Debriefing Experiential Learning Exercises in Ethics Education

The major conclusion of this paper is that to obtain optimum pay-off from using experiential learning exercises in teaching business ethics, faculty must pay close attention to debriefing. The paper presents an approach based on a conceptual model for systematic and analytical debriefing of experiential learning exercises in ethics education. The paper also suggests that faculty must provide structure and ambiguity so that students can personalize the learning – experiencing meaningfulness (i.e., usefulness) in its application – so that learning is r0elevant to the individual.     

Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique “hands‐on” global consulting program that is integrated into an international EMBA program for mid‐career and senior American and European managers. It details the challenges for the integration of experiential action learning, double‐loop learning, service learning, and tacit learning into global management education and discusses the value of such integration for the EMBA‐participant's learning experience. The lessons learned from the implementation of the use of integrated global consulting based on an experiential action learning model on EMBA education are discussed. The andragogical model of education used should be a useful guide for designing and implementing experiential action learning based MBA/EMBA programs.     

Higher Education Students' Attitudes Towards Experiential Learning in International Business

Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large ‘International Business’ unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The analysis of the student responses identify that the students were able to complete all four stages of Kolb's Learning Styles Inventory (KLSI), the components of experience, critical reflection, abstract conceptualization, active experimentation, through the participation in experiential activities in this unit.The cognitive and affective experiences of students learning were measured using a battery of 15 Likert scale items. The scores for all the 15 items were found to be significantly above the scale midpoint of 3 validating a positive learning experience. The respondents were strongly of the opinion that the experiential learning activities helped them learn (Cognitive) and they liked participating in the activity (Affective). The attitudinal scores of Asian students were compared to the other students and a significant difference was found in only one of the 15 attitudinal items of the likert scale administered to the students. The Asian students found experiential activities material too complex as opposed to the other students.     

Experiential Learning in the International Environment

The objective of this paper is to describe a method of lanning and implementing an experiential approach to international gusiness that is a viable one in collegiale schools of business. The experiential approach attempts to move individuals from an ethnocentric management orientation to a geocentric one.     

Integrating Experiential Learning and Cases in International Business

In no other discipline is experiential learning more important than in the complex field of International Business (IB), which aims to prepare students to work and manage across political, economic, national, and sociocultural boundaries. This paper discusses various types of experiential learning activities and approaches to IB teaching, and expands on how the case method can be more effectively used to facilitate student learning and increase engagement. Leveraging class diversity and providing opportunities for “virtual exchanges” in the case-based approach can significantly enhance the development of intercultural competence. Resources for finding cases, developing one's own cases, and publishing them in peer-reviewed outlets are also provided.     

Experiential Learning in International Business via the World Wide Web

Abstract

The article describes the implementation of Internet-based experiential projects within an international-business classroom setting and summarizes students' perceptions and attitudes towards the assignments. While the projects were shown to increase students' international business skills and abilities, students reported that the assignments were difficult and only mildly enjoyable. The paper discusses trends in business education and relates them to specific assignments designed to enhance learning outcomes.     

中国企业跨国并购学习效应的实证研究——经验学习和替代学习的视角

经验学习与替代学习对于企业的跨国并购行为有着不同的影响.本文以1982-2012年有公告意向的中国企业跨国并购交易作为研究样本,从经验学习和替代学习的视角讨论了中国企业跨国并购过程中的学习效应.研究结论表明,经验学习和替代学习都具有结果依赖性,企业能够从自身和同行的跨国并购成功经验中获益.企业对于自身跨国并购失败经验的学习曲线为正U型,而对同行跨国并购失败经验的学习为负向.进一步研究发现,自身失败经验正向调节同行成功经验与自身并购完成可能性的正向关系;自身失败经验负向调节同行失败经验与自身并购完成可能性的负向关系.     

Implementing QFD for Improving Quality in Education

Abstract

In these times of changing student demographics, diminishing government funding, and dramatically increased competition, educational institutions in the United States have discovered the need for implementing the principles of total quality management. With resources becoming more limited, efficiency and effectiveness in meeting the needs of the customer becomes more critical. The purpose of this paper is to demonstrate how the quality function deployment (QFD) method can be used to measure customer satisfaction in educational institutions. Specifically, this paper reviews TQM concepts in an educational context, briefly summarizes the application of these concepts at several institutions, and demonstrates the QFD principles as utilized to review the MBA program at Grand Valley State University. By using the QFD method as a model, this paper demonstrates how a complex process can become manageable.     

体验式创业教育对大学生就业的思考

创业教育是我国高等教育发展史上一种崭新的教育理念,是培养高校学生创新精神和创造能力的重要举措,是高校教育改革发展的必然要求。体验式创业教育也是一种新的人才培养方式,是推进大学生就业、素质教育和高校教育教学改革的一种新思路。     

Short-Term Field Study Programs: A Holistic and Experiential Approach to Learning

For business schools, AACSB and Middle States’ call for more experiential learning is one reason to provide study abroad programs. Universities must attend to the demand for continuous improvement and employ metrics to benchmark and evaluate their relative standing among peer institutions. One such benchmark is the National Survey of Student Engagement (NSSE, 2013) which outlines 10 “Engagement Indicators” classified under four dimensions representing broad aspects of the student experience. These dimensions and engagement indicators are addressed in this article and may serve as a litmus test of the value and impact of study abroad programs.     

A Business Ethics Experiential Learning Module: the Maryland Business School Experience

In this paper we describe the principal activities of the initial implementation in May of 1996 of one of the Experiential Learning Modules (ELMs) entitled Business Ethics (UMCP 1995, p. 7) that is part of the full-time MBA program at the College of Business and Management (Maryland Business School) of the University of Maryland at College Park (UMCP). Additionally, we briefly consider the location of this Business Ethics ELM in the curriculum of the Maryland Business School's full-time MBA program. We also outline how the Business Ethics ELM was developed. Further, we provide a discussion and a short conclusion.     

An Assessment of Experiential Learning of Global Poverty Issues Through International Service Projects

Service learning has been used to supplement a standard business curriculum, but not typically in an international business context. We report the results of two short-term study abroad programs in which we incorporated service learning projects, one in Cambodia and the other in Vietnam. Our objective is to assess how we organized and delivered effective service learning projects in short-term study tours, and to assess students’ learning outcomes on global poverty issues in a business curriculum. We used both quantitative and qualitative assessment measures. The findings suggest that several types of learning outcomes did occur through the service learning projects, as the literature suggested. Seeing poverty firsthand and doing something about it through service learning may be a first experience for many students, but it seems to be a transformational one for many. We conclude that students may approach business and even political decisions with a greater understanding of their impact on poverty in the developing world.     

体验经济时代的冰雪旅游要特别关注体验营销

对于发展冰雪旅游,黑龙江省拥有得天独厚的自然条件和坚实的发展基础,同时也遭遇到国际国内市场激烈竞争的威胁。在体验经济的大潮中,企业应实施体验式营销策略,即体验主题化营销,实施内部营销,营造良好氛围,从而使企业在激烈竞争的条件下赢得更大的市场份额。     

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.     

江西实施全民创业教育的政府对策

为了推动全民创业的发展战略，搞好全民创业教育，江西实施了全民创业教育的对策。论述了强化全民的创业教育意识、健全创业教育的组织、完善创业教育的内容、加强创业教育师资的培训及建设全民创业教育的基地等相关内容。