scholarly journals Enhancing students’ global competence through international business study missions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mark Chong ◽  
Benjamin Kok Siew Gan ◽  
Thomas Menkhoff
Keyword(s):  
Deep Learning ◽  
Case Studies ◽  
International Business ◽  
Course Design ◽  
Learning Goals ◽  
Global Competence ◽  
International Business Study ◽  
Global Competencies ◽  
Content Type ◽  
Business Study

Purpose This paper aims to share how an Asian university enhanced students’ global competence through international business study missions (BSMs). More specifically, it focuses on how the design of these BSMs enabled “deep” learning beyond industry tourism and how 21st-century competencies such as “global competence” can be acquired through participation in short-term, faculty-led study missions. Design/methodology/approach Using the case study approach, it critically analyzes the learning goals and objectives, design decisions, implementation details and learning outcomes underlying three BSMs led by three instructors from the same university to the USA (New York), Germany (Berlin and Stuttgart) and South Korea (Seoul). Findings The study shows that students gained global competencies related to specific fields of study such as the creative industries, urban sustainability and entrepreneurship. It shows how design choices such as destination, range of organizations, length of individual visits, range of pedagogical techniques, intensity of preparation and quality of management contribute to students’ acquisition of global competencies. Research limitations/implications This research presents a subset of case studies that may limit the generalization of the findings; the bias that results from an unrepresentative, opportunistic sample (selection bias); and lack of quantitative causality in a qualitative evaluation. Practical implications The course design described here provides practical information for designing study abroad “deep” learning goals, objectives and outcomes focusing on global competence. Originality/value The detailed case studies of three instructors from different disciplines to achieve the country’s education vision of globally competent students.

Student learning in the workplace

2018 ◽  
Vol 30 (8) ◽  
pp. 658-671 ◽  
Author(s):  
Natalie Simper ◽  
Launa Gauthier ◽  
Jill Scott
Keyword(s):  
Deep Learning ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Professional Learning ◽  
Learning Goals ◽  
Self Awareness ◽  
Content Type ◽  
And Behaviors ◽  
Learn Activity ◽  
Workplace Setting

Purpose This paper aims to outline a proof of concept for a framework to support students in reflecting on and in articulating their disciplinary, contextual and professional learning in the workplace. The purpose of the framework was to help students to recognize and articulate their transferable employability skills in preparation for the workplace or further studies upon graduation. Design/methodology/approach Researchers developed a Learning Evaluation and Reflection Narrative (LEARN) activity to facilitate real-world articulation of workplace learning. A group of work placement students completed pre- and post-work surveys, prompting reflection on their learning goals and behaviors. The Transferable Learning Orientation Survey comprised five constructs: goal orientation, learning belief, self-efficacy, transfer (deep learning) and organization. Subsequently, they completed a written reflection and a mock interview scenario, where they verbally articulated their abilities and the applicability of their skills. Results of thematic analysis are presented. Findings Survey results demonstrated changes in students’ orientation toward learning. Additionally, students were able to deliver sophisticated responses through engagement in the LEARN framework, articulating recognition and self-awareness of their personal and professional learning, as well as relevance of their learning within and beyond their workplace setting. Research limitations/implications The sample is small, and the authors therefore recommend further work to evaluate the effectiveness and practicality of the LEARN framework in larger cohorts and in alternate work environments. Social implications The responses suggest the LEARN framework are worthy of further investigation as a tool for students to articulate lifelong learning skills and behaviors, as it offers an opportunity for students to engage in reflective, deep learning. Originality/value This research builds on existing studies on the evaluation of lifelong learning, adapting a framework and testing its implementation in the workplace setting.

scholarly journals Why replication studies are essential: learning from failure and success

2016 ◽  
Vol 23 (4) ◽  
pp. 563-568 ◽  
Author(s):  
Anne-Wil Harzing
Keyword(s):  
Case Studies ◽  
International Business ◽  
Design Methodology ◽  
Research Performance ◽  
Real Life ◽  
Content Type ◽  
Replication Studies ◽  
First Case ◽  
Learning From Failure

Purpose The purpose of this paper is to discuss the pervasive problem of a lack of replication studies in international business based on van Witteloostuijn’s (2016) commentary “What happened to Popperian Falsification?” Design/methodology/approach The author presents two short case studies from her own research, one in which no replication studies took place, and one in which a replication study was conducted shortly after the original study was published. Findings The author shows how the lack of replication in the first case study example resulted in the creation of research myths, whereas the judicious replication in her second case study strengthened arguments for a new – less biased – measure of research performance. The author also discusses why most journals in the field are not open to replication studies and provides recommendations on how to move forward. Originality/value Using two real-life case studies provides a vivid illustration of the problems created by a lack of replications and illustrates the benefits of good replication studies.

scholarly journals Analysis of the spelling, effective sentences, and paragraphs in the students scientific papers

2021 ◽  
Vol 5 (1) ◽  
pp. 187-196
Author(s):  
I Nyoman Mandia ◽  
◽  
I Nyoman Sukra ◽  
Putu Diyah Hudiananingsih ◽  
◽  
...  
Keyword(s):  
International Business ◽  
Construction Management ◽  
Business Management ◽  
International Business Study ◽  
Managerial Accounting ◽  
Study Program ◽  
Management Study ◽  
Average Rating ◽  
Scientific Papers ◽  
Business Study

This study aims to determine the level of use of spelling, effective sentences, and Indonesian language paragraphs in scientific papers applied by undergraduate students of the State Polytechnic of Bali in the form of theses. This research is important because there is a tendency to use spelling, effective sentences, and paragraphs in student scientific papers that are not in accordance with applicable rules such as prepositions, punctuation. The method used in this study is a qualitative method, while the method of data collection in the form of documentation with qualitative descriptive analysis. Studies on spelling order, each of them scored: Managerial Accounting Study Program 98.73, International Business Study Program 98.96, Tourism Business Management Study Program 99.02, Construction Management Study Program 98.51 with an average rating of 98.80. At the sentence level each gets a value: Managerial Accounting Study Program 83.72, International Business Study Program 85.22, Tourism Business Management Study Program 77.25, and Construction Management Study Program 74.75, while at the paragraph level each value: Accounting Study Program Managerial 70.74, International Business Study Program 61.20, Tourism Business Management Study Program 60.31, and Construction Management Study Program 66.87, with an average rating of 64.78. Thus, it can be concluded that spelling ability, effective sentence, and student paragraphs applied bachelor of Polytechnic Bali is very good.

scholarly journals The Relationship between International Study Tour Effects and the Personality Variables of Self-Monitoring and Core Self-Evaluations

2006 ◽  
Vol 13 (1) ◽  
pp. 1-22 ◽  
Author(s):  
J. Kline Harrison
Keyword(s):  
International Business ◽  
International Study ◽  
Cross Cultural ◽  
International Business Study ◽  
Self Monitoring ◽  
Personality Variables ◽  
Study Tour ◽  
Core Self ◽  
The Relationship ◽  
Business Study

The purpose of this article is to extend the existing literature by assessing the effects of an international business study tour in terms of participants’ perceived cross-cultural connectivity and professional development, and then examining those results in light of two personality traits among participants— self-monitoring and core self-evaluations.

Impact of sense of status on the international entrepreneurial intention of undergraduates in China

2020 ◽  
Vol 48 (10) ◽  
pp. 1-12
Author(s):  
Haiqin Yao ◽  
Milad T. Jannesari ◽  
Jinxiu Sun ◽  
Qin Lai ◽  
Jing Ji
Keyword(s):  
International Business ◽  
Undergraduate Students ◽  
Eastern China ◽  
Entrepreneurial Intention ◽  
Mediating Effect ◽  
International Business Study ◽  
Global Mindset ◽  
Risk Propensity ◽  
The Relationship ◽  
Business Study

We investigated the effect of sense of status on undergraduate students' international entrepreneurial intention as well as the possible influences of risk propensity and having a global mindset on this relationship. Data were collected by surveying 265 students at 19 universities in Eastern China. As hypothesized, sense of status was positively related to the students' international entrepreneurial intention, and this relationship was mediated by risk propensity. Further, having a global mindset moderated the mediating effect of risk propensity on the relationship between sense of status and international entrepreneurial intention. This study demonstrates the value to international business study of examining the previously neglected association between sense of status and international entrepreneurial intention among undergraduates in China, as well as how risk propensity may influence international entrepreneurial intention.

International Business Study Tours: Practices and Trends

1987 ◽  
Vol 62 (6) ◽  
pp. 253-257 ◽  
Author(s):  
Terry L. Loveland ◽  
Yohannan T. Abraham ◽  
Radie G. Bunn
Keyword(s):  
International Business ◽  
International Business Study ◽  
Business Study

When classroom interactions have to go online: the move to specifications grading in a project-based design course

2020 ◽  
Vol 121 (7/8) ◽  
pp. 525-532 ◽  
Author(s):  
Rebecca Quintana ◽  
Chris Quintana
Keyword(s):  
Course Design ◽  
Learning Goals ◽  
Master's Level ◽  
Software Projects ◽  
Learner Motivation ◽  
Content Type ◽  
Pedagogical Design ◽  
Requirements Specifications ◽  
Design Software ◽  
Sudden Transition

Purpose The events surrounding the COVID-19 crisis had a profound effect on higher education, forcing students and instructors to face a sudden transition to wholly online learning contexts. This paper aims to examine how the design of a residential course was adapted to an online context and how this adaptation may prove beneficial to future iterations of the course. Design/methodology/approach This analysis centers on a master’s-level course in which students design software to support learning. One of the major changes to the course revolves around the transition from a traditional rubric-based grading scheme to a specifications grading system. This latter approach provides a series of binary (pass/fail) requirements (specifications) that students must meet to pass. Various forms of interactions were also altered during the transition; the authors investigate these in the paper. Findings This study found that the move to specifications grading helped students and the instructor to focus on the important work of meeting course learning goals. The approach also aligned well with authentic scenarios in which software projects are tested against certain specifications. Finally, this study concludes that thinking about specifications grading in the future can help us to develop more resilient pedagogical design approaches that respond to various forms of disruptions and changes. Originality/value The course design insights described in this paper illustrate alternative ways of instruction that can be especially useful during times of emergency, but which may also provide an added level of authenticity and learner motivation during times of stability.

Learning-to-be in two vocationally-oriented higher education degrees

2015 ◽  
Vol 23 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Vikki Pollard ◽  
Andrew Vincent ◽  
Emily Wilson
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Design Methodology ◽  
Course Design ◽  
Creative Industries ◽  
Employability Skills ◽  
Degree Programs ◽  
Content Type ◽  
Practical Implications ◽  
Professional Context

Purpose – This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates. Design/methodology/approach – This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008). Findings – The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline. Practical implications – The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries. Originality/value – It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.

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