrl":"https://doi.org/10.1108/jieb-06-2022-0044","url":null,"abstract":"\u0000Purpose\u0000Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.\u0000\u0000\u0000Design/methodology/approach\u0000This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.\u0000\u0000\u0000Findings\u0000This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”\u0000\u0000\u0000Originality/value\u0000This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"9 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76416662","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 : 2023-03-22DOI: 10.1108/jieb-08-2022-0054
Fernando Garcia, Stephen Ray Smith, A. Burger, M. Helms
Purpose This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset. Design/methodology/approach Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class. Findings Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting. Research limitations/implications Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions. Practical implications The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals. Social implications The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future. Originality/value While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.
{"title":"Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class","authors":"Fernando Garcia, Stephen Ray Smith, A. Burger, M. Helms","doi":"10.1108/jieb-08-2022-0054","DOIUrl":"https://doi.org/10.1108/jieb-08-2022-0054","url":null,"abstract":"\u0000Purpose\u0000This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset.\u0000\u0000\u0000Design/methodology/approach\u0000Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class.\u0000\u0000\u0000Findings\u0000Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting.\u0000\u0000\u0000Research limitations/implications\u0000Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions.\u0000\u0000\u0000Practical implications\u0000The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals.\u0000\u0000\u0000Social implications\u0000The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future.\u0000\u0000\u0000Originality/value\u0000While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"88 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73899149","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 : 2023-03-02DOI: 10.1108/jieb-05-2022-0038
A. Ramírez, J. Lofgren
Purpose Finance is a male-dominated field of work. This study aims to understand if learning in finance follows the same pattern. Furthermore, the authors want to understand if foreign female students are subject to the same cultural norms and sorting mechanisms as their counterparts from the USA or Finland. Design/methodology/approach In the context of a capstone course, students of two well-known international business programs (one in the USA, the other in Finland) participate in a business simulation. The authors surveyed the students on their learning experience across different business functions. The authors collected 440 responses over five years. Findings A gender gap exists in learning finance. Females surveyed reported learning less (9%–15%) than males. However, foreign females reported learning more (11%–17%). Additionally, the authors find no gender gap in learning of other business functions (i.e. marketing and strategy). Foreign females seem to bypass traditional roles and sorting mechanisms. Originality/value To the best of the authors’ knowledge, this study is the first to document the moderating effect of foreignness on the gender gap in learning.
{"title":"Closing the gender gap in the business classroom: focus on finance","authors":"A. Ramírez, J. Lofgren","doi":"10.1108/jieb-05-2022-0038","DOIUrl":"https://doi.org/10.1108/jieb-05-2022-0038","url":null,"abstract":"\u0000Purpose\u0000Finance is a male-dominated field of work. This study aims to understand if learning in finance follows the same pattern. Furthermore, the authors want to understand if foreign female students are subject to the same cultural norms and sorting mechanisms as their counterparts from the USA or Finland.\u0000\u0000\u0000Design/methodology/approach\u0000In the context of a capstone course, students of two well-known international business programs (one in the USA, the other in Finland) participate in a business simulation. The authors surveyed the students on their learning experience across different business functions. The authors collected 440 responses over five years.\u0000\u0000\u0000Findings\u0000A gender gap exists in learning finance. Females surveyed reported learning less (9%–15%) than males. However, foreign females reported learning more (11%–17%). Additionally, the authors find no gender gap in learning of other business functions (i.e. marketing and strategy). Foreign females seem to bypass traditional roles and sorting mechanisms.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study is the first to document the moderating effect of foreignness on the gender gap in learning.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"43 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83229008","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 : 2023-02-09DOI: 10.1108/jieb-07-2022-0053
Michael Stoica, Liviu Florea, Akhadian S. Harnowo
Purpose Data was obtained from students from 39 universities in 24 countries, part of a large experiential exercise, X-Culture, who worked remotely in cross-cultural teams to solve business problems. The purpose of this study is to develop and test, using structural equation modeling, a conceptual model that identifies the determinants of satisfaction with teamwork. Design/methodology/approach Data was obtained from participants, students from universities from 39 universities in 24 countries, in a large experiential exercise, X-Culture, who worked remotely in cross-cultural teams to solve business problems. A conceptual model that identifies determinants of satisfaction with teamwork was developed and tested using structural equation modeling. Findings Satisfaction with teamwork is related to cultural intelligence (CQ), team identity and team climate. Interestingly, CQ of individual team members does not directly impact satisfaction with teamwork. Team identification and team climate, variables that require personal engagement and goodwill, mediate the effects of CQ on satisfaction. Originality/value Results suggest that team identification and team climate are important antecedents and explanatory mechanisms for developing satisfaction with teamwork. Having culturally intelligent team members is a necessary, but insufficient condition for satisfying teamwork. Therefore, to increase satisfaction with global virtual teamwork, teams need more than simply culturally intelligent team members. Increased satisfaction requires that team members identify with their team and develop a favorable team climate. The authors suggest education recommendations for global virtual teams.
{"title":"Determinants of satisfaction with global virtual teamwork","authors":"Michael Stoica, Liviu Florea, Akhadian S. Harnowo","doi":"10.1108/jieb-07-2022-0053","DOIUrl":"https://doi.org/10.1108/jieb-07-2022-0053","url":null,"abstract":"\u0000Purpose\u0000Data was obtained from students from 39 universities in 24 countries, part of a large experiential exercise, X-Culture, who worked remotely in cross-cultural teams to solve business problems. The purpose of this study is to develop and test, using structural equation modeling, a conceptual model that identifies the determinants of satisfaction with teamwork.\u0000\u0000\u0000Design/methodology/approach\u0000Data was obtained from participants, students from universities from 39 universities in 24 countries, in a large experiential exercise, X-Culture, who worked remotely in cross-cultural teams to solve business problems. A conceptual model that identifies determinants of satisfaction with teamwork was developed and tested using structural equation modeling.\u0000\u0000\u0000Findings\u0000Satisfaction with teamwork is related to cultural intelligence (CQ), team identity and team climate. Interestingly, CQ of individual team members does not directly impact satisfaction with teamwork. Team identification and team climate, variables that require personal engagement and goodwill, mediate the effects of CQ on satisfaction.\u0000\u0000\u0000Originality/value\u0000Results suggest that team identification and team climate are important antecedents and explanatory mechanisms for developing satisfaction with teamwork. Having culturally intelligent team members is a necessary, but insufficient condition for satisfying teamwork. Therefore, to increase satisfaction with global virtual teamwork, teams need more than simply culturally intelligent team members. Increased satisfaction requires that team members identify with their team and develop a favorable team climate. The authors suggest education recommendations for global virtual teams.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"19 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86749098","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 : 2023-02-03DOI: 10.1108/jieb-12-2021-0109
Haider H. Madani, Ajay Adhikari, Christopher D. Hodgdon
Purpose This study aims to leverage the Unified Theory of Acceptance and Use of Technology framework developed by Venkatesh et al. (2003) to explore the factors influencing faculty willingness and acceptance of online teaching at a major Saudi Arabian university as we move to a post-COVID-19 new normal. Design/methodology/approach We surveyed business school faculty from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. We used partial least square structural equation modeling to examine the factors that impact faculty satisfaction and behavioral intention to continue using online teaching in the future. Findings The results of the study indicated that when faculty perceive that e-learning improves their teaching performance and effectiveness (performance expectancy) and find that online teaching tools are relatively easy to use (effort expectancy), then they are more open to considering online teaching and using digital tools even after the pandemic. Research limitations/implications The study uses a Saudi Arabian sample, so the results of the study may not be generalizable to other countries. The study was cross-sectional in nature; a longitudinal design would help in uncovering more stable relationships and enabling us to draw stronger conclusions. Lastly, the sample size for the study was relatively small, resulting in a loss of power in statistical testing. Notwithstanding these limitations, our study contributes to a greater understanding and appreciation of faculty acceptance of online teaching as we progress to a post-COVID-19 new normal. As such, it should be useful to educators, institutions and policymakers as they seek to reimagine business education going forward. Originality/value The present study is one of the first scholarly studies to focus on exploring e-learning acceptance in a business school from a faculty perspective, considering the natural experiment that forced institutions to move to online teaching irrespective of their prior acceptance or experience with this teaching modality.
{"title":"Understanding faculty acceptance of online teaching during the COVID-19 pandemic: a Saudi Arabian case study","authors":"Haider H. Madani, Ajay Adhikari, Christopher D. Hodgdon","doi":"10.1108/jieb-12-2021-0109","DOIUrl":"https://doi.org/10.1108/jieb-12-2021-0109","url":null,"abstract":"\u0000Purpose\u0000This study aims to leverage the Unified Theory of Acceptance and Use of Technology framework developed by Venkatesh et al. (2003) to explore the factors influencing faculty willingness and acceptance of online teaching at a major Saudi Arabian university as we move to a post-COVID-19 new normal.\u0000\u0000\u0000Design/methodology/approach\u0000We surveyed business school faculty from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. We used partial least square structural equation modeling to examine the factors that impact faculty satisfaction and behavioral intention to continue using online teaching in the future.\u0000\u0000\u0000Findings\u0000The results of the study indicated that when faculty perceive that e-learning improves their teaching performance and effectiveness (performance expectancy) and find that online teaching tools are relatively easy to use (effort expectancy), then they are more open to considering online teaching and using digital tools even after the pandemic.\u0000\u0000\u0000Research limitations/implications\u0000The study uses a Saudi Arabian sample, so the results of the study may not be generalizable to other countries. The study was cross-sectional in nature; a longitudinal design would help in uncovering more stable relationships and enabling us to draw stronger conclusions. Lastly, the sample size for the study was relatively small, resulting in a loss of power in statistical testing. Notwithstanding these limitations, our study contributes to a greater understanding and appreciation of faculty acceptance of online teaching as we progress to a post-COVID-19 new normal. As such, it should be useful to educators, institutions and policymakers as they seek to reimagine business education going forward.\u0000\u0000\u0000Originality/value\u0000The present study is one of the first scholarly studies to focus on exploring e-learning acceptance in a business school from a faculty perspective, considering the natural experiment that forced institutions to move to online teaching irrespective of their prior acceptance or experience with this teaching modality.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"86 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76072185","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 : 2023-02-02DOI: 10.1108/jieb-07-2022-0049
Lynn A. Fish, C. R. Snodgrass, Ji-Hee Kim
Purpose This study aims to compare graduate student perspectives of online versus face-to-face (FTF) education during the pandemic at two different universities. One university, the “International University”, was physically located in Korea but served an international base of students, and the other was a Jesuit, Catholic University in the USA. Design/methodology/approach An online Qualtrics survey was used to gather student perceptions on a five-point Likert scale on individual and program factors. Chi-square analysis using the contingency coefficient as the nominal value was performed to uncover significant differences. Findings Significant differences between the two groups existed on motivation, discipline, self-directed, independence, cost investment, preference, happiness, difficulty, student-to-student interaction and student-to-instructor interaction. This research has implications for instructors and administrators in identifying shortcomings and highlighting the uniqueness of different practices around the world. Originality/value Previous studies on student perceptions have been performed. However, this study is original in the fact that it directly compares two different graduate student populations perspectives of online versus FTF during the pandemic.
{"title":"A comparison of graduate university perspectives of online versus face-to-face during the pandemic","authors":"Lynn A. Fish, C. R. Snodgrass, Ji-Hee Kim","doi":"10.1108/jieb-07-2022-0049","DOIUrl":"https://doi.org/10.1108/jieb-07-2022-0049","url":null,"abstract":"\u0000Purpose\u0000This study aims to compare graduate student perspectives of online versus face-to-face (FTF) education during the pandemic at two different universities. One university, the “International University”, was physically located in Korea but served an international base of students, and the other was a Jesuit, Catholic University in the USA.\u0000\u0000\u0000Design/methodology/approach\u0000An online Qualtrics survey was used to gather student perceptions on a five-point Likert scale on individual and program factors. Chi-square analysis using the contingency coefficient as the nominal value was performed to uncover significant differences.\u0000\u0000\u0000Findings\u0000Significant differences between the two groups existed on motivation, discipline, self-directed, independence, cost investment, preference, happiness, difficulty, student-to-student interaction and student-to-instructor interaction. This research has implications for instructors and administrators in identifying shortcomings and highlighting the uniqueness of different practices around the world.\u0000\u0000\u0000Originality/value\u0000Previous studies on student perceptions have been performed. However, this study is original in the fact that it directly compares two different graduate student populations perspectives of online versus FTF during the pandemic.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"4 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84281739","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 : 2022-11-24DOI: 10.1108/jieb-04-2022-0025
Tobias Endress, Anton Pussep, Markus Schief
Purpose This study aims to investigate an integrated approach that stimulates engagement and interaction in the online learning environment. A simulation game was developed to support the specific learning objectives (LOs) of the lecture and give students the opportunity to apply relevant practical skills (management and group decision-making). The simulation is designed to engage students, facilitate group work in teams and actively apply the knowledge from the lectures. Design/methodology/approach Qualitative research methods and a pilot version of the simulation game in an actual classroom setting were used. The primary LO was to apply decision-making in groups and experience the consequences of decisions on business success. The students were assigned randomly to five groups representing different competing companies. Findings This study revealed that a simulation game with a reduced scope can facilitate interaction and participation in online lectures. It demonstrated that it is possible to obtain the main benefits of simulation-based learning with a simple game that consists of few decision variables and requires minimal training. Research limitations/implications There are limitations to this pilot study, some of which need to be address in future research. One limitation is the small number of participants (21). Another limitation is that all participants were from a class at an Asian university. While adding to existing research that focused primarily on Anglo-America and Europe, this study’s approach should be evaluated with more subjects from varying cultural backgrounds to validate the findings. The evaluation could be improved with more participants but also additional questions to measure how and why this study’s approach benefits learning success. E.g. it should be explored what component of decision-making or group learning was most significant. With this, it would also be interesting to explore incremental learning and learning across groups along the study duration. Practical implications The simulation game can be used in business education. Students enjoyed the interaction with their peers and the instructor. The students stated that it was a good learning experience for them and they made good learning progress. Originality/value The prototype demonstrated the general feasibility and the smooth handling of the practical application and integration in online lectures. The aim to develop a serious simulation game for online classes was achieved. It was possible to obtain the main benefits of simulation-based learning with a simple game that consists of few decision variables and therefore requires minimal training and time.
{"title":"Digital serious game to engage business students in active lectures: a pilot study","authors":"Tobias Endress, Anton Pussep, Markus Schief","doi":"10.1108/jieb-04-2022-0025","DOIUrl":"https://doi.org/10.1108/jieb-04-2022-0025","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate an integrated approach that stimulates engagement and interaction in the online learning environment. A simulation game was developed to support the specific learning objectives (LOs) of the lecture and give students the opportunity to apply relevant practical skills (management and group decision-making). The simulation is designed to engage students, facilitate group work in teams and actively apply the knowledge from the lectures.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative research methods and a pilot version of the simulation game in an actual classroom setting were used. The primary LO was to apply decision-making in groups and experience the consequences of decisions on business success. The students were assigned randomly to five groups representing different competing companies.\u0000\u0000\u0000Findings\u0000This study revealed that a simulation game with a reduced scope can facilitate interaction and participation in online lectures. It demonstrated that it is possible to obtain the main benefits of simulation-based learning with a simple game that consists of few decision variables and requires minimal training.\u0000\u0000\u0000Research limitations/implications\u0000There are limitations to this pilot study, some of which need to be address in future research. One limitation is the small number of participants (21). Another limitation is that all participants were from a class at an Asian university. While adding to existing research that focused primarily on Anglo-America and Europe, this study’s approach should be evaluated with more subjects from varying cultural backgrounds to validate the findings. The evaluation could be improved with more participants but also additional questions to measure how and why this study’s approach benefits learning success. E.g. it should be explored what component of decision-making or group learning was most significant. With this, it would also be interesting to explore incremental learning and learning across groups along the study duration.\u0000\u0000\u0000Practical implications\u0000The simulation game can be used in business education. Students enjoyed the interaction with their peers and the instructor. The students stated that it was a good learning experience for them and they made good learning progress.\u0000\u0000\u0000Originality/value\u0000The prototype demonstrated the general feasibility and the smooth handling of the practical application and integration in online lectures. The aim to develop a serious simulation game for online classes was achieved. It was possible to obtain the main benefits of simulation-based learning with a simple game that consists of few decision variables and therefore requires minimal training and time.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"41 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87215243","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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