Developing critical thinking through student consulting projects

The authors present survey results from faculty at 44 universities on the role of student consulting projects in developing business students' critical thinking. They conclude that students can improve critical thinking by engaging in guided primary and secondary research to inform their business assumptions that underpin business planning and financial modeling in consulting projects. Results also suggest that instructors newer to the practice of using student consulting tend to emphasize objective results (e.g., application of disciplinary skills and research methods), whereas experienced users seem to focus on the subjective consulting process (e.g., managing client relationships and evaluating information quality and fit for the project).     

Health promoting schools: integrated practices to develop critical thinking and healthy lifestyles through farming,growing and healthy eating

This paper reports on two case study examples of schools identified from Gloucestershire primary schools as showing particularly good practice in developing the concept of a Health Promoting School. The schools were selected from research projects linked to the Growing Schools programme for promoting children's understanding of food production and consumption, and the Gloucestershire Food Strategy for promoting healthy eating patterns in school children. Examples of curriculum development and associated pedagogy, school organization for democratic involvement of all its participants, and practical changes in the provision of eating choices are presented. These illustrate how integration of critical thinking and changes to the schools' provision of choices for healthy eating patterns can influence children's understanding and behaviour towards diet and health. The key factors that influenced such changes in the schools are identified as: clear leadership with vision from the head teacher, community involvement, ownership of processes of change by all participants, critical thinking as a focus for processes of learning; integrated practice to link experience and understanding, and the school acting as a model for good practice in health and environmental matters.     

What leads to cultural intelligence?

The ability to interact effectively in multiple cultures is not a skill possessed by all; yet, it is becoming more important in today's global business world. Recently, this skill has been labeled cultural intelligence (CQ), and has caught the attention of business leaders and researchers alike. While previous studies have examined potential outcomes of cultural intelligence, possible antecedents are examined herein. This investigation generates some insight regarding the impact of cultural exposure on CQ, as well as developing an understanding of how the depth of cultural exposure influences a person's cultural intelligence. Findings indicate that certain types of exposures to other cultures (such as education abroad and employment abroad) and the level of exposure from these experiences increases cultural intelligence. These findings are critical for multinational firms as managers hire, promote, train, and prepare employees for international assignments. Additionally, some have discussed how cultural intelligence is a critical skill for global business leaders, and it seems likely that CQ will become increasingly important due to the rise of diversity in the workforce.     

Developing and assessing critical thinking skills in marketing students: The power of making explicit problem-solving processes

Applied research is a course that has been taught to develop and effectively assess critical thinking skills in marketing students. A modified version of the problem-solving model using explicit problem-solving processes is employed in the design of course material and delivery. Assessment data support students’ ability to critically think at both lower and higher levels. Assignments include creative and timely experiential exercises to reinforce important marketing concepts, encourage student interest, and develop critical thinking skills.     

Developing Cultural Intelligence for Global Leadership Through Mindfulness

Understanding how businesses function in relation to cultural and societal influences is critical for today’s business leader who wants to interact competently across borders. However, developing and evaluating such competence is a challenge. One concept that provides a holistic conceptualization of intercultural competence is the notion of “mindfulness” or the ability to use reflection as a connection between knowledge and action. To facilitate the intercultural learning of a group of MBA students studying global leadership during a cross-cultural immersion experience in China, a model of cultural competence was introduced during their predeparture sessions. In order to demonstrate their understanding of intercultural competence, student papers were analyzed using a coding scheme for reflection. Data show that, overall, students increased their level of “mindfulness” and became more reflective, and in our hopes, more culturally sensitive as a result of this cross-cultural immersion program. Implications of this study can be used for teaching international business and improving study abroad assignments through reflection.     

从实际出发,注重培养学生思维方法

培养学生的过程包括学习能力、学习技能、学习态度、学习品格、学习方法.对学生进行思维方法的培养与训练则是一个关键问题.     

Teaching information technology alongside business analytics: Case study

Business analytics can be described as the statistical analysis of data to make decisions and meaningful conclusions. As the demand to advance the curriculum of undergraduate business education increases, courses in business analytics aim to provide students with fundamental skills in critical thinking. Educators have found that spreadsheet applications that include statistical features are easy to use and facilitate student learning. The authors analyzed student performance in an introductory business analytics course that used Microsoft Excel as a statistical tool by comparing scores from this introductory course with those from an information technology course in which only Excel skills were learned.     

Learning Opportunities and Learning Behaviours of Small Business Starters: Relations with Goal Achievement,Skill Development and Satisfaction

Learning is a vital issue for small business starters, contributing to short- and long-term business performance, as well as to personal development. This study investigates when and how small business starters learn. It specifies the situations that offer learning opportunities, as well as the learning behaviours that small business starters can employ in order to learn from these opportunities. In a cross-sectional, quantitative study of recently started small business founders, learning opportunities and learning behaviours are related to three outcome measures: a performance outcome (goal achievement), a personal growth outcome (skill development), and an affective evaluation outcome (satisfaction). The results show the importance of learning opportunities and learning behaviours in influencing these outcome variables, albeit not always in the directions we hypothesized.     

Integrating Knowledge and Developing Critical Thinking in a Capstone International Business Course: A Never-Ending Work in Progress

More and more is heard from scholars, accrediting institutions, and the business world about the importance of developing critical thinking and written communication skills in college graduates. This is perhaps especially true, in a business school, for international business graduates who lack a traditional functional major. Often, the development of these skills is thought best accomplished through courses that integrate knowledge, take a problem-based approach, and include a signature work for each student. In this article, we discuss one institution’s international business capstone course, illustrating how it adheres to these ideals. From the standpoint of informal assessment, we discuss how student results from the course are used to tweak feeder courses to the capstone. We also discuss the more formal assessment of the course learning objectives, which we are just beginning.     

Lyin' T(*)gers, And 'Cares' Oh My: The Case for Feminist Integration of Business Ethics

In this re-visioning, business ethics would integrate feminist theories and pedagogy which include the diversity of women in terms of race/ethnicity, class and sexual orientation, thereby expanding its coverage to include issues of power, gender, cultural and theoretical conceptualizations, both in the conceptualization of morality, as well as in ethical constructs of analysis. My research indicates that the integration of feminist scholarship, ethics and pedagogy would make it possible to teach ethical decision making, and ultimately increase the likelihood of ethical behavior, by showing students how to harness the multi-cultural ways of thinking needed to resolve ever more complex organizational problems.Use of the four-stage model I propose would effectively address the three major issues which make teaching business ethics in a new way to critical. The curricula, as modified, would present enriched ethical theories which are contextual and grounded in experience and which grant the connected nature of all organizational stakeholders. By recreating personal identity, autonomy and power as a theories of community, teaching its responsible use would be easier. Expanding the definition of business ethics to include authenticity and mutuality would move it beyond "social responsibility" to a model of interrelationship which encourage principled thinking leading to more ethical behavior. By combing empirically connected ethical theories, and conflict resolution techniques, ethical precepts can be molded into more usable curriculum models.The curricula, as modified, presents enriched ethical theories which address cognitive moral development from will to action. It is contextual, grounded in human experience and grants the connected nature of all organizational stakeholders. By recreating personal identity, autonomy and power as theories of community, we could fortify the moral will; by expanding the definition of business ethics to include authenticity and mutuality, sensitivity to ethical issues would move beyond "social responsibility" to discernment of interrelationship, encouraging more principled thinking. Judgment regarding responsible use of institutional resources would be easier, once students were able to combine empirically connected ethical theories and conflict resolution techniques because ethical precepts could be molded into non- abstract curricular models.My hypothesis is that this approach will produce a more holistic curricula for business ethics. That this course, when defined as the study of how humans grow in their capacity and ability to resolve ethical conflicts, might increase students' ethical analysis, and thus their willingness to act ethically when faced with future moral conflicts. My joyful discovery was that this effort at integration could be enhanced by using an interdisciplinary approach, fusing feminist scholarship from psychology, sociology, and philosophy, as well as economic and business organizational theory. My hope is that re-visioning business ethics as a holistic learning process might enhance moral growth, and better prepare business students who can confidentially use institutional power for ethical ends.     

The Development of Undergraduate International Business Practicums in Small Business Schools: An Experiential Learning Framework

The value of the inclusion of experiential learning opportunities in international business education has been well established in the literature. We set out to examine industry-identified skills and experiences that could lead to enhanced employability and early career performance. Through our extensive review of theory, empirical work, leading programs, practicum channels, and our own qualitative study, we proposed frameworks to help guide small business schools best structure their undergraduate international business experiential learning offerings. Specifically, we suggest the establishment of tracks or concentrations with supplemental skill focus, emphasis on foreign language proficiency, and requiring at least two international internship or service learning practicums, preferably abroad, that include mini-consulting projects, presentations, and deliverables.     

Training strategic thinking: Experimental evidence

Strategic behavior is crucial for strong firm performance, especially in competitive environments. Thus, designing a good strategy is a key issue for firms. Designing a strategy requires a combination of strategic thinking—which involves analyzing a firm's strategic environment, defining a vision of its future, and devising new ideas to out-think competitors – and strategic planning – which implies using these ideas to formulate a business plan. Although many firms excel at strategic planning, few devote enough resources to strategic thinking, which results in strategic insanity (i.e., firms repeatedly applying the same strategies with the expectation of different outcomes). To foster a strategic environment within a firm, firm managers and other workers must show willingness for active involvement in a firm's strategic decisions. Nevertheless, not everybody has the skills to do so, as many firms lack work force training programs. This study shows, experimentally, how training affects firms' strategic behavior. The starting point is two groups of individuals with initially equal qualifications who play in a sequential game whose rules hinder the calculation of equilibria. The members of only one of the groups previously receive a treatment entailing a process of training and learning that aims at fostering strategic thinking. The results point to a significant increase in the number of strategic decisions in the treatment group in sharp contrast to the control group, confirming the initial hypothesis (i.e., the positive impact of training).     

Course-Specific Motivated Learning and Outcomes: The Role of the Perceived Task Value of Course-Specific Assignments

Although the internationalization of curricula has increased steadily over the past 30 years, most universities and business schools have concentrated their efforts on program assessment activities, leaving course-level assessment as a gap in most international business assessment portfolios. To address the gap in aligning course-specific designs with course-specific learning outcomes, the current study focuses on a specific course domain. This study (1) assesses how students' subject-specific motivational beliefs and learning behavior affect their perceived learning outcomes, and (2) examines how students' perceptions of the task value of subject-specific assignments strengthen or weaken the effect of motivated learning on learning outcomes. The results highlight the critical roles of group-based term projects and individual-based IT tasks in strengthening the effect of self-efficacy and deep learning behavior on learning outcomes. International business educators are thus advised to manage students' perceived task value with regard to outcome and effort expectancy. Practicable recommendations are provided for building up students' expectations about desirable learning outcomes in relation to project-specific assignments, and fostering students' beliefs about return-on-efforts through project-specific assessment rubrics.     

在数学建模中培养学生创新性思维及建议

本文论述了数学建模对培养学生创新能力、提高综合素质的重要作用,指出大学生创新性思维能力的培养是数学建模活动的核心目标,对在数学建模活动中如何培养学生的创新性思维能力作了讨论,并根据学校开设数学建模课程及参加数学建模竞赛活动的现状,就如何提高数学建模成绩提出了一些建议.     

Enhancing Learning Performance Through Classroom Response Systems: The Effect of Knowledge in a Global Economic Environment

ABSTRACT

The international business education literature suggests that a global mindset can be acquired and benefit students to embrace new ideas and improve their critical thinking. Using a sample of 1,448 undergraduate students in Corporate Finance, International Finance, and Business Law subjects during 2013–2015, our results indicate that students with better academic performance in the subject Global Economic Environment achieve a better learning outcome in advanced functional business subjects. However, students with a better global mindset do not benefit as much from the Classroom Response Systems (CRSs) as the weaker students do.     

Management framework guiding strategic thinking in rapidly changing markets

Developing a management framework to guide strategic thinking in changing markets is increasingly critical for researchers and executives in coping with the complex and rapidly changing global business environment. Conventional training and practices have too often led strategy researchers and executives to assume a stable competitive box around existing businesses, not recognising the effects of radical and increasingly disruptive change on markets and competitive space. New strategic thinking logic and initiatives require a conceptual framework to guide obtaining information, perceptive interpretation of strategic issues and trends, and choice of the right strategic initiatives. The conceptualisation begins by determining the market-based strategic capabilities needed to identify the nature and scope of determinants of market changes. These changes must be identified, driven by new competition, new business models, and creativity and innovation. Understanding fast changing markets requires identifying new market space, conducting strategic segmentation analysis, and determining customer value requirements. Finally, this knowledge guides strategic vision and formulation and implementation of market-driven strategies for changing markets. The framework is based on conceptual logic and empirical findings from multiple disciplines including marketing strategy and strategic management     

What Does it Mean when Mitchell Gets an ‘A’ in Business Ethics? or the Importance of Service Learning

In this essay I show that business needs business school graduates who are capable of ethical business action. Thus, business ethics courses should help students develop the capacities and skills they will need to act ethically at work. Towards this developmental end, I list eight steps business ethicists can take to implement service learning in their courses. I show how service learning in the classroom can be combined with a college honorary program to promote ethical business actions in students.     

Out of the Shadows

The notion of Brand Reality marks a qualitative break in thinking about branding. Companies successfully applying the concept will discover that in comparison, former approaches to branding were but pale shadows of the real thing. But to do so they must clear two major hurdles. They must unlearn some deep assumptions about brands and branding, including how strong brands are built, how they add value, and what it means to get 'close' to customers. And they must allow the light of new brand thinking to penetrate new areas of their business.     

企业轻资产商业模式的内涵、动因及运营中的战略能力

轻资产商业模式是企业在特殊竞争情景中个性化发展的产物,是以最低的投入实现价值最大化的新战略思维,其以小博大的收益、避"重"就"轻"的运营成为商业模式和战略管理领域的典范,但该模式的成功运营需要独特的内部能力支持。本文将相关理论和源于商业活动的实践相结合,分析了轻资产商业模式的内涵、动因及其内在规律性,探讨了支撑该模式成功运营并决定轻资产企业效率差异、收益差异的5种战略能力,即价值创新能力、资源整合能力、跨组织管理能力、动态能力、学习能力。     

Internationalizing the Assessment Criteria to Build Cross-Cultural Competency

ABSTRACT

International business programs, universities with international students, and educators who seek to internationalize their teaching need to make informed decisions about teaching, testing, and assessment criteria. The infusion of American business curricula throughout the world as well as the need to train American business students for leadership roles in global contexts calls for teaching and assessment practices which explore a plurality of cognitive, affective and behavioral pedagogical strategies. This article considers traditional education and assessment in China in light of American educational practices currently used for assessment in business training. It explores how an understanding of modern Confucianist values can shape assessment choices in both American and overseas programs as an example of developing cross-cultural awareness. The authors call for an assessment process in business education which draws from a plurality of methods adapted to teaching, learning and testing for global awareness.