Pub Date : 2020-04-02DOI: 10.1080/08975930.2020.1796894
S. Nonis, Clint Relyea, C. Hunt
ABSTRACT Teaching and learning international business requires a broad and integrated perspective. This manuscript discusses a pedagogical exercise students have undertaken that is both broad and integrated and as a result expands not only their global mindset but also a broader perspective about self, others, and the world they live in. The exercise in undergraduate marketing and international business courses is innovative, engaging, impactful, and fun. Survey results and student reflections suggest that the exercise enhanced the global mindset of students and broadened their perspective. Further, students through critical reflection appear to have expanded their perspective, empathy, and self-knowledge.
{"title":"Developing Students Global Mindset: An Event-Based Approach","authors":"S. Nonis, Clint Relyea, C. Hunt","doi":"10.1080/08975930.2020.1796894","DOIUrl":"https://doi.org/10.1080/08975930.2020.1796894","url":null,"abstract":"ABSTRACT Teaching and learning international business requires a broad and integrated perspective. This manuscript discusses a pedagogical exercise students have undertaken that is both broad and integrated and as a result expands not only their global mindset but also a broader perspective about self, others, and the world they live in. The exercise in undergraduate marketing and international business courses is innovative, engaging, impactful, and fun. Survey results and student reflections suggest that the exercise enhanced the global mindset of students and broadened their perspective. Further, students through critical reflection appear to have expanded their perspective, empathy, and self-knowledge.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"130 - 153"},"PeriodicalIF":1.5,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1796894","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44008144","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 : 2020-04-02DOI: 10.1080/08975930.2020.1802636
Michael J. Maloni, Canan C. Mutlu, James A. Swaim, Y. Kim
ABSTRACT While offshoring represents a polarizing topic, limited pedagogical research helps us understand how to address diverse student offshoring views in the classroom. The present study fills this gap with a survey of undergraduate business students, revealing how resentment toward offshoring differs by student political views and global exposure. Furthermore, multi-group analysis shows how the antecedents and consequences of such disparate offshoring attitudes also differ depending on political views, global exposure, and gender. The findings thus shed light on the range of potential student offshoring biases, indicating that educators must help students critically process the confounding benefits and detriments of offshoring. We therefore close with a stakeholder analysis exercise to teach diverse offshoring perspectives.
{"title":"Differences in Student Offshoring Attitudes: Challenges in Teaching Offshoring","authors":"Michael J. Maloni, Canan C. Mutlu, James A. Swaim, Y. Kim","doi":"10.1080/08975930.2020.1802636","DOIUrl":"https://doi.org/10.1080/08975930.2020.1802636","url":null,"abstract":"ABSTRACT While offshoring represents a polarizing topic, limited pedagogical research helps us understand how to address diverse student offshoring views in the classroom. The present study fills this gap with a survey of undergraduate business students, revealing how resentment toward offshoring differs by student political views and global exposure. Furthermore, multi-group analysis shows how the antecedents and consequences of such disparate offshoring attitudes also differ depending on political views, global exposure, and gender. The findings thus shed light on the range of potential student offshoring biases, indicating that educators must help students critically process the confounding benefits and detriments of offshoring. We therefore close with a stakeholder analysis exercise to teach diverse offshoring perspectives.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"106 - 129"},"PeriodicalIF":1.5,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1802636","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45017398","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 : 2020-04-02DOI: 10.1080/08975930.2019.1698390
Archana Shrivastava
ABSTRACT This study investigated the impact of a student-centric, output-oriented methodology based on the principles of connectivism for knowledge creation in cross-cultural studies. The task involved selection of native commercial advertisements in which students were expected to work in virtual teams and find cultural differences in their interpretation between the participants from three countries, India, Austria and Russia . Findings showed that the students acquired knowledge about the host countries’ cultures in a unique way and distinguished between facts and fiction through interesting interactions with one another. Additionally, the exercise helped developing a global mind-set along with improving teamwork, time management, decision making, critical thinking and many other skills. The work recommends designing and developing such exercises for teaching effectiveness and knowledge creation in International Business which are more practical and applicable in the real life.
{"title":"Using Native Advertising Approach for Knowledge Creation in Cross Cultural Studies","authors":"Archana Shrivastava","doi":"10.1080/08975930.2019.1698390","DOIUrl":"https://doi.org/10.1080/08975930.2019.1698390","url":null,"abstract":"ABSTRACT This study investigated the impact of a student-centric, output-oriented methodology based on the principles of connectivism for knowledge creation in cross-cultural studies. The task involved selection of native commercial advertisements in which students were expected to work in virtual teams and find cultural differences in their interpretation between the participants from three countries, India, Austria and Russia . Findings showed that the students acquired knowledge about the host countries’ cultures in a unique way and distinguished between facts and fiction through interesting interactions with one another. Additionally, the exercise helped developing a global mind-set along with improving teamwork, time management, decision making, critical thinking and many other skills. The work recommends designing and developing such exercises for teaching effectiveness and knowledge creation in International Business which are more practical and applicable in the real life.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"154 - 179"},"PeriodicalIF":1.5,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2019.1698390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42367931","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 : 2020-04-02DOI: 10.1080/08975930.2020.1802570
R. Aggarwal
{"title":"The Broad Nature of Globalization","authors":"R. Aggarwal","doi":"10.1080/08975930.2020.1802570","DOIUrl":"https://doi.org/10.1080/08975930.2020.1802570","url":null,"abstract":"","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"180 - 183"},"PeriodicalIF":1.5,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1802570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46377850","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 : 2020-04-02DOI: 10.1080/08975930.2020.1802571
R. Aggarwal, Yinglu Wu
Global business and education involve crossing borders, and the truly important borders are the ones that signify changes in cultures. Such borders are often the same as political borders but can a...
{"title":"Internalization of Student Cross-Cultural Skills","authors":"R. Aggarwal, Yinglu Wu","doi":"10.1080/08975930.2020.1802571","DOIUrl":"https://doi.org/10.1080/08975930.2020.1802571","url":null,"abstract":"Global business and education involve crossing borders, and the truly important borders are the ones that signify changes in cultures. Such borders are often the same as political borders but can a...","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"101 - 105"},"PeriodicalIF":1.5,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1802571","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46507196","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 : 2020-01-02DOI: 10.1080/08975930.2020.1743097
Aguilar-Barrientos, Sara Universidad EAFIT Alberts, Heike University of Wisconsin Oshkosh Bačić, Dinko University of Southern Indiana Brockhaus, Sebastian John Carroll University Bruen, Jennifer Dublin City University Cathro, Virginia University Of Otago Chan, Kam Western Kentucky University Chavan, Meena Macquarie University Chelminski, Piotr Providence College Chen, Jiun-Shiu McNeese State University College of Business Clampit, Jack Texas A&M University-Corpus Christi Clinebell, Sharon University of Northern Colorado Cox, Susie University of Arkansas at Little Rock Deloach, Stephen Elon University Dion, Michel Université de Sherbrooke Dow, Sandra Middlebury College Drake, Matthew Duquesne University Feng, Jing Betty Farmingdale State College Gonzalez-Perez, Maria Alejandra Universidad EAFIT Gullekson, Nicole University of Wisconsin La Crosse Harrison, Jennifer Western Michigan University Hernandez-Pozas, Olivia Tecnologico de Monterrey Johnson, James Rollins College Kardes, Ilke Valdosta State University Kirste, Laura Friedrich-Alexander-Universität Erlangen-Nürnberg Koponen, Jonna University Eastern Finland Ku, Sarah Georgia State University Le, Quan Seattle University Loh, Chung-Ping University of North Florida Manuel, Tim University of Montana Mayo, Michael Kent State University
Aguilar Barrientos、Sara Universidad EAFIT Alberts、Heike University of Wisconsin Oshkosh Bačić、Dinko University of Southern Indiana Brockhaus、Sebastian John Carroll University Bruen、Jennifer Dublin City University Cathro、Virginia University of Otago Chan、Kam West Kentucky University Chavan、Meena Macquarie University Chelminski、Piotr Providence College Chen，Jiun Shiu McNeese州立大学商学院Clampit、Jack Texas A&M大学科珀斯克里斯蒂分校Clinebell、北科罗拉多大学Sharon Cox、阿肯色州小石城大学Susie Deloach、Stephen Elon University Dion、Michel University de Sherbrooke Dow、Sandra Middlebury College Drake、Matthew Duquesne University Feng，Jing Betty Farmingdale州立学院Gonzalez Perez、Maria Alejandra大学EAFIT Gullekson、Nicole威斯康星大学La Crosse Harrison、Jennifer西密歇根大学Hernandez Pozas、Olivia Tecnologico de Monterrey Johnson、James Rollins College Kardes、Ilke Valdosta州立大学Kirste、Laura Friedrich Alexander Erlangen-Nürnberg Koponen，琼那大学东芬兰Ku，萨拉乔治亚州立大学Le，全西雅图大学Loh，北佛罗里达州忠平大学Manuel，蒙大拿州Tim大学Mayo，迈克尔肯特州立大学
{"title":"Reviewers for Journal of Teaching in International Business, Volume 30 (2019)","authors":"","doi":"10.1080/08975930.2020.1743097","DOIUrl":"https://doi.org/10.1080/08975930.2020.1743097","url":null,"abstract":"Aguilar-Barrientos, Sara Universidad EAFIT Alberts, Heike University of Wisconsin Oshkosh Bačić, Dinko University of Southern Indiana Brockhaus, Sebastian John Carroll University Bruen, Jennifer Dublin City University Cathro, Virginia University Of Otago Chan, Kam Western Kentucky University Chavan, Meena Macquarie University Chelminski, Piotr Providence College Chen, Jiun-Shiu McNeese State University College of Business Clampit, Jack Texas A&M University-Corpus Christi Clinebell, Sharon University of Northern Colorado Cox, Susie University of Arkansas at Little Rock Deloach, Stephen Elon University Dion, Michel Université de Sherbrooke Dow, Sandra Middlebury College Drake, Matthew Duquesne University Feng, Jing Betty Farmingdale State College Gonzalez-Perez, Maria Alejandra Universidad EAFIT Gullekson, Nicole University of Wisconsin La Crosse Harrison, Jennifer Western Michigan University Hernandez-Pozas, Olivia Tecnologico de Monterrey Johnson, James Rollins College Kardes, Ilke Valdosta State University Kirste, Laura Friedrich-Alexander-Universität Erlangen-Nürnberg Koponen, Jonna University Eastern Finland Ku, Sarah Georgia State University Le, Quan Seattle University Loh, Chung-Ping University of North Florida Manuel, Tim University of Montana Mayo, Michael Kent State University","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"98 - 99"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1743097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44325659","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 : 2020-01-02DOI: 10.1080/08975930.2020.1729292
Ilke Kardes
ABSTRACT Digital technology is an integral part of the new generation international business students in higher education. The new realities of a tech-savvy student profile require some upgrades in classroom settings within IB education. This study discusses the current challenges of instructors facing in the classroom. We propose some digital tools that can help to reduce learning barriers related to the syllabus, attention, real-life examples, and test anxiety in international business courses. The conceptualization of the paper is based on student engagement and active learning environment. We argue that traditional teaching methods have to be supported with digital technologies to increase teaching effectiveness. We conduct a combination of primary and secondary data research. In-depth interviews and teaching insights shared on the Internet help us to collect information on the challenges in teaching and possible digital solutions to overcome those obstacles. We propose 22 digital tools that educators can integrate into the IB classroom to improve the learning experience of students.
{"title":"Increasing Classroom Engagement in International Business Courses via Digital Technology","authors":"Ilke Kardes","doi":"10.1080/08975930.2020.1729292","DOIUrl":"https://doi.org/10.1080/08975930.2020.1729292","url":null,"abstract":"ABSTRACT Digital technology is an integral part of the new generation international business students in higher education. The new realities of a tech-savvy student profile require some upgrades in classroom settings within IB education. This study discusses the current challenges of instructors facing in the classroom. We propose some digital tools that can help to reduce learning barriers related to the syllabus, attention, real-life examples, and test anxiety in international business courses. The conceptualization of the paper is based on student engagement and active learning environment. We argue that traditional teaching methods have to be supported with digital technologies to increase teaching effectiveness. We conduct a combination of primary and secondary data research. In-depth interviews and teaching insights shared on the Internet help us to collect information on the challenges in teaching and possible digital solutions to overcome those obstacles. We propose 22 digital tools that educators can integrate into the IB classroom to improve the learning experience of students.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"51 - 74"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1729292","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48390173","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 : 2020-01-02DOI: 10.1080/08975930.2020.1729293
Jiun-Shiu Chen, Scott Mooty, Jeffery Stevens, Barron W. Brown
ABSTRACT This research studies the impact of taking an international business course (IB) under both online and face-to-face methods on changes in the attitudinal construct global openness. This research also examines how the personality trait of openness to experience influences the change in the degree of global openness achieved by the students. Findings show that taking IB significantly increases students’ degree of global openness in both online and face-to-face methods; however, the increase is greater with face-to-face students than online. By dividing the sample into both high versus low openness to experience and online versus face-to-face, findings show differences between the high and low openness to experience groups in both online and face-to-face courses. In face-to-face classes, the results showed that the low openness students increased their degree of global openness more than the high openness to experience students. The increase is not found to be significant with the online high openness group indicating that online IB education is less effective with high openness to experience students. The overall results suggest face-to-face teaching is more effective in making attitudinal changes than online teaching.
{"title":"Course Delivery Format, Global Openness, and Openness to Experience in International Business Classes","authors":"Jiun-Shiu Chen, Scott Mooty, Jeffery Stevens, Barron W. Brown","doi":"10.1080/08975930.2020.1729293","DOIUrl":"https://doi.org/10.1080/08975930.2020.1729293","url":null,"abstract":"ABSTRACT This research studies the impact of taking an international business course (IB) under both online and face-to-face methods on changes in the attitudinal construct global openness. This research also examines how the personality trait of openness to experience influences the change in the degree of global openness achieved by the students. Findings show that taking IB significantly increases students’ degree of global openness in both online and face-to-face methods; however, the increase is greater with face-to-face students than online. By dividing the sample into both high versus low openness to experience and online versus face-to-face, findings show differences between the high and low openness to experience groups in both online and face-to-face courses. In face-to-face classes, the results showed that the low openness students increased their degree of global openness more than the high openness to experience students. The increase is not found to be significant with the online high openness group indicating that online IB education is less effective with high openness to experience students. The overall results suggest face-to-face teaching is more effective in making attitudinal changes than online teaching.","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":"31 1","pages":"27 - 7"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08975930.2020.1729293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43047085","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 : 2020-01-02DOI: 10.1080/08975930.2020.1738755
R. Aggarwal, Yinglu Wu
Higher education, including that in International Business (IB), faces a number of challenges. One of the primary challenges is its cost that is rising at a much faster pace than any other costs except medical costs. We now have skyrocketing and debilitating student debt problem in the US. These rising costs also limit access to higher education. Unlike most modern industries that have been disrupted to varying degrees by new technologies, higher education does not seem to have undergone such disruption. Many critics are pointing to online education as a less expensive alternative. How would online education impact IB education? We address the question here in this issue. Online education offers many advantages. Many geographically dispersed students can take advantage of such education. In many cases, online education can also be asynchronous so that students can attend classes at times convenient to them. At the same time, professors can record their lessons at times convenient for them. These freedoms of time and place in learning can dramatically expand the size and diversity of a class and the range of teaching and learning pedagogies used. Given the advantages of time and place, online education has expanded dramatically in popularity over the last decade. According to the data by the National Center for Education Statistics, between 2007 and 2017, the percentage of US undergraduate students who participated in online or distance education at degree-granting institutions increased from 20.6% to 32.9%, and the percent of undergraduate enrollment that took online education exclusively rose from a mere 3.8% to 13.3%. Accompanying the rapid growth in the demand and offering of online education is the increased attention to the quality and effectiveness of online education. For example, according to Arbaugh, Formicary, and Hwang (2016), of the top 100 most cited business management education research from 1974 to 2014, almost a quarter are related to the topic of distance education and online teaching and learning. Geographic and cultural diversity is particularly important in international business (IB) education. The Internet allows for greater exposure to foreign cultures. Web content, such as videos and blogs, enables students to learn about other countries and cultures in a rich and engaging manner without
高等教育，包括国际商务(IB)，面临着许多挑战。其中一个主要挑战是其费用的增长速度远远超过除医疗费用以外的任何其他费用。现在美国的学生债务问题急剧恶化。这些不断上升的成本也限制了接受高等教育的机会。与大多数被新技术不同程度地颠覆的现代产业不同，高等教育似乎没有经历过这样的颠覆。许多批评人士指出，在线教育是一种更便宜的选择。在线教育将如何影响IB教育?我们在本期中讨论这个问题。在线教育有很多优势。许多地理位置分散的学生可以利用这种教育。在许多情况下，在线教育也可以是异步的，这样学生就可以在他们方便的时候上课。同时，教授可以在方便的时候记录他们的课程。这些学习时间和地点的自由可以极大地扩大班级的规模和多样性，以及所使用的教学方法的范围。由于时间和地点的优势，在线教育在过去十年中迅速普及。根据美国国家教育统计中心的数据，2007年至2017年，美国本科生在学位授予机构接受在线或远程教育的比例从20.6%上升到32.9%，完全接受在线教育的本科生比例从3.8%上升到13.3%。随着在线教育需求和提供的快速增长，人们越来越关注在线教育的质量和有效性。例如，根据Arbaugh, formary, and Hwang(2016)的研究，在1974年至2014年被引用最多的100项商业管理教育研究中，近四分之一与远程教育和在线教学有关。地理和文化多样性在国际商务(IB)教育中尤为重要。互联网使人们能够更多地接触外国文化。网络内容，如视频和博客，使学生能够以一种丰富而引人入胜的方式了解其他国家和文化
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Pub Date : 2020-01-02DOI: 10.1080/08975930.2019.1698394
A. Zorio-Grima, P. Merello
ABSTRACT Sometimes class-attendance is a component (or requirement) to benefit from the continuous assessment. The objective of this study is to evidence that some students seem to be getting unfairly penalized for nonattendance. To address this issue, we provide alternative assessment solutions taking into account the different profiles of the students. This study is based on the performance in online tests undertaken in a subject of Financial Accounting taught in English in two groups at Valencia University (from Spain). This subject is especially important for International Business (IB) as managers make decisions based on financial information. In this course, students learn about the legal accounting framework, from a national and IB perspective (i.e., national standards and International Financial Reporting Standards). Difficulty of course contents, students’ study time, students’ university access mark, age, and class-attendance are determining factors of the mark obtained in online tests if we take into account all the students. However, for the students whose marks are the best and second best grades, only the difficulty of course contents, study time, age and parents’ studies are significant factors. Evidence is found that attendance improves online test performance significantly for the whole group of students, yet this factor is not significant considering only the best performing students. Our findings justify that the continuous assessment system should only require a specific level of attendance if the online test performance drops below a certain grade (for instance the second best grade). That way, these students would have an extra motivation to attend classes but better performing students who are keeping best and second grades in their online tests will not get penalized if classes are missed as long as they keep performing well.
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