Development and Assessment of Intercultural Effectiveness: A Learner-Centered Approach

2018 ◽  
Vol 198 (2) ◽  
pp. 136-145 ◽  
Author(s):  
Iris Berdrow ◽  
Allan W. Bird
Keyword(s):  
International Education ◽  
Business School ◽  
Skill Development ◽  
School Curriculum ◽  
Lessons Learned ◽  
Program Model ◽  
Institutional Assessment ◽  
Intercultural Effectiveness ◽  
Comprehensive Program ◽  
Learner Centered

Globalization has created an accelerated demand for globally competent managers, yet the gap between this demand and the supply of globally oriented, competent graduates is growing. As a result, the mandate for effectively internationalizing business school curriculum is increasing. Yet, given the costly structures required to provide international education opportunities, institutions need to know that those opportunities are positively influencing students learning and skill development. This article tells the story of one school’s comprehensive program that incorporates learner-centered measurement and development with institutional assessment of intercultural effectiveness. We offer a program model and lessons learned for other institutions interested in implementing similar programs.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals An Examination of the Technology of Specialised Soft Skill Sets Deployed in Business Sectors from Four Different Regions of the Globe

2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Thi Thu Hang Truong ◽  
Ronald S. Laura ◽  
Kylie Shaw
Keyword(s):  
International Business ◽  
Business School ◽  
Soft Skills ◽  
School Curriculum ◽  
Major Research ◽  
Business Professionals ◽  
Soft Skill ◽  
Skill Sets ◽  
The World ◽  
Business Sectors

<p class="BodyA"><em>Our central objective in this paper is twofold: first, to examine the scholarly literature on the technological importance of soft skills in Business, and second, to review the major research studies on the views of employers and the industries they serve regarding the specific character and combination sets of key soft skills best suited for business professionals located in four distinct and economically vibrant major business regions of the world. The key findings have been distilled from the literature and analysed to identify patterns of congruence, with the aim of cataloguing reasonably discrete combinatory sets of soft skills ideally suited to the specific business priorities which characterise these four different regions. The concluding section of the paper will consider the extent to which these distinct skill sets can be pedagogically developed in such a way that they become deeply embedded as foundational in the creation of an international business school curriculum, featuring five discrete sets of soft skills, each of which is ideally constructed for one of the four different regions.</em><em></em></p>

scholarly journals Impact Of Radical And Incremental Curriculum Changes On Students

2011 ◽  
Vol 5 (4) ◽  
pp. 27
Author(s):  
Vipin K Agrawal ◽  
Vijay K. Agrawal ◽  
Donald A. Carpenter
Keyword(s):  
Student Perceptions ◽  
Business School ◽  
Management Strategies ◽  
Radical Change ◽  
School Curriculum ◽  
Student Responses ◽  
Incremental Change ◽  
Curriculum Changes ◽  
Midwestern University ◽  
The Impact

College curricula undergo changes periodically. This case discusses the various change management strategies employed by the faculty of a midwestern university in implementing incremental and radical change in the business school curriculum. It also analyzes the impact of these changes on student perceptions of the course and of the instructor. Our analysis reveals interesting trends in student responses over a seven year span. We find that students initially resist both types of changes, although the resistance is greater in the case of radical changes. Nevertheless, they eventually view both types of changes as adding value to the curriculum. However, the perception of value addition is temporary, lasting longer for radical change (seven semesters) than for incremental change (five semesters). This suggests that updating of curricula is required on an ongoing basis.

The business school curriculum and the study of automotive history

2008 ◽  
Vol 2 (1) ◽  
pp. 30
Author(s):  
Jace Baker ◽  
Pat McInturff ◽  
C.E. Tapie Rohm Jr.
Keyword(s):  
Business School ◽  
School Curriculum

Inclusive curriculum and BAME student advocacy in a business school: reflections on three years of inclusive module reviews

2021 ◽  
Vol 23 (3) ◽  
pp. 48-56
Author(s):  
Sara de Sousa ◽  
Omotolani Fatilewa ◽  
Tejal Mistry
Keyword(s):  
Curriculum Design ◽  
Business School ◽  
Undergraduate Curriculum ◽  
Lessons Learned ◽  
Senior Member ◽  
Inclusive Curriculum ◽  
University Life ◽  
Student Advocates ◽  
Race Equity ◽  
Student Advocacy

This article presents a case study of BAME (Black, Asian and minority ethnic) student advocacy and its impact upon the curriculum of a large business school within a post-92 UK university. Learning from the University of Birmingham's (2017) ‘BME Ambassador Scheme’ and the ‘Curriculum Consultants’ model at Kingston University (2017), a programme of BAME Student Advocates was established in 2018 across this university, to raise issues of race equity with staff in positions of power. The scheme has grown from 10 BAME Student Advocates in 2018 to 14 in 2020, offering student advocacy on many aspects of university life, including employability services, the learning environment, academic skills workshops, student community and belonging, and the undergraduate curriculum. The role-holder is employed by the central Student Success Team, and partners with a senior member of staff in each academic school (and several other business functions) to collaborate on specific race equity objectives each year. One recurring aspect of the role involves offering diverse student perspectives on module content, delivery and assessment to achieve a more inclusive curriculum design for programmes with the largest awarding gaps. This article reflects upon the outcomes and lessons learned through conducting 24 such module reviews over a three-year period within a business school and proposes potential future developments.

Opportunities and Challenges for CSR Mainstreaming in Business Schools

2018 ◽  
pp. 613-643
Author(s):  
Dima Jamali ◽  
Hanin Abdallah ◽  
Farah Matar
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Profit Maximization ◽  
School Curriculum ◽  
Future Generations ◽  
Critical Juncture ◽  
Extant Literature ◽  
Challenges And Opportunities ◽  
Paradigmatic Change

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the possibilities of a real paradigmatic change in the context of higher management education at this critical juncture and what it is going to take to catalyze a real transformation beyond “bells and whistles” and mere rhetoric.

Enhancing Sustainability through Experiential Learning in Management Education

2017 ◽  
pp. 256-274
Author(s):  
Aasha Jayant Sharma
Keyword(s):  
Experiential Learning ◽  
Business School ◽  
Management Education ◽  
Social Issues ◽  
Action Learning ◽  
School Curriculum ◽  
Business Practices ◽  
Holistic View ◽  
Responsible Business Practices ◽  
Corporate Level

Sustainability related areas like CSR, business ethics and corporate governance as subjects is seen in most business school curriculum, whether its inclusion leads to inculcating interest and values for responsible business practices is still a big question. Sustainability incorporates holistic view of issues; the curriculum therefore, has to make linkages to social issues and has to be contextual. The focus of business school curriculum has to be on sensitizing students towards responsible citizenship along with competency building in the area of sustainability. Here, experiential' or action learning would be helpful. The chapter posits the importance of experiential learning in the context of management education and highlights the fact that unless sensitized to the sustainability issues, business schools or at corporate level will see it only from compliance perspective. The chapter also discusses success story of existing modules on experiential learning crafted by 2 NGO's intended to sensitize the participants.

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