The essence of investing: experiential education with a student-run portfolio

2019 ◽  
Vol 46 (4) ◽  
pp. 530-547
Author(s):  
Elizabeth Tashjian
Keyword(s):  
Critical Thinking ◽  
College Graduates ◽  
Business Students ◽  
Deep Understanding ◽  
Investment Funds ◽  
Content Type ◽  
Business Skills ◽  
Successful Model ◽  
Important People ◽  
Managed Portfolios

Purpose Many undergraduates major in business in hopes of being well-prepared for a career. However, Arum and Roksa (2010) find business students perform poorly relative to peers on measures of academic gains and employers report that few college graduates are well-prepared for business careers (Lumina Foundation, 2013). Experiential courses have the potential to engage students deeply and encourage critical thinking while developing important business skills. The paper aims to discuss these issues. Design/methodology/approach This paper proposes several attributes of successful experiential courses and uses a student-managed portfolio as an example of a successful model. Findings Student-managed portfolios can improve educational and career outcomes for students. Practical implications Student-managed investment funds can provide a vehicle for teaching students research, critical thinking and writing skills while encouraging them to integrate knowledge from a broad range of business disciplines to understand a firm’s business model. Originality/value While experiential programs are touted as addressing these shortcomings, many academics remain skeptical of experiential programs which too often focus on showy trips, passively listening to important people or performing shallow analyses at the expense of developing a deep understanding of how to identify and solve complex problems. This paper offers some insight into important features of a successful experiential program.

Business students’ perceptions of corporate governance best practices

2016 ◽  
Vol 16 (2) ◽  
pp. 361-376 ◽  
Author(s):  
Kathryn M. Zuckweiler ◽  
Kirsten M. Rosacker ◽  
Suzanne K. Hayes
Keyword(s):  
Corporate Governance ◽  
Best Practices ◽  
College Graduates ◽  
Business Students ◽  
School Curriculum ◽  
Strategic Human Resource Management ◽  
Content Type ◽  
Governance Practice ◽  
Corporate Governance Practice

Purpose This paper aims to develop a better understanding of business students' perceptions of the relative importance of corporate governance best practices within the context of major area of study and compare student rankings of corporate governance best practices to those of working professionals. Design/methodology/approach Using a previously published survey, data were collected from business students at two Midwestern US universities and analyzed using factor analysis. Findings This research demonstrated that students rank strategic human resource management as the most important corporate governance practice, matching the perceptions of professionals. Accounting majors report significantly greater understanding of corporate governance, the importance of corporate governance to business and the role of understanding corporate governance in their careers as compared to management majors. Research limitations/implications This study is limited by the inclusion of business students at only two US universities. Further studies should be conducted to better understand the similarities and differences between students and professionals and accounting and management majors in their perceptions of corporate governance best practices. Practical implications Managers can use these findings to enhance the training recent college graduates receive on corporate governance topics. Business schools can use these findings to evaluate ways to embed corporate governance throughout the curriculum. Originality/Value This research highlights gaps in current business school curriculum coverage of corporate governance best practices. It compares and contrasts students' and professionals' perceptions of best practices and offers suggestions for managers and educators.

Cross-cultural factorial validity of the academic motivation scale

2014 ◽  
Vol 21 (1) ◽  
pp. 104-125 ◽  
Author(s):  
Edward Osei Akoto
Keyword(s):  
Academic Motivation ◽  
College Graduates ◽  
Business Students ◽  
Cross Cultural ◽  
Factorial Validity ◽  
Content Type ◽  
Academic Motivation Scale ◽  
Two Samples ◽  
The Usa ◽  
Motivation Scale

Purpose – The purpose of this study was to examine the factorial validity of the academic motivation scale (AMS), including mean structures and reliabilities across two culturally diverse samples. Thus, the study assesses the fit of the seven-factor conceptualization of AMS to a non-Western context. Design/methodology/approach – Survey questionnaire was used to elicit responses from undergraduate business students from universities in the USA (267) and Ghana (262). The data were analyzed using the multi-group CFA technique in LISREL 8.7, to assess measurement equivalency and the fit of the AMS to the non-Western context. Findings – After baseline models were established, a hierarchy of successively restrictive models were specified and estimated. Support was found for factorial, metric, and scalar invariance across the two samples, but different levels of psychometric soundness exist. Research limitations/implications – In spite of the low reliabilities in the non-Western context, the AMS has the potential to measure the same traits in the same way across diverse groups. Practical implications – Researchers, educators, and policy makers interested in this field of study may be confident in employing the AMS to investigate students' motives, including cross-cultural motivational studies. Organizations may also use the AMS as a pre-employment tool to understand college graduates motivational profile for better person-organization match. Originality/value – The AMS has been developed and validated in the Western context, but its validity in non-Western contexts remains unexplored. This study provides a cross-cultural comparative test of the seven-factor conceptualization.

scholarly journals Thinking about developing business leadership for the post-COVID world

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephen M. Brown ◽  
Martha Crawford
Keyword(s):  
Social Entrepreneurship ◽  
Business Students ◽  
Social Entrepreneurs ◽  
Pedagogical Tools ◽  
Pedagogical Model ◽  
Content Type ◽  
Social Challenges ◽  
Successful Model ◽  
Sacred Heart ◽  
New Vision

PurposeThe purpose of this paper is to provide an overview of a successful model on how to prepare business students to be successful in a new, post-pandemic world that faces enormous social challenges.Design/methodology/approachThe article discusses the current business and social movements that suggest the relevance of social entrepreneurship and explain the pedagogical model developed at the Center for Nonprofits at Sacred Heart University.FindingsThe article suggests how this pedagogical model may provide students with the skills, attitudes and values required for successful social entrepreneurship processes.Research limitations/implicationsThe article presents the current picture which will undoubtedly change over time. Thus the context is time constrained. The article presents one model to develop leaders’ skills. There are many other models and experiences that should be considered and evaluated.Practical implicationsThe case explains a key initiative that can help universities improve pedagogical tools on building students' social entrepreneurship skills and extend this impact to their success in the post-pandemic environment and impact on surrounding communities.Social implicationsThere is a growing need for business leaders to have sophisticated business skills and purpose beyond financial profit. The article looks at the dual roles of social entrepreneurs as a model for the leaders and the Nonprofit Center at Sacred Heart University to develop the skills of the future leaders.Originality/valueThe article presents a new vision of the skills necessary for a leader in today's environment. It draws from the literature on social entrepreneurship. It also presents one model that has been successful for 15 years and the pedagogical underpinnings of that model.

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

Macau’s Pataca and identity

2015 ◽  
Vol 4 (4) ◽  
pp. 423-433
Author(s):  
Paul B. Spooner
Keyword(s):  
Design Methodology ◽  
Monetary Authority ◽  
First Century ◽  
Core Component ◽  
Investment Funds ◽  
Unique Role ◽  
Content Type ◽  
Bank Of China ◽  
Banking Institutions ◽  
Practical Implications

Purpose – For over a 100 years, Macau’s Pataca has been tied to Macau’s identity, its independent financial existence and its links to the Lusophone world. Its role as a supporter of the Macau identity relies upon the strength and capabilities of its financial institutions, the Macau Monetary Authority and banking institutions that issue its currency (Banco Nacional Ultramarino and Bank of China). The paper aims to discuss the above issue. Design/methodology/approach – The author uses statistics and data from the Macau Monetary Authority. Findings – There are three possible scenarios that could emerge: first, retired in favor of the RMB, the HK dollar; second, maintained with its use expanding as Macau’s revenues and investment funds grow, or third, become a force for stronger economic cohesion and identity among the Lusophone nations. Practical implications – Which of these scenarios will offer Macau the highest possibility of maintaining its international network of relationships and representation, diversifying its economy into new growth markets and playing a unique role in China’s twenty-first century destiny? Originality/value – This paper studies a rarely discussed topic and focuses on a core component of Macau’s existence.

scholarly journals Networking behaviour, graduate employability: a social capital perspective

2017 ◽  
Vol 59 (4) ◽  
pp. 374-388 ◽  
Author(s):  
Saša Batistic ◽  
Alex Tymon
Keyword(s):  
Social Capital ◽  
Goal Orientation ◽  
Career Guidance ◽  
Business Students ◽  
Social Capital Theory ◽  
Full Time ◽  
Access To Information ◽  
Content Type ◽  
Perceived Employability ◽  
Graduate Employability

Purpose Drawing on the overarching framework of social capital theory, the purpose of this paper is to develop and empirically examine networking behaviour and employability within the higher education context. Design/methodology/approach In a sample of 376 full-time business students the authors measured perceived employability, networking behaviour, access to information and resources and job-search learning goal orientation (JSLGO). Findings The authors found networking is related to increased internal and external perceived employability by boosting access to information and resources. The results also demonstrate that networking is positively related to access to information and resources for low and high JSLGO, the relationship being stronger for those with higher levels. Research limitations/implications The results provide an enriched view of individual networking behaviour by offering an indirect model of networking outcomes and to the graduate employability and social capital literatures. Practical implications The findings may provide focus for individuals concerned with enhancing their employability and those involved in supporting career guidance. Originality/value Obvious beneficiaries are students, for whom employment is a key concern, and universities who face increasing pressure to enhance graduate employability whilst resources to do so are diminishing. To this end the authors highlight activities that may develop networking behaviours and JSLGO.

Student loan debt and first-time home buying in USA

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Robert H. Scott III ◽  
Steven Bloom
Keyword(s):  
College Graduates ◽  
Student Loans ◽  
Student Loan ◽  
Home Equity ◽  
Student Loan Debt ◽  
Content Type ◽  
Loan Debt ◽  
The Usa ◽  
First Time ◽  
Home Buying

Purpose This paper aims to examine the relationship between student loan debt and first-time home buying among college graduates aged 23 to 40 years old in the USA. Design/methodology/approach The authors use the Federal Reserve’s 2019 Survey of Consumer Finances data on American households to present descriptive statistics and run logistic regressions that measure the effects of student loan debt on first-time home buying. The authors also present original survey data of mortgage lenders that provides an industry-level perspective. Findings The authors find that having student loan debt does not by itself prohibit first-time home buyers. On the contrary, having student loan debt increases the likelihood of homeownership by 15.1%. People with student loan debt, however, buy homes that are 39.2% less expensive and have 58% less home equity compared to first-time home buyers without student loans. In addition, it is found that the amount of student loan debt is important. People with student loan debt above the median amount among people with student loan debt ($35,000) are 27% less likely to be first-time home buyers. Practical implications This paper provides public policy analysts and other researchers a different perspective on the correlation between student loan debt and home buying. This study focuses narrowly on first-time home buyers who are college graduates between 23 and 40 years. Thus, capturing the youngest cohort of first-time home buyers and examine the primary factors that influence their home buying decisions. Originality/value First-time homebuyers are historically the largest segment of home buyers making them an important subcategory to study. The rise in student loan debt is posited to explain declining homeownership among younger people. The current literature on student loan debt and home buying often studies samples that are too heterogeneous resulting in mixed findings. This paper adds to the existing literature by filtering the sample to study the effects of student loan debt and first-time home buying among people with at least a college degree who are between 23 and 40 years.

COVID-19 and responsible management education (RME) among others: why should public business schools feel threatened?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed Mousa
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Business Students ◽  
Empirical Studies ◽  
Content Type ◽  
Cultural Challenges ◽  
Cultural Aspects ◽  
Responsible Management ◽  
The Future ◽  
Multiple Case

PurposeThrough a multiple case study design, this article elaborates the chances of initiating and/or implementing responsible management education (RME) in Egyptian public business schools after the identification of coronavirus disease 2019 (COVID-19). In other words, this paper identifies the effect of COVID-19 on internalizing RME in the previously mentioned context.Design/methodology/approachThrough addressing four business schools in Egypt, this article explores the future of public business schools that did not previously implement responsible management education (RME) principles, after the identification of COVID-19. In other words, this paper identifies the main threats facing public business schools in Egypt post the spread of COVID-19.FindingsAlthough the previous study done by Mousa et al. (2019a) showed that academics in public business schools in Egypt were not ready to implement responsible management education, and furthermore, that they thought that addressing socio-cultural aspects is the mission of professors in sociology and humanities, the results of this study show that the spread of COVID-19 has positively changed the situation. The interviewed academics assert that socio-cultural challenges shape the minds of business students, academics and trainers, and these accordingly, have to be tackled. Furthermore, the author explores some socio-political, academic and labour market threats facing business schools in Egypt today. Managing those threats may ensure the continuity of the addressed business schools and their counterparts.Originality/valueThis paper contributes by filling a gap in the literature on responsible management education and leadership in the higher education sector, in which empirical studies on the future of business schools, particularly those that did not implement responsible management education earlier, after the identification and spread of COVID-19 have been limited until now.

Singapore variable capital companies: the many uses and benefits

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jerry Koh ◽  
Jonathan Lee
Keyword(s):  
Design Methodology ◽  
Plug And Play ◽  
Investment Funds ◽  
Content Type ◽  
Practical Analysis ◽  
Asset Classes ◽  
The Many

Purpose To show different ways the Singapore Variable Capital Company (“VCC”) can be employed and utilized. Design/methodology/approach Describes how the Singapore VCC can be used in master-feeder structures, umbrella structures, a “plug-and-play” model, sub-fund structures with different assets and different investors, open-ended structures, and structures that allow for tokenization of securities and the offering of VCC shares as digital securities. Findings The flexibility of the VCC allows it to be used across different fund strategies, investor classes and asset classes. Originality/value Practical analysis, guidance and market commentary from experienced investment funds lawyers.

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.

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