scholarly journals Understanding corruption through freehand drawings: a case study of undergraduate business students’ visual learning in the classroom

2019 ◽  
Vol 38 (1-2) ◽  
pp. 142-152 ◽  
Author(s):  
Gyuzel Gadelshina ◽  
Arrian Cornwell ◽  
David Spoors
Keyword(s):  
Business Students ◽  
Visual Learning ◽  
Undergraduate Business Students

scholarly journals Transformational Decision Making: A Corporate Success Story In Purchasing

2011 ◽  
Vol 7 (3) ◽  
pp. 23
Author(s):  
Diane D. Galbraith ◽  
Fred L. Webb
Keyword(s):  
Decision Making ◽  
Business Students ◽  
Business Management ◽  
Teaching Tool ◽  
Challenging Problem ◽  
Success Story ◽  
History Of ◽  
Management Functions ◽  
Undergraduate Business Students

The purpose of this case study is to provide a pedagogical teaching tool for undergraduate business students to fully comprehend the importance of the business management functions of planning, organizing, leading and controlling businesses. This case is inspired by events in the history of Rockwell International Corporation. As a major conglomerate struggles to transform itself over a period of eight decades, Rockwell provided a challenging problem for students to solve.

scholarly journals Competency-based professional development : a case study of how recruiters perceive undergraduate business students

2019 ◽  
Author(s):  
◽  
Joyce Gay Albright
Keyword(s):  
Professional Development ◽  
Business Students ◽  
Business Programs ◽  
Competency Models ◽  
Competency Based ◽  
Specific Competency ◽  
Primary Focus ◽  
College Of Business ◽  
Undergraduate Business Students

D. McClelland claimed that employment recruiters should hire professionals based upon characteristics and skills and that these competencies could predict how employees would perform on the job. This approach to assessing employees led to the creation of company-specific competency models. My dissertation is a case study of how recruiters perceive undergraduate business students who complete educational requirements at a university college of business that has included a competency model in its curriculum. Based upon the literature review, I learned that few studies have been conducted on the use of competency models in undergraduate business programs. On this basis, it is recommended that additional studies be conducted. Using fifteen professional competencies identified by the college as a conceptual framework, I interviewed recruiters who evaluate these business students. My primary focus was determining how the recruiters perceive the students, and my secondary focus was identifying what competencies are valued by the recruiters. Analysis of the responses indicated that the majority of the recruiters perceived the students as behaving professionally and demonstrating many of the competencies embedded in the college's professional development curriculum. The recruiters value competencies that are not included in the curriculum, and I recommend the college review these additional competencies.

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 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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