Assessing the Writing Skills of Entry-Level Undergraduate Business Students to Enhance their Writing Development during Tertiary Studies

2007 ◽  
Keyword(s):  
Business Students ◽  
Writing Skills ◽  
Writing Development ◽  
Entry Level ◽  
Undergraduate Business Students

Assessing and Enhancing the Basic Writing Skills of Marketing Students

2004 ◽  
Vol 67 (4) ◽  
pp. 443-454 ◽  
Author(s):  
Donald R. Bacon ◽  
Elizabeth Scott Anderson
Keyword(s):  
Communication Skills ◽  
Business Students ◽  
Basic Writing ◽  
Writing Skills ◽  
Student Writing ◽  
Word Choice ◽  
Efficient Manner ◽  
Writing Ability ◽  
Improving Writing ◽  
Undergraduate Business Students

Employers consistently rank communication skills, in particular writing ability, among the most important skills for undergraduate business students to possess. However, improving writing skills, especially with respect to punctuation, grammar, and word choice, often requires substantial teacher time and effort. To assess and improve student writing skills in a time-efficient manner, the authors developed a computer-scored measure of students’ ability to edit for writing mechanics. The authors tested the method with a pretest and posttest design and found that when students were held accountable for improvement (with 5% of the course grade dependent on improvement), there was a significant increase in students’ ability to edit. Without that accountability, improvement did not occur.

Cognitive Style and Sex: A Study of Stereotypical Thinking

2008 ◽  
Vol 102 (3) ◽  
pp. 739-744
Author(s):  
Havva J. Meric ◽  
Margaret M. Capen
Keyword(s):  
Cognitive Style ◽  
Linear Model ◽  
Work Experience ◽  
Business Students ◽  
General Linear Model ◽  
General Linear ◽  
Male Undergraduate ◽  
Undergraduate Business Students

Differences between Cognitive Style Index mean scores of female and male undergraduate business students were tested using a general linear model. Among 286 undergraduate business students, women scored higher (more analytical) than men. The comparison of undergraduate business students with and without work experience related to their major shows that students with such related work experience were more intuitive than peers with no work experience related to their major.

Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luana Ferreira-Lopes ◽  
Iciar Elexpuru-Albizuri ◽  
María José Bezanilla
Keyword(s):  
Intercultural Competence ◽  
Business Students ◽  
Cultural Knowledge ◽  
Learning Potential ◽  
Task Sequence ◽  
Virtual Collaboration ◽  
Intercultural Relationships ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Undergraduate Business Students

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.

scholarly journals Service Learning: Bringing The Business Classroom To Life

2010 ◽  
Vol 3 (9) ◽  
pp. 55-60
Author(s):  
Lauren Ayers ◽  
Tristan L. Gartin ◽  
Brannan D. Lahoda ◽  
Shannon R. Veyon ◽  
Megan Rushford ◽  
...  
Keyword(s):  
Service Learning ◽  
Business Students ◽  
Learning Experience ◽  
Or Efficiency ◽  
Management Level ◽  
Entry Level ◽  
For Profit ◽  
Not For Profit ◽  
Service Learning Projects ◽  
Learning Projects

While service-learning may be easily incorporated into medical or legal fields, this type of active learning generally has not been historically integrated into any discipline within the business curriculum. This is unfortunate, as the utilization of business students in not-for-profit environments can provide a triple-win scenario:  the students receive an enriched learning experience, as they likely will confront opportunities at the entry level that are not generally experienced until the middle-management level; the administrators at the not-for-profit have access to business students with skills that are necessary but typically expensive to acquire; and the constituents served by the organization are enriched by having improved delivery or efficiency of service.  Within this paper, we will discuss the service-learning environment and will then detail a project we have worked on in a service-learning-oriented class, with the hope that others may use our experience to facilitate their own service-learning projects as students or within the context of a class.

scholarly journals Gauging reflexive historical thinking: An exploratory study of Columbian undergraduates

2021 ◽  
Vol 8 (1) ◽  
pp. 139-155
Author(s):  
Joshua Large ◽  
◽  
Juan Pablo Román Calderón
Keyword(s):  
Exploratory Study ◽  
Business Students ◽  
Private University ◽  
Historical Thinking ◽  
Personal Agency ◽  
Thinking Skill ◽  
Economic Forces ◽  
Economic Ideology ◽  
Historical Agency ◽  
Undergraduate Business Students

This study gauges the development of an historical thinking skill we term reflexive historical thinking and its relationship to economic ideology among a group of undergraduate business students in an introductory history course at a Colombian private university. A survey was conducted twice during a semester in which students answered questions regarding historical agency, personal agency, and economic ideology. We measured the relationships and changes in responses regarding these factors. We hypothesized that students with greater awareness of broad social and economic forces as determinants of historical events would also be aware of an array of social and economic forces informing their personal outlooks. Moreover, we expected such awareness – both historical and personal – to increase during the course. Finally, we wondered how economic ideology influences such awareness. We found little support for the expectation that reflexive historical thinking developed over time, but interesting correlations between historical thinking and economic ideology.

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