Examining US business undergraduates’ use of career information sources during career exploration

2019 ◽  
Vol 62 (1) ◽  
pp. 15-30
Author(s):  
Mun Yuk Chin ◽  
Chelsea A. Blackburn Cohen ◽  
Matthew T. Hora
Keyword(s):  
Business School ◽  
Information Sources ◽  
Business Students ◽  
Career Exploration ◽  
Career Services ◽  
Content Type ◽  
Career Information ◽  
The Usa ◽  
Support Students ◽  
Undergraduate Business Students

Purpose Campus career services are increasingly scrutinized as the primary career development resource for undergraduates. The purpose of this paper is to use Career Construction Theory to examine all sources of career information used by undergraduate business students and their contributions toward career exploration and development. Design/methodology/approach Using a mixed-methods design, a survey was first administered to 372 university students enrolled in an undergraduate business school in the USA. Focus group interviews were conducted with 35 students from the survey sample. Descriptive statistics are reported, and inductive themes and causal networks were derived from qualitative data. Findings In order of prominence, students endorsed using sociocultural (e.g. family) and institutional (e.g. career services center) resources, and exploratory activities (e.g. work experience) as career information sources. These sources contributed toward students’ vocational development by enhancing their psychological readiness for work, building social capital and facilitating decisions. Research limitations/implications Participants were sampled from one undergraduate business school in the USA and were self-selected into the study. Practical implications Career services and higher education professionals should think of the career-related information sources available to students as a complex ecosystem of advice instead of singular resources that exist in isolation. Professionals should also attend to students existing sources of career information and consider ways to support students’ development of social and professional networks and opportunities. Furthermore, universities should consider the potential for integrating career exploration into course curricula as opposed to tasking career services offices to be fully responsible for students’ career-related outcomes. Originality/value This study is the first to examine undergraduate business students’ sources of career information and their contributions to career development. Its insights offer evidence for ways to tailor interventions to support students’ use of available information sources beyond campus career services.

Understanding students' perceptions and attitude toward learning about internships in a business school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Henry Wai Leong Ho ◽  
Scot Squires
Keyword(s):  
Undergraduate Students ◽  
Business School ◽  
Business Students ◽  
Preliminary Investigation ◽  
Academic Advisor ◽  
Content Type ◽  
College Curriculum ◽  
Data Collection Instrument ◽  
To Receive ◽  
Undergraduate Business Students

PurposeInternships are an integral part of a college curriculum, yet students are sometimes unaware of how to secure this opportunity. This research aims to determine efficient methods to provide information to students within the given majors, identify barriers on what is stopping students from seeking out internships earlier and identify the appropriate time for students to receive internship information.Design/methodology/approachThis study undertook descriptive research in a preliminary investigation of the undergraduate business students' attitude toward learning about the internship program offered by a business school of a state funded university in Michigan, USA. The data-collection instrument consisted of structured closed-ended questions relevant to undergraduate business students' perceptions and attitude toward learning about the internship program.FindingsThe results of this survey of 631 undergraduate students revealed a relationship between gender and the willingness to gain information about internships. Additional findings revealed that students who received information at the beginning of their schooling were more likely to plan for the internship in advance. Finally, students who preferred to receive information about internships multiple times were most likely to contact their academic advisor or internship director for more resources.Originality/valueTogether, the results of these findings can be used for current institution and other business schools with similar setting to reduce the barriers students face and allow undergraduate business students greater accessibility to internship positions.

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.

Reweaving the rainbow: qualitative color in business education

2018 ◽  
Vol 26 (3) ◽  
pp. 238-246 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Business Education ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
First Year ◽  
Content Type ◽  
Central Direction ◽  
Undergraduate Economics ◽  
Personal Insight ◽  
Limited Generalizability

Purpose This study aims to reflect on the dominance of a narrowly focused analytical approach within business schools, which provides an artificially fractured and disjointed understanding of the contextual complexities and interconnectedness that students will encounter in the future. This approach unnecessarily constrains sensemaking and inhibits creative response to future social and organizational complexity. As business schools and their graduates come under sustained scrutiny and criticism, it perhaps appropriate to reexamine and reframe their analytical bias. Design/methodology/approach The central direction taken in this study is that of critical reflection on the present author’s practice and experience in teaching undergraduate economics and accounting. Although the analysis may have limited generalizability, it is hoped that it may prove of interest and value to business school educators. Findings The preferential business school reliance on analytical perspectives suggest that they fail to appreciate the nature of business, its embeddedness in broader society and the competencies required by undergraduates and graduates. This study argues that an emphasis on holistic systems, synthetic fusion and an appreciation of complexity – rather than a reductive analytical agenda – might benefit business schools, their graduates and society at large. Originality/value This study provides an original, albeit personal, insight into a significant problem in business education. It offers original perspectives on the problem and presents faculty-centered suggestions on how business students might be encouraged and empowered to see quality as well as quantitative perspectives in their first-year courses.

scholarly journals Impact of COVID-19 on undergraduate business students: a longitudinal study on academic motivation, engagement and attachment to university

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rita Pasion ◽  
Eva Dias-Oliveira ◽  
Ana Camacho ◽  
Catarina Morais ◽  
Raquel Campos Franco
Keyword(s):  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Business Students ◽  
Significant Group ◽  
Content Type ◽  
Post Test ◽  
Negative Effect ◽  
The University ◽  
Academic Year ◽  
Undergraduate Business Students

Purpose This study aims to explore whether the COVID-19-related circumstances hindered these academic-related variables. Design Methodology Approach The authors surveyed two groups of undergraduate business students (42% male) who completed the questionnaires at the beginning and at the end of the semester. One group of students attended only face-to-face classes in the 2018/2019 academic year (n = 126) and the other group transitioned to online classes because of the COVID-19 outbreak in the 2019/2020 academic year (n = 99). Findings The findings show no statistically significant group differences between the pre- and post-test in students’ intrinsic and extrinsic motivation, feelings of attachment to the university and engagement dimensions of absorption and vigour. Nevertheless, a moderate negative effect was found in the dedication engagement dimension. Practical Implications The authors discuss the main results in terms of some practices that may contribute towards attenuating the effects of future emerging pandemics in the higher education setting. Originality Value The COVID-19 pandemic imposed a rapid transition to online instruction in education institutions worldwide. However, it remains unclear to date how students’ engagement, motivation and attachment to the university were negatively affected by the first COVID-19 outbreak.

Exploring factors influencing online classes due to social distancing in COVID-19 pandemic: a business students perspective

2020 ◽  
Vol 37 (4) ◽  
pp. 197-211 ◽  
Author(s):  
Adil Zia
Keyword(s):  
Business School ◽  
Negative Impact ◽  
Positive Impact ◽  
Business Students ◽  
Primary Data ◽  
Online Classes ◽  
Content Type ◽  
Social Distancing ◽  
The Impact ◽  
And Training

PurposeThis study explores the factors responsible for influencing online classes for business school during the COVID-19 pandemic. This study also examines the level of influence of these factors on online classes.Design/methodology/approachPrimary data were collected online from 716 business school students using a questionnaire developed by the researcher. Smart PLS3 software was used to analyze the data.FindingsAttitude, curriculum, motivation, technology and training were found to have an impact on online classes. Three variables (attitude, motivation and training) have a positive impact on online classes, whereas two variables (curriculum and technology) have a negative impact on the online classes. All the factors have been found to be significant except technology which is found to have an insignificant impact (p = 0.356) on online classes.Research limitations/implicationsOnly one university’s students were surveyed.Practical implicationsOutlines the factors which have a positive and significant impact on online classes during COVID-19 pandemic. This study can be generalized through a student's community across the world as the students face similar problems associated with online classes during the COVID-19 pandemic.Social implicationsSuggest factors that can be considered while COVID-19 pandemic during social distancing to make online classes more effective and to reduce the impact of this pandemic.Originality/valueNo study has documented the factors associated to impact the online classes during the COVID-19 pandemic.

Factors influencing academic performance in quantitative courses among undergraduate business students of a public higher education institution

2017 ◽  
Vol 10 (01) ◽  
pp. 12-30 ◽  
Author(s):  
Darwish Abdulrahamn Yousef
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
English Language ◽  
Business Students ◽  
Teaching Style ◽  
Content Type ◽  
Language And Communication ◽  
Undergraduate Business Students

Purpose This paper aims to investigate the impacts of teaching style, English language and communication and assessment methods on the academic performance of undergraduate business students in introductory quantitative courses such as Statistics for Business 1 and 2, Quantitative Methods for Business, Operations and Production Management and Operations Research in a non-Western setting. Design/methodology/approach Data was collected from 750 undergraduate business students in third- and fourth-year classes at the UAE University (UAEU). Descriptive statistics were used to gain some insights into the demographic and educational characteristics of respondents and their opinions regarding the importance of the three factors of concern to their understanding of quantitative courses material, along with multiple regression analysis that was used to test the hypotheses of the study. Findings The results of the present study indicate the importance of the teaching style in terms of the way the lecturer speaks and the pace of presenting the material, in addition to the structure of the lecture in understanding quantitative course material. Additionally, availability and contents of the material on the course website play an important role in helping undergraduate business students understand the subjects of quantitative courses. The study revealed that the UAEU undergraduate business students are, to some extent, uncomfortable in reading printed textbooks and writing reports on quantitative topics in English. The results of multiple regression analysis revealed that both teaching style and English language and communication have a great influence on the academic performance of UAEU undergraduate business students. Research limitations/implications The paper has a number of limitations. For instance, the sample was taken only from students in a single university. Moreover, this study focuses on the business students and in turn, it excludes students of other colleges. On the other hand, it has a number of implications for administrators, instructors and researchers. Administrators should pay special attention when setting admission standards. Instructors teaching quantitative courses should prepare well-structured lectures and deliver them at a reasonable pace to allow students the time to understand them. They should also pay attention to the way they speak. For researchers, this study will indicate the need for further research to confirm or refute the results of the present study. Originality/value The present study is the first attempt to investigate the impacts of the three factors of concern on the academic performance of undergraduate business students in introductory quantitative courses in a public university setting in the UAE context.

Examining US college students’ career information sources across three decades

2017 ◽  
Vol 59 (9) ◽  
pp. 978-989 ◽  
Author(s):  
Marcel M. Zondag ◽  
Kyle E. Brink
Keyword(s):  
College Students ◽  
Information Sources ◽  
Time Lag ◽  
Generational Cohorts ◽  
Content Type ◽  
Millennial Students ◽  
Career Information ◽  
Packaged Goods ◽  
University Personnel ◽  
Survey Results

Purpose The purpose of this paper is to examine the career information sources used by university students and identify whether the use of the various sources differs across three generational cohorts. Design/methodology/approach A survey was administered to 322 students majoring in food marketing and related fields at 12 US universities. The results were compared to prior survey results from 1995 to 2004. Findings Students continue to use many of the same sources for career information, but use them more frequently. College professors/courses were the most fruitful sources, followed closely by career fair/company visit, job/internship, and family/relatives. Although career centers and counselors were used less frequently, their use is growing. Written materials are used the least, and their use is declining. Research limitations/implications The sample is limited to the food and consumer packaged goods (“food/CPG”) industry. It is also limited to US college students. Practical implications If organizations and recruiters want to reach and attract millennial students, establishing and fostering relationships with university personnel, especially faculty, is critical. Investing in course activities (e.g. guest lectures, case studies) and industry experiences (e.g. jobs and internships) is also important. Originality/value This is the first study to examine the use of career information sources across generational cohorts specifically in the context of the food/CPG industry. The results are bolstered by robust samples and the time-lag design.

A shift towards self-transcendence: can service learning make a difference?

2019 ◽  
Vol 27 (1) ◽  
pp. 5-11
Author(s):  
Irina Petrovskaya
Keyword(s):  
Service Learning ◽  
Business Students ◽  
Control Group ◽  
First Year ◽  
Control Groups ◽  
Content Type ◽  
Post Test ◽  
Self Transcendence ◽  
Undergraduate Business Students ◽  
Test Control

Purpose This paper aims to answer a question whether a course that combines in-class teaching and the out-class elements of service learning can shift students’ values from self-enhancement to self-transcendence. Design/methodology/approach The study employed a pre-test-post-test control group research design. Two groups of the first year undergraduate business students who took the course served as the experimental groups (N = 79), and two groups of the second year students served as the control groups (N = 73). Schwartz’s Portrait Values Questionnaire (PVQ-40) was used to measure values, and a t-test was applied to compare value scores at the beginning and the end of the course. Findings A statistically significant value change toward self-transcendence was found in one of the two experimental groups, and no change was registered in the control groups. Analysis of the course activities and participation suggests that the change was brought about by the variations in the volunteering experiences. Originality/value This study contributes to the research that focuses on the outcomes of service learning. The research on how service learning affects values, especially pro-social ones, is currently limited. The present study suggests implications for further research and discussion on the possible ways to promote the values of self-transcendence through educational activities.

B2B marketing renaissance in business schools

2019 ◽  
Vol 34 (8) ◽  
pp. 1839-1849
Author(s):  
Roberto Mora Cortez
Keyword(s):  
Delphi Method ◽  
Business School ◽  
Design Methodology ◽  
School Level ◽  
Content Type ◽  
B2b Marketing ◽  
Industrial Marketing ◽  
The Usa ◽  
The Impact ◽  
Business To Business

Purpose The purpose of this paper is to contribute to the elevation of the business-to-business (B2B) marketing field at the business school level. Design/methodology/approach The study follows a Delphi method. The authors conducted two rounds of discovery to answer: why do you think universities do not highly appreciate publications in Industrial Marketing Management, Journal of Business and Industrial Marketing or Journal of Business-to-Business Marketing? What would you suggest for improving the impact of such journals not only in the USA but around the world? Findings Through the analysis of the coding transcript, four categories were found to elevate the B2B marketing field at the business school level: B2B as uncommon ground, B2B researcher practices, marketing science underpinnings and B2B marketing journals management. Originality/value The value of current research is based on its explorative nature and application of grounded theory to provide a framework to analyze how to elevate the B2B marketing field at the business school level.

scholarly journals Should retail trade companies avoid recruiting maximisers?

2015 ◽  
Vol 53 (3) ◽  
pp. 730-750 ◽  
Author(s):  
Yu-Lun Liu ◽  
Kathleen A. Keeling ◽  
K. Nadia Papamichail
Keyword(s):  
Decision Making ◽  
Information Sources ◽  
Information Source ◽  
Retail Trade ◽  
Amazon Mechanical Turk ◽  
Discussion Forums ◽  
Content Type ◽  
Related Information ◽  
Job Information ◽  
The Usa

Purpose – The purpose of this paper is to investigate differences in characteristics, job outcome experiences and attitudes of maximiser and satisficer decision-making style groups working in the retail trade. Design/methodology/approach – A survey of 140 participants who have accepted a job offer in the retail trade in the past six months in the USA was conducted on Amazon Mechanical Turk. The survey examined participants’ opinions and attitudes towards their present job and established which job information source(s) they had used to search for retail trade job-related information. Findings – The results show that compared to satisficers, maximisers exert more effort when searching job information, have higher uncertainty avoidance and need for cognition, and experience more post-decisional regret. In this sample, any significant differences between maximisers and satisficers in relation to job satisfaction, company commitment, and intention to quit their present job are restricted to certain groups. For recruitment information sources, while satisficers rely on their families and friends for information, maximisers are more likely to obtain job-related information from other sources such as online discussion forums. Practical implications – Even though some studies suggest that maximisers are unhappy with their choices, this research recommends that retail trade companies should not exclude maximisers from their recruitment pools. Retailers should enhance their candidate pools with both maximisers and satisficers by managing different recruitment information sources. Originality/value – Research of decision-making style in recruitment is relatively limited. This research illustrates the differences of attitudes between maximisers and satisficers towards their present retail job, and also demonstrates the preferences of maximisers and satisficers in recruitment information sources.

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