Personal Values and Value Priorities of Undergraduate Business Students

2019 ◽  
Vol 38 (2) ◽  
pp. 147-175
Author(s):  
George Lan ◽  
Keyword(s):  
Social Power ◽  
Business Students ◽  
The Other ◽  
Value Systems ◽  
First Year ◽  
Business Majors ◽  
Individual Values ◽  
Value Priorities ◽  
Self Transcendence ◽  
Undergraduate Business Students

The Schwartz Values Survey (SVS), developed by Shalom Schwartz, was used to explore the values and value priorities of undergraduate business students in a mid-sized Canadian university. These business students considered family security as their top individual value and ranked successful, healthy, and enjoying life among their top ten individual values. On the other hand, detachment, accepting my portion in life and social power were least valued. They regarded Benevolence and Achievement as their top two value types (cluster of related values), and ranked the higher order meta-value Self-Transcendence first followed by Openness to Change. The accounting and finance majors considered Hedonism as their top priority while the other business majors valued Benevolence most highly; however, overall, there were more similarities than differences between these two groups. When compared with the males, females valued the meta-value Self-Transcendence significantly more and exhibited values and value systems that have more of a social focus and less of a personal focus. First-year and fourth-year business students ranked the meta-values in the same order; however, Self-Transcendence was rated as significantly more important to the students in their first year compared to those in their fourth year.

A shift towards self-transcendence: can service learning make a difference?

2019 ◽  
Vol 27 (1) ◽  
pp. 5-11
Author(s):  
Irina Petrovskaya
Keyword(s):  
Service Learning ◽  
Business Students ◽  
Control Group ◽  
First Year ◽  
Control Groups ◽  
Content Type ◽  
Post Test ◽  
Self Transcendence ◽  
Undergraduate Business Students ◽  
Test Control

Purpose This paper aims to answer a question whether a course that combines in-class teaching and the out-class elements of service learning can shift students’ values from self-enhancement to self-transcendence. Design/methodology/approach The study employed a pre-test-post-test control group research design. Two groups of the first year undergraduate business students who took the course served as the experimental groups (N = 79), and two groups of the second year students served as the control groups (N = 73). Schwartz’s Portrait Values Questionnaire (PVQ-40) was used to measure values, and a t-test was applied to compare value scores at the beginning and the end of the course. Findings A statistically significant value change toward self-transcendence was found in one of the two experimental groups, and no change was registered in the control groups. Analysis of the course activities and participation suggests that the change was brought about by the variations in the volunteering experiences. Originality/value This study contributes to the research that focuses on the outcomes of service learning. The research on how service learning affects values, especially pro-social ones, is currently limited. The present study suggests implications for further research and discussion on the possible ways to promote the values of self-transcendence through educational activities.

scholarly journals First-year undergraduate business students’ choice of different sources of learning support for assumed math skills

2019 ◽  
Vol 6 (1) ◽  
pp. 1616654
Author(s):  
Anne Gleeson ◽  
Greg Fisher ◽  
Saib Dianati ◽  
Nicholas Smale ◽  
Luís Tinoca
Keyword(s):  
Business Students ◽  
First Year ◽  
Learning Support ◽  
Math Skills ◽  
Different Sources ◽  
Undergraduate Business Students

Public Accountants, Senior Accounting Students, and Non-Accounting Senior Business Majors: Comparing their Perception of Corporate Ethics and Social Responsibility

2019 ◽  
Vol 19 (1) ◽  
pp. 31-56
Author(s):  
Adam Maiga
Keyword(s):  
Business Students ◽  
The Other ◽  
Accounting Students ◽  
Corporate Ethics ◽  
Business Majors ◽  
Paired Sample ◽  
Stakeholder View ◽  
Public Accountants ◽  
One Way Anova ◽  
Analyze Data

ABSTRACT The purpose of this study was to analyze data collected from public accountants and students to assess differences in their perceived stakeholder and stockholder views. Paired-sample t-tests indicated that both public accountants and senior accounting students had a propensity to support the stakeholder view whereas non-accounting senior business students' perception of the stakeholder view was not significantly different from their perception of the stockholder view. One-way ANOVA results indicated that public accountants' perception of the stakeholder view was significantly higher than that of senior accounting students and both groups had significantly higher perceptions of the stakeholder view than non-accounting senior business students. On the other hand, non-accounting senior business students' perception of the stockholder view was significantly higher than that of both public accountants and senior accounting students. Furthermore, senior accounting students' perception of the stockholder view was significantly higher than that of public accountants.

An Empirical Assessment of Generational Differences in Basic Human Values

2007 ◽  
Vol 101 (2) ◽  
pp. 339-352 ◽  
Author(s):  
Sean T. Lyons ◽  
Linda Duxbury ◽  
Christopher Higgins
Keyword(s):  
Generational Differences ◽  
Social Values ◽  
Knowledge Workers ◽  
Business Students ◽  
Human Values ◽  
Openness To Change ◽  
Schwartz Value Survey ◽  
Self Transcendence ◽  
Undergraduate Business Students ◽  
Generation Xers

This study assessed generational differences in human values as measured by the Schwartz Value Survey. It was proposed that the two most recent generations, Millennials and Generation Xers, would value Sell-enhancement and Openness to Change more than the two older generations, Baby Boomers and Matures, while the two older generations would value Self-transcendence and Conservation more. The hypotheses were tested with a combined sample of Canadian knowledge workers and undergraduate business students ( N = 1,194). Two hypotheses were largely supported, although an unexpectedly large difference was observed between Millennials and Generation Xers with respect to Openness to Change and Self-enhancement. The findings suggest that generation is a useful variable in examining differences in social values.

scholarly journals Today's Learner, Preferences In Teaching Techniques

2011 ◽  
Vol 4 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Vincent Agnello ◽  
Bohdan Pikas ◽  
Audrey J. Agnello ◽  
Anastasia Pikas
Keyword(s):  
Business Students ◽  
Learning Outcome ◽  
Upper Class ◽  
First Year ◽  
Business Majors ◽  
Teaching Techniques ◽  
Digital Devices ◽  
Subsequent Learning ◽  
Learner Preferences ◽  
Short Messages

The computer age is here. Students are tuned in to the latest digital devices and methods available today. Most students are exposed to short messages with video enhancements. This gives rise to a student who gets frustrated and bored with the standard lecture technique of years past. To achieve a greater effectiveness and learning outcome in delivering a lecture and subsequent learning, the professor has to know and understand the changes that are occurring in today’s learner. This paper presents findings of a study comparing the perceptions of first year freshmen business students’ with upper class business students’ perceptions as to how learning and assessment should occur in the classroom. The study also evaluates the differences between the various types of business majors.

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.

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