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.     

There's an app for that: The impact of reminder apps on student learning and anxiety

Today's students experience increased anxiety around school and have difficulty keeping track of course assignments. The authors conceptually develop and empirically test a model of the impact of a homework reminder mobile application (app) on executive function skills and learning outcomes with undergraduate business students. The findings suggest that perceived usefulness of Homework Suite Planner app positively predicted students' executive functioning by increasing their organization and time management. Increases in executive functioning due to the Homework Suite app led to more completed assignments, lower anxiety about forgetting homework assignments, and greater overall learning satisfaction with the course. Future research and implications for higher education instructors are discussed.     

Investigating Graduate Business Students' Perceptions of the Educational Value Provided by an International Travel Course Experience

Abstract

Researchers agree that students' critical thinking and decision making skills are enhanced through exposure to new cultures and global markets. Thus, one way of bringing about improvement in these areas is through international travel courses. The purpose of this study is threefold. One, to describe the process involved in the creation of a required for-credit international travel course; two, present the findings of a research study designed to investigate graduate business students' perceptions of the educational value provided by an international travel course; and three, describe the ongoing process of closing the assessment loop as it relates to the internationalization of MBA and MACC curricula. The results of this study are encouraging. In general, students perceived that the international travel course added value to their educational experience and enhanced their relationships with other students. Items receiving weaker support were concerned with “thinking skills”, such as multi-disciplinary integration and improved decision-making. These results have important implications for future improvements to the international travel course.     

Cross-Functional Globalization Modules

ABSTRACT

The purpose of this study is to present cross-functional international teaching modules. The modules presented in this paper are intended to assist higher education institutions in initiating and implementing the first level of internationalization of the business school curriculum. Although the focus is on achieving a level of global awareness, the paper also addresses how the first stage of globalization leads to advances in the second stage-understanding. Applicable means and methods to initiate the “internationalization” process for business schools in the internationalization process are provided. The paper also addresses the students' perceptions of this process, especially concerning global awareness. Implications, challenges, and recommendations are provided.     

Useful Web Sites for International Business Communication Education

Abstract

The World Wide Web presents many opportunities for improving the instructional quality of international business communication related classes by providing access to a large variety of information sources. These sources can be used as supplements to traditional texts, as the basis for specific program assignments, or even as the main focus of a course. An especially useful aspect of these sites is that they can improve information recency and depth when compared with sole reliance on traditional texts. Unfortunately, the sheer quantity of available Web pages can make it difficult to find appropriate sites for a given international business communication topic. To assist educators in locating such relevant sites, we offer summaries and addresses for pages in some of the major areas of international business communication. These selections were chosen both for their relevance to international business communication training and evaluation by Cornell's suggested quality criteria. The article concludes with a discussion of potential applications, problems, and implications for web based international business communication instruction.     

Fast Food Television Advertisement Formats

ABSTRACT

The purpose of the study was to examine favorite formats in hamburger television advertisements in order to assist companies in effectively communicating with their target audiences and to motivate those audiences to purchase products. The main findings of the study are that college students appear to prefer the special-effects format for presenting hamburgers in television advertisements. In addition, the testimonial format in television advertisements seems to motivate college students' purchase intentions for hamburgers more than other formats. Implications of the study regarding segmentation information usage, establishment of business image and individual purchase motivation, and the relationship between brand and format effects are discussed.     

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).     

Technical and Non-Technical Student Internet Behavior–Some Educational and Marketing Implications

ABSTRACT

Security concerns are often the primary reason given for not purchasing products online. We believe these concerns may be rooted in the buyers' unfamiliarity with the associated technology. To test this hypothesis, we compared two student groups: those from technical and/or business programs and those from non-technical programs. We measured students' (1) extent of use of the Internet, and (2) extent of product purchases via the Internet. We conclude there is a significant difference in total time spent online per week and in the amount of risk associated with online spending. While there is no difference in the average amount spent online per month, there is a difference in the type of products being purchased.     

Developing a Global Mindset Through Short-Term Study Abroad

ABSTRACT

The purpose of this paper is to introduce a practical, effective method of teaching short-term study abroad courses to increase students' global awareness and lay the foundation for the development of a sophisticated global mindset in future managers. The global mindsets discussed in the literature coincide with the levels of cognitive complexity found in the critical thinking literature. Building on these traditions, we construct an approach based on facilitated, group discussion. One major advantage of this technique is that, because it is done in a group setting, it is less time-consuming for faculty than other ways of providing feedback to students during study abroad courses. Given that short-term study abroad courses have become a popular way to internationalize business school curricula, this approach offers a way to maximize the impact of these experiences.     

Business ethics: A classroom priority?

“Schools of business are being blamed for much of the unethical behavior in business today” (Harcourt, 1990: p. 17); “Ethics can and should be integrated into coursework throughout students' college careers” (Spencer and Lehman, 1990: p. 7); “... business schools have been charged with inadequate attention to ethics” (Bishop, 1992: p. 291); “The American Assembly of Collegiate Schools of Business (AACSB) encourages schools of business to incorporate business ethics throughout the curricula” (Davidet al., 1990: p. 26). These quotations indicate the concern for providing ethics education in today's business curriculums. In 1976, the AACSB urged business educators to include ethics in their course curricula, however, over 15 years later there is still concern as to whether the coverage of this topic in the business curriculum is adequate. A review of the literature indicates that professors are beginning to integrate this topic into its curriculum. But what are the techniques that work? And is the topic of ethics truly being integrated into the entire business curricula? This research assesses the integration of ethics into the business curricula today. Graduating seniors in the college of business of several universities were questioned to determine: (1) the courses in which the issue of ethics was addressed; (2) how much time was devoted to the issue by the professors; and (3) the methods employed to address the issue, and students' perceptions of their effectiveness.     

Educating the Global Manager

Abstract

The culturally diverse classroom would seem to be the ideal resource that educators can tap to develop their students' cross-cultural competence and bridge different cultures. However, evidence from the education literature suggests that students typically do not benefit from classroom diversity and that, in general, there is a lack of cross-cultural interactions between different cultural groups on campus. In this paper, we provide an integrated framework for developing students' cross-cultural competence by drawing on the cultural diversity in the classroom. The framework incorporates established and frequently used strategies for developing cross-cultural competence, as well as additional strategies that we have devised (such as diversity audits, self-awareness and ‘other’-awareness tools, student-generated cases and virtual linkages). We explain how this approach uses cultural diversity inherent in the classroom as a basis for students' awareness and understanding of cultural differences, knowledge of other cultures and the application of skills.     

Data mining student choices: A new approach to business curriculum planning

The authors used a clustering technique to analyze business course choices made by students who completed an individualized degree in a large, urban, public university. They looked for patterns to answer the research question, “What can we learn from students' choices to inform the curricular redesign process in business programs?” The authors found five well-defined clusters; two clusters (marketing-management and marketing-management economics) did not correspond to academic paths in the university's business school. These clusters illuminate trends to be considered in business curricular design. This is the first known study to data mine students' courses choices for curricular design purposes.     

Exploring business students' creative problem-solving preferences

Past research has established the importance of problem solving to business success. The authors explored the creative problem-solving (CPS) preferences of business students, addressing two primary issues: (a) Do CPS preferences vary across CPS stages and tasks? And (b) Do CPS preferences regarding collaboration and delegation vary by stage? Findings suggest business students' CPS preferences do vary across CPS stages and tasks. Further, results show business students' preferences for CPS collaboration and delegating do vary by stage. The implications for businesses and educators attempting to improve attitudes toward creativity are discussed.     

College Students' Perceptions of a Smoking Ban in Restaurants and Bars

Abstract

This study investigates college students' perceptions of smoking bans and their knowledge of smoking bans implemented in a college town. A total of 180 college students enrolled in two hospitality management classes participated in the study. While the majority of students were strongly supportive of smoking bans in general, results of the study indicated that significant differences were found in smoking ban perceptions based on respondents' future employment segments. The length of residency also affects how much information respondents knew about implemented smoking ban regulations.     

Who gets the job? First-generation college students' perceptions of employer screening methods

What are first-generation college students' (FGCS) perspectives of employment screening methods? The authors investigate which methods FGCS believe are likely to cause an employer to extend a job offer and which methods yield the best pool of job applicants. Survey data were collected from undergraduate business majors. They were analyzed using means comparisons and bivariate correlation t tests. FGCS perceived resumes and interviews as most likely to help applicants get hired. Implications are discussed.     

Determinants of Poland's Competitive Advantage in the Logistics Sector

Abstract

This paper discusses the transformation within the distribution and logistics sector in Poland. The privatization process and business growth, in conjunction with foreign direct investment, have created a very competitive environment. A modified version of Porter's determinants of the competitive advantage model is used to illustrate changes in this industry. Models are presented depicting business logistics in Poland before and after the transformation. Twelve firms operating in this sector were studied. Problems and opportunities are discussed as they relate to business logistics in Poland. Eventual membership in the European Union will further expand markets, as well as modernize Poland's infrastructure and business logistics systems.     

Students’ Perception of International Business Curriculum: An Explorative Study—Case of Lebanon

Economic development depends on business education for a thriving and secure society. A skilled workforce that can create, innovate, and increase business opportunities fosters an environment of prosperity that provides jobs and enhances the quality of life among its citizens. This article examines the environment, content, and delivery of business education in Lebanon. It analyzes curriculum content and the students' perceptions of the value and applicability of the curriculum. It also explores the shift in emphasis toward an international perspective in curricula and its importance for the academicians as well as practitioners to understand the methods, techniques, and activities that are being used to prepare the future business workforce. This study presents ideas and perspectives about how business and international curricula in Lebanon are perceived. Data for this article were collected in Lebanon and reflects the students' perspective on its international business curriculum.     

Student Complaint Behavior Based on Power Perception

Abstract

This study investigated students' complaint behavior in a higher education service sector. Based on their complaining styles, students were clustered into three groups as passive recipients, private complainers, and voicers. Passive recipients exhibited the highest perceptions of educators' punishment power and legitimate power. They were more likely to be international and undergraduate students. Private complainers possessed high perception of educators' punishment power but moderate perception of educators' legitimate power. Similar to passive recipients, they were more likely to be international and undergraduate students. Distinctively, voicers had the lowest perceptions of both educators' punishment power and their legitimate power. These students were more likely to be domestic and MBA Students.     

Development of Cross-Cultural Sensitivity in Business Courses

ABSTRACT

A significant component in the internationalization of the undergraduate business curriculum is appreciating and anticipating cross-cultural differences. In order to indicate the importance and immediacy of this skill, we incorporated it into standard management and marketing courses. We encouraged our non-American students to keep an ongoing Culturelog, noting cross-cultural differences in concepts raised by their American textbooks. We encouraged them to review such ideas against their self-referent culture (usually Belgian) and the external culture in which they were living (Israel). We consider that the Culturelog with its reflective assignments enables students to more clearly perceive, appreciate and predict cross-cultural issues.