Pub Date : 2022-08-19DOI: 10.1108/jieb-10-2021-0097
Pável Reyes-Mercado, Karla Barajas-Portas, J. Kasuma, Margarita Almonacid-Duran, Guillermo Alfredo Zamacona-Aboumrad
Purpose The purpose of this study is to analyze the intentions and use behavior of digital learning environments in business education under the COVID-19 pandemic. Digital learning environments (DLEs) are ready to use bundles of heterogeneous educational technologies used by schools to deliver online courses that contrast to traditional packaged learning management systems. Through the merger of Technology Readiness Index and Unified Theory of Adoption and Use of Technology, a nuanced perspective on the adoption of DLEs under the COVID-19 pandemic is achieved. Design/methodology/approach A cross-sectional survey study gathered sample data from Mexico, Malaysia and Spain to assess the effect of broad perceptions on technology and specific technologies embedded in DLEs. Data were analyzed using structural equation models and multigroup analysis. Findings Student optimism and innovativeness play a critical role in assessing specific features of DLEs. Discomfort and insecurity as barriers to adoption play a minor role. Performance expectancy has a strong effect on behavioral intention to use DLEs, but the effect of effort expectancy is nonsignificant. Multigroup analysis shows significant differences in technology perceptions between samples from Malaysia versus Mexico and Spain. Practical implications DLEs help students complete their academic tasks in online and hybrid settings. Instructors can take advantage of students’ positive perceptions of technology to set up DLE use in classrooms. They need to focus on the facilitating conditions of specific technologies and on learning outcomes that remain more important than learning how to use specific technologies. Originality/value Technology adoption studies usually rely on only one model, and this is one of the few studies that merge Technology Readiness Index and Unified Theory of Adoption and Use of Technology models. The results of this study support a comprehensive view of individual perceptions of technology and specific attributes of DLEs and their effects on behavioral intentions in relation to DLEs.
{"title":"Adoption of digital learning environments during the COVID-19 pandemic: merging technology readiness index and UTAUT model","authors":"Pável Reyes-Mercado, Karla Barajas-Portas, J. Kasuma, Margarita Almonacid-Duran, Guillermo Alfredo Zamacona-Aboumrad","doi":"10.1108/jieb-10-2021-0097","DOIUrl":"https://doi.org/10.1108/jieb-10-2021-0097","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to analyze the intentions and use behavior of digital learning environments in business education under the COVID-19 pandemic. Digital learning environments (DLEs) are ready to use bundles of heterogeneous educational technologies used by schools to deliver online courses that contrast to traditional packaged learning management systems. Through the merger of Technology Readiness Index and Unified Theory of Adoption and Use of Technology, a nuanced perspective on the adoption of DLEs under the COVID-19 pandemic is achieved.\u0000\u0000\u0000Design/methodology/approach\u0000A cross-sectional survey study gathered sample data from Mexico, Malaysia and Spain to assess the effect of broad perceptions on technology and specific technologies embedded in DLEs. Data were analyzed using structural equation models and multigroup analysis.\u0000\u0000\u0000Findings\u0000Student optimism and innovativeness play a critical role in assessing specific features of DLEs. Discomfort and insecurity as barriers to adoption play a minor role. Performance expectancy has a strong effect on behavioral intention to use DLEs, but the effect of effort expectancy is nonsignificant. Multigroup analysis shows significant differences in technology perceptions between samples from Malaysia versus Mexico and Spain.\u0000\u0000\u0000Practical implications\u0000DLEs help students complete their academic tasks in online and hybrid settings. Instructors can take advantage of students’ positive perceptions of technology to set up DLE use in classrooms. They need to focus on the facilitating conditions of specific technologies and on learning outcomes that remain more important than learning how to use specific technologies.\u0000\u0000\u0000Originality/value\u0000Technology adoption studies usually rely on only one model, and this is one of the few studies that merge Technology Readiness Index and Unified Theory of Adoption and Use of Technology models. The results of this study support a comprehensive view of individual perceptions of technology and specific attributes of DLEs and their effects on behavioral intentions in relation to DLEs.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"42 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82021510","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 : 2022-07-26DOI: 10.1108/jieb-02-2022-0012
A. Bradly, Marina Iskhakova
Purpose The purpose of this paper is to serve as a comprehensive review of short-term study abroad (STSA) outcomes to help guide future STSA and study abroad (SA) scholars and practitioners in the further development of the field. Design/methodology/approach This paper is the first comprehensive and systematic review of all outcomes of STSA programs within the SA body of research based on 156 papers. Findings The study provides the first comprehensive classification of all previously studied STSA outcomes (85) into six categories: cross-cultural outcomes, STSA pedagogy outcomes, personal and professional outcomes; language outcomes; teacher and faculty outcomes; and other outcomes. Distinct sub-categories are identified that provide insights on the current landscape of STSA and related research. Research limitations/implications This study makes a significant contribution to the theory and practice of SA, and among the key contributions are a systematic understanding of the scale and scope of STSA outcomes; insights on the most efficient design of future STSA programs; and an expanded understanding of the role and importance of STSA programs in international education. Furthermore, a comprehensive STSA outcomes map develops an extensive research agenda. Social implications While the COVID-19 pandemic currently limits the opportunities for STSA, given its previous popularity, the authors envisage a strong return in the coming years of this form of affordable and valuable global learning. STSA programs have become an important component of higher education and which require considerable resources from participants and educational institutions alike. Therefore, further research is needed to understand the impacts of STSA programs and to further improve program design. Such research will serve to better inform both academic understanding of the phenomenon and educational practice. Originality/value The study provides the first comprehensive classification of all studied STSA outcomes.
{"title":"Systematic review of short-term study abroad outcomes and an agenda for future research","authors":"A. Bradly, Marina Iskhakova","doi":"10.1108/jieb-02-2022-0012","DOIUrl":"https://doi.org/10.1108/jieb-02-2022-0012","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to serve as a comprehensive review of short-term study abroad (STSA) outcomes to help guide future STSA and study abroad (SA) scholars and practitioners in the further development of the field.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is the first comprehensive and systematic review of all outcomes of STSA programs within the SA body of research based on 156 papers.\u0000\u0000\u0000Findings\u0000The study provides the first comprehensive classification of all previously studied STSA outcomes (85) into six categories: cross-cultural outcomes, STSA pedagogy outcomes, personal and professional outcomes; language outcomes; teacher and faculty outcomes; and other outcomes. Distinct sub-categories are identified that provide insights on the current landscape of STSA and related research.\u0000\u0000\u0000Research limitations/implications\u0000This study makes a significant contribution to the theory and practice of SA, and among the key contributions are a systematic understanding of the scale and scope of STSA outcomes; insights on the most efficient design of future STSA programs; and an expanded understanding of the role and importance of STSA programs in international education. Furthermore, a comprehensive STSA outcomes map develops an extensive research agenda.\u0000\u0000\u0000Social implications\u0000While the COVID-19 pandemic currently limits the opportunities for STSA, given its previous popularity, the authors envisage a strong return in the coming years of this form of affordable and valuable global learning. STSA programs have become an important component of higher education and which require considerable resources from participants and educational institutions alike. Therefore, further research is needed to understand the impacts of STSA programs and to further improve program design. Such research will serve to better inform both academic understanding of the phenomenon and educational practice.\u0000\u0000\u0000Originality/value\u0000The study provides the first comprehensive classification of all studied STSA outcomes.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"59 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84102626","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 : 2022-07-25DOI: 10.1108/jieb-02-2022-0015
L. Bosman, Bhavana Kotla, C. Cuesta, Neeraj Duhan, Taofeek Oladepo
Purpose Accessibility to entrepreneurial education can be very restrictive because of associated barriers (e.g. add-on course/credit cost and prolonged duration) that prevent students from gaining entry into learning experiences. This study aims to provide an approach to address the gap of inaccessibility. This study proposes the integration of entrepreneurially minded coursework into aviation coursework using information literacy (IL) exercises by incorporating readings, videos, student-centered online discussions and student-facilitated presentations. Design/methodology/approach Students participated in an intervention consisting of five entrepreneurially minded online discussions where they watched a video or read an article and then responded to a series of questions. Upon completion of the intervention, participants completed a survey related to student learning outcomes and satisfaction. Findings The results from this study provide insight into changes in student perceptions after engaging in IL exercises designed to develop the entrepreneurial mindset. There is evidence that online discussions, journal article critiques and student-facilitated presentations are effective ways to integrate IL into aviation courses to cultivate entrepreneurial mindsets among students. Originality/value Several university-based approaches currently exist to help students develop an entrepreneurial mindset, including majors and minors in entrepreneurship, entrepreneurship coursework and centers for entrepreneurship that offer extracurricular learning experiences. Although these approaches offer a great foundation, they are typically viewed as “extra” with high barriers to entry. The limited focus on integration into coursework (whereby everyone gets an opportunity) prevents equitable access to a larger contingent of students. Therefore, in this study, we propose one approach to integrating the entrepreneurial mindset into coursework.
{"title":"The role of information literacy in promoting “discovery” to cultivate the entrepreneurial mindset","authors":"L. Bosman, Bhavana Kotla, C. Cuesta, Neeraj Duhan, Taofeek Oladepo","doi":"10.1108/jieb-02-2022-0015","DOIUrl":"https://doi.org/10.1108/jieb-02-2022-0015","url":null,"abstract":"\u0000Purpose\u0000Accessibility to entrepreneurial education can be very restrictive because of associated barriers (e.g. add-on course/credit cost and prolonged duration) that prevent students from gaining entry into learning experiences. This study aims to provide an approach to address the gap of inaccessibility. This study proposes the integration of entrepreneurially minded coursework into aviation coursework using information literacy (IL) exercises by incorporating readings, videos, student-centered online discussions and student-facilitated presentations.\u0000\u0000\u0000Design/methodology/approach\u0000Students participated in an intervention consisting of five entrepreneurially minded online discussions where they watched a video or read an article and then responded to a series of questions. Upon completion of the intervention, participants completed a survey related to student learning outcomes and satisfaction.\u0000\u0000\u0000Findings\u0000The results from this study provide insight into changes in student perceptions after engaging in IL exercises designed to develop the entrepreneurial mindset. There is evidence that online discussions, journal article critiques and student-facilitated presentations are effective ways to integrate IL into aviation courses to cultivate entrepreneurial mindsets among students.\u0000\u0000\u0000Originality/value\u0000Several university-based approaches currently exist to help students develop an entrepreneurial mindset, including majors and minors in entrepreneurship, entrepreneurship coursework and centers for entrepreneurship that offer extracurricular learning experiences. Although these approaches offer a great foundation, they are typically viewed as “extra” with high barriers to entry. The limited focus on integration into coursework (whereby everyone gets an opportunity) prevents equitable access to a larger contingent of students. Therefore, in this study, we propose one approach to integrating the entrepreneurial mindset into coursework.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"29 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87466152","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 : 2022-06-29DOI: 10.1108/jieb-01-2022-0004
John W. Upson, Erich B. Bergiel
Purpose This study aims to investigate the potential for virtual study abroad (VSA) programs to exist in a post-pandemic world. VSAs quickly grew in popularity when the COVID-19 pandemic forced the cancelation of traditional study abroad programs. Now that a return to travel appears imminent, it is uncertain whether VSAs hold sufficient value to continue as legitimate study abroad programs or whether they will be shelved until the next pandemic. Design/methodology/approach This study compares VSAs to short-term study abroad (STSA) programs. Drawing on extant literature, an STSA profile, based on five best practices, sets the legitimacy standard to which VSAs must rise. Based on the authors’ experience, consultations with two additional study abroad leaders and one VSA firm, VSAs are defined, and a sample profile is developed. VSAs are compared and contrasted with STSAs. Program attributes in which VSAs fall short, meet and exceed those of STSAs are identified. Findings VSAs meet all five study abroad best practices. Although VSAs are incapable of providing benefits specifically related to travel, VSAs meet or exceed benefits provided by STSAs in all other areas. VSAs have advantages in cost, risk, flexibility and inclusion. VSAs are legitimate substitutions to STSAs for first-year students, students who cannot travel and student types currently under-represented in study abroad programs. Practical implications Practical advice on managing VSAs is offered through a sample VSA program profile. Target student types are identified, program positioning is discussed and implications to universities are offered. Originality/value Literature on VSA is essentially non-existent. This study introduces VSA programs as an option to gain not only academic knowledge but also many of the experiential benefits of typical study abroad programs.
{"title":"Virtual study abroad: is there life after the pandemic?","authors":"John W. Upson, Erich B. Bergiel","doi":"10.1108/jieb-01-2022-0004","DOIUrl":"https://doi.org/10.1108/jieb-01-2022-0004","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the potential for virtual study abroad (VSA) programs to exist in a post-pandemic world. VSAs quickly grew in popularity when the COVID-19 pandemic forced the cancelation of traditional study abroad programs. Now that a return to travel appears imminent, it is uncertain whether VSAs hold sufficient value to continue as legitimate study abroad programs or whether they will be shelved until the next pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000This study compares VSAs to short-term study abroad (STSA) programs. Drawing on extant literature, an STSA profile, based on five best practices, sets the legitimacy standard to which VSAs must rise. Based on the authors’ experience, consultations with two additional study abroad leaders and one VSA firm, VSAs are defined, and a sample profile is developed. VSAs are compared and contrasted with STSAs. Program attributes in which VSAs fall short, meet and exceed those of STSAs are identified.\u0000\u0000\u0000Findings\u0000VSAs meet all five study abroad best practices. Although VSAs are incapable of providing benefits specifically related to travel, VSAs meet or exceed benefits provided by STSAs in all other areas. VSAs have advantages in cost, risk, flexibility and inclusion. VSAs are legitimate substitutions to STSAs for first-year students, students who cannot travel and student types currently under-represented in study abroad programs.\u0000\u0000\u0000Practical implications\u0000Practical advice on managing VSAs is offered through a sample VSA program profile. Target student types are identified, program positioning is discussed and implications to universities are offered.\u0000\u0000\u0000Originality/value\u0000Literature on VSA is essentially non-existent. This study introduces VSA programs as an option to gain not only academic knowledge but also many of the experiential benefits of typical study abroad programs.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"35 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80628192","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 : 2022-06-23DOI: 10.1108/jieb-05-2021-0059
A. Joseph, J. Jose, Anusha Iyer
Purpose This paper aims to explore how the student fund managers perceive the benefits of being part of the fund. Furthermore, this paper examines the country-specific challenges of setting up and managing a student-managed investment fund (SMIF) in India. Design/methodology/approach Qualitative content analysis technique is used to identify, compare and retrieve critical themes about the present state of SMIF clubs in India. The data collection method involved structured, in-depth online interviews with ten student fund managers from various higher educational institutions in India. Findings Some of the study’s key findings indicate that the existence of SMIFs as part of learning facilitates group decision-making and peer learning. Additionally, this study brings to light specific issues related to registration, incorporating real-world practices and integrating SMIF into the academic curriculum. Social implications The outcomes of this study shall be of use to students and the teaching fraternity across Indian colleges and universities who aspire to set up SMIFs as part of experiential learning. This study will also help existing SMIF clubs in India understand how their counterparts work and can consequently improvise their organizational structure and functioning. Originality/value To the best of the authors’ knowledge, this is the first interview-based evaluation of the present structure of SMIFs structured as clubs in India.
{"title":"Student-managed investment funds (SMIFs) in India: the perspectives of student fund managers","authors":"A. Joseph, J. Jose, Anusha Iyer","doi":"10.1108/jieb-05-2021-0059","DOIUrl":"https://doi.org/10.1108/jieb-05-2021-0059","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore how the student fund managers perceive the benefits of being part of the fund. Furthermore, this paper examines the country-specific challenges of setting up and managing a student-managed investment fund (SMIF) in India.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative content analysis technique is used to identify, compare and retrieve critical themes about the present state of SMIF clubs in India. The data collection method involved structured, in-depth online interviews with ten student fund managers from various higher educational institutions in India.\u0000\u0000\u0000Findings\u0000Some of the study’s key findings indicate that the existence of SMIFs as part of learning facilitates group decision-making and peer learning. Additionally, this study brings to light specific issues related to registration, incorporating real-world practices and integrating SMIF into the academic curriculum.\u0000\u0000\u0000Social implications\u0000The outcomes of this study shall be of use to students and the teaching fraternity across Indian colleges and universities who aspire to set up SMIFs as part of experiential learning. This study will also help existing SMIF clubs in India understand how their counterparts work and can consequently improvise their organizational structure and functioning.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first interview-based evaluation of the present structure of SMIFs structured as clubs in India.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"42 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80044778","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 : 2022-06-20DOI: 10.1108/jieb-07-2021-0076
M. Sajon, Paula Cecilia Primogerio, M. Albarracín
Purpose This study covers an experience of teacher training carried out in an Undergraduate Business School from a private university in Buenos Aires, Argentina. The purpose of the project was to provide teachers with an opportunity to reflect on their teaching practices at the university. The aim of this study is to systematize lessons and challenges that emerge from this teacher training experience and get to know in which way this helped to improve student’s learning process. Design/methodology/approach A group of teachers, who showed willingness to learn teaching abilities, was selected. They worked in two learning communities that were organized by expertise: one community of the field of social sciences and one of the field of economic sciences. They completed a formative process that began by diving into a pedagogic topic, continued with class observations and finished with an individual and collaborative reflection exercise. They repeated this process with each of the topics in a systematic way among colleagues. In this study, the production of eight teacher’s e-portfolio and the expected product of their training journey are analyzed. Findings The analysis shows that after the process of shared reflection, traits related to powerful teaching and meaningful learning have appeared in the classes. Teachers reflect having reached an awareness of their own practices, identifying strengths and opportunities for improvement. The experience of sharing their own way and knowing the successes and failures of others was valued. Originality/value Teacher training programmes in business education are infrequent. This experience promotes a journey of pedagogical transformation for teachers of a Business School in Argentina, which could lead to a change in teaching practices for the entire Business School. The present study involves theoretical and pedagogical aspects of business education and its direct implications for the workplace, which may be transferred to other educational contexts.
{"title":"Learning communities and collaborative reflection for teaching improvement","authors":"M. Sajon, Paula Cecilia Primogerio, M. Albarracín","doi":"10.1108/jieb-07-2021-0076","DOIUrl":"https://doi.org/10.1108/jieb-07-2021-0076","url":null,"abstract":"\u0000Purpose\u0000This study covers an experience of teacher training carried out in an Undergraduate Business School from a private university in Buenos Aires, Argentina. The purpose of the project was to provide teachers with an opportunity to reflect on their teaching practices at the university. The aim of this study is to systematize lessons and challenges that emerge from this teacher training experience and get to know in which way this helped to improve student’s learning process.\u0000\u0000\u0000Design/methodology/approach\u0000A group of teachers, who showed willingness to learn teaching abilities, was selected. They worked in two learning communities that were organized by expertise: one community of the field of social sciences and one of the field of economic sciences. They completed a formative process that began by diving into a pedagogic topic, continued with class observations and finished with an individual and collaborative reflection exercise. They repeated this process with each of the topics in a systematic way among colleagues. In this study, the production of eight teacher’s e-portfolio and the expected product of their training journey are analyzed.\u0000\u0000\u0000Findings\u0000The analysis shows that after the process of shared reflection, traits related to powerful teaching and meaningful learning have appeared in the classes. Teachers reflect having reached an awareness of their own practices, identifying strengths and opportunities for improvement. The experience of sharing their own way and knowing the successes and failures of others was valued.\u0000\u0000\u0000Originality/value\u0000Teacher training programmes in business education are infrequent. This experience promotes a journey of pedagogical transformation for teachers of a Business School in Argentina, which could lead to a change in teaching practices for the entire Business School. The present study involves theoretical and pedagogical aspects of business education and its direct implications for the workplace, which may be transferred to other educational contexts.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"20 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72623760","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}
There is a need for a shift of the pedagogy to student-centeredness in the teaching–learning process of the higher education sector in countries such as Sri Lanka, where the education system is still identified with the dominant “teacher-centeredness” pedagogy. Within this backdrop, this study aims to understand whether a learner-centred teaching (LCT) can be practised effectively within a postgraduate taught course in Sri Lankan public sector university system.
Design/methodology/approach
Ontologically, this study is placed within the interpretivist paradigm and adopted qualitative methodology. Reflections and experiences of 2 facilitators and 63 participants were thematically analysed.
Findings
Four themes emerged from the data as key phases of LCT-based learning process, namely: “changing role of the facilitators,” “emerging a collaborative learning environment,” “creating a platform for contextualising the knowledge gained in class” and “becoming an owner of the learning.”
Originality/value
Within the learning process, participants became “owners” rather than “renters” because of facilitators maintaining low power distance and participants developing a sense of empowerment, leading to engaging in the learning process willingly. Further, this study shows how the classroom shifted from the state of learner-centred to learner-driven. These novel findings become the main theoretical contribution of this research to existing knowledge.
{"title":"Becoming an “owner” in a learner-centred context: a Sri Lankan experience at a postgraduate taught course in management and technology","authors":"Hemamalie Gunatilaka, Dushan Jayawickrama Withanage","doi":"10.1108/jieb-08-2021-0082","DOIUrl":"https://doi.org/10.1108/jieb-08-2021-0082","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>There is a need for a shift of the pedagogy to student-centeredness in the teaching–learning process of the higher education sector in countries such as Sri Lanka, where the education system is still identified with the dominant “teacher-centeredness” pedagogy. Within this backdrop, this study aims to understand whether a learner-centred teaching (LCT) can be practised effectively within a postgraduate taught course in Sri Lankan public sector university system.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Ontologically, this study is placed within the interpretivist paradigm and adopted qualitative methodology. Reflections and experiences of 2 facilitators and 63 participants were thematically analysed.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Four themes emerged from the data as key phases of LCT-based learning process, namely: “changing role of the facilitators,” “emerging a collaborative learning environment,” “creating a platform for contextualising the knowledge gained in class” and “becoming an owner of the learning.”</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Within the learning process, participants became “owners” rather than “renters” because of facilitators maintaining low power distance and participants developing a sense of empowerment, leading to engaging in the learning process willingly. Further, this study shows how the classroom shifted from the state of learner-centred to learner-driven. These novel findings become the main theoretical contribution of this research to existing knowledge.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"10 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525113","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 : 2022-06-01DOI: 10.1108/jieb-06-2021-0071
DeShannon N. McDonald, Valentina Iscaro, O. G. Posey
Purpose In today’s global business environment, business learners and employees must adapt to ever-changing challenges. Active learning strategies like case-based learning and think-pair-share may be used in any business course, as they engage learners, may meet Association to Advance Collegiate Schools of Business standards and assist with employer needs through knowledge and skill enhancement in critical thinking, decision-making, problem-solving and collaboration. The purpose of this paper is to provide business instructors with three activities that are easily modified. The activities promote workforce skills and encourage reflection activities as an assessment. The intent of each scenario is to present solution-driven methods by which business challenges may be assessed and resolved. Design/methodology/approach Section 2 offers a literature review on case-based learning and think-pair-share. Section 3 includes three case-based activities that instructors may implement. Section 4 sets forth student assessment findings and a conclusion. Findings The findings demonstrated that learners reported positive benefits of case scenarios and think-pair-share on their ability to make business decisions, critically analyze, solve business problems and collaborate. Reflective observation was an insightful tool in assessing comprehension and skill-building for 68 learners in two sections of fall 2019 Legal Environment of Business courses. The contribution to literature is primarily practical. The activities foster educational effectiveness by stimulating learners to practice critical employment skills. The results also show that satisfaction, intensifying students’ engagement, enhances the educational effectiveness of the courses. Originality/value This study provides three original case-based activities with suggested content, handouts that may be copied for class use, instructor preparation, learning outcomes, objectives and assignment procedures.
{"title":"Active learning strategies in business education: using the law to build critical workforce skills","authors":"DeShannon N. McDonald, Valentina Iscaro, O. G. Posey","doi":"10.1108/jieb-06-2021-0071","DOIUrl":"https://doi.org/10.1108/jieb-06-2021-0071","url":null,"abstract":"\u0000Purpose\u0000In today’s global business environment, business learners and employees must adapt to ever-changing challenges. Active learning strategies like case-based learning and think-pair-share may be used in any business course, as they engage learners, may meet Association to Advance Collegiate Schools of Business standards and assist with employer needs through knowledge and skill enhancement in critical thinking, decision-making, problem-solving and collaboration. The purpose of this paper is to provide business instructors with three activities that are easily modified. The activities promote workforce skills and encourage reflection activities as an assessment. The intent of each scenario is to present solution-driven methods by which business challenges may be assessed and resolved.\u0000\u0000\u0000Design/methodology/approach\u0000Section 2 offers a literature review on case-based learning and think-pair-share. Section 3 includes three case-based activities that instructors may implement. Section 4 sets forth student assessment findings and a conclusion.\u0000\u0000\u0000Findings\u0000The findings demonstrated that learners reported positive benefits of case scenarios and think-pair-share on their ability to make business decisions, critically analyze, solve business problems and collaborate. Reflective observation was an insightful tool in assessing comprehension and skill-building for 68 learners in two sections of fall 2019 Legal Environment of Business courses. The contribution to literature is primarily practical. The activities foster educational effectiveness by stimulating learners to practice critical employment skills. The results also show that satisfaction, intensifying students’ engagement, enhances the educational effectiveness of the courses.\u0000\u0000\u0000Originality/value\u0000This study provides three original case-based activities with suggested content, handouts that may be copied for class use, instructor preparation, learning outcomes, objectives and assignment procedures.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"223 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75782366","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 : 2022-05-24DOI: 10.1108/jieb-10-2021-0094
N. M, Paul Mathew, W. Donald
Purpose The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students. Design/methodology/approach ASAP is applied as a case study to examine the employability enhancement initiative in India. Findings Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students’ technical and skill development can help overcome local and national talent shortages. Originality/value The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.
{"title":"Additional Skills Acquisition Programme (ASAP) project: the case of an employability enhancement initiative in India","authors":"N. M, Paul Mathew, W. Donald","doi":"10.1108/jieb-10-2021-0094","DOIUrl":"https://doi.org/10.1108/jieb-10-2021-0094","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students.\u0000\u0000\u0000Design/methodology/approach\u0000ASAP is applied as a case study to examine the employability enhancement initiative in India.\u0000\u0000\u0000Findings\u0000Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students’ technical and skill development can help overcome local and national talent shortages.\u0000\u0000\u0000Originality/value\u0000The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"31 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89486663","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 : 2022-04-26DOI: 10.1108/jieb-09-2021-0088
Peter de Boer, Prantik Bordoloi
Purpose Generation Z (Gen Z) will account for a growing proportion of the global workforce in the coming years. Therefore, it is vitally important to understand this generation’s unique perspectives and preferences regarding work. This exploratory study aims to examine the prioritisation and desirability of Gen Z work values according to respondents’ nationality. Design/methodology/approach Data for this study were collected through a survey among 1,188 undergraduate students enrolled in one university each in China, Germany, the Netherlands and Thailand. ANOVA test and Tukey post hoc analysis were used to find out the difference between the groups based on nationality. Findings Findings indicate that nationality serves as a key differentiator in work value preferences. The findings challenge the concept of a global Gen Z as only two of the measured values, learning and visible results, were found to have universal appeal across the nationality groups. In spite of increased levels of global interconnectedness and accompanying crossvergence of values, the results show significant statistical differences in work values based on the respondents’ nationality. Research limitations/implications Because of the scope and explorative design of the present study, it cannot be certain that the findings are exclusively from Gen Z characteristics or influenced by other, non-cultural, variables. Practical implications This study suggests there is a need for study programmes at a tertiary level to embed experiential learning components and individual study pathways in their curricula to enable students to develop realistic expectations about the workplace and their place in it. In turn, these programmes will be able to develop a competitive advantage in higher education landscape. Originality/value The insights gained can be leveraged by internationally oriented study programmes, such as International Business (IB), to better address Gen Z needs and expectations.
未来几年，Z世代(Gen Z)在全球劳动力中所占的比例将越来越大。因此，了解这一代人对工作的独特看法和偏好是至关重要的。这项探索性研究旨在根据受访者的国籍来检查Z世代工作价值观的优先级和可取性。设计/方法/方法本研究的数据是通过对中国、德国、荷兰和泰国各一所大学的1188名本科生进行调查收集的。采用方差分析(ANOVA)和Tukey事后分析(post - hoc analysis)分析不同国籍的组间差异。研究结果表明，国籍是工作价值偏好的关键区别因素。研究结果挑战了“全球Z世代”的概念，因为研究发现，只有两种衡量价值——学习和看得见的成果——在各民族群体中具有普遍吸引力。尽管全球互联性水平的提高和随之而来的价值观的融合，但结果显示，基于受访者的国籍，工作价值观存在显著的统计差异。由于本研究的范围和探索性设计，不能确定研究结果完全来自Z世代的特征或受到其他非文化变量的影响。实际意义本研究表明，高等教育的学习项目有必要在课程中加入体验式学习和个人学习途径，使学生对工作场所和他们在其中的位置产生现实的期望。反过来，这些课程将能够在高等教育领域发展竞争优势。获得的见解可以通过国际商务(IB)等面向国际的学习项目加以利用，以更好地满足Z世代的需求和期望。
{"title":"Nationality differences in Gen Z work values: an exploratory study","authors":"Peter de Boer, Prantik Bordoloi","doi":"10.1108/jieb-09-2021-0088","DOIUrl":"https://doi.org/10.1108/jieb-09-2021-0088","url":null,"abstract":"Purpose Generation Z (Gen Z) will account for a growing proportion of the global workforce in the coming years. Therefore, it is vitally important to understand this generation’s unique perspectives and preferences regarding work. This exploratory study aims to examine the prioritisation and desirability of Gen Z work values according to respondents’ nationality. Design/methodology/approach Data for this study were collected through a survey among 1,188 undergraduate students enrolled in one university each in China, Germany, the Netherlands and Thailand. ANOVA test and Tukey post hoc analysis were used to find out the difference between the groups based on nationality. Findings Findings indicate that nationality serves as a key differentiator in work value preferences. The findings challenge the concept of a global Gen Z as only two of the measured values, learning and visible results, were found to have universal appeal across the nationality groups. In spite of increased levels of global interconnectedness and accompanying crossvergence of values, the results show significant statistical differences in work values based on the respondents’ nationality. Research limitations/implications Because of the scope and explorative design of the present study, it cannot be certain that the findings are exclusively from Gen Z characteristics or influenced by other, non-cultural, variables. Practical implications This study suggests there is a need for study programmes at a tertiary level to embed experiential learning components and individual study pathways in their curricula to enable students to develop realistic expectations about the workplace and their place in it. In turn, these programmes will be able to develop a competitive advantage in higher education landscape. Originality/value The insights gained can be leveraged by internationally oriented study programmes, such as International Business (IB), to better address Gen Z needs and expectations.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"32 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84262046","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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