Business Education across Cultures and Languages

2012 ◽  
pp. 428-463
Author(s):  
Yamen Koubaa
Keyword(s):  
Business Education ◽  
Native Language ◽  
Cultural Backgrounds ◽  
Business Educators ◽  
Culture And Language

This chapter first presents the effect of culture and language on the efficiency of business education across cultures and languages. It begins with the effect that culture and language may have on the amount and the quality of knowledge transferred from business educators to business learners when the educator and the learner are affiliated to different cultural backgrounds or when the language of education is different from the native language of the educator, of the learner, or of the two. Then, it defines several concepts related to business education across English and several other languages. Secondly, an investigation among business educators across cultures and languages is conducted. Findings reveal that culture and language have a significant impact on the perception of business concepts and on the ways business educators deliver their knowledge. The research involves seven languages namely Arabic, Chinese, French, English, Japanese, Russian, and Spanish, and their respective cultures.

Practical Issues of Translated Texts Editing

2019 ◽  
Vol 25242644 ◽  
pp. 38-41
Author(s):  
Maryna Aleksandrovych
Keyword(s):  
Word Order ◽  
Native Language ◽  
Original Text ◽  
Copy Editor ◽  
Proper Nouns ◽  
Units Of Measurement ◽  
Work Shifts ◽  
Basic Features

This article contains a summary of some practical issues of translated texts editing with clear examples. Copy editing of translated texts is different from copy editing of texts written in the native language, because the focus of the work shifts from how to deliver an author’s message in the most appropriate way to how to deliver author’s text, written in the native language, in another language (Ukrainian) in the most appropriate way. The first question is the versatility: does the copy editor need to know the language of the original text in order to do effective copy editing. And she/he should at least understand the basic features of the language of the original text such as phonetics, grammar and syntax. Also a copy editor should pay particular attention to such aspects as: at the lexical level – false friends, transliteration of proper nouns, excess of possessive pronouns, translation or adaptation of lexical gaps; at the syntactic level – copulative verb, word order in a sentence, contrastive stress in a phrase, address words, syntax simplification. A necessary aspect is the unification of certain elements in the translated text: address words, units of measurement (length, weight, area, time, volume, etc.), transliterated proper and common nouns. Described in this article principles of transliteration, unification, adaptation, lexical and syntactic aspects of copy editing of translated texts will help to improve the quality of translated books into Ukrainian.

Leadership Qualities and Business Skills Needed By Business Education Students in Public Universities in South-East Nigeria for National Security.

2019 ◽  
pp. 155-161
Author(s):  
Okwor N.G. ◽  
Ezeabii I.C.
Keyword(s):  
National Security ◽  
Business Education ◽  
Public Universities ◽  
Leadership Skills ◽  
Leadership Qualities ◽  
Education Students ◽  
Business Educators ◽  
Business Skills ◽  
Level Of Significance ◽  
Coefficient Method

The study focused on leadership qualities and business skills needed by business education students in public universities in South-East Nigeria for national security. Survey research design was adopted. Two research questions and two null hypotheses tested at .05 level of significance guided the study. The population for the study was 53 business educators (21 males and 32 females) in public universities in South East states of Nigeria. The number was manageable hence, there was no sampling. Structured questionnaire containing a total of 22 items was the instrument for data collection. The reliability of the instrument was determined using Cronbach Alpha reliability coefficient method. A correlation of .81 was obtained. Out of 53 copies of the questionnaire distributed, 52 copies were returned giving 98.11% return rate. It was found out that: ability to communicate( ̅ ), display honesty( ̅ ), solve problems( ̅ ) are among the leadership qualities and the ability to prepare budget( ̅ ), set procedures for achieving plans( ̅ ), make innovations( ̅ ) and use promotional tools( ̅ ) are among the business skills needed for by business education students for national security. Also, possession of leadership qualities and business skills are not gender biased. Recommendations made include: the identified leadership skills should be integrated in the curriculum by stakeholders for training business education students and business educators should ensure that the students are trained on the business skills identified to enable the students armed with salable skills and contribute to national security.

Promoting Democracy in a Depressed Economy through Business Education for National Security in Enugu State.

2019 ◽  
pp. 201-208
Author(s):  
Emeka Promise u. ◽  
Ohagwu Gold Chiamaka
Keyword(s):  
Standard Deviation ◽  
Data Collection ◽  
National Security ◽  
Survey Research ◽  
Business Education ◽  
Tertiary Institutions ◽  
Business Educators ◽  
Research Questions ◽  
Enugu State ◽  
Structured Questionnaire

This study was carried out to determine the measures for promoting democracy in a depressed economy through business education for national security in Enugu State. Two research questions and two null hypotheses were used for the study. The study adopted a survey research design. The population for the study was 41 business educators from four government owned tertiary institutions in Enugu State. There was no sampling since the population was manageable. The instrument for data collection was a structured questionnaire developed by the researchers and validated by the experts. The reliability of the instrument was determined using Cronbach Alpha, which yielded an overall index 0.72. Mean and standard deviation were used in answering research questions while hypotheses were tested using t-test. It was found that governmental measures items promoted democracy through business education for national security. The study also revealed that lecturers‟ measures also promotes democracy through business education for national security. It was recommended that: government should make adequate budgetary provision for business education. Democrats should be involved in business teacher‟s conferences and seminars.

scholarly journals Enhancing Quality Assurance through Harmonization of Business Education Curricular in Nigerian Universities and Avoiding Functional Dilemmas of Expectations and Realities

2014 ◽  
Vol 5 (3) ◽  
pp. 101-107
Author(s):  
Amahi Fidelis U
Keyword(s):  
Business Education ◽  
Survey Method ◽  
Test Statistics ◽  
Education Curriculum ◽  
Graduate Level ◽  
Tertiary Institutions ◽  
Course Content ◽  
The Core ◽  
The Mean

The paper focuses on enhancing quality through the harmonization of business education curricular across the globe and Nigerian universities in particular. 35 graduate students from three tertiary institutions were randomly selected and 15 lecturers in business education were the sample subjects. The survey method was used to determine the effects of lack of uniformity in business education curriculum at graduate level the mean and standard deviation were used to analyze the items. The t-test statistics method was also used. It was found out that there was lack of uniformity in the curricula of business education at graduate level among other things. The paper recommends that supervisory authorities should harmonize the curricula of business education to ensure uniformity in tertiary institutions particularly at graduate level and to enhance and ensure quality of the programme. It also recommends that 80% of the course content in the core option areas be incorporated into the curriculum to enhance performance and learning outcome and avoid functional dilemma of expectation and realities.

scholarly journals UNPREPARED READING AS A TYPE OF SPONTANEOUS SPEECH (on Signs of Spontaneity in Reading in a Non-Native Language)

2021 ◽  
Vol 13 (2) ◽  
pp. 36-46
Author(s):  
Сhunxia Kong ◽  
Keyword(s):  
Native Language ◽  
Spontaneous Speech ◽  
Individual Characteristics ◽  
Speech Sounds ◽  
Source Text ◽  
Speech Corpus ◽  
Integral Characteristics ◽  
The Individual ◽  
Whole Word

The article discusses unprepared reading in a non-native language and shows it to have all the signs of spontaneity that are traditionally considered integral characteristics of any spontaneous speech: hesitation pauses, both physical (ɭ) and filled with non-speech sounds (uh, m-m), word breaks, reading the whole word or part of it by syllables, vocalization of a consonant, and so forth. The material for the analysis included 40 monologues of reading the story by M. Zoshchenko Fantasy Shirt and a non-plot excerpt from V. Korolenko’s story The Blind Musician recorded from 20 Chinese informants. All the monologues are included in the block of Russian interfering speech of the Chinese as part of the monologic speech corpus Ba­lanced Annotated Text Library. As the analysis showed, it is more often that there is not one sign of spontaneity but a whole complex of such signs, and together they fill hesitation pauses, help the speaker to control the quality of speech or correct what was said, etc. In addition, the occurrence of various signs of spontaneity in the course of unprepared reading is closely related to the individual characteristics of the speaker/reader. In general, we have found that there are more signs of spontaneity in the speech of men (3,244 cases; 40.7 %) than in the speech of women (2,049; 27.7 %), in the speech of informants with a lower level of proficiency in Russian B2 (2,993; 37.9 %) than in the speech of informants with a higher level C1 (2,300; 30.8 %), in the speech of extroverts (1,521; 38 %) than in the speech of ambiverts (1,694; 35,2 %) and introverts (2,078; 31,7 %). As to the type of the source text, there turned out to be more signs of spontaneity in monologues of reading a plot text than in monologues of reading a non-plot text (3,031; 40.3 vs 2,283; 31 %). The paper concludes that reading should be recognized as a spontaneous type of speech activity.

scholarly journals Reviewer Acknowledgements

2017 ◽  
Vol 5 (1) ◽  
pp. 102
Author(s):  
Nikki Gibbs
Keyword(s):  
Fiscal Policy ◽  
Business Education ◽  
Applied Economics ◽  
International Organization ◽  
State University ◽  
Economic Relations ◽  
Risk Manager ◽  
College Of Business ◽  
Academy Of Sciences

Applied Economics and Finance (AEF) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether AEF publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 1Aaron Morey, University of Melbourne, AustraliaAli Massoud, Sohag University, EgyptAndrey Kudryavtsev, The Max Stern Yezreel Valley Academic College, IsraelAyoub Taha Sidahmed, SIU, SudanDilshodjon Rakhmonov, Tashkent State University of Economics, UzbekistanDyah Wulan Sari, Airlangga University, IndonesiaErdal Gumus, Eskisehir Osmangazi University, TurkeyHe Nie, Jinan University, ChinaHichem Maraghni, University of Taibah, TunisiaIan McFarlane, University of Reading, UKIbrahim Baghdadi, Lebanese University, LebanonIgor Matyushenko, School of Foreign Economic Relations and Touristic Business, UkraineJolita Vveinhardt, Lithuanian Sports University, LithuaniaKembo Bwana, College of Business Education, TanzaniaLuca Giordano, IOSCO (International Organization of Securities Commissions), ItalyMagdalena Radulescu, University of Pitesti, RomaniaMagdalena Zioło, University of Szczecin, PolandMahmoud Mohammed Sabra, Al Azhar University-Gaza, PalestineMarco Muscettola, Independent Researcher-Credit Risk Manager, ItalyMohammed Al-Mahish, King Faisal University, Saudi ArabiaMojeed Idowu John Odumeso-Jimoh, Noble Integrated Resources & Management, NigeriaNuno Crespo, ISCTE-IUL, PortugalOlena Sokolovska, Research Institute of Fiscal Policy, State Fiscal Service of Ukraine, UkrainePatrycja Kowalczyk-Rolczynska, Wroclaw University of Economics, PolandRamona Orastean, Lucian Blaga University of Sibiu, RomaniaRomeo Victor Ionescu, Dunarea de Jos University, RomaniaSteven V. Cates, Kaplan University, USASzabolcs Blazsek, Universidad Francisco Marroquín, GuatemalaTaro Abe, Nagoya Gakuin University, JapanVictoria Cociug, Academy of Sciences of Moldova, MoldovaWing-Keung Wong, Asia University, TaiwanY. Saidi, M’sila University, AlgeriaZi-Yi Guo, Wells Fargo Bank, N.A., USA

The Business Education of Charismatic Leaders and Good Soldiers

2021 ◽  
pp. 1225-1247
Author(s):  
Sharon E. Norris
Keyword(s):  
Leadership Style ◽  
Organizational Citizenship ◽  
Business Education ◽  
Charismatic Leadership ◽  
Organizational Citizenship Behaviors ◽  
Citizenship Behaviors ◽  
Business Educators ◽  
Organizational Environments ◽  
Extra Effort ◽  
Do So

This article describes how charismatic leaders inspire followers with a vision of a better future, but attaining that better future is not easy and requires hard work, extra effort, and sacrifice. In challenging organizational environments where crisis is present, one leadership style that emerges has been described as charismatic. Charismatic leaders have a tendency to create good soldiers, a loyal band of followers who engage in organizational citizenship behaviors. These good soldiers encourage others to join the effort to create a better world and achieve goals. The difficulty sets in when charismatic leaders and their good soldiers continually ask for more of their employees, take the spotlight, diminish the contributions of others, and create an environment where the performance of extra-role behaviors becomes the expected norm. When followers are pressured to perform citizenry behaviors, they no longer do so voluntarily, which places stress on employees and eventually dampens enthusiasm and motivation. Business educators preparing the next generation of leaders need to raise awareness of the strengths and possible weaknesses associated with charismatic leadership and organizational citizenship behaviors.

Business Management Education in Reality

2016 ◽  
pp. 1670-1686
Author(s):  
Mohammad Ayub Khan
Keyword(s):  
Labor Market ◽  
Business Education ◽  
Management Education ◽  
Real Life ◽  
Academic Programs ◽  
Education Programs ◽  
Intelligence System ◽  
Academic Information ◽  
Education Administrators

In this chapter, the perception of the quality of business education of different stakeholders in business education is discussed using some real-life stories and opinions. In general, students, professors, business education administrators, and employers look happy with the current business education programs and services provided by business schools. However, these stakeholders would like to do more on developing analytical, quantitative, and operational skills in students because these are the skills they will need immediately after graduation and in the labor market. The chapter suggests that it is useful and advisable for the academic institutions to have an effective information intelligence system in place in order to collect strategic academic information from different stakeholders in education. Such information can and will be used in designing academic programs and services to serve the emerging demands and interests of those stakeholders.

Framework for Developing and Assessing Business Education Wikis

2012 ◽  
pp. 13-26
Author(s):  
Sunil Hazari ◽  
Tiffany Penland
Keyword(s):  
Web 2.0 ◽  
Business Education ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Objectives ◽  
Web 2.0 Tools ◽  
Business Educators ◽  
Interactive Tools ◽  
Research And Design ◽  
Specific Learning

The use of Web 2.0 tools is becoming widespread in business education and educators are increasingly exploring the use of Blogs, Wikis, and Podcasts in their courses. For teaching and learning to be effective in new technology-based environments, there is a need to research and design Web 2.0 learning systems that are effective platforms for incorporating interactive tools to engage students in learning. Although Web 2.0 assignments are usually tailored to meet specific learning objectives of courses and instructions can be made available to students to address the technical nature of the environment, development and assessment of Web 2.0 assignments remains a challenge for most business educators. Using the context of wikis, this article proposes a framework for development and assessment of business education wikis to assist educators who want to explore the use of wikis in their courses.

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