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.

Preparing future business professionals for a globalized workplace through intercultural virtual collaboration

2020 ◽  
Vol 34 (2) ◽  
pp. 21-24
Author(s):  
Luana Ferreira-Lopes ◽  
Ingrid Van Rompay-Bartels
Keyword(s):  
Intercultural Competence ◽  
Best Practice ◽  
Real Life ◽  
Cultural Knowledge ◽  
Business Professionals ◽  
Virtual Collaboration ◽  
Collaborative Project ◽  
Content Type ◽  
Grading Systems ◽  
Positive Experiences

Purpose Universities have increasingly been adopting intercultural virtual collaboration (IVC) to connect and develop the intercultural competence of students from different locations. However, the design and implementation of IVC have proved to be challenging, and thus there is a need for sharing positive experiences. This paper explores students’ overall impressions toward their participation in an IVC project involving a Spanish and Dutch university and discusses the on-going improvement process inherent to such practice. Design/methodology/approach This article presents (a) the results obtained from a content analysis of students’ feedback collected through a satisfaction survey, and (b) the observations of participating teachers on the challenges encountered during the implementation of the intercultural virtual collaborative project. Findings The analysis shows the potential of IVC to develop different aspects of students’ intercultural competence, especially intercultural teamwork, awareness and skills. Students appreciated the experience of working in intercultural teams, “the real-life application” of the project and the opportunity to gain cultural knowledge. At the institutional level, the biggest challenge related to aligning participating institutions’ courses, schedules, and grading systems. At the classroom level, it is argued that interaction between students should happen gradually. The discussion also approaches how partnerships between universities and companies could contribute to making training in intercultural virtual collaboration more authentic. Originality/value Given its impact on the development of students’ intercultural competence, the intercultural virtual collaborative project has been recognized as a best-practice in both universities, being officially incorporated into the curriculum of the participating institutions and replicated to other subject areas.

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.

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.

Students achieving intercultural competence through group work: realised or idealised?

2014 ◽  
Vol 7 (1) ◽  
pp. 14-30 ◽  
Author(s):  
Jane Burdett
Keyword(s):  
Academic Success ◽  
Group Work ◽  
Work Experience ◽  
Intercultural Competence ◽  
Business Students ◽  
Qualitative Interviews ◽  
Work Skills ◽  
Learning Mechanisms ◽  
Content Type ◽  
Local Students

Purpose – The purpose of this study was to explore local and international business students' perceptions of their intercultural group work experience as a mechanism for developing intercultural competence and group work skills. Design/methodology/approach – Using qualitative interviews, the group work experiences of 11 final-year undergraduate local and international students in a business program in a large Australian university were analysed. Findings – The findings suggest that international and local students working together on group assignments create social and academic situations that result in “at best” limited positive intercultural learning and relationships. Differences in expectations, motivations, language fluency, trust and relationship issues were evident when students collaborated on group assignments. Thus, it appears that group assignments are potentially flawed mechanisms for delivering the goals of intercultural competence and group work skills in business students. Practical implications – Although this exploratory study is limited in scope, the research has implications for pedagogical strategies, in particular, the use and design of group assignments and the preparation of students for working on group tasks in intercultural groups. It also has implications for developing effective learning mechanisms that lead to improved student intercultural competence, greater socio-cultural engagement and the academic success of international and local business students, as well as positive learning experiences for all. Originality/value – The findings of this study are likely to be a useful resource for university staff considering the use of group work assignments for the development of intercultural understanding and competence and collaborative skills.

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.

Undergraduate business students’ perception of auditing: impact of proximity and knowledge on auditors’ stereotype

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marcela Espinosa-Pike ◽  
Edurne Aldazabal ◽  
Itsaso Barrainkua
Keyword(s):  
Undergraduate Students ◽  
Design Methodology ◽  
Business Students ◽  
Professional Status ◽  
Content Type ◽  
Business Studies ◽  
The Core ◽  
Sources Of Knowledge ◽  
Practical Implications ◽  
Undergraduate Business Students

Purpose This study aims to explore undergraduate students’ stereotypes of auditing and the influence of knowledge of the profession and its sources on the stereotype. Design/methodology/approach This study is based on a questionnaire distributed among 360 undergraduate business students at 21 higher education institutions in Spain. Findings The study reveals that undergraduate business students consider auditors competent and ethical. Auditing is viewed as an interesting and rigorous activity, which requires high responsibility and contributes significantly to society. Students perceive that the auditing career is difficult but contributes to professional development. The knowledge acquired through business studies influences the creation of a positive image of the profession and of auditors. Practical implications The profession could benefit from the fact that having more information about the profession improves students’ perceptions of it. The provision of auditing courses through the degree and related activities to increase the visibility of the profession during the first years of the degree could improve the auditor stereotype and enhance students’ intentions to enter this profession. Originality/value Previous studies have analyzed the image of the accounting professional as a homogeneous professional status. This study specifically addresses the image of auditors, who are at the core of the traditional accounting domain. It analyzes the influence of sources of knowledge (academic training, having familiars and media) on auditors’ stereotypes. Moreover, it provides evidence concerning the perceptions of the new generations (Gen Z).

Yes Bank: Innovation in money transfer

2015 ◽  
Vol 5 (6) ◽  
pp. 1-7
Author(s):  
Narasinha Sawaikar
Keyword(s):  
Emerging Markets ◽  
Communication Technology ◽  
Migrant Workers ◽  
Business Students ◽  
Subject Area ◽  
Content Type ◽  
Mba Students ◽  
Information And Communication ◽  
Money Transfer ◽  
Undergraduate Business Students

Subject area Banking, Emerging Markets, Innovation. Study level/applicability Undergraduate Business students and MBA students. Case overview This case describes the creation of YES MONEY: a domestic remittance service for migrant workers. Broadly, the case is about conceiving and deploying an information and communication technology-based solution for financial inclusion. It describes how Anand Bajaj, chief innovation officer at YES BANK, created a solution for migrant workers who wished to send their money to their families in rural India. Expected learning outcomes Gaining a better understanding of the process of creating new services, especially in the banking industry. Understanding the context in which YES BANK operated when it created YES MONEY. Drawing general lessons that can be applied to innovation, especially in emerging markets. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes.

Attitudes of undergraduate business students toward sustainability issues

2015 ◽  
Vol 16 (5) ◽  
pp. 650-668 ◽  
Author(s):  
Lynne Eagle ◽  
David Low ◽  
Peter Case ◽  
Lisa Vandommele
Keyword(s):  
Business Students ◽  
Personal Control ◽  
Lifestyle Changes ◽  
Student Knowledge ◽  
Content Type ◽  
James Cook ◽  
Effective Strategies ◽  
Individual Contributions ◽  
Students Attitudes ◽  
Undergraduate Business Students

Purpose – This paper aims to report on findings from the first phase of a longitudinal study of undergraduate business students’ attitudes, beliefs and perceptions concerning sustainability issues. Design/methodology/approach – To improve understanding of the potential effects of changes in the curriculum, business students enrolled during the academic year prior to a redesigned, sustainability-informed, curriculum were surveyed. Familiarity with key sustainability terms was tested using a semi-structured questionnaire applied across two campuses of James Cook University, Australia. Quantitative data were complemented by use of open-ended questions that yielded qualitative insight into a range of student knowledge, attitudes, behaviours and normative influences relating to sustainability and climate change. Findings – Findings reflect naïve awareness of the potential impact of individual contributions to sustainability and environmental challenges. They reveal a tendency to regard major issues as beyond personal control and to view solutions as being the responsibility of others. This is coupled with reluctance to consider major lifestyle changes. Social implications – Universities are increasing their focus on sustainability-related issues and the ways in which these can be effectively communicated via curricula. This paper carries implications for this societal agenda, particularly in relation to the need to address disconnections between awareness of issues, personal relevance and effective strategies for addressing sustainability issues. Originality/value – The findings shed fresh light on the attitudes and behavioural dispositions of undergraduate business students and could help guide the development and delivery of curriculum content.

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.

Self-leadership change project: the continuation of an ongoing experiential program

2017 ◽  
Vol 59 (3) ◽  
pp. 323-334 ◽  
Author(s):  
James I. Phillips ◽  
Dave Kern ◽  
Jitendra Tewari ◽  
Kenneth E. Jones ◽  
Eshwar Prasad Beemraj ◽  
...  
Keyword(s):  
Business Students ◽  
Leadership Roles ◽  
Management Skills ◽  
Leadership Change ◽  
Content Type ◽  
Regional University ◽  
Hands On ◽  
The Relationship ◽  
Practical Implications ◽  
Undergraduate Business Students

Purpose The self-leadership change project (SLCP) is an ongoing program for senior level students at a regional university designed to provide hands-on experience in building self-management skills, which is considered a pre-requisite by many leaders and scholars (e.g. Drucker, 1996; Schaetti et al., 2008). The paper aims to discuss this issue. Design/methodology/approach Participants (479 undergraduate business students in 26 different classes with two different professors) had from 10 to 16 weeks to complete their SLCP project. A survey to collect the data for this study were provided as a voluntary option to participants who wished to report their SLCP project results. Findings A majority of students participating in the projects reported achieving change in targeted behavior, with intentions to continue to utilize the SLCP approach for future “projects.” Additionally, students who successfully completed a SLCP reported that observers noted change in others as a result of the project. Students who received positive feedback from observers reported that they were likely to engage in a self-leadership project in the future. Research limitations/implications The data used in the analysis are exclusively self-reported information. The survey and results do not tie to previous studies that measure individuals’ aptitude for self-leadership as an indicator of success and development of self-leadership capabilities. This study offers little in the way of acknowledging or determining the sustainability of changes desired. Practical implications The results fully supported the idea that self-leaders influence others. Social implications This study providing support for the concept that external leadership begins with self-leadership. Successful self-leadership change prepares an individual for external leadership roles in organizations and society. Originality/value The relationship noted in “Practical implications” above has been suggested in the literature, but there have been few studies covering this relationship.

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