Pub Date : 2020-10-26DOI: 10.1108/jieb-01-2020-0008
Zakkariya K.A., Nimmi P.M., Smitha Pradeep A.
PurposePerceived employability (PE) is considered as a significant psychological resource that aids individuals in tackling the complex career snags he/she faces. The purpose of this study is to develop and empirically test a theoretical model that explains how PE affects two types of job search behaviour (JSB) by bringing in job search learning goal orientation (JSLGO) as mediator and work experience as a moderator. The model is conceptualised in the backdrop of self-regulation theory and conservation of resource theory.Design/methodology/approachUsing a cross-sectional study of 319 management graduates, the authors examined the effect of JSLGO and PE on both active and preparatory job search of graduates. Structural equation modelling (SEM) using IBM-AMOS was conducted on the cross-sectional data collected from management graduates in India.FindingsAn empirical analysis using SEM unravelled that JSLGO mediated the relationship between preparatory job search and PE but did not intervene in the relationship between active job search and PE. The study also looked into the moderating role of work experience and it was found to be a significant moderator in the PE and job search – active relationship.Practical implicationsWork experience helps students in active job search stage which can lead to quick employment gains. Real job experience could be gained through work-integrated learning and on the job training, as they will enhance the exposure of students to real-life work situations. Higher levels of JSLGO indicate a more strategic approach and aiming a quality career. Learning goal orientation training should be embedded in the curriculum, as management education is all about preparing students for the world of work.Originality/valueThe current research has uniquely contributed to the limited literature on the importance of developing PE amongst management graduates and its consequence on job search. The study makes an important contribution to the theory and practices on job search by enhancing our understanding of the mechanism that governs PE and JSB relationship through goal orientation.
{"title":"Bridging job search and perceived employability in the labour market – a mediation model of job search, perceived employability and learning goal orientation","authors":"Zakkariya K.A., Nimmi P.M., Smitha Pradeep A.","doi":"10.1108/jieb-01-2020-0008","DOIUrl":"https://doi.org/10.1108/jieb-01-2020-0008","url":null,"abstract":"PurposePerceived employability (PE) is considered as a significant psychological resource that aids individuals in tackling the complex career snags he/she faces. The purpose of this study is to develop and empirically test a theoretical model that explains how PE affects two types of job search behaviour (JSB) by bringing in job search learning goal orientation (JSLGO) as mediator and work experience as a moderator. The model is conceptualised in the backdrop of self-regulation theory and conservation of resource theory.Design/methodology/approachUsing a cross-sectional study of 319 management graduates, the authors examined the effect of JSLGO and PE on both active and preparatory job search of graduates. Structural equation modelling (SEM) using IBM-AMOS was conducted on the cross-sectional data collected from management graduates in India.FindingsAn empirical analysis using SEM unravelled that JSLGO mediated the relationship between preparatory job search and PE but did not intervene in the relationship between active job search and PE. The study also looked into the moderating role of work experience and it was found to be a significant moderator in the PE and job search – active relationship.Practical implicationsWork experience helps students in active job search stage which can lead to quick employment gains. Real job experience could be gained through work-integrated learning and on the job training, as they will enhance the exposure of students to real-life work situations. Higher levels of JSLGO indicate a more strategic approach and aiming a quality career. Learning goal orientation training should be embedded in the curriculum, as management education is all about preparing students for the world of work.Originality/valueThe current research has uniquely contributed to the limited literature on the importance of developing PE amongst management graduates and its consequence on job search. The study makes an important contribution to the theory and practices on job search by enhancing our understanding of the mechanism that governs PE and JSB relationship through goal orientation.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"11 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90657382","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 : 2020-10-16DOI: 10.1108/jieb-04-2020-0033
Theresa R. Billiot, Lukas P. Forbes
Purpose The purpose of this paper is to use Fink’s (2013) taxonomy of significant learning in a retail marketing class to help rural, price-sensitive students develop empathy toward high-end urban customers while becoming self-directed learners. Design/methodology/approach Using a 16-week pilot course, students developed a gaming prototype and learned about the challenges of targeting those from a higher socioeconomic status. Findings Results indicate that educators using Fisk’s taxonomy of significant learning might be able to positively influence the empathy that individuals on the lower end of the socioeconomic spectrum might feel toward higher-end customers. In addition, qualitative data reflects how a majority of students acknowledged empathy as their weakness but data also reveals how students plan to become continuous learners to improve their empathy in the future. Originality/value This paper has two key contributions. First, it shows how using a creative style of teaching within a marketing classroom can influence a key characteristic that buyers would need to successfully engage with higher-end clients. Second, it uses a new technique (gaming) in which to do so.
{"title":"Enhancing student empathy through the taxonomy of significant learning","authors":"Theresa R. Billiot, Lukas P. Forbes","doi":"10.1108/jieb-04-2020-0033","DOIUrl":"https://doi.org/10.1108/jieb-04-2020-0033","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to use Fink’s (2013) taxonomy of significant learning in a retail marketing class to help rural, price-sensitive students develop empathy toward high-end urban customers while becoming self-directed learners.\u0000\u0000\u0000Design/methodology/approach\u0000Using a 16-week pilot course, students developed a gaming prototype and learned about the challenges of targeting those from a higher socioeconomic status.\u0000\u0000\u0000Findings\u0000Results indicate that educators using Fisk’s taxonomy of significant learning might be able to positively influence the empathy that individuals on the lower end of the socioeconomic spectrum might feel toward higher-end customers. In addition, qualitative data reflects how a majority of students acknowledged empathy as their weakness but data also reveals how students plan to become continuous learners to improve their empathy in the future.\u0000\u0000\u0000Originality/value\u0000This paper has two key contributions. First, it shows how using a creative style of teaching within a marketing classroom can influence a key characteristic that buyers would need to successfully engage with higher-end clients. Second, it uses a new technique (gaming) in which to do so.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"45 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84313462","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 : 2020-09-23DOI: 10.1108/JIEB-05-2020-0041
G. Murshidi
Purpose: This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business Design/methodology/approach: The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students The paper used an action research methodology within a university degree course and within the teaching profession The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning The approach mostly used to improve the conditions and practices in a range of social environments Findings: The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise Research limitations/implications: The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc Practical implications: The students also stated that initially, they perceived videotape
{"title":"Videotaped teaching and learning methodology – an experiential learning and action research approach","authors":"G. Murshidi","doi":"10.1108/JIEB-05-2020-0041","DOIUrl":"https://doi.org/10.1108/JIEB-05-2020-0041","url":null,"abstract":"Purpose: This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business Design/methodology/approach: The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students The paper used an action research methodology within a university degree course and within the teaching profession The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning The approach mostly used to improve the conditions and practices in a range of social environments Findings: The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise Research limitations/implications: The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc Practical implications: The students also stated that initially, they perceived videotape ","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"21 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82006177","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 : 2020-08-31DOI: 10.1108/jieb-04-2020-0027
Mário Fernando, S. Fox, Ruwan Bandara, Daniel Hartley
Purpose The purpose of this study is to examine the nature of interdisciplinary thinking and the conditions and processes that foster it among first-year undergraduate students. Design/methodology/approach This study with 510 Australian students drawn from 2 cohorts explored an initiative to promote interdisciplinary teaching in an undergraduate ethics-based subject. The study focused on a case-study-based reflective essay intervention to compare the teaching and learning outcomes in the two student cohorts. Findings The results show how a case-study-based reflective essay intervention impacted on interdisciplinary learning. Introducing the case-study-based reflective essay improved interdisciplinary thinking. Findings show that integral to engaging students in interdisciplinary learning is a need for more experiential and active approaches built into education itself. Research limitations/implications The study findings extend Spelt et al.’s (2009) model in the business education context to link student learning outcomes to the learning processes, learning environment and interdisciplinary thinking. A key limitation of this study is that the intervention is limited to only two student cohorts. Practical implications The study recommends the use of reflective practice in interdisciplinary subjects to support a variety of learning outcomes across disciplines including classroom-based and assignment-based reflective practices which influence interdisciplinary thinking and active learning. Originality/value There is limited understanding on how business schools should or could attempt to promote interdisciplinary teaching and the actual methods for doing so. This study highlights the significance of integrating reflective practice in undergraduate business education to promote students’ interdisciplinary thinking.
{"title":"Lowering the walls: an integrative approach to first-year undergraduate business education","authors":"Mário Fernando, S. Fox, Ruwan Bandara, Daniel Hartley","doi":"10.1108/jieb-04-2020-0027","DOIUrl":"https://doi.org/10.1108/jieb-04-2020-0027","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the nature of interdisciplinary thinking and the conditions and processes that foster it among first-year undergraduate students.\u0000\u0000\u0000Design/methodology/approach\u0000This study with 510 Australian students drawn from 2 cohorts explored an initiative to promote interdisciplinary teaching in an undergraduate ethics-based subject. The study focused on a case-study-based reflective essay intervention to compare the teaching and learning outcomes in the two student cohorts.\u0000\u0000\u0000Findings\u0000The results show how a case-study-based reflective essay intervention impacted on interdisciplinary learning. Introducing the case-study-based reflective essay improved interdisciplinary thinking. Findings show that integral to engaging students in interdisciplinary learning is a need for more experiential and active approaches built into education itself.\u0000\u0000\u0000Research limitations/implications\u0000The study findings extend Spelt et al.’s (2009) model in the business education context to link student learning outcomes to the learning processes, learning environment and interdisciplinary thinking. A key limitation of this study is that the intervention is limited to only two student cohorts.\u0000\u0000\u0000Practical implications\u0000The study recommends the use of reflective practice in interdisciplinary subjects to support a variety of learning outcomes across disciplines including classroom-based and assignment-based reflective practices which influence interdisciplinary thinking and active learning.\u0000\u0000\u0000Originality/value\u0000There is limited understanding on how business schools should or could attempt to promote interdisciplinary teaching and the actual methods for doing so. This study highlights the significance of integrating reflective practice in undergraduate business education to promote students’ interdisciplinary thinking.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"19 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80573250","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 : 2020-07-27DOI: 10.1108/jieb-08-2019-0037
Leonard L. Lundstrum
The purpose of this paper is to set forth a less-costly, more flexible approach to teaching the analysis of international business development opportunities.,The approach capitalizes upon the high-quality business condition metrics, which are necessary to inform the development decision, that have recently become freely-available through a set of institutions that gather and distribute these metrics.,Critical thinking skills in this area are developed here not just by understanding the tools of analysis but also by having participated in a series of active classroom activities focused upon private investment decisions in a set of disparate countries.,This approach develops rising business professionals with refined critical thinking skills who will be able to immediately contribute to international business development decision-making.,Opportunities for students to learn these critical thinking skills can be far more available because the traditional method by which these skills have been taught has been by finding a partner business with the resources to pay for such data. In exchange for allowing students to use the data experientially the partner firm benefits from the work product of the students who study the international business development project at the firm’s offices.,The approach set forth provides an accessible alternate for those on-campus students and distance-learning students who do not need to have the flexibility to travel to the site of a business partner – where most of this learning has heretofore been arranged.
{"title":"Teaching international business development using current business metrics","authors":"Leonard L. Lundstrum","doi":"10.1108/jieb-08-2019-0037","DOIUrl":"https://doi.org/10.1108/jieb-08-2019-0037","url":null,"abstract":"The purpose of this paper is to set forth a less-costly, more flexible approach to teaching the analysis of international business development opportunities.,The approach capitalizes upon the high-quality business condition metrics, which are necessary to inform the development decision, that have recently become freely-available through a set of institutions that gather and distribute these metrics.,Critical thinking skills in this area are developed here not just by understanding the tools of analysis but also by having participated in a series of active classroom activities focused upon private investment decisions in a set of disparate countries.,This approach develops rising business professionals with refined critical thinking skills who will be able to immediately contribute to international business development decision-making.,Opportunities for students to learn these critical thinking skills can be far more available because the traditional method by which these skills have been taught has been by finding a partner business with the resources to pay for such data. In exchange for allowing students to use the data experientially the partner firm benefits from the work product of the students who study the international business development project at the firm’s offices.,The approach set forth provides an accessible alternate for those on-campus students and distance-learning students who do not need to have the flexibility to travel to the site of a business partner – where most of this learning has heretofore been arranged.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"27 1","pages":"263-274"},"PeriodicalIF":1.5,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83482451","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 : 2020-06-23DOI: 10.1108/jieb-02-2019-0011
S. H. Chan, Moez Ben Yedder, Krisee Vipulakom
The purpose of this study is to investigate the relationship between work values (WV) and expectations in terms of job quality (JQ) and workplace communication environment (WCE) of undergraduate students. Whether there are significant differences in terms of WV, JQ and WCE among cultural and demographic variables was also assessed.,A survey of 795 undergraduate students in China, Thailand and United Arab Emirates was conducted. Structural equation modeling and a series of one-way analysis of variance tests was carried out.,WV have significant effects on JQ expectations and WCE. This study identifies extrinsic values as the most important WV of the future job market entrants. There are differences in culture, gender and work experience between the three samples in the variables under investigation.,The study relied on the self-reported responses in one university in each site. Data on the undergraduate students’ major and academic performance was not collected.,Job seekers are more likely to choose jobs and WCE that are similar to their personal work value orientation. The study underscores the importance of WV as important motivators in the workplace.,This study is the first to compare the WV, JQ and WCE across multiple nations. The study underscores the importance of JQ and WCE as important motivators in the workplace.
{"title":"Predicting the effect of work values on workplace communication environment and job quality of tertiary students","authors":"S. H. Chan, Moez Ben Yedder, Krisee Vipulakom","doi":"10.1108/jieb-02-2019-0011","DOIUrl":"https://doi.org/10.1108/jieb-02-2019-0011","url":null,"abstract":"The purpose of this study is to investigate the relationship between work values (WV) and expectations in terms of job quality (JQ) and workplace communication environment (WCE) of undergraduate students. Whether there are significant differences in terms of WV, JQ and WCE among cultural and demographic variables was also assessed.,A survey of 795 undergraduate students in China, Thailand and United Arab Emirates was conducted. Structural equation modeling and a series of one-way analysis of variance tests was carried out.,WV have significant effects on JQ expectations and WCE. This study identifies extrinsic values as the most important WV of the future job market entrants. There are differences in culture, gender and work experience between the three samples in the variables under investigation.,The study relied on the self-reported responses in one university in each site. Data on the undergraduate students’ major and academic performance was not collected.,Job seekers are more likely to choose jobs and WCE that are similar to their personal work value orientation. The study underscores the importance of WV as important motivators in the workplace.,This study is the first to compare the WV, JQ and WCE across multiple nations. The study underscores the importance of JQ and WCE as important motivators in the workplace.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"108 1","pages":"239-261"},"PeriodicalIF":1.5,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81604432","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 : 2020-05-30DOI: 10.1108/jieb-02-2020-0017
Hayward P. Andres
Purpose The purpose of this study is to investigate a theoretical framework that examines and extends understanding of the role of cognitive/information processing, learning motivation and learning task behaviors in facilitating student engagement, course persistence and academic performance. Design/methodology/approach Student subjects were used to collect survey data. Hierarchical regression analysis was used to test the impact of active teaching, academic self-efficacy and task avoidance on the dependent variables – course grade, course persistence and expectancy for success. Findings Active teaching and academic self-efficacy were positive predictors of course grade while task avoidance was a negative predictor of course grade. Course persistence was positively impacted by academic self-efficacy and diminished by task-avoidance behaviors. Academic self-efficacy was shown to positively impact expectancy for success. Practical implications The results confirm the importance of adopting active teaching techniques, the need for periodic opportunities for experienced academic success and the need for coaching on self-regulation of study habits and class attendance behaviors. Originality/value This study builds on prior calls for more investigations on the role of teaching style on student psychological responses, engagement, learning task behaviors and academic performance. The teaching and learning processes were examined on four levels – attention/engagement, encoding, processing/synthesizing and learning task behaviors. In addition, prior work was extended by incorporating behavioral indicators (e.g. task avoidance) of learning motivation as opposed to reliance on self-reported levels of motivation that may have not been consistent with actual behaviors.
{"title":"The role of active teaching, academic self-efficacy, and learning behaviors in student performance","authors":"Hayward P. Andres","doi":"10.1108/jieb-02-2020-0017","DOIUrl":"https://doi.org/10.1108/jieb-02-2020-0017","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate a theoretical framework that examines and extends understanding of the role of cognitive/information processing, learning motivation and learning task behaviors in facilitating student engagement, course persistence and academic performance.\u0000\u0000\u0000Design/methodology/approach\u0000Student subjects were used to collect survey data. Hierarchical regression analysis was used to test the impact of active teaching, academic self-efficacy and task avoidance on the dependent variables – course grade, course persistence and expectancy for success.\u0000\u0000\u0000Findings\u0000Active teaching and academic self-efficacy were positive predictors of course grade while task avoidance was a negative predictor of course grade. Course persistence was positively impacted by academic self-efficacy and diminished by task-avoidance behaviors. Academic self-efficacy was shown to positively impact expectancy for success.\u0000\u0000\u0000Practical implications\u0000The results confirm the importance of adopting active teaching techniques, the need for periodic opportunities for experienced academic success and the need for coaching on self-regulation of study habits and class attendance behaviors.\u0000\u0000\u0000Originality/value\u0000This study builds on prior calls for more investigations on the role of teaching style on student psychological responses, engagement, learning task behaviors and academic performance. The teaching and learning processes were examined on four levels – attention/engagement, encoding, processing/synthesizing and learning task behaviors. In addition, prior work was extended by incorporating behavioral indicators (e.g. task avoidance) of learning motivation as opposed to reliance on self-reported levels of motivation that may have not been consistent with actual behaviors.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"41 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82456867","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 : 2020-05-22DOI: 10.1108/jieb-09-2019-0046
Alif Maggalatta, D. Adhariani
The purpose of this study is to explain the effect of love of money and Machiavellianism on ethics perceptions of accounting students. The knowledge attained from this study will allow lecturers and academicians to improve the methods used for teaching ethics in accounting by evaluating the impact of two factors.,This research uses survey and quantitative analysis. The data were collected by distributing offline and online questionnaires to students in a university in Indonesia.,The results show that both the love of money and Machiavellianism negatively affect ethical perception. Gender as one of the control variables is found to have a significant association with the love of money, Machiavellianism and ethical perception of accounting students.,The practical implication of the research is the need to inform students on the negative impact of the love of money and Machiavellianism on ethics, as well as the required steps to overcome such negative impact by inserting ethics-related materials in several accounting courses.,Accounting students represent future accountants and highly ethical accountants will protect the profession and society from harmful consequences of unethical accounting and business practices.
{"title":"For love or money: investigating the love of money, Machiavellianism and accounting students’ ethical perception","authors":"Alif Maggalatta, D. Adhariani","doi":"10.1108/jieb-09-2019-0046","DOIUrl":"https://doi.org/10.1108/jieb-09-2019-0046","url":null,"abstract":"The purpose of this study is to explain the effect of love of money and Machiavellianism on ethics perceptions of accounting students. The knowledge attained from this study will allow lecturers and academicians to improve the methods used for teaching ethics in accounting by evaluating the impact of two factors.,This research uses survey and quantitative analysis. The data were collected by distributing offline and online questionnaires to students in a university in Indonesia.,The results show that both the love of money and Machiavellianism negatively affect ethical perception. Gender as one of the control variables is found to have a significant association with the love of money, Machiavellianism and ethical perception of accounting students.,The practical implication of the research is the need to inform students on the negative impact of the love of money and Machiavellianism on ethics, as well as the required steps to overcome such negative impact by inserting ethics-related materials in several accounting courses.,Accounting students represent future accountants and highly ethical accountants will protect the profession and society from harmful consequences of unethical accounting and business practices.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"10 1","pages":"203-220"},"PeriodicalIF":1.5,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80566042","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 : 2020-05-06DOI: 10.1108/jieb-12-2019-0058
Norman Rudhumbu, Ec du Plessis, C. Maphosa
The purpose of this paper is to investigate challenges faced by and opportunities open to women entrepreneurs in Botswana and how entrepreneurship education can boost their knowledge and skills of doing business profitably and contribute to women empowerment.,In total, 400 women entrepreneurs of different ages, educational levels and from trades and different geographical locations were selected using a stratified random sampling procedure to participate in the study from ten towns and cities in the country. A structured questionnaire that used a five-point Likert scale was used for data collection. One-way ANOVA, regression analysis and descriptive statistics were used as tools for data analysis.,Findings showed that women entrepreneurs faced a complex web of challenges among which were access to finance, lack of training leading to lack of technical skills, lack of knowledge of sources of financing and technical support, high competition in the market, marginalisation of women and lack of knowledge of marketing strategies. The key findings were that while women entrepreneurs faced a number of challenges, the legal and regulatory environment in Botswana was highly conducive and supportive of women entrepreneurship and also that customised entrepreneurship education and training offered opportunities for women entrepreneurs to enhance their knowledge and technical skills.,The study only used a quantitative approach to collect data. It could have perhaps been more enriching if a mixed-methods approach were used to help probe the participants more. The study also only used women entrepreneurs in cities and towns. Perhaps, it could have also got some women entrepreneurs from rural areas to hear what they say. These limitations will be addressed in future studies.,Practical implications of the study are that women entrepreneurs need more training in business entrepreneurship for them to gain more knowledge and skills; finance houses become more accommodating to women entrepreneurship they could help in the empowerment of these people as they show potential in their businesses; and if more pro-women entrepreneurship policies are developed, they could enhance the activities of women entrepreneurs.,Women can perform as much as men in business if given the necessary support.,This study contributes to the body of knowledge on women entrepreneurship as it helped expose challenges women entrepreneurs face as well as opportunities for them to take advantage of and improve their business operations.
{"title":"Challenges and opportunities for women entrepreneurs in Botswana: revisiting the role of entrepreneurship education","authors":"Norman Rudhumbu, Ec du Plessis, C. Maphosa","doi":"10.1108/jieb-12-2019-0058","DOIUrl":"https://doi.org/10.1108/jieb-12-2019-0058","url":null,"abstract":"The purpose of this paper is to investigate challenges faced by and opportunities open to women entrepreneurs in Botswana and how entrepreneurship education can boost their knowledge and skills of doing business profitably and contribute to women empowerment.,In total, 400 women entrepreneurs of different ages, educational levels and from trades and different geographical locations were selected using a stratified random sampling procedure to participate in the study from ten towns and cities in the country. A structured questionnaire that used a five-point Likert scale was used for data collection. One-way ANOVA, regression analysis and descriptive statistics were used as tools for data analysis.,Findings showed that women entrepreneurs faced a complex web of challenges among which were access to finance, lack of training leading to lack of technical skills, lack of knowledge of sources of financing and technical support, high competition in the market, marginalisation of women and lack of knowledge of marketing strategies. The key findings were that while women entrepreneurs faced a number of challenges, the legal and regulatory environment in Botswana was highly conducive and supportive of women entrepreneurship and also that customised entrepreneurship education and training offered opportunities for women entrepreneurs to enhance their knowledge and technical skills.,The study only used a quantitative approach to collect data. It could have perhaps been more enriching if a mixed-methods approach were used to help probe the participants more. The study also only used women entrepreneurs in cities and towns. Perhaps, it could have also got some women entrepreneurs from rural areas to hear what they say. These limitations will be addressed in future studies.,Practical implications of the study are that women entrepreneurs need more training in business entrepreneurship for them to gain more knowledge and skills; finance houses become more accommodating to women entrepreneurship they could help in the empowerment of these people as they show potential in their businesses; and if more pro-women entrepreneurship policies are developed, they could enhance the activities of women entrepreneurs.,Women can perform as much as men in business if given the necessary support.,This study contributes to the body of knowledge on women entrepreneurship as it helped expose challenges women entrepreneurs face as well as opportunities for them to take advantage of and improve their business operations.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"178 1","pages":"183-201"},"PeriodicalIF":1.5,"publicationDate":"2020-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79954856","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 : 2020-05-04DOI: 10.1108/jieb-11-2019-0049
Sharon Feeney, J. Hogan
This paper aims to present an interpretation of freehand drawings produced by a sample of final year degree level learners in response to the question: “What is civic engagement”? The aim in using this approach, with final year degree learners from different countries, but pursuing the same degree, was to compare and contrast their understanding of civic engagement.,Learners completed their drawings and then discussed their drawings in small groups. All of their drawings were initially examined quantitatively before a sample of six drawings were selected for in-depth qualitative examination.,Using learner-generated drawings enables learners convey visually what can be challenging to verbalise. After the exercise, some learners discovered that they had a good basic appreciation of civic engagement.,Describing civic engagement pictorially forced participants to think about what the essence of civic engagement was for them.,This study shows how a collaborative learning experience, rather than a competitive comparison of performance, facilitates learners readily demonstrating their level of understanding and appreciation for civic engagement.
{"title":"Employing a visual representation technique to understand undergraduates’ perceptions of civic engagement across countries","authors":"Sharon Feeney, J. Hogan","doi":"10.1108/jieb-11-2019-0049","DOIUrl":"https://doi.org/10.1108/jieb-11-2019-0049","url":null,"abstract":"This paper aims to present an interpretation of freehand drawings produced by a sample of final year degree level learners in response to the question: “What is civic engagement”? The aim in using this approach, with final year degree learners from different countries, but pursuing the same degree, was to compare and contrast their understanding of civic engagement.,Learners completed their drawings and then discussed their drawings in small groups. All of their drawings were initially examined quantitatively before a sample of six drawings were selected for in-depth qualitative examination.,Using learner-generated drawings enables learners convey visually what can be challenging to verbalise. After the exercise, some learners discovered that they had a good basic appreciation of civic engagement.,Describing civic engagement pictorially forced participants to think about what the essence of civic engagement was for them.,This study shows how a collaborative learning experience, rather than a competitive comparison of performance, facilitates learners readily demonstrating their level of understanding and appreciation for civic engagement.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"25 1","pages":"163-182"},"PeriodicalIF":1.5,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75048112","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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