Journal of International Education in Business最新文献_第7页

Sustainability service learning in economics 经济学中的可持续发展服务学习

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-12-27 DOI: 10.1108/jieb-03-2021-0040

M. Arnold

PurposeService learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 – although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss how service learning can be used to work critically and reflexively on sustainability issues in a cross-university context.Design/methodology/approachThe cross-university teaching-learning project brought together students of industrial engineering and economics. The idea space “sustainable city” was to be developed together with practice partners with the help of the practice-relevant project management method scrum and methods of sustainability assessment in the sense of service learning. Evaluating the project, a written and a qualitative survey were conducted and analysed by means of descriptive statistics as well as content analysis.FindingsSuccess factors include the regular feedback by practice partners and lecturers including reflection questions. Student heterogeneity can hinder effective project work. Complexity can deter effective and successful service learning. The use of scrum in service learning contexts cannot be fully recommended. Although scrum contributes to service learning concepts in economics, in complex sustainability projects either the method should be in focus or prior knowledge of scrum should be mandatory.Originality/valueThe paper discusses how service learning can be used to critically and reflexively address social and practical challenges in a cross-university context. The study contributes to the fact that the complexity of education for sustainable development competencies requires the teaching of knowledge- and fact-based fundamentals as well as methodological-research procedures for research-based and at the same time practice-oriented learning.

服务学习并没有在经济学中得到全面发展，例如实施2030年议程的17个可持续发展目标，尽管这将是有益的，因为体验式学习与民主教育目标有关。服务学习为这个目的提供了一种教学设计。本文旨在讨论如何利用服务学习在跨大学背景下批判性和反思性地解决可持续性问题。这个跨大学的教学项目把工业工程和经济学的学生聚集在一起。在实践相关的项目管理方法scrum和服务学习意义上的可持续性评估方法的帮助下，与实践伙伴一起开发“可持续城市”的理念空间。评估项目，进行了书面调查和定性调查，并通过描述性统计和内容分析进行了分析。成功的因素包括来自练习伙伴和讲师的定期反馈，包括反思问题。学生的异质性会阻碍有效的项目工作。复杂性会阻碍有效和成功的服务学习。不能完全推荐在服务学习环境中使用scrum。尽管scrum有助于经济学中的服务学习概念，但在复杂的可持续性项目中，要么应该关注方法，要么必须具备scrum的先验知识。原创性/价值本文讨论了服务学习如何在跨大学背景下用于批判性和反思性地解决社会和实践挑战。这项研究有助于说明这样一个事实，即可持续发展能力教育的复杂性要求教授以知识和事实为基础的基础知识以及以研究为基础同时又以实践为导向的学习的方法研究程序。

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引用次数: 0

Re-exploring entrepreneurial intentions and personality attributes during a pandemic 在大流行期间重新探索创业意图和个性特征

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-11-30 DOI: 10.1108/jieb-04-2021-0050

J. Cater, M. Young, Marwan A. Al-Shammari, K. James

PurposeUsing the theory of planned behavior as a theoretical base, this study aims to examine the effect of the personality attributes, risk-taking, creativity and locus of control on the entrepreneurial intentions of US business college students. The authors replicated previous studies from around the world but performed the research during the Covid-19 pandemic.Design/methodology/approachThe authors surveyed 353 students, comparing those with entrepreneurial intentions (n = 213) versus those without entrepreneurial intentions (n = 140).FindingsThe authors found that risk-taking and creativity both significantly and positively predicted entrepreneurial intentions, but locus of control did not have a significant impact.Practical implicationsContextually, the authors performed this study during the widespread complications of the Covid-19 pandemic. The authors advise business educators to initiate programs that encourage student entrepreneurship by nurturing creativity and offering educational resources that assist students in reducing the perceived risk of entrepreneurship.Originality/valueThe authors seek to increase awareness among business educators of the significance of entrepreneurship as a desirable career. The authors believe that one impact from the Covid-19 pandemic has been an expanded interest among students to start their own businesses. The authors propose that creative measures introduced into the business school curriculum by business educators will enhance students’ desire to take risks to create their own businesses.

目的以计划行为理论为理论基础，探讨人格属性、冒险精神、创造力和控制点对美国商科学生创业意向的影响。作者复制了来自世界各地的先前研究，但在Covid-19大流行期间进行了研究。设计/方法/方法作者调查了353名学生，比较有创业意图的学生(n = 213)和没有创业意图的学生(n = 140)。研究发现，冒险和创造力对创业意向都有显著正向的预测作用，而控制点对创业意向没有显著的影响。实际意义在背景上，作者在Covid-19大流行的广泛并发症期间进行了这项研究。作者建议商业教育工作者通过培养创造力和提供教育资源来鼓励学生创业，帮助学生减少创业的风险。原创性/价值两位作者试图提高商业教育工作者对创业作为理想职业的重要性的认识。作者认为，2019冠状病毒病大流行的一个影响是学生创业的兴趣增加。作者提出，商业教育工作者在商学院课程中引入的创造性措施，将增强学生冒险创业的愿望。

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引用次数: 9

Bilingual learning strategies to support Chinese EAL business students 双语学习策略支持中国EAL商科学生

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-08-18 DOI: 10.1108/jieb-10-2020-0083

Sally Ashton-Hay, Geoff Lamberton, Yining Zhou, T. Heidt

Purpose This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load. Design/methodology/approach In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students. Findings The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system. Originality/value This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

目的本研究旨在检验双语学习策略的有效性，以支持在澳大利亚大学的中国大学提供的顶级课程中面临重大学习挑战的中国商科学生。这些挑战包括学生难以理解特定学科的英语术语，使用这些术语与教师讨论学科概念，以及异常高的学习负荷造成的压力。为了应对这些挑战，项目团队实施了一套双语策略，以减少认知负荷和促进学习，其中包括中英词汇表，以建立特定学科的词汇表;双语助教，帮助学生用自己选择的语言进行交流;利用微信将学生与工作人员联系起来，并提供翻译机会;双边管理和学术支持，通过员工交流和语言学习项目加强机构间的跨文化关系。我们进行了一系列调查，以衡量这些策略对学生学习的影响，并分析了微信日志，以确定学生在与教职员工和学生讨论时的语言偏好。研究结果显示，学生对每种双语策略都有强烈的支持，在学生群体中表现优异，社交媒体技术对学习和联系的积极贡献，学生选择的语言偏好和选择的跨语言风格，以及教学人员在支持国际学生跨文化学习和适应国外大学学习系统方面的重要作用。原创性/价值这一原创的基于证据的研究有助于解决澳大利亚高等教育中双语教育的差距，展示了处理EAL学生面临的语言和学科特定挑战的成功策略。

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引用次数: 0

Assessing critical incidents in the post-formation phase: a matter of entrepreneurial expertise? 评估形成后阶段的关键事件:企业家专业知识的问题?

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-07-08 DOI: 10.1108/jieb-09-2017-0037

Karin Heinrichs

Purpose

Entrepreneurs can easily slide into severe economic crises (Fichman and Levinthal, 1991), in particular, in the first years after their founding. Additionally, research shows that entrepreneurs often lack a realistic evaluation of the entrepreneurial risks and barriers. Referring to research on cognitive and networked expertise (Ericsson et al., 2006; Hakkarainen et al., 2004), recognising and reflecting on potential failure may help to prevent or manage upcoming crises (Mitchell et al., 2008). Thus, this study aims to test whether assessing upcoming crises in a new venture varies along with the level of entrepreneurial expertise.

Design/methodology/approach

In a cross-sectional design with three subgroups (start-up consultants, entrepreneurs and students), this study evaluated critical incidents that have already been validated as likely to emerge in the post-formation phase (Heinrichs and Jäcklin, 2017). Entrepreneurial expertise was measured by seven indicators, chosen based on the approaches of cognitive and networked expertise.

Findings

By applying latent profile analyses, the participants were grouped along with these indicators of expertise in three levels. Analysis of variance showed significant differences amongst the profiles in perceiving critical incidents. Experts rated the incidents significantly higher than semi-experts and novices towards indicating financial risks (medium effect) and the probability that the entrepreneur could manage the upcoming crises (large effect).

Originality/value

The results call for developing and evaluating interventions, e.g. case-oriented entrepreneurship education courses (Heinrichs, 2016), that foster future entrepreneurs’ expertise in perceiving and managing entrepreneurial risks to prevent entrepreneurial failure.

企业家很容易陷入严重的经济危机(Fichman和Levinthal, 1991)，特别是在他们成立后的头几年。此外，研究表明，企业家往往缺乏对创业风险和障碍的现实评估。参考认知和网络专业知识的研究(Ericsson et al.， 2006;Hakkarainen et al.， 2004)，认识和反思潜在的失败可能有助于预防或管理即将到来的危机(Mitchell et al.， 2008)。因此，本研究旨在检验评估新企业即将到来的危机是否随创业专业水平而变化。设计/方法/方法本研究对三个小组(创业顾问、企业家和学生)进行了横断面设计，评估了已经被验证可能在形成后阶段出现的关键事件(Heinrichs and Jäcklin, 2017)。企业家专业知识由七个指标来衡量，这些指标是根据认知和网络专业知识的方法选择的。通过应用潜在特征分析，参与者按照这些专业指标分为三个层次。方差分析显示，各剖面在感知关键事件方面存在显著差异。专家对这些事件的评价明显高于半专家和新手对财务风险(中等影响)和企业家管理即将到来的危机的可能性(大影响)的评价。研究结果要求开发和评估干预措施，例如以案例为导向的创业教育课程(Heinrichs, 2016)，培养未来企业家在感知和管理创业风险以防止创业失败方面的专业知识。

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引用次数: 0

Exploring peer feedback on behaviour in the international classroom: a case study on students’ experiences and perceptions 探索国际课堂中同伴对行为的反馈:一个关于学生经验和认知的案例研究

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-07-03 DOI: 10.1108/jieb-07-2020-0063

Ingrid Van Rompay-Bartels, Jannemieke Geessink

PurposeIn spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.Design/methodology/approachSeveral studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.FindingsThe primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.Originality/valueThis study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.

尽管同伴反馈具有潜力，但与国际课堂和跨文化能力发展有关的研究仍然有限。本文旨在通过展示学生对小组工作中个人行为的同伴反馈的看法，进一步探讨这种结合和相关差距。设计/方法/途径几项研究表明，同伴反馈在高等教育中是一种强有力的工具。出于这个原因，这个工具越来越多地被部署在荷兰商学院(DBS)的国际课堂上，该学校的学生来自60个不同的国家。本论文采用嵌入式案例研究的设计来研究国际课堂中的同伴反馈。这项研究的主要结果有两个方面。首先，他们表明，在加入星展银行之前，绝大多数国际学生从未接触过小组工作的同伴反馈。其次，他们揭示了文化背景(偏见)是学生如何提供和感知同伴反馈的关键因素。来自高语境文化的学生很难接受来自低语境文化的学生提供的直接反馈。此外，研究结果表明，在处理非本地(国际)学生的文化价值观差异时，国内文化价值观“缺乏考虑”。独创性/价值本研究表明，学生的文化背景的几个方面对他们如何提供和感知个人同伴对他们在小组工作中的行为的反馈有直接的影响。此外，它认为同伴反馈作为一种工具，需要对学生进行关于文化差异、价值观和观念的具体培训和指导。

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引用次数: 2

Crisis-centric distance learning model in Jordanian higher education sector: factors influencing the continuous use of distance learning platforms during COVID-19 pandemic 约旦高等教育部门以危机为中心的远程学习模式:影响COVID-19大流行期间远程学习平台持续使用的因素

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-06-08 DOI: 10.1108/JIEB-01-2021-0001

A. Alkhwaldi, Amir A. Abdulmuhsin

PurposeThis paper aims to investigate the factors that affect the acceptance of distance learning systems by university academic staff and students in Jordan. To achieve this objective, it has been proposed to examine the distance learning experience of Jordanian Higher Education Institutions (HEIs) after the universities institution suspended face-to-face (traditional) courses delivery owing to novel Coronavirus’ (COVID-19) fears.Design/methodology/approachThis study expands upon unified theory of acceptance and use of technology 2 by incorporating contextual variables such as trust (TR), autonomy (AUT) and compatibility (CMP). Data collection has been carried out through an online survey, which targeted participants at public and private universities during the crisis time of coronavirus. Structural equation modelling has been used to validate the proposed research model.FindingsThe outcomes revealed that performance expectancy, facilitating conditions, TR and AUT were the significant predictors of distance learning acceptance in both samples. By identifying the factors affecting the acceptance of distance learning systems, it will be more useful to offer better services of distance learning. This will also help to demonstrate that distance learning will be capable of delivering the educational aims of HEIs to areas where a pandemic outbreak in the Middle East.Originality/valueDistance learning provides university students with quality education, engaging platforms and most significantly a safe teaching environment. The results and implications to both practice and theory are described.

目的本研究旨在调查影响约旦大学教职员工和学生接受远程学习系统的因素。为了实现这一目标，由于担心新型冠状病毒(COVID-19)，约旦高等教育机构(HEIs)暂停了面对面(传统)课程的交付，因此有人提议对约旦高等教育机构(HEIs)的远程教育经验进行研究。设计/方法/方法本研究通过纳入诸如信任(TR)、自主性(AUT)和兼容性(CMP)等上下文变量，扩展了技术接受和使用的统一理论2。数据收集是通过一项在线调查进行的，该调查针对的是冠状病毒危机期间公立和私立大学的参与者。采用结构方程模型对所提出的研究模型进行了验证。结果显示，在两个样本中，绩效期望、促进条件、TR和AUT是远程学习接受度的显著预测因子。找出影响接受远距学习系统的因素，有助提供更优质的远距学习服务。这也将有助于证明远程学习能够将高等教育机构的教育目标传递到中东爆发大流行病的地区。远程教育为大学生提供了高质量的教育，吸引人的平台，最重要的是一个安全的教学环境。本文描述了研究结果以及对实践和理论的启示。

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引用次数: 23

Teaching a while measuring b: cultural bias in assessing student performance 教学的同时衡量b:评估学生表现的文化偏见

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-06-07 DOI: 10.1108/JIEB-01-2021-0005

Sandra Seno‐Alday, A. Budde-Sung

PurposeThis paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition.Design/methodology/approachThis study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school.FindingsThe study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions.Originality/valueThe paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.

目的:本研究旨在探讨教育传统差异对教学习惯和学习成果测量的影响。这些都是商学院背景下的关键问题，因为它们沉浸在一种占主导地位的传统中，但拥有大量以前接受过其他传统教育的国际学生。本文认为，国际学生面临的挑战是，如何令人满意地展示根据外国惯例进行的学习，这些惯例与他们在本国教育传统框架内所习惯的不同。设计/方法/方法本研究利用双语文献综述来捕捉澳大利亚和中国之间教育传统的差异。然后，它使用逻辑回归分析了澳大利亚一所大型商学院800名中国国内外学生在一系列不同评估格式中的表现。研究发现，这两组学生在不同的评估类型上的表现有统计学上的显著差异。它的结论是，由特定教育传统形成的关于评估学习方法的公约可能妨碍来自其他教育传统的学生有效地展示学习。本文关注的是多元文化高等教育背景下的学习评估问题，与多元文化背景下的教学方法问题相比，这一问题在文献中受到的关注较少。本文还强调了学习成果测量的有效性以及对毕业生招聘的后续影响的重要含义。

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引用次数: 0

Deliverables of student engagement: developing an outcome-oriented model 学生参与的可交付成果:开发一个以结果为导向的模型

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-05-07 DOI: 10.1108/JIEB-02-2020-0012

Sahil Malik, D. D. Hazarika, Amandeep Dhaliwal

PurposeStudent engagement is a multifaceted concept that directly impacts students and their education. The purpose of this paper is to discuss student engagement conceptually by offering a framework to better understand the deliverables of engagement in the form of generic and targeted outcomes.Design/methodology/approachThe design of the study is based on a detailed literature review, to identify different types of engagement which graduates are expected to experience during their higher education studies. These types of engagement(s) are mapped with their outcomes.FindingsThe findings of this study would be an analysis of relevant studies to create an outcome-oriented conceptual framework for student engagement.Practical implicationsThe practical implications of the study would be to provide a guide for enhancing student engagement through which both generic competencies and higher order competencies of students may be augmented.Originality/valueThe available literature suggests that many students lack focus when learning on campus, especially in meeting targeted outcomes, and do not engage in the community. The current study has incorporated generic and targeted outcomes expected as a result of the different types of engagement. The study has put forward certain propositions, suggesting new dimensions of research in the domain of student engagement.

学生参与是一个多方面的概念，它直接影响学生和他们的教育。本文的目的是通过提供一个框架来更好地理解参与的可交付成果，从而从概念上讨论学生参与。设计/方法/方法本研究的设计基于详细的文献综述，以确定毕业生在高等教育学习期间预计会经历的不同类型的参与。这些类型的参与与其结果相对应。本研究的结果将是对相关研究的分析，以创建一个以结果为导向的学生参与概念框架。实际意义本研究的实际意义是为提高学生的敬业度提供指导，通过这种指导，学生的一般能力和高阶能力都可以得到增强。现有文献表明，许多学生在校园学习时缺乏注意力，特别是在实现目标成果方面，而且不参与社区活动。目前的研究纳入了由于不同类型的参与而预期的一般和有针对性的结果。该研究提出了一些命题，提出了学生参与领域研究的新维度。

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引用次数: 2

Teaching during COVID-19: faculty members’ perceptions during and after an “exceptional” semester 2019冠状病毒病期间的教学:教师在“特殊”学期期间和之后的看法

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-04-09 DOI: 10.1108/JIEB-12-2020-0099

L. Zizka, Gaby Probst

Purpose: With the arrival of the COVID-19 pandemic in Europe in March 2020, higher education institutions (HEIs) worldwide were confronted with creating online courses to complete the semester While emphasizing positive elements such as flexibility and innovative solutions, the literature focused on numerous faculty problems such as online fatigue, emotional well-being and stress This paper aims to explore faculty perceptions of teaching during the exceptional circumstances of the COVID-19 pandemic Design/methodology/approach: Two surveys, in the first week and at the end of the semester, were conducted at a business school in Switzerland via the program Lima A total of 19 faculty members participated in the survey Of the participants, 56 7% responded in the first survey and 70 9% responded in the second Findings: The findings revealed that the faculty’s impressions of their online courses remained positive The most significant issue cited was time According to faculty estimations, more than ten additional hours per week were spent preparing for online courses Nonetheless, many faculty members reported interest in continuing online practices in their future courses Practical implications: The COVID-19 pandemic pushed HEIs to embrace the digital revolution while teaching in a competence-oriented mode However, moving forward, HEIs must mitigate the long-term effects by careful planning and evaluating their digital readiness as an institution and offering training for their faculty and students when necessary Originality/value: The study contributes to the existing literature by analyzing one stakeholder group, i e faculty members, and their perceptions of teaching during a worldwide pandemic © 2021, Emerald Publishing Limited

目的:随着2020年3月新冠肺炎疫情在欧洲的到来，世界各地的高等教育机构(HEIs)面临着创建在线课程来完成学期的问题。在强调灵活性和创新解决方案等积极因素的同时，文献关注了许多教师问题，如在线疲劳、本文旨在探讨在COVID-19大流行的特殊情况下教师对教学的看法设计/方法/方法:在第一周和学期结束时，通过Lima项目在瑞士一所商学院进行了两次调查，共有19名教师参加了调查。参与者中，56.7%的人在第一次调查中做出了回应，70%的人在第二次调查中做出了回应。调查结果显示，教师对在线课程的印象仍然是积极的，最重要的问题是时间，据教师估计，每周有超过10个小时的额外时间用于准备在线课程，尽管如此，许多教师表示有兴趣在他们未来的课程中继续在线实践。2019冠状病毒病大流行促使高等教育机构在以能力为导向的教学模式下接受数字革命。然而，在未来，高等教育机构必须通过仔细规划和评估其作为一个机构的数字准备情况，并在必要时为教师和学生提供培训，来减轻长期影响。该研究通过分析一个利益相关者群体，即教师，以及他们在全球大流行期间对教学的看法，为现有文献做出了贡献©2021,Emerald Publishing Limited

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引用次数: 7

An exploratory study of experiential learning in teaching a supply chain management course in an emerging market economy 体验式学习在新兴市场经济供应链管理课程教学中的探索研究

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business

Pub Date : 2021-03-08 DOI: 10.1108/JIEB-09-2020-0074

Minwir M. Al-Shammari

PurposeThe study is exploratory and aims to investigate students’ learning experience in a supply chain management (SCM) course at a university in Bahrain. The selected learning skills were cognitive, affective and interactive, whereas the adopted pedagogical tools were case analysis, evaluative essay and game exercise.Design/methodology/approachA questionnaire survey was distributed to undergraduate students enrolled in an SCM course at a university in Bahrain. Descriptive and inferential statistical analysis techniques were used. Inferential analysis tests were principal component analysis, Kruskal–Wallis analysis of variance and Dunn’s post hoc pairwise comparison test.FindingsResults are inconclusive but revealed significant differences in students’ perceptions of learning skills among the adopted teaching methods. Significant differences in the perceived learning skills were found between the evaluative essay and the case analysis and between the report and the game exercise. The game exercise was the most useful technique in improving students’ interactive, cognitive and affective skills, followed by case analysis and evaluative essay.Research limitations/implicationsAs the sample of this study consisted of students enrolled in a particular SCM course at a University in Bahrain, the small sample size may restrict the study’s conclusive findings.Practical implicationsIt is recommended to establish an experiential or problem-based learning support unit to assist faculty in the planning, design and development of pedagogical and assessment tools.Originality/valueThe research findings are expected to help design, assess and enhance students’ learning experience in SCM and other business courses that adopt a process-based experiential learning perspective.

目的本研究是探索性的，旨在调查巴林一所大学学生在供应链管理(SCM)课程中的学习体验。选择的学习技巧是认知、情感和互动，而采用的教学工具是案例分析、评价文章和游戏练习。设计/方法/方法对在巴林一所大学就读SCM课程的本科生进行了问卷调查。采用描述性和推断性统计分析技术。推论分析检验为主成分分析、Kruskal-Wallis方差分析及Dunn事后两两比较检验。研究结果不确定，但揭示了不同教学方法对学生学习技能认知的显著差异。在评价性文章和案例分析之间，以及在报告和游戏练习之间，发现了感知学习技能的显著差异。游戏练习是提高学生互动、认知和情感技能最有用的技巧，其次是案例分析和评议性文章。研究的局限性/意义由于本研究的样本是由在巴林一所大学就读特定SCM课程的学生组成的，小样本量可能会限制研究的结论性发现。实际意义建议设立一个以经验或问题为基础的学习支援小组，协助教师规划、设计和发展教学和评估工具。原创性/价值研究结果将有助设计、评估及提升学生在供应链管理及其他采用以过程为本的体验式学习观点的商业课程的学习经验。

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引用次数: 5