Pub Date : 2021-01-25DOI: 10.1108/JIEB-06-2020-0055
Luana Ferreira-Lopes, Iciar Elexpuru-Albizuri, M. Bezanilla
Purpose Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.
{"title":"Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation","authors":"Luana Ferreira-Lopes, Iciar Elexpuru-Albizuri, M. Bezanilla","doi":"10.1108/JIEB-06-2020-0055","DOIUrl":"https://doi.org/10.1108/JIEB-06-2020-0055","url":null,"abstract":"\u0000Purpose\u0000Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task.\u0000\u0000\u0000Design/methodology/approach\u0000Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings.\u0000\u0000\u0000Findings\u0000Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks.\u0000\u0000\u0000Originality/value\u0000Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"53 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85445206","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 : 2021-01-25DOI: 10.1108/JIEB-06-2020-0054
M. Chong, B. Gan, T. Menkhoff
Purpose This paper aims to share how an Asian university enhanced students’ global competence through international business study missions (BSMs). More specifically, it focuses on how the design of these BSMs enabled “deep” learning beyond industry tourism and how 21st-century competencies such as “global competence” can be acquired through participation in short-term, faculty-led study missions. Design/methodology/approach Using the case study approach, it critically analyzes the learning goals and objectives, design decisions, implementation details and learning outcomes underlying three BSMs led by three instructors from the same university to the USA (New York), Germany (Berlin and Stuttgart) and South Korea (Seoul). Findings The study shows that students gained global competencies related to specific fields of study such as the creative industries, urban sustainability and entrepreneurship. It shows how design choices such as destination, range of organizations, length of individual visits, range of pedagogical techniques, intensity of preparation and quality of management contribute to students’ acquisition of global competencies. Research limitations/implications This research presents a subset of case studies that may limit the generalization of the findings; the bias that results from an unrepresentative, opportunistic sample (selection bias); and lack of quantitative causality in a qualitative evaluation. Practical implications The course design described here provides practical information for designing study abroad “deep” learning goals, objectives and outcomes focusing on global competence. Originality/value The detailed case studies of three instructors from different disciplines to achieve the country’s education vision of globally competent students.
{"title":"Enhancing students’ global competence through international business study missions","authors":"M. Chong, B. Gan, T. Menkhoff","doi":"10.1108/JIEB-06-2020-0054","DOIUrl":"https://doi.org/10.1108/JIEB-06-2020-0054","url":null,"abstract":"\u0000Purpose\u0000This paper aims to share how an Asian university enhanced students’ global competence through international business study missions (BSMs). More specifically, it focuses on how the design of these BSMs enabled “deep” learning beyond industry tourism and how 21st-century competencies such as “global competence” can be acquired through participation in short-term, faculty-led study missions.\u0000\u0000\u0000Design/methodology/approach\u0000Using the case study approach, it critically analyzes the learning goals and objectives, design decisions, implementation details and learning outcomes underlying three BSMs led by three instructors from the same university to the USA (New York), Germany (Berlin and Stuttgart) and South Korea (Seoul).\u0000\u0000\u0000Findings\u0000The study shows that students gained global competencies related to specific fields of study such as the creative industries, urban sustainability and entrepreneurship. It shows how design choices such as destination, range of organizations, length of individual visits, range of pedagogical techniques, intensity of preparation and quality of management contribute to students’ acquisition of global competencies.\u0000\u0000\u0000Research limitations/implications\u0000This research presents a subset of case studies that may limit the generalization of the findings; the bias that results from an unrepresentative, opportunistic sample (selection bias); and lack of quantitative causality in a qualitative evaluation.\u0000\u0000\u0000Practical implications\u0000The course design described here provides practical information for designing study abroad “deep” learning goals, objectives and outcomes focusing on global competence.\u0000\u0000\u0000Originality/value\u0000The detailed case studies of three instructors from different disciplines to achieve the country’s education vision of globally competent students.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"1 ","pages":"1"},"PeriodicalIF":1.5,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72445045","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}
{"title":"Brand Building a “Premie” Care Product Line: Nurtured by Design","authors":"Sujo Thomas, Susmita Suggala","doi":"10.4135/9781529790443","DOIUrl":"https://doi.org/10.4135/9781529790443","url":null,"abstract":"","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"10 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75245263","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}
Robert Rankin, Alma Mintu-Wimsatt, Cassy Henderson
{"title":"Ryder Rides: The Synergy Between Accounting and Marketing","authors":"Robert Rankin, Alma Mintu-Wimsatt, Cassy Henderson","doi":"10.4135/9781529793017","DOIUrl":"https://doi.org/10.4135/9781529793017","url":null,"abstract":"","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"34 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82778103","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}
{"title":"Dito Telecommunity Corporation: Challenging Telecom Duopoly in the Philippines","authors":"Shweta Pandey, S. Puri, Babak Hayati","doi":"10.4135/9781529792409","DOIUrl":"https://doi.org/10.4135/9781529792409","url":null,"abstract":"","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"50 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73441785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-10DOI: 10.1108/jieb-04-2020-0026
H. Tang, S. Hite, Julie M. Hite, D. Boren, E. V. Randall
Purpose The purpose of this ontologically qualitative research study was to (a) explore student narratives regarding their educational experiences in at-home internationalization programs; (b) provide an in-depth narrative analysis of student learning challenges and achievements; and (c) add valuable research-based knowledge of student-described experiences for use by program administrators. Design/methodology/approach Participants were selected with a form of four-stage non-proportional stratified sampling. 29 participants were interviewed using a basic demographic questionnaire and an episodic interview protocol. Data were analyzed in QSR NVivo software through open, axial, and selective coding stages under the framework of grounded theory. Findings The findings focus on student-identified links between the challenges they encountered and their achievements. In addition, student performance level and gender were associated with the challenges and achievements reported by students. In understanding the results, the student-learning concepts found in the learned optimism, growth mindset, grit and expectancy theory approaches provide potentially fruitful insights. Originality/value The findings of this research have instructive implications for program administrators regarding how student challenges can be strategically chosen and shaped to generate specific, positive student achievements.
{"title":"Challenges and achievements in student learning experiences in a business school’s at-home internationalization programs in China","authors":"H. Tang, S. Hite, Julie M. Hite, D. Boren, E. V. Randall","doi":"10.1108/jieb-04-2020-0026","DOIUrl":"https://doi.org/10.1108/jieb-04-2020-0026","url":null,"abstract":"Purpose\u0000The purpose of this ontologically qualitative research study was to (a) explore student narratives regarding their educational experiences in at-home internationalization programs; (b) provide an in-depth narrative analysis of student learning challenges and achievements; and (c) add valuable research-based knowledge of student-described experiences for use by program administrators.\u0000\u0000\u0000Design/methodology/approach\u0000Participants were selected with a form of four-stage non-proportional stratified sampling. 29 participants were interviewed using a basic demographic questionnaire and an episodic interview protocol. Data were analyzed in QSR NVivo software through open, axial, and selective coding stages under the framework of grounded theory.\u0000\u0000\u0000Findings\u0000The findings focus on student-identified links between the challenges they encountered and their achievements. In addition, student performance level and gender were associated with the challenges and achievements reported by students. In understanding the results, the student-learning concepts found in the learned optimism, growth mindset, grit and expectancy theory approaches provide potentially fruitful insights.\u0000\u0000\u0000Originality/value\u0000The findings of this research have instructive implications for program administrators regarding how student challenges can be strategically chosen and shaped to generate specific, positive student achievements.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"402 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76463822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-04DOI: 10.1108/jieb-07-2019-0034
Clive Kerridge, Colin G Simpson
Purpose This study aims to present the results of a curriculum design intervention, which was undertaken to address the inhibitors and enablers facing international (mainly Chinese) students on a capstone undergraduate strategic management module at a UK university business school. Design/methodology/approach Using an action research approach, the pre-intervention phase identified two main concerns: low levels of student engagement and avoidance of generic academic and language support. The module was subsequently redesigned around a group-based strategic business simulation (requiring collaborative participation of all students), with embedded language and academic support, plus the involvement of bilingual teaching staff. Findings Post-intervention results from the four-year study indicated enhanced academic engagement of international students and a narrowing of the performance (grade) gap between domestic and international students. Practical implications Overall findings should provide strong support for the inclusion of active learning pedagogies in undergraduate business course deliveries, also complementing educational literature that advocates the effectiveness of constructivist pedagogies in mixed-nationality classrooms. Originality/value This study exemplifies a form of participatory action research. The juxtaposition of comments from support and specialist tutors, along with those of students, highlights the validity of views from each stakeholder group.
{"title":"Tutor and international student perspectives on an action research project: use of a business strategy simulation with mixed nationality cohorts","authors":"Clive Kerridge, Colin G Simpson","doi":"10.1108/jieb-07-2019-0034","DOIUrl":"https://doi.org/10.1108/jieb-07-2019-0034","url":null,"abstract":"\u0000Purpose\u0000This study aims to present the results of a curriculum design intervention, which was undertaken to address the inhibitors and enablers facing international (mainly Chinese) students on a capstone undergraduate strategic management module at a UK university business school.\u0000\u0000\u0000Design/methodology/approach\u0000Using an action research approach, the pre-intervention phase identified two main concerns: low levels of student engagement and avoidance of generic academic and language support. The module was subsequently redesigned around a group-based strategic business simulation (requiring collaborative participation of all students), with embedded language and academic support, plus the involvement of bilingual teaching staff.\u0000\u0000\u0000Findings\u0000Post-intervention results from the four-year study indicated enhanced academic engagement of international students and a narrowing of the performance (grade) gap between domestic and international students.\u0000\u0000\u0000Practical implications\u0000Overall findings should provide strong support for the inclusion of active learning pedagogies in undergraduate business course deliveries, also complementing educational literature that advocates the effectiveness of constructivist pedagogies in mixed-nationality classrooms.\u0000\u0000\u0000Originality/value\u0000This study exemplifies a form of participatory action research. The juxtaposition of comments from support and specialist tutors, along with those of students, highlights the validity of views from each stakeholder group.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"14 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75089617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-04DOI: 10.1108/jieb-07-2020-0060
T. Mohamed, Chia-Hua Chang, Yu-chuan Huang
Purpose This paper aims to explore the role of international quality assurance and accreditation on higher education quality improvement and competitiveness, as well as assessing the associated benefits and challenges in the Asian context with reference to Taiwan. Design/methodology/approach The paper used a qualitative approach to examine the case study of Southern Taiwan University of Science and Technology (STUST) accredited by the Association to Advance Collegiate Schools of Business (AACSB). The paper collected survey responses from service providers (i.e. STUST faculty and AACSB) and focus group discussions with students to bridge the perception-expectation gap. Findings The qualitative results highlighted 10 key success factors and performance indicators which were later used to build a balanced scorecard (BSC) strategy for STUST quality improvement and competitiveness. Findings show that education quality assurance (via AACSB process) can directly influence the competitive advantage (i.e. for AACSB, STUST and Students) or indirectly via education quality enhancement. The results from faculty and students are consistent with the value co-creation trend to achieve continuous quality improvement more effectively and efficiently. Originality/value This research paper is unique as the first qualitative in-depth study to discuss assurance related factors that positively or negatively affect competitiveness and quality improvement for Higher Education Institutions (HEIs) in Asia and Taiwan. The paper also contributed by designing a BSC framework and strategy-map applicable to HEIs.
{"title":"AACSB assurance for STUST quality and competitiveness: balanced scorecard roadmap","authors":"T. Mohamed, Chia-Hua Chang, Yu-chuan Huang","doi":"10.1108/jieb-07-2020-0060","DOIUrl":"https://doi.org/10.1108/jieb-07-2020-0060","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore the role of international quality assurance and accreditation on higher education quality improvement and competitiveness, as well as assessing the associated benefits and challenges in the Asian context with reference to Taiwan.\u0000\u0000\u0000Design/methodology/approach\u0000The paper used a qualitative approach to examine the case study of Southern Taiwan University of Science and Technology (STUST) accredited by the Association to Advance Collegiate Schools of Business (AACSB). The paper collected survey responses from service providers (i.e. STUST faculty and AACSB) and focus group discussions with students to bridge the perception-expectation gap.\u0000\u0000\u0000Findings\u0000The qualitative results highlighted 10 key success factors and performance indicators which were later used to build a balanced scorecard (BSC) strategy for STUST quality improvement and competitiveness. Findings show that education quality assurance (via AACSB process) can directly influence the competitive advantage (i.e. for AACSB, STUST and Students) or indirectly via education quality enhancement. The results from faculty and students are consistent with the value co-creation trend to achieve continuous quality improvement more effectively and efficiently.\u0000\u0000\u0000Originality/value\u0000This research paper is unique as the first qualitative in-depth study to discuss assurance related factors that positively or negatively affect competitiveness and quality improvement for Higher Education Institutions (HEIs) in Asia and Taiwan. The paper also contributed by designing a BSC framework and strategy-map applicable to HEIs.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"93 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80503837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-04DOI: 10.1108/jieb-03-2020-0020
L. Singh, Alok Kumar, Shalini Srivastava
Purpose This paper aims to assess the relationship between academic burnout-student engagement relationships on management students of the Delhi-NCR region of Northern India. It further attempts to study the moderating impact of internal locus of control and mediating impact of loneliness on the academic burnout-student engagement relationship. Design/methodology/approach The data was collected using standardized instruments from 264 respondents. Descriptive statistics, correlation and moderated-mediated regression analysis were used to test the hypotheses. Findings The study found a negative association between student engagement and academic burnout and loneliness. A positive association between academic burnout and loneliness and a moderating impact of internal locus of control on academic burnout and student engagement relationship. Loneliness acted as a partial mediator for the moderated relationship between the academic burnout-student engagement relationship. Research limitations/implications Sample size and sampling units are the limitations of the study. Practical implications The conclusion of the presented study offers different inferences including validating the self-determination theory (Ryan and Deci, 2000) and possible courses of actions to be taken by academic institutions and students themselves. It ranges from careful investigation of student’s behaviors, design and implements collaborative projects along with student’s involvement in social networking based groups for collaborations and help. Social implications With the help of the study, the society including parents, family, friends, officials and academicians at educational institutions can offer useful insights to students through recreational and social activities for behavior modifications. Originality/value The major contribution of the study is to understand the psyche of the budding professionals perceiving increased stress and pressure. Limited studies are found in the Indian context and no studies in the past have used the study variables together. Internal locus of control as a personality variable has not been studied with respect to student’s burnout and engagement. Furthermore, none of the studies done in the past have deliberated upon loneliness with respect to the student community.
本文旨在评估印度北部德里- ncr地区管理专业学生学业倦怠与学生投入关系的关系。本研究试图进一步研究内在控制点对学业倦怠-学生投入关系的调节作用和孤独感的中介作用。设计/方法/方法使用标准化工具从264名受访者中收集数据。采用描述性统计、相关分析和有调节的回归分析对假设进行检验。研究发现，学生投入程度与学业倦怠和孤独感呈负相关。学业倦怠与孤独感存在正相关，内控制点对学业倦怠与学生投入关系有调节作用。孤独感在学业倦怠与学生投入的调节关系中起部分中介作用。研究的局限性/意义样本量和抽样单位是本研究的局限性。实践意义本研究的结论提供了不同的推论，包括验证自决理论(Ryan and Deci, 2000)和学术机构和学生自己可能采取的行动。它包括仔细调查学生的行为，设计和实施合作项目，以及学生参与基于社交网络的小组合作和帮助。社会意义在本研究的帮助下，社会包括家长、家人、朋友、官员和教育机构的学者可以通过娱乐和社会活动为学生提供有用的见解，以改变他们的行为。独创性/价值本研究的主要贡献在于了解初露头角的专业人士感受到压力和压力增加的心理。在印度背景下发现的研究有限，过去没有研究将研究变量一起使用。内部控制源作为人格变量对学生倦怠和敬业度的影响尚未得到研究。此外，过去所做的研究都没有考虑到孤独感对学生群体的影响。
{"title":"Academic burnout and student engagement: a moderated mediation model of internal locus of control and loneliness","authors":"L. Singh, Alok Kumar, Shalini Srivastava","doi":"10.1108/jieb-03-2020-0020","DOIUrl":"https://doi.org/10.1108/jieb-03-2020-0020","url":null,"abstract":"\u0000Purpose\u0000This paper aims to assess the relationship between academic burnout-student engagement relationships on management students of the Delhi-NCR region of Northern India. It further attempts to study the moderating impact of internal locus of control and mediating impact of loneliness on the academic burnout-student engagement relationship.\u0000\u0000\u0000Design/methodology/approach\u0000The data was collected using standardized instruments from 264 respondents. Descriptive statistics, correlation and moderated-mediated regression analysis were used to test the hypotheses.\u0000\u0000\u0000Findings\u0000The study found a negative association between student engagement and academic burnout and loneliness. A positive association between academic burnout and loneliness and a moderating impact of internal locus of control on academic burnout and student engagement relationship. Loneliness acted as a partial mediator for the moderated relationship between the academic burnout-student engagement relationship.\u0000\u0000\u0000Research limitations/implications\u0000Sample size and sampling units are the limitations of the study.\u0000\u0000\u0000Practical implications\u0000The conclusion of the presented study offers different inferences including validating the self-determination theory (Ryan and Deci, 2000) and possible courses of actions to be taken by academic institutions and students themselves. It ranges from careful investigation of student’s behaviors, design and implements collaborative projects along with student’s involvement in social networking based groups for collaborations and help.\u0000\u0000\u0000Social implications\u0000With the help of the study, the society including parents, family, friends, officials and academicians at educational institutions can offer useful insights to students through recreational and social activities for behavior modifications.\u0000\u0000\u0000Originality/value\u0000The major contribution of the study is to understand the psyche of the budding professionals perceiving increased stress and pressure. Limited studies are found in the Indian context and no studies in the past have used the study variables together. Internal locus of control as a personality variable has not been studied with respect to student’s burnout and engagement. Furthermore, none of the studies done in the past have deliberated upon loneliness with respect to the student community.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"27 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90425340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-12DOI: 10.1108/jieb-05-2020-0038
E. Karanja, Laurell C. Malone
Purpose This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom’s Taxonomy framework. Design/methodology/approach The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016–2018 academic years. Findings Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom’s Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates. Research limitations/implications The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning. Practical implications Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates. Social implications The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates. Originality/value To the researchers’ knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom’s Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.
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