scholarly journals Undergraduate Business Student’s Self-Assessment of Meta-Competencies in the Context of the Final Year Projects

2021 ◽  
Vol 7 (4) ◽  
pp. 988-1005
Author(s):  
Michele Girotto ◽  
Andrés De Andrés Mosquera ◽  
Albert Arisó
Keyword(s):  
Business School ◽  
Quantitative Data ◽  
Business Students ◽  
Self Assessment ◽  
Integrative View ◽  
Competence Acquisition ◽  
Final Degree ◽  
Undergraduate Business Students

While research on competence-based assessment has grown, scholars have conducted fewer studies on an integrative view of competence acquisition, in the context of the final year project, that have particularly addressed the meta-competence approach. This paper examines undergraduate business students’ perceived acquisition of competencies during the development of their final year project and tries to determine relevant differences among the set of competencies students’ value most. The study gathered quantitative data by using a questionnaire applied to students after their presentation of the final degree project at a Spanish Business School. The findings show the emergence of three profiles of students based on their competencies acquisition. The profiles display an interconnected relation and put forward some shortfalls in competence acquisition as well as propose an emerging profile of the meta-competent student.

PowerPoint-Based Lectures in Business Education: An Empirical Investigation of Student-Perceived Novelty and Effectiveness

2008 ◽  
Vol 71 (3) ◽  
pp. 277-296 ◽  
Author(s):  
Lisa A. Burke ◽  
Karen E. James
Keyword(s):  
Education Research ◽  
Business Education ◽  
Empirical Investigation ◽  
Business Students ◽  
Classroom Interaction ◽  
Cognitive Learning ◽  
Classroom Behaviors ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Undergraduate Business Students

The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students' self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT's impact on cognitive learning and classroom interaction. Students' views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.

scholarly journals Perceptions Of Reading Assignments: A Comparison Of Business Students And Professors

2006 ◽  
Vol 3 (3) ◽  
Author(s):  
Kay H. Braguglia
Keyword(s):  
Business School ◽  
Business Students ◽  
College Teaching ◽  
Student Understanding ◽  
Cluster Sampling ◽  
Review Of Literature ◽  
Business Courses ◽  
Course Grades ◽  
Reading Materials ◽  
Undergraduate Business Students

How do the perceptions of reading assignments of students and professors differ?  This study surveyed undergraduate business students and professors to address this question.  A review of literature indicated that professors believe that reading assignments are an important part of the learning process while students view reading as less important.  Two questionnaires were developed; one for professors and one for students.  One hundred four students and twenty-two professors participated in the study.  Cluster sampling was used to select student participants and all business school professors were polled. The results will assist with the understanding of college teaching and the development of teaching methods.  The findings of this survey are that professors and students have similar perceptions concerning textbook requirements, the percentage of students who buy textbooks, and the number of pages required for weekly readings.  The results indicate that 95% of professors and 93% of the students say that a textbook is required for business courses.  The professors believe that 70% of the students buy textbooks and 77% of the students indicated that they actually did buy their books.  The perception of professors and students concerning the number of pages assigned were similar with 69.9% of the students and 73.9% of the professors indicating that from one to fifty pages was the average weekly assignment. The findings also suggest that professors and students differ in their perceptions of the importance of reading the textbook to course grades, the percentage of examination questions derived from the textbook, student understanding of reading materials, and whether a student can earn an “A” in a course without reading the textbook.  Ninety-five percent of the Professors compared to 52.4% of the students believe that reading the textbook is important or very important to course grades.  When asked where examination questions came from 78.1% of the professors and only 32.7% of the students said that 60% or more of the test questions come from textbooks.  A total of 82.6% of the professors and 48.1% of the students indicated that students often or always understand textbook readings without explanation.  This results in 51.9% of the students stating that they understand the textbook only sometimes, rarely or never without explanation.  Thirty-four percent of the students agreed or strongly agreed that it is easy to make an A or B in a course without reading the textbook and only 4.3% of the professors believed that a student could make an A or B in the classes they teach without reading the textbook.

scholarly journals Investigation of Factors Affecting Information Literacy Student Learning Outcomes Fails to Undercover Significant Findings

2011 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Jason Martin
Keyword(s):  
Theoretical Model ◽  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
Student Learning Outcomes ◽  
Factors Influencing ◽  
Undergraduate Business Students

Objective – To ascertain the factors influencing student learning during information literacy instruction (ILI) and create a theoretical model based on those factors. Design – Mixed methodology consisting of interviews and an assessment test. Setting – Three Canadian business schools. Subjects – Seven librarians, 4 library administrators, 16 business faculty, and 52 undergraduate business students were interviewed, and the Standardized Assessment of Information Literacy Skills (SAILS) test was administered to 1,087 undergraduate business students across three different business schools. Methods – The authors used an interview script to conduct interviews with librarians, library administrators, business school faculty, and undergraduate business school students at three business schools in Canada. The authors also administered the SAILS test to undergraduate business students at the same three Canadian business schools. Main Results – ILI works best when it is related to an assignment, part of the curriculum, periodically evaluated, adequately funded, timely, mandatory, interactive, uses handouts, provides the proper amount of information, and favourably viewed within the school. ILI student learning outcomes are affected by whether the students find the ILI beneficial and relevant, their year in the program, gender, status as international or domestic student, and overall academic achievement. Conclusion – Creation of theoretical model consisting of the three main factors influencing student learning outcomes in information literacy instruction: learning environment, information literacy components, and student demographics.

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.

Understanding students' perceptions and attitude toward learning about internships in a business school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Henry Wai Leong Ho ◽  
Scot Squires
Keyword(s):  
Undergraduate Students ◽  
Business School ◽  
Business Students ◽  
Preliminary Investigation ◽  
Academic Advisor ◽  
Content Type ◽  
College Curriculum ◽  
Data Collection Instrument ◽  
To Receive ◽  
Undergraduate Business Students

PurposeInternships are an integral part of a college curriculum, yet students are sometimes unaware of how to secure this opportunity. This research aims to determine efficient methods to provide information to students within the given majors, identify barriers on what is stopping students from seeking out internships earlier and identify the appropriate time for students to receive internship information.Design/methodology/approachThis study undertook descriptive research in a preliminary investigation of the undergraduate business students' attitude toward learning about the internship program offered by a business school of a state funded university in Michigan, USA. The data-collection instrument consisted of structured closed-ended questions relevant to undergraduate business students' perceptions and attitude toward learning about the internship program.FindingsThe results of this survey of 631 undergraduate students revealed a relationship between gender and the willingness to gain information about internships. Additional findings revealed that students who received information at the beginning of their schooling were more likely to plan for the internship in advance. Finally, students who preferred to receive information about internships multiple times were most likely to contact their academic advisor or internship director for more resources.Originality/valueTogether, the results of these findings can be used for current institution and other business schools with similar setting to reduce the barriers students face and allow undergraduate business students greater accessibility to internship positions.

Cognitive Style and Sex: A Study of Stereotypical Thinking

2008 ◽  
Vol 102 (3) ◽  
pp. 739-744
Author(s):  
Havva J. Meric ◽  
Margaret M. Capen
Keyword(s):  
Cognitive Style ◽  
Linear Model ◽  
Work Experience ◽  
Business Students ◽  
General Linear Model ◽  
General Linear ◽  
Male Undergraduate ◽  
Undergraduate Business Students

Differences between Cognitive Style Index mean scores of female and male undergraduate business students were tested using a general linear model. Among 286 undergraduate business students, women scored higher (more analytical) than men. The comparison of undergraduate business students with and without work experience related to their major shows that students with such related work experience were more intuitive than peers with no work experience related to their major.

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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