Transition to practitioner: Redesigning a third year course for undergraduate business students

2007 ◽  
Vol 13 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Janis Bailey ◽  
Damian Oliver ◽  
Keith Townsend
Keyword(s):  
Teaching And Learning ◽  
Business Students ◽  
Industrial Relations ◽  
Theory And Practice ◽  
Affective Outcomes ◽  
Capstone Course ◽  
Integrate Theory ◽  
Teaching And Learning Research ◽  
Business Course ◽  
Undergraduate Business Students

AbstractThis paper reports the outcomes from a teaching and learning research project at an Australian University centred on improving a third year course in industrial relations. The paper addresses the cognitive and affective outcomes of the course. Cognitively, students developed a greater understanding of the processes of industrial relations and their interconnectedness; however, research and academic skills were identified as in need of further improvement. Affectively, students responded to the challenges of the course, increasing their confidence and self-efficacy and being better prepared for the transition from student to practitioner. While the course in question was a final year ‘capstone’ course, the findings are applicable to all who are interested in designing, or redesigning, any business course that attempts to integrate theory and practice.

Transition to practitioner: Redesigning a third year course for undergraduate business students

2007 ◽  
Vol 13 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Janis Bailey ◽  
Damian Oliver ◽  
Keith Townsend
Keyword(s):  
Teaching And Learning ◽  
Business Students ◽  
Industrial Relations ◽  
Theory And Practice ◽  
Affective Outcomes ◽  
Capstone Course ◽  
Integrate Theory ◽  
Teaching And Learning Research ◽  
Business Course ◽  
Undergraduate Business Students

AbstractThis paper reports the outcomes from a teaching and learning research project at an Australian University centred on improving a third year course in industrial relations. The paper addresses the cognitive and affective outcomes of the course. Cognitively, students developed a greater understanding of the processes of industrial relations and their interconnectedness; however, research and academic skills were identified as in need of further improvement. Affectively, students responded to the challenges of the course, increasing their confidence and self-efficacy and being better prepared for the transition from student to practitioner. While the course in question was a final year ‘capstone’ course, the findings are applicable to all who are interested in designing, or redesigning, any business course that attempts to integrate theory and practice.

scholarly journals Theory And Practice In CEO Pay: A Course Module And Integrative Case Based On Boeing Inc.

2012 ◽  
Vol 5 (3) ◽  
pp. 245-260
Author(s):  
John F. Boschen ◽  
Kimberly J. Smith
Keyword(s):  
Corporate Governance ◽  
Ceo Compensation ◽  
Business Students ◽  
Theory And Practice ◽  
Financial Statement ◽  
Executive Pay ◽  
Capstone Course ◽  
Ceo Pay ◽  
Over Time ◽  
Case Based

Business students may dream of receiving pay packages like that of Michael Eisner at Disney. However, many of them will work for the compensation consultant who determines the economics of the pay arrangements, for the valuation consultant who values the different components of the pay arrangements, for the accountant who must audit the financial statement impacts of the pay arrangements, or as a manager in the company whose employees respond to the incentives provided by the pay arrangements. No matter their eventual role, it is critical that every student understands these various aspects of executive pay arrangements, and how these practices have evolved over time. The course module presented herein is designed to effectively integrate these perspectives in as few as five or as many as nine 80-minute sessions that could be a substantive component of an MBA or Master of Accounting capstone course, or a component of a corporate governance elective. A case based on the CEO compensation of Boeing Inc. over the last 60 years provides a series of assignments that effectively integrate the module.

scholarly journals Caught in the Web: The Impact of Library Instruction on Business Students’ Perceptions and Use of Print and Online Resources

2003 ◽  
Vol 64 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Shawn V. Lombardo ◽  
Cynthia E. Miree
Keyword(s):  
Business Students ◽  
Online Resources ◽  
Library Instruction ◽  
Capstone Course ◽  
Web Resources ◽  
Print Materials ◽  
Students Attitudes ◽  
The Impact ◽  
Undergraduate Business Students ◽  
The Web

Many business students rely heavily on the Web for research, in part because of their unfamiliarity with the breadth of their library’s business resources (online and in print). This study sought to determine whether library instruction could impact undergraduate business students’ attitudes and use of three information formats: print materials, library databases, and Web resources. Over the course of a semester, pre-/postinstruction questionnaires were collected from ninety students enrolled in a business capstone course. Results indicate that after library instruction, students held more favorable attitudes toward print resources and used them in their research more than they had initially expected.

scholarly journals Flexibility in access, interaction and assessment: The case for web-based teaching programs

1997 ◽  
Vol 13 (1) ◽  
Author(s):  
Mark Freeman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Business Students ◽  
Teaching Program ◽  
Web Based ◽  
Teaching And Learning Environment ◽  
Potential Benefits ◽  
Teaching Programs ◽  
Undergraduate Business Students

<span>Potential benefits in re-engineering higher education using Internet-based programs appear promising (Hicks 1997, Geoghegan 1996). The objective of this paper is to report the outcomes of a web-based teaching program trial involving 550 undergraduate business students. The program, called </span><em>TopClass</em><span>, provides for private email, public conference discussions, easy and consistent delivery of resources and progress testing via the WWW. Prior Internet experience was very low. Students reported the program provided increased support for their learning, improved access and interactivity. 94% of students felt it would have a positive impact on their grade and 72% would like many or all aspects of the program used in other subjects. Academics seeking to utilise web-based teaching technology to enhance the teaching and learning environment would find these results helpful.</span>

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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