Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

scholarly journals Towards sustainable capitalism in the development of higher education business school curricula and management

2014 ◽  
Vol 28 (5) ◽  
pp. 523-545 ◽  
Author(s):  
Peter Beusch
Keyword(s):  
Higher Education ◽  
Business School ◽  
Business Schools ◽  
Broad Class ◽  
Single Case ◽  
Content Type ◽  
External Forces ◽  
Education Business ◽  
School Curricula

Purpose – The purpose of this paper is to account for, and conceptualize, the internal and external forces that influence higher education business schools as they strive to integrate sustainability issues into their curricula in the effort to achieve a more sustainable (yet capitalist) world. Design/methodology/approach – A case study approach is used for the research, which is grounded in the relevant literature, to investigate sustainable development issues in the context of a Swedish business school (university level). The empirical data consists of a review of internal documents plus e-mail surveys and interviews and discussion seminars with university teachers/researchers and key administrators. Findings – Two tentative models are presented that map the various internal and external forces behind business schools’ curriculum change. One important finding describes how supply and demand influences business schools and recruiters of business students. Research limitations/implications – Because this research is based on a single case study, the analysis and the mapping in the paper are somewhat limited in their general applicability. However, the research context of the business school permits drawing conclusions that may apply to a broad class of colleges or departments in higher education. In addition, because the research is supported by significant ideas from the literature, general inferences may be drawn about business school curricula. Originality/value – The two tentative models provide a holistic framework that adds to the understanding of the composition and interrelationship of influential forces on business schools when major changes in curricula and their management are contemplated.

scholarly journals Sustainability in the professional accounting and finance curriculum: an exploration

2018 ◽  
Vol 8 (3) ◽  
pp. 291-311 ◽  
Author(s):  
Langton Mburayi ◽  
Tony Wall
Keyword(s):  
Business School ◽  
Business Schools ◽  
Learning Opportunities ◽  
Institutional Commitment ◽  
Content Type ◽  
Original Analysis ◽  
Analysis And Synthesis ◽  
Effective Integration ◽  
Practical Implications ◽  
School Curricula

PurposeWhereas the integration of sustainability into business schools has received increasing attention in recent years, the debate continues to be generic rather than recognising the peculiarities of the more quantitative sub disciplines such as accounting and finance which may of course be intimately linked to professional standards. The purpose of this paper, therefore, is to examine the extent to which sustainability is integrated into accounting and finance curricula in business schools, how, and to understand some of the challenges of doing so.Design/methodology/approachThis paper presents the findings from a systematic form of literature review which draws on the previous literature about how sustainability is embedded into business school curricula and the challenges in doing so. A particular focus is placed on how the ways in which sustainability is integrated into accounting and finance curricula in business schools.FindingsThe paper demonstrates that accounting and finance lags behind other management disciplines in embedding sustainability and that institutional commitment is oftentimes a strong imperative for effective integration of sustainability.Practical implicationsThis paper is a call to practitioners and researchers alike to explore new ways of integrating sustainability in the accounting and finance curricula, including working across boundaries to provide learning opportunities for future accountants, financial managers and generalist managers.Originality/valueThe paper offers an original analysis and synthesis of the literature in the context of the accounting and finance curricula in business schools, and proposed a conceptual framework to further develop sustainability education in the context of business schools.

A UAE case study: experiential learning through effective educational partnerships

2017 ◽  
Vol 9 (2) ◽  
pp. 304-312 ◽  
Author(s):  
Wasif Minhas ◽  
Jo Perret
Keyword(s):  
Experiential Learning ◽  
United Arab Emirates ◽  
Personal Development ◽  
Learning Experience ◽  
Learning By Doing ◽  
First Year ◽  
Educational Partnerships ◽  
Content Type ◽  
Public Sector Organization

Purpose One of the largest higher education institutes (HEI) in the United Arab Emirates (UAE) and another public sector organization (PSO) responsible for promoting heritage, history and culture in the tourism sector formed an informal partnership in 2012. The purpose of this paper is to give Emirati students an opportunity to undertake projects based on their heritage, communities and develop their skills by experiencing “learning by doing.” Design/methodology/approach Projects briefs were provided by the PSO and followed the curriculum requirements of first year bachelor programs. In February 2013, faculty from different departments within the HEI met with PSO representative to explore how both organizations could collaborate. The conversation also focused on how the PSO could take advantage of readily available resources of creativity and innovation at the HEI. An innovative, cross-discipline, joint-marketing project was developed in line with the curriculum and PSO needs. By June, 2013, all students had undertaken projects which led toward developing recommendations and materials to promote the brief from PSO of “Raising Awareness” and “Increasing Visitor Numbers.” Findings Students from different disciplines produced different elements to meet the brief; however, they all followed a similar approach of research, analysis and evaluation. Although such projects are difficult to manage, staff found they had a profound effect on students’ motivation, personal development and overall learning experience. Originality/value This case study provides an insight into how experiential learning can be fostered through educational partnerships in the UAE context and beyond. It also highlights the importance of technology and informal relationships between partnering institutions.

scholarly journals LSS, a problem solving skill for graduates and SMEs

2015 ◽  
Vol 6 (2) ◽  
pp. 176-202 ◽  
Author(s):  
Alireza Shokri ◽  
Farhad Nabhani
Keyword(s):  
Problem Solving ◽  
Business School ◽  
Design Methodology ◽  
Explicit Knowledge ◽  
Business Schools ◽  
Structured Interview ◽  
Lean Six Sigma ◽  
Content Type

Purpose – This paper aims to investigate the feasibility of a systematic Lean Six Sigma (LSS) education through the curriculum of business schools to respond to the existing gap between the graduate’s expectation of employability and skill requirements by the small and medium-sized enterprises (SMEs). Design/methodology/approach – A UK business school has been used as a case study to conduct extensive module and programme review followed by a semi-structured interview with potentially suitable core and programme-specific module tutors and comparative analysis. Findings – The result revealed a high potential of the existing modules in the business schools equivalent to the private sector training providers to increase the level of LSS problem-solving knowledge and skill for all graduates and improve their employability and productivity for the SMEs. Originality/value – The result of this study highlights the role of LSS to reduce the knowledge and skill gap between the business schools as the source of the explicit knowledge, graduates as the knowledge and skill bearer and SMEs as the knowledge and skill users.

Transforming the student-learning experience: the Triple-V model of experiential learning

2017 ◽  
Vol 7 (4) ◽  
pp. 337-353 ◽  
Author(s):  
Sue Mortimer
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Design Methodology ◽  
Present Author ◽  
Learning Experience ◽  
Student Debt ◽  
Content Type ◽  
Reference Framework ◽  
Twitter Account ◽  
Feedback Data

Purpose The purpose of this paper is to demonstrate how the Triple-V model of experiential learning, when applied to Higher Education (HE), can transform the student-learning experience by integrating the model’s three elements of Vision, Value and Vocation into delivery, assessment and beyond. Design/methodology/approach The paper sets out how the Triple-V model was introduced in three case studies. Feedback data were gathered through formal and informal surveys with students and other respondents. Findings The Triple-V model expounds the virtues of integrating Vision, Value and Vocation into HE to engage students in deep learning and to provide an external employability reference framework, which is particularly vital for students leaving HE with concerns about securing suitable employment to service soaring levels of student debt. The implementation of the model, based on measured outcomes, met with positive feedback from respondents. Research limitations/implications The Triple-V model was tested across three scenarios, using different respondents, within a School of Management. A Twitter account has been established (#triple_v_model) to invite wider participation and feedback to hone the model further, in particular its suitability for more esoteric, and less exoteric, subjects. Originality/value The Triple-V model is entirely original, devised by the present author, and is intended to enhance the HE student learning experience, contextualising for students their studies within a wider employability framework.

“That's not how I see it”: female and male perspectives on the academic role

2007 ◽  
Vol 22 (6) ◽  
pp. 497-515 ◽  
Author(s):  
Sue Shaw ◽  
Catherine Cassell
Keyword(s):  
Gender Differences ◽  
Business School ◽  
Design Methodology ◽  
Business Schools ◽  
School Context ◽  
Empirical Work ◽  
Original Data ◽  
Content Type ◽  
Academic Role ◽  
The Uk

PurposeThe purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in the UK.Design/methodology/approachThe research reported draws on data collected using a life history and repertory grid methodology with male and female interviewees from two university business schools.FindingsThe findings are discussed in relation to how academics understand what is valued about their role and what they believe the organisation rewards and values when it comes to promotion. Gender differences are shown to exist in the ways women and men define the academic role and in what they think is important both to themselves and the institution.Originality/valueThe paper presents original data on gender differences within a business school context.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

Dancing in the storm: finessing emergency remote teaching in the COVID-19 pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 1-21
Author(s):  
Louise Whittaker ◽  
Hayley Pearson
Keyword(s):  
Change Management ◽  
Learning Outcomes ◽  
Business School ◽  
Learning Experience ◽  
Theoretical Models ◽  
Management Process ◽  
School Students ◽  
Content Type ◽  
General Managers ◽  
Academic Level

Case overview The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case. Expected learning outcomes The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management. Complexity academic level The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

How would you like your Turkish coffee? Tourist experiences of Turkish coffee houses in Istanbul

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Serkan Yiğit ◽  
Nilüfer Şahin Perçin
Keyword(s):  
Design Methodology ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Empirical Studies ◽  
Value Added ◽  
Case Study Method ◽  
Culture Learning ◽  
Content Type ◽  
Place Satisfaction

Purpose The purpose of this study is to examine and understand the experiences of tourists in the Turkish coffee houses in Istanbul, Turkey. Design/methodology/approach In this study, a qualitative case study method was used to analyze tourists’ comments with user-generated content technique by analyzing tourists’ comments. The data used in the study was collected through TripAdvisor, which is considered one of the most famous websites with tourist reviews and comments, between 20 May and 10 June 2020 from tourists’ reviews (n:219). Findings The findings show that Turkish coffee house experiences are heterogeneous based on the dimensions of coffee characteristics, place, satisfaction, recommendation and revisit intention, value/price and value-added experience. Moreover, value-added experience includes some sub-themes such as a memorable experience, authentic experience and culture learning experience. Originality/value There are some studies on Turkish coffee and Turkish coffee culture in the literature, but there have been no empirical studies investigating the Turkish coffee house experiences of tourists. For this reason, this study aims to examine and understand the experiences of tourists in Turkish coffee houses. Therefore, it is believed that this study will fill the current gap in the literature on tourists’ experiences of Turkish coffee houses.

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