scholarly journals Impact of integrated sustainability content into undergraduate business education

2020 ◽  
Vol 21 (1) ◽  
pp. 131-143 ◽  
Author(s):  
Rachel Hay ◽  
Lynne Eagle
Keyword(s):  
Climate Change ◽  
Longitudinal Study ◽  
Student Attitudes ◽  
Business Students ◽  
First Year ◽  
Content Type ◽  
First Semester ◽  
The Third ◽  
Third Phase ◽  
Regional University

Purpose This paper aims to compare the findings from a survey of a cohort of students at an Australian regional university across two time points: immediately on commencing their first semester of study and at the end of their final semester of study to determine whether, and in what ways, these students’ views concerning sustainability appear to have changed. This paper reports on a longitudinal study of the attitudes, beliefs and perceptions of undergraduate business students regarding a range of sustainability issues. Design/methodology/approach A paper-based questionnaire was delivered to approximately 250 first year and 150 third year students. Findings A factor analysis shows small but statistically different positive differences, which indicate that the revised curriculum has been successful in raising student awareness and achieving behaviour change. Research limitations/implications The study focussed on Australian undergraduate university business students, which reduced generalizability of the findings. Practical implications The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value The authors confirm that the research is original and that all of the data provided in this paper is real and authentic. As the paper reports on the third phase of the longitudinal study, some parts of the methodology have been previously published but differ as they reflect the third phase of the study. The results of this study have not been previously published.

scholarly journals Student perceptions and trust of sustainability information

2019 ◽  
Vol 20 (4) ◽  
pp. 726-746 ◽  
Author(s):  
Rachel Hay ◽  
Lynne Eagle ◽  
Muhammad Abid Saleem ◽  
Lisa Vandommele ◽  
Siqiwen Li
Keyword(s):  
Climate Change ◽  
Student Perceptions ◽  
News Media ◽  
Student Attitudes ◽  
Longitudinal Research ◽  
Business Students ◽  
Second Phase ◽  
Diverse Range ◽  
Content Type ◽  
First Semester

Purpose The purpose of this paper is to report student attitudes and beliefs towards climate change adaptation and sustainability-related behaviours. Design/methodology/approach A paper-based questionnaire was completed by 247 first-year (students in their first semester of study) and third-year (students in their final semester of study) students in the same year (2012) of the study (Table I). A factor analysis shows that common themes previously identified failed to reflect the diverse range of influences on young people, including family, friends and news media. Findings Contrary to the literature, few significant differences were found in sustainability-related behaviours between first- and third-semester students, with an increase in scepticism regarding the reality of climate change among the latter. Research limitations/implications The study focused on Australian undergraduate university business students. As a single-institution case study, the results may not be generalised to all university students. As such the authors recommended that the study be completed in other universities from around the world. The study was undertaken over one year, but the participants may not have necessarily been the same students in third semester as they were in first semester. Therefore, it is recommended that the study be repeated in future years so that the same cohort can be measured over time, providing a more accurate account of the development of student knowledge and perceptions of sustainability during their time at university. Practical implications Achieving significant long-term changes in behaviours will be a substantial challenge for tertiary curricula. The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value This paper reports on the second phase of a longitudinal research project examining the effects of an undergraduate business studies curriculum on student views of sustainability. The authors confirm that the research is original and that all of the data provided in the study are real and authentic. Neither the entire work nor any of its parts have been previously published.

Valuing orientation efficacy

2015 ◽  
Vol 8 (2) ◽  
pp. 109-124
Author(s):  
Ruth McPhail ◽  
Ben French ◽  
Keithia Wilson
Keyword(s):  
First Generation ◽  
Business Students ◽  
First Year ◽  
Survey Analysis ◽  
Student Orientation ◽  
Content Type ◽  
First Semester ◽  
Academic Role ◽  
Student's Perceptions ◽  
Practical Implications

Purpose – The purpose of this study was to improve the orientation experience of commencing first-year undergraduate business students to better prepare them for the reality of their academic studies through the development and implementation of a Commencing Student-Needs-Centred Orientation Framework. Design/methodology/approach – The methodology of this study used survey analysis and focus groups to explore low orientation efficacy scores from the cohort and resulted in a reconceptualisation and restructure of the existing orientation programme. The new programme was completed and implemented, and student’s perceptions remeasured. Evaluation was performed using sources of data across three semesters. Findings – Intervention success is demonstrated across three semesters by sustained and continuously improving orientation efficacy scores. Overall, student orientation efficacy improved by 19.6 per cent in the first implementation (B, n = 44), and an improvement of 22.8 per cent was seen in the third semester (C, n = 177), when compared to the first semester (A, n = 164). Research limitations/implications – The primary limitation of this study is that the exploratory framework was applied and evaluated only within a single discipline of business, and in one Australian university with a predominantly first-generation student population. Practical implications – The paper is a guide for the design of an orientation day programme informed by an evidence-based framework identifying the transition needs of commencing students entering higher education, which is tested for its efficacy in preparing students for their academic role, and for success. Originality/value – Orientation is an important, yet under-researched aspect of engagement and retention in today’s universities.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

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.

Impact of cooperative learning on teamwork competence

2019 ◽  
Vol 32 (1) ◽  
pp. 93-106 ◽  
Author(s):  
Melany Hebles ◽  
Concepción Yaniz-Álvarez-de-Eulate ◽  
Mauricio Jara
Keyword(s):  
Cooperative Learning ◽  
Collective Efficacy ◽  
Business Students ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Content Type ◽  
Five Dimensions ◽  
Complex Dimensions ◽  
The Impact

PurposeThe purpose of this paper is to analyze the impact of a classroom application of the cooperative learning (CL) methodology on nine dimensions of business students’ teamwork competence (TC).Design/methodology/approachThe authors used a quasi-experimental pre-post design with a previous cohort as control group (first-year students from the year prior to treatment application), applying treatment to a sample of 228 first-year students in a School of Economics and Business at a Chilean University (114 as treatment and 114 as control).FindingsThe authors’ results show that CL had a positive, significant influence on five dimensions of TC: collective efficacy, planning, goal setting, problem solving and conflict management.Research limitations/implicationsThis paper upholds the importance and effectiveness of CL in developing TC. However, the evidence suggests that the effectiveness of the CL methodology was limited to development and improvement of less complex dimensions of TC. More complex dimensions require a longer period of time to be developed.Practical implicationsThis research is an important contribution to the design and implementation of appropriate methodologies for developing a widely needed area of competence in the workplace, considering its multidimensional nature, whether in academia or business.Originality/valueThis is the first study to seek empirical evidence that would link the CL methodology with TC. In addition, it fills a gap in the literature on the development of TC in its multiple dimensions. It particularly addresses the training of business professionals.

scholarly journals Use and users of the Minrva mobile app

2017 ◽  
Vol 45 (3) ◽  
pp. 472-484 ◽  
Author(s):  
Jim Hahn
Keyword(s):  
Interface Design ◽  
Application Programming Interface ◽  
Mobile App ◽  
First Year Experience ◽  
First Year ◽  
Content Type ◽  
First Semester ◽  
Support Tools ◽  
New Students ◽  
Application Programming

Purpose The purpose of this paper is to investigate new undergraduate student library engagement in the Minrva mobile app during the months of May 2015 through December 2015. Design/methodology/approach This research investigated what parts of a mobile app new students were using in their first semester after downloading the app. The quantitative study used application programming interface log analysis to better understand what parts of the app new students use in the mobile app. Findings By undertaking this study, the author has a better understanding about what students are finding useful within the app and what tools are not being used by this cohort in their first semester. Originality/value The value of this research is in helping system designers and first-year experience planners know what mobile support tools students are finding useful in their first semester. Implication for mobile interface design based on module popularity are discussed.

The Population Study of Women in Gothenburg 1980–81—the Third Phase of a Longitudinal Study

1989 ◽  
Vol 17 (2) ◽  
pp. 141-145 ◽  
Author(s):  
Calle Bengtsson ◽  
Thomas Gredmark ◽  
Leif Hallberg ◽  
Tore Hällstrüm ◽  
Bjürn Isaksson ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Population Study ◽  
The Third ◽  
Third Phase

scholarly journals Business students’ reflection on reflective writing assessments

2019 ◽  
Vol 12 (2) ◽  
pp. 247-260
Author(s):  
Aya Ono ◽  
Reina Ichii
Keyword(s):  
Teaching Practice ◽  
Business Students ◽  
Reflective Writing ◽  
Structured Interviews ◽  
Writing Assessments ◽  
Content Type ◽  
First Semester ◽  
Business Context ◽  
Research And Teaching ◽  
The University

Purpose This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first semester of 2017. Design/methodology/approach With 200 enrolments, the authors taught a core business course, Asian culture in the business context, in the first semester in 2017. The value of the assessments is analysed based on two data sources: written course feedback via a course survey and a combination of semi-structured interviews and focus groups. The written course feedback was collected by the university during the semester. Approximately, one-third of the students (n = 63) participated in the survey. The other data were collected through semi-structured interviews and focus groups for nine students. Ethical approval for the collection of data was obtained from the university ethics committee. Findings The study confirms that reflective writing enables students to make meaning of their learning and transfer it to the cultural context of business practice. In addition, the assessments help the students develop logical thinking and academic writing skills. To increase the use of reflective assignments in business programmes, further research and teaching practice is required. Research limitations/implications A limitation of this research was the relatively small sample size. Even though written survey feedback (n = 63) was used to complement the number of interviewees (n = 9), the findings of the data analysis may not represent the experiences of all students in the course. However, the data are valuable to bridge a gap between the existing research and teaching practice on the use of reflective writing in other disciplines and business education. Practical implications Although the transfer of academic knowledge to business practice is a core capability of the business programmes, business students may not obtain this during their study in the programme. Several students mentioned a lack of opportunity to apply reflective writing skills to other courses in their business degree, except one core course using a reflective essay as an assessment. This implies that the majority of the students in the degree are not exposed to situations that require them to critically evaluate, consolidate and consider what has been taught in relation to future practice. Social implications Further research and practice will increase the popularity of reflective writing assessments in business programmes. As Hedberg suggests, reflective practice should be integrated into all classrooms in business education. Together with analysis and action, reflection should be a core capability for managers (Hedberg 2009). In addition, the business faculty needs to work in a reflective manner that encourages students to be familiar with the reflective practice. Originality/value This paper analyses the pedagogical aspects of reflection based on the experience of undergraduate business students undertaking reflective writing assessments.

An investigation of Indian student attitudes towards entrepreneurs and managers

2019 ◽  
Vol 12 (3) ◽  
pp. 377-398
Author(s):  
Dennis Barber III ◽  
Suhail Mohammad Ghouse ◽  
John Batchelor ◽  
Francesca Chaher ◽  
Michael L. Harris ◽  
...  
Keyword(s):  
Hypothesis Testing ◽  
Ethical Behavior ◽  
Student Attitudes ◽  
Design Methodology ◽  
Business Students ◽  
Business Managers ◽  
Content Type ◽  
Ethical Behaviors ◽  
Indian Student ◽  
Indian Students

Purpose The purpose of this study was to investigate the perceptions of business students in India toward business managers (not self-employed) and entrepreneurs. Design/methodology/approach Students’ perceptions of the ethical behaviors of business managers and entrepreneurs were measured using the Bucar and Hisrich (2001) model. The scale comprises 20 behavioral descriptors, and the students were asked to indicate the degree to which they believed entrepreneurs and business managers would consider these actions as ethical. Findings Responses to general items of ethical behavior demonstrated a difference in the perception of Indian students between business managers and entrepreneurs. Originality/value This study contributes to the field of entrepreneurship in two ways. One involves the results of the hypothesis testing presented herein to evaluate the perceptions of business students in India toward entrepreneurs and business managers. The second contribution is comparing these results to that of a similar study using a US sample (Batchelor et al., 2011) to compare the differences in perceptions toward entrepreneurs and business managers across these two nations.

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.

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