The International Teachers Programme

This last section of our Feature uses the 1995–6 International Teachers Programme (ITP) to illustrate some of the issues discussed in earlier sections. It starts with an account of the ITP by Diana Robertson and Philippa Morrison, including the adjustments they have made to it. This is followed by executive summaries of the teaching projects which emerged from the latest ITP programme - a critical part of any course is the project work by the participants. Professional teachers show how they, in student mode, prepare projects in conditions similar to those faced by their own students. Some of the projects were formulated as classroom presentations; but for those marked with an asterisk, a back-up paper is available from the author of the project. Apart from the light they throw on the educational process, the content of the project summaries provides a snapshot of issues currently concerning teachers of management. The projects are divided into five topics: cross-cultural, information technology, case study development, curriculum and course development, and teaching methods.     

Expanding opportunities in fashion merchandizing: a successful internship programme through an innovative collaboration with The National NeedleArts Association

Internships are an important part of education in an applied field such as consumer sciences. Within consumer sciences, coursework typical of a fashion merchandizing programme exposes students, often for the first time, to issues of fibre, yarn and textile structure as well as colour and design. While these topics expand student knowledge beyond apparel, students find it difficult to imagine careers outside of the typical fashion merchandizing framework, thus limiting their internship choices to apparel retailing. Most students are unaware of the art and craft markets, specifically the needlearts of knitting, crocheting, needlepoint, cross‐stitching and embroidery. In the United States and Canada alone, this market, which includes fibre and yarn designers and producers, suppliers and retailers, constitutes an $8.5 billion industry. In summer 2006, the University of Akron and The National NeedleArts Association (TNNA), a trade association, initiated a joint venture, coined Pathways into Professional Needlearts (PiPN), to familiarize and train students in the needlearts. During the pilot programme, 10 fashion merchandizing students attended TNNA's trade show, spent 2 weeks in intense needlearts training and completed 10‐week‐long internships. TNNA appealed to its members for internship positions, which were subsequently matched with students’ abilities and expectations. The positions, scattered throughout the United States and Canada, ranged from a summer camp for school‐aged children, a design house for specialty knits, a needlepoint boutique and design business, yarn designers and distributors, to a web site and e‐business to retail boutiques. Both hosts and students benefited from new, and ongoing, business relationships. The enthusiasm for PiPN prompted TNNA to sponsor a second class in 2007. The students reported that they easily transferred their traditional fashion course concepts to their new areas of interest. They were able to apply their knowledge of textile materials, construction techniques, fashion trends, market research and consumer behaviour to both their needlearts course and subsequent internship. Students not only learned the fundamentals of the needlearts, they also gained a new perspective on the possibilities of future careers. Equally important, they experienced the personal fulfilment of self‐expression through artistic media previously not attempted and the relevance of building a community through the needlearts. They also learned that in applying the traditional content of fashion merchandizing to a related industry, they could expand consumer choice by providing a different market perspective.     

Balance and agility training does not always decrease lower limb injury risks: a cluster-randomised controlled trial

The objective of this study was to examine the effects on lower limb injury rates of adding structured balance and agility exercises to the 80-day basic training programme of army recruits. A blocked (stratified), cluster-randomised controlled trial was employed, with one intervention group (IG) and one control group (CG), in which 732 male and 47 female army recruits from the Australian Army Recruit Training Centre participated through to analysis. The IG performed specified balance and agility exercises in addition to normal physical training. The incidence of lower limb injury during basic training was used to measure effect. Analysis, which adhered to recommendations for this type of trial, used a weighted paired t-test based on the empirical logistic transform of the crude event rates. The intervention had no statistically significant effect on lower limb injury incidence (RR = 1.25, 95% CI 0.97–1.53, 90% CI 1.04–1.47), on knee and ankle injury incidence (RR = 1.08, 95% CI 0.83–1.38), and on knee and ankle ligament injury incidence (RR = 0.98, 95% CI 0.64–1.47). We conclude that the intervention, implemented in this fashion, is possibly harmful, with our best estimate of effect being a 25% increase in lower limb injury incidence rates. This type of structured balance and agility training added to normal military recruit physical training did not significantly reduce lower limb, knee and ankle, or knee and ankle ligament injury rates. Caution needs to be used when adding elements to training programmes with the aim of reducing injury, as fatigue associated with the addition may actually raise injury risk.     

Water safety education among primary school children in Grenada

Drowning is a common cause of death among children. Successful prevention interventions currently used in developed countries are often not transferable into developing countries due to differences in both environment and resources. In this study, we adapted a water safety education programme developed by the American Red Cross for primary school students in Grenada. Water safety knowledge before and after the training session was assessed using a nine-question evaluation tool. Following the training, a survey was administered to all teachers to assess the adaptability and effectiveness of the WHALE Tales training. Fifty-six students (30% males) completed the training. The age range was between 5 and 12 years old. Participants’ water safety knowledge increased 15% (p < 0.01). Mean scores of correct answers increased for every grade level, ranging from a 5% increase for first graders to 33% increase for second graders. The findings from this study suggested that implementation of such a programme is effective. With cultural modifications and outsourcing, we believe this adapted programme would be successful in Grenada and other similar settings.     

Making evaluation an integral part of injury programme implementation

Uncertainty about the nature of evaluation can lead to injury prevention programme evaluations being poorly resourced and poorly conducted. The aim of this paper is to demystify programme evaluation and, by stressing its function, offer a perspective on evaluation that may encourage its more widespread integration in the general activity of injury prevention and control. Programme evaluation is best understood simply as the process of getting answers to essential questions about a programme. Methodology used in evaluation needs to be based in empirical science but is otherwise unrestricted except by the chosen question and the practical circumstances relating to the programme and the community in which it is implemented. Discussion about which methodology is appropriate for evaluation research is (unwittingly) a debate about 'which questions should you be asking?'. If the right people ask the right (and properly formulated) questions and build the means of obtaining the information to answer these questions (using appropriate methodology) into the conduct of the programme then evaluation will no longer be a problem but an essential component of the overall effort to reduce the community burden of injury.     

Ethical behavior perceptions in Russia: Do ethics-related programs and individual characteristics matter?

This paper aims to analyze how individual differences and ethics-related programs predict Russian business students and working adults' perception of personal business ethics. This research evaluates the business ethics perceptions based on surveys of 1,207 managers, employees, and business students in Russia. This study finds the significant correlations between individual differences (gender, age, education level, and management experience), ethics-related programs (business ethics courses taught in universities, ethics and diversity professional development training), and personal business ethics' perceptions of Russian business students and working adults. We also find that individual differences moderate the relationship between ethics-related programs and how the personal business ethics of Russian business students and working adults are perceived. These findings advance current literature by revealing that age moderates the relationship between ethics-related programs (formal ethic courses, ethics, and diversity trainings) and personal ethical behavior perceptions of working adults and business students in Russia. Our study found that gender had a significant positive moderating effect on relationship of organizational code of ethics, formal ethic courses, and diversity professional development with personal ethical behavior perceptions. The relation between personal ethical behavior perceptions and the presence of an organizational code of ethics was negative and marginally moderated by age and managerial experience. This study contributes to business ethics research by deepening the understanding of the impact of individual differences on the relationship between ethics-related programs and personal business ethics' perceptions.     

The Evolution of Audit Regulation in a Russian Market Economy

Abstract

This paper reports on a study of the audit profession in Russia in 1996. It builds on the work of Badykova (1996) in the examination of audit in Russia in the mid-1990s in comparison to the United Kingdom. The paper concurs with the above previous research regarding the moves made towards the internationalization of auditing standards, the role of the auditor in compliance work, and the nature of the users of audited information.

The paper is set in a business context, which includes social and economic changes, to offer a perspective on the lack of any historical evidence of independent audit in Russia and emphasizes the recent change (by Presidential Decree) towards the legal enforcement of auditing standards. The motives for control and inspection are examined in the context of the twin objectives of legal compliance and certification. The role of the auditor in court is considered in terms of impartial fact finding and re-qualification of approved individuals compared with the adversarial system in the United Kingdom. The mandatory nature of audit in Russia by the court or public prosecutor is compared with the powers of the regulatory bodies in the United Kingdom and the findings identify an apparent lack of separation between the business entity and individuals.

The paper further examines the independence of the audit firm and the nature and content of the audit report in Russia along with sanctions for non-compliance. In conclusion, an attempt is made to evaluate the implications of the key differences identified as a basis for consideration of possible developments in Russia. These conclusions are placed in the context of the educational developments in the teaching of auditing processes and the Russian work ethic. The paper emphasizes the necessity to strengthen and regulate the audit profession at all levels by tightening up eligibility and entry qualifications with indigenous Russian auditors potentially replacing seconded staff from western audit organizations.

The social and economic changes that Russia has experienced in recent years include the dissolution of the Union of Soviet Socialist Republics (USSR), policies of 'glasnost' (publicity) and 'perestroika' (economic and social reforms) introduced by Gorbachev (Hosking, 1992), along with the opening up of Russia to traders and travelers alike.     

Do overweight and obese youth take longer to recover from injury?

The objective of the study was to examine the effects of overweight and obesity on times to recovery among Canadian youth who have suffered one or more types of injury. The data source was the 2002 Canadian Health Behaviour in School-Aged Children (HBSC) survey. The study population included 7266 youth in grades 6 through 10 sampled from all Canadian provinces and territories. Of these, 2831 students reported an injury event and were included in the analysis. Kaplan-Meier curves and hazard ratios (HR) were used to profile survival functions and estimate relative hazards for non-recovery from injury events among normal weight, overweight and obese youth. Youth who were obese and suffered a combined injury (broken bone and strain/sprain) took longer to recover (HR: 1.81, 95% CI 0.99-3.32) compared to normal weight youth. HR for injury recovery in obese youth were not significantly elevated for broken bones (1.15, 95% CI 0.61-2.19) and sprain/strains (1.17, 95% CI 0.73-1.85) in isolation. Obesity was associated with times for injury recovery among injured youth. If these findings are confirmed in other settings, clinicians providing an injury recovery prognosis may need to take into account BMI status and allow for extra recovery time for patients in this age range.     

Toddler drowning prevention: teaching parents about water safety in conjunction with their child's in-water lessons

The primary objective of the study was to develop a parent education programme that addressed parental misconceptions of toddler water safety previously identified by the authors. Parents (n = 106) of 2-4-year-old toddlers enrolled in swim school lessons completed a self-directed questionnaire before and after a 10-week poolside water safety programme. Differences in pre- and post-programme knowledge and beliefs were measured by frequency and chi-square tested to identify significant changes in parental comprehension of toddler water safety after the programme. Statistically significant improvements in parental understanding were evident after the programme. More parents were aware of the family or friend's swimming pool as the primary site of toddler drowning (59% vs. 78%). More parents agreed that their toddler required more, not less, adult supervision after swimming lessons (85% vs. 97%) and more disagreed that swimming lessons were the best way to prevent toddler drowning (65% vs. 74%). Parental understanding of child cardiopulmonary resuscitation (CPR), however, did not improve after the programme. This study suggests that toddler lessons in swim schools provide a valuable opportunity to address parental misconceptions about toddler water safety. Further research is required to determine how parents whose toddlers do not attend swimming lessons might similarly benefit from such a programme.     

Pre‐professionals’ perceptions of home economics in Finland

This article focuses on some new frameworks that have been under discussion in developing the university studies in the field of home economics or family and consumer sciences in Finland. The empirical data were derived from students’ contributions during their university studies in the degree programme for home economics teachers at the Master's level. The aim of this research is to find out students’ present understanding of home economics and its challenges to complete its different functions. All students are at the level of advanced studies (mainly fourth year), and the number of students is 34. The data were collected by essays using SWOT analysis as a method. Students produced a very rich and multisided data that can be analysed in diverse ways and for many purposes. In general, one can say that most students have a very realistic and positive view of their studies. They can analyse them in diverse ways and reveal important qualifications. They are aware of the various challenges which face us in both the present and future societies. Students’ views are critical and they posed several questions outside the course material. They introduced examples from their working experiences and from studies in other departments and education institutes. The empowerment elements were recognized but these should be used more efficiently in attaining further progress in the field. New frameworks and approaches developed in Finland seems to be relevant in the current situations society finds itself.     

Motala Municipality - a sustainable Safe Community in Sweden

An extensive research project concerning injury prevention was planned and initiated in Motala Municipality in the early 1980s. This article summarises 25 years of work for injury prevention and safety promotion in Motala. Evaluation of both process and effect were conducted based on a quasi-experimental study design, as well as cost-effectiveness and cost-benefit analyses of interventions. Initial evaluations results showed an annual incidence of injuries of 118.9/1000 citizens in 1983/1984 consisting of injuries at home (35%), sports injuries (18.9%), injuries at work (13.7%), traffic-related injuries (12.8%) and other injuries (19.5%). The annual social economic costs of injuries were estimated at 116 million Swedish crowns (SEK). By 1989, after two years of preventive work, the incidence of injuries was reduced by 13%. The greatest decrease was among the moderate severity category of injuries (41%). The social economic costs were thereby reduced by 21 million SEK per year. Since then, work with injury prevention has continued and annual evaluations have shown that the incidence of injuries, with some fluctuation, has continued to decrease up to the latest evaluation in 2008. The total decrease during the study period was 37%. This study shows that community-based injury prevention work according to the Safe Community model is a successful and cost-effective way of reducing injuries in the local community.     

Toddler drowning prevention: Teaching parents about water safety in conjunction with their child's in-water lessons

The primary objective of the study was to develop a parent education programme that addressed parental misconceptions of toddler water safety previously identified by the authors. Parents (n = 106) of 2 – 4-year-old toddlers enrolled in swim school lessons completed a self-directed questionnaire before and after a 10-week poolside water safety programme. Differences in pre- and post-programme knowledge and beliefs were measured by frequency and chi-square tested to identify significant changes in parental comprehension of toddler water safety after the programme.

Statistically significant improvements in parental understanding were evident after the programme. More parents were aware of the family or friend's swimming pool as the primary site of toddler drowning (59% vs. 78%). More parents agreed that their toddler required more, not less, adult supervision after swimming lessons (85% vs. 97%) and more disagreed that swimming lessons were the best way to prevent toddler drowning (65% vs. 74%). Parental understanding of child cardiopulmonary resuscitation (CPR), however, did not improve after the programme.

This study suggests that toddler lessons in swim schools provide a valuable opportunity to address parental misconceptions about toddler water safety. Further research is required to determine how parents whose toddlers do not attend swimming lessons might similarly benefit from such a programme.     

Cross-Border Influences in the International Business Curriculum

International business education has as much value as a component of a liberal arts program as it has in a professional business program. At Bucknell University, resource constraints have demanded that an international business course serve a wide variety of students. This article describes the structure and content of such a course and the role it plays in both business and liberal arts curricula. This expanded concept of international business has implications for larger institutions as well as requiring that new research directions be pursued.     

Can social awareness be increased through business school curricula?

The study was prompted by (a) Frederick and Vogel's debate concerning future research in “business and society”, (b) such recently reported managerial excesses as golden parachutes, “greenmail”, and fraud, (c) the increasing emphasis on coursework in the area. It appears that there is a need to assess how students, our future business leaders, perceive social issues and if a “business and society” course can help them define and understand the importance of these issues. Three questions provided the focal point: (1) Which issues do students perceive as most important before and after completing the course? (2) How much importance do students place on issues? (3) Does completing a “business and society” course make a significant difference in how students perceive the importance of the issues presented? Students appeared to have already clearly defined priorities before entering the course as there was very little post-course reordering of priorities. However, they did display an increased perception of the importance of social issues. The study also indicated that a “business and society” course can contribute to an increased student awareness of the importance of social issues. Therefore, it was concluded that a “business and society” course can help students define and evaluate the importance of social issues.     

Strukturelle Schwäche der russischen Wirtschaft

The economic situation in Russia is dramatic. GDP decreased by alarming 3.7 per cent in 2015. The imposed economic sanctions as well as the fall in oil prices have contributed to the downward spiral. However, the real weaknesses of the Russian economy are more structural in nature. The strong dependence on the oil and gas business, corruption problems, setbacks in privatisation efforts and the inefficient use of the existing human capital require greater commitment on the part of the government to commit to a return to a sustainable growth path. Individual sectors and companies in Germany suffered considerable losses of revenue in the course of the economic crisis in Russia. Overall, however, the effect on the German economy has been rather moderate.     

Credibility,currency convertibility and the stabilisation of the rouble

The measures taken so far to move towards currency convertibility and combat inflation in Russia and the other CIS countries are based largely on a three-stage programme formulated by the IMF. The following article presents alternatives and compares them with the IMF concept from the point of view of credibility.     

Pedestrian and motorists’ actions at pedestrian hybrid beacon sites: findings from a pilot study

The objective of the study was to examine the effects of overweight and obesity on times to recovery among Canadian youth who have suffered one or more types of injury. The data source was the 2002 Canadian Health Behaviour in School-Aged Children (HBSC) survey. The study population included 7266 youth in grades 6 through 10 sampled from all Canadian provinces and territories. Of these, 2831 students reported an injury event and were included in the analysis. Kaplan–Meier curves and hazard ratios (HR) were used to profile survival functions and estimate relative hazards for non-recovery from injury events among normal weight, overweight and obese youth. Youth who were obese and suffered a combined injury (broken bone and strain/sprain) took longer to recover (HR: 1.81, 95% CI 0.99–3.32) compared to normal weight youth. HR for injury recovery in obese youth were not significantly elevated for broken bones (1.15, 95% CI 0.61–2.19) and sprain/strains (1.17, 95% CI 0.73–1.85) in isolation. Obesity was associated with times for injury recovery among injured youth. If these findings are confirmed in other settings, clinicians providing an injury recovery prognosis may need to take into account BMI status and allow for extra recovery time for patients in this age range.     

CONSUMER KNOWLEDGE AND ATTITUDES OF KENYAN (AFRICA) COLLEGE STUDENTS

The study was designed to measure the consumer knowledge and attitudes of college students enrolled at a representative Kenyan college. It was hypothesized that six variables (sex, academic level in college, academic major, rural or urban upbringing, having work experience and having completed a course in consumer education) would not be associated with achievement on the 47-item test or with the seven consumer attitude questions. The instrument was developed by the researcher for use in Kenya. Validity was checked by Kenyans as well as experts from the U.S. in test construction. Following a pre-test in Kenya, during the first week of classes in 1980, all students (n = 508) completed the instrument. Analysis of variance and chi-square tests were used to analyse the data. Achievement was 31.3 (67.9%) on the consumer education test which was considered a moderate score. Having completed a consumer education course was one variable associated with higher scores on the test. Students majoring in Dairy and Food Science Technology as well as Home Economics did better than other majors on the test. In general, the students strongly supported attitudes expected of rational and responsible consumers.     

Developing a contemporary conceptualization for consumer sciences in higher education in the UK

Consumer sciences and consumer studies as a recent interdisciplinary degree area in higher education in the UK has had limited published research either on the subject heritage or its disciplinary identity. Since the major subject review was undertaken by the Council for National Academic Awards 17 years ago, the research investigation aimed to study how consumer studies and home economics had moved to consumer sciences and consumer studies. The research has therefore involved a survey over a 15‐year period of development and changes of institutions and degrees and a content analysis of programme outlines and national benchmarking to reveal changing trends in how the subject has been conceptualized. The comparison used data from 1992, 1999, 2003 and 2007 to map degree programme and institutional changes. External and internal political and economic factors influenced subject growth, decline and development. It was found that the number of degree programme titles had remained relatively stable, with still a balance between BA and BSc degrees but that this disguised many changes in institutions and degree titles. The content analysis of trends was undertaken, comparing 1992, 1999, 2003 and 2007. Subject benchmarking statements introduced in 2002, currently being revised in 2009, were compared with programme content themes in 2003 and 2007. The content analysis showed that the overall approach or principles, areas of study, context, perspectives and processes for degree programmes at the undergraduate level had developed noticeably over the last 15 years and had been clarified by benchmarking guidelines. Themes of behavioural change, consumer ethics, consumer services, skills and education, sustainability and well‐being had developed with applied contexts depending on programme orientation. A model has been proposed to illustrate the current conceptualization of the subject in the UK at degree level, and Chenoweth's definition of consumer sciences and consumer studies has been redefined for the UK. It is recommended that there should be more theoretical reflection on the interpretation and development of the subject.