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.     

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.     

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.     

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.     

Credit accessibility and corporate social responsibility in financial institutions: the case of microfinance

What are financial institutions' social responsibilities in developing countries? On the one hand, these institutions share the generic responsibilities of all human organizations and business enterprises. However, their specific social responsibility is the performance of the social function of financial intermediaries, which, in the case of emerging countries, consists mainly of contributing to economic growth and solving the problem of poverty. This paper describes a number of technical‐economic and moral problems that take us to a consideration of the performance of banking operations in microfinancing, with special reference to Latin America. The paper also provides a series of recommendations that, in addition to contributing to solving the development and poverty problems in emerging countries, help define financial institutions' social responsibility in such countries.     

“Don't try to teach me,I got nothing to learn”: Management students' perceptions of business ethics teaching

Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics‐related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses—actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).     

Understanding subsistence marketplaces: Toward sustainable consumption and commerce for a better world

This article provides the background and the events leading up to this special issue, and the composition of articles that follow. This special issue includes articles that take a bottom-up approach in understanding and explaining subsistence marketplaces, focusing on individual, communal, and cultural factors that influence consumers and entrepreneurs who live at or near subsistence, and who comprise a majority of the world's population. This bottom-up focus is distinct and complementary to the macro-level economic development and mid-level business strategy (e.g., base of the pyramid) approaches to the role of business in poverty alleviation. This special issue consists largely of papers based on presentations at the second subsistence marketplace conference held in Chicago in 2008, with articles and essays reflecting a healthy commingling of disciplinary perspectives that cuts across social and commercial enterprises.     

International Business Education in an International City

Internationalizing the business administration curriculum has been an ongoing concern for educators. The experience in the United States appears to have encountered certain hurdles and international business education has not yet gone into full swing. On the other hand, for those countries which depend heavily on international business, the subject is generally regarded as important. Four different groups of students in Hong Kong were surveyed. The results show slight differences in their particular area of interest. The area and course rankings, in general, are similar to the findings of studies in North America. Hong Kong students are more interested in risk assessment topics. Based on the findings, various teaching strategies can be formulated. Students' attention can be drawn to relevant global developments and teaching materials can be updated accordingly. Emphasis within each course can also be adjusted each term in view of students' needs. Thus, in order to successfully internationalize a business program, both students,and instructors should be well-versed in global politics, in changes in economic situations and in major events happening in the world.     

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.     

Transforming Business Models in Fast-Emerging Markets–Lessons from India

There is a need for understanding the entrepreneurship and business models in the emerging economies, especially the fast-expanding ones, from a different perspective as compared to the developed economies. The consistent gross domestic product (GDP) growth rate, significant socioeconomic potential, untapped needs of the population, and economic growth potential in the fast-expanding emerging economies like the BRIC nations (Brazil, Russia, India, and China) have changed the paradigm for investment, thereby creating a new economic development reality and focus for the global companies. However, achieving success in these emerging markets has its own unique mix of challenges. This requires a transformative and innovative mind-set toward conceptualization of a working business model that can fit into the reality of the socioeconomic and cultural challenges of these emerging markets. Further, the business model changes and alignment in these emerging markets require closer analysis and understanding of the global trends as well as ability to leverage the emerging technologies and linkages. The objective of this article is to explore the magnitude of opportunities and emerging business models transforming the socioeconomic landscape in fast-expanding emerging markets. In doing so, the article attempts to provide an overview of the emerging business model typologies and patterns that will enable the global companies to make better-informed decisions and build their presence in the fast-expanding emerging markets. © 2015 Wiley Periodicals, Inc.     

Strategic motivations and choice in subsistence markets

This paper examines the different motivations behind strategic choice in base of the pyramid or subsistence markets. Two strategies are examined through comparative analysis: market extension and strategic intent. Using two commercial bank's micro-lending business strategies in Sri Lanka, a comparative case study suggests that strategic intent is motivated by building capabilities over time that results in successful poverty alleviation, whereas market expansion is motivated by an immediate desire to expand overall sales revenue. This conclusion may help reframe subsistence market or BoP arguments away from such false choices as appropriate size (e.g., multinational corporations versus small and medium size enterprises) toward more useful discussion on understanding why firms participate in subsistence markets and what is the motivation behind their strategic choice. By considering more than just size and scope and studying the motivations behind long-term solutions to poverty alleviation, firm success can be better understood and achieved.     

Creating mutual value: Lessons learned from ventures serving base of the pyramid producers

The base of the pyramid (BoP) literature is grounded in the proposition of mutual value creation, an important but not yet well-tested relationship between business development and poverty alleviation. This paper begins to address this gap by assessing how business ventures serving BoP producers address local constraints and create mutual value. Using a case study methodology, sixty-four ventures are analyzed to identify the constraints faced by BoP producers. These are classified into productivity and transactional constraints. While the former set of constraints inhibits local value creation, the latter severely diminish the value capture potential of BoP producers. An in-depth analysis of eleven agricultural ventures provides insight into the strategies that ventures use to address constraints and enhance value creation and capture by BoP producers. The findings also indicate that alleviating constraints creates value not only for local producers, but also for the ventures themselves.     

The comprehensive business exam: Usefulness for assessing instructional and student performance outcomes

The authors explore the results of the Comprehensive Business Exam (CBE) administered to business majors during their senior-year business capstone course. The study results identified students' SAT and grade point average as a predictor of CBE performance, and variables that explain the correlation between CBE performance, SAT score, and grade point average are discussed. This study expands the research stream by demonstrating how faculty can use CBE information to more deeply assess student learning at both the course and instructor level than is possible with the Major Field Test for Bachelor's Degree in Business.     

Revamping MBA programs for global competitiveness

World-wide, the MBA has become one of the most popular academic qualifications. In recent years, doubts have been raised regarding worth of the MBA degree, at least in its present form. This article examines the broad trends shaping business education and recommends how MBA curricula might be redesigned to make students globally aware, and be effective in the midst of global competition. Our focus here is on meeting future essential business needs that today's schools fail to sufficiently address. Although MBA education is at a crossroads, change will not be easy, as MBA education represents a sizeable global ‘industry.’ We conclude by listing issues which may be examined to make the change feasible.     

Students' perception of corporate social responsibility: Analyzing the influence of gender,academic status,and exposure to business ethics education

Studies on students' perception of corporate social responsibility (CSR) have been growing in western scholarship. For students in African countries, such as Nigeria, there is little that is known about how and whether gender, level of study, and being enrolled in business education courses impact their perception of and disposition towards CSR. This study explores the significance of gender, academic status or level of study, and exposure to business ethics education (BEE) on Nigerian students' perception of CSR as a veritable business ethic. Specifically, the effects of these factors on students' perception of CSR are examined using analysis of variance. The results show a significant effect of exposure to BEE and gender on CSR‐sensitivity, and a mild, but significant effect of academic status. This implies that male students and female students had different perspectives on CSR issues. Students who took ethics courses and those who did not would run businesses differently. However, age and experience on campus did not influence students' perception or position on CSR. The study recommends that more behavioral models be estimated with the inclusion of more demographic and socioeconomic variables to elicit more robust results.     

Understanding the rise of global protectionism

The past three decades are generally regarded as a period of widespread liberalization and high growth within the world economy. On a wide range of measures, this era has seen the rapid globalization of business and the lifting from poverty of a large number of the world's poorest, particularly within large emerging markets such as China and India. While the undoubted benefits of globalization are widely recognized for raising economic growth rates and engaging a much larger number of nations in international business activity, globalization has always had its critics. The purpose of this article is to explore the recent rise in protectionism—what has been termed “global protectionism”— to examine how it differs from traditional forms of trade protectionism, and to offer some tentative assessment of its determinants. ©2011 Wiley Periodicals, Inc.     

Local enablers of business models: The experience of Brazilian multinationals acquiring in North America

Despite the rapid growth of South–North investments, the literature is still incipient to look into the broad range of issues associated with them. This article focuses on reverse takeovers and discusses the reasons why emerging-country firms, Brazilian multinationals in particular, are able to profitably acquire firms in developed countries, chiefly in the United States. The research addresses two specific subjects in international business literature: country-choice and entry-mode. The analytical approach assumes that reverse takeovers are part of the dynamic reconfiguration of global production systems which, in turn, are influenced by shifting conditions in countries' business environments. Changes in business environments impact local firms' business models and their positioning in global production networks and international markets as well. Reverse takeovers are facilitated when both the simultaneous evolution of the developed country multinational and the emerging country multinational business models establish a common ground for the transaction. Through the analysis of Brazilian multinationals' acquisitions in North America, relevant insights pertaining to the realms of firm-specific advantages, country-choice and entry mode in reverse takeovers are unveiled.