Context Of Business Education Research Articles

Traversing Situations and Contexts in Networked Learning

To meet the goals of business education and develop responsible business leaders, educators need to design networked learning environments that nurture and leverage connections. This includes connecting students to each other, their teachers, to industry and to the community. This paper aims to understand factors that support or inhibit students’ participation in networked learning in a business education context. Productive participation in learning networks is essential if students are to connect meaningfully with people and resources in ways that support their learning and experience. As the physical and digital learning environments students engage in often include complex configurations of tools, tasks, and epistemic resources, they require the skills and dispositions to effectively transition between these environments. Using a situated readiness framework by Hachmann and Dohn (2018), this study presents an analysis of focus group data from business students in higher education to identify ways in which students’ level of readiness impacts on their ability to participate effectively in learning networks. Students in the present study highlighted a range of challenges they faced when attempting to traverse between face-to-face and online learning environments. However, our study also revealed numerous other situations or contexts that business students needed to traverse as part of their networked learning experience. These were grouped into five overarching categories: domain; space and configuration; format, structure and resources; people or groups; and purpose and responsibility. Overlayed onto the situated readiness framework, these categories can be used by other researchers to gain a more nuanced understanding of how students navigate the complexities of networked learning environments. Future research conducted across a range of learning contexts would allow the categories to be refined and built upon. The study also identified skills and dispositions that contributed to students' level of readiness to navigate situations and contexts within networked learning environments, and some preliminary design considerations based on the findings. To support business students in higher education on their journey to becoming responsible business leaders, it is imperative that they are able to participate productively in complex networked learning environments. As educators, this requires us to understand their level of readiness to do so and equip them with the skills and dispositions they need to participate effectively.

Improving placement learning at scale: a case study evaluation

PurposeIn this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.Design/methodology/approachUtilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.FindingsThe results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.Practical implicationsRecommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.Originality/valueThe study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.

Integrating extended formative assessment in flipped jigsaw learning: Promoting learning engagement and higher-order thinking skills in international business education context

Despite research confirming the positive impact of flipped jigsaw learning across multiple disciplines, little attention has been paid to embedding formative assessment into flipped jigsaw learning to optimize the acquisition of practical skills needed for future professional careers and promote learning engagement and higher-order thinking skills (HOTS). This study aimed to investigate the incorporation of formative assessment into a flipped jigsaw learning context and examine its effects on learning engagement and HOTS in an undergraduate business marketing course. A quasi-experimental design was used in this study, with two groups: control with flipped jigsaw learning and traditional summative assessment and experimental with flipped jigsaw learning and formative assessment. Each group consisted of 25 students, all enrolled in the undergraduate business administration department at an Indonesian vocational tertiary education institution. Questionnaires and student assignment scores were used to collect data. According to the findings, flipped jigsaw learning with extended formative assessment improved learning engagement and HOTS more than flipped jigsaw learning with traditional summative assessment. This study's findings may contribute to advancing theories and practices on how formative assessment has recently been explored as a learning tool embedded in flipped jigsaw learning in international business education.

Research and Practice of Blended Teaching Model for the Course 'Introduction to Big Data' in Business Administration under the New Business Education Context

Research and Practice of Blended Teaching Model for the Course 'Introduction to Big Data' in Business Administration under the New Business Education Context

Moving In-Class Debates Online: Deliberating Contentious Issues in an Asynchronous Classroom

Ensuring that students in asynchronous classrooms are afforded similar opportunities to develop business-relevant skills and knowledge has become an increasingly important area as many universities have expanded their online course offerings. In this article, I document a format translation of an in-class debate into a highly flexible and generalizable exercise for an asynchronous classroom. Drawing on previous work on in-class debates and rhetorical strategies, I adapt the in-class group debate format, to an asynchronous undergraduate Human Resource Management course, to foster active learning among students while tackling contentious subjects within the field. Moreover, this versatile exercise can be applied effectively in a wide variety of management courses. I begin by outlining the benefits of debates in a business education context, describe the learning objectives of the exercise, offer numerous sample debate questions, and conclude by providing all relevant teaching notes and instructions.

Gender and Integration of Research into the Teaching of Business Courses: A Survey of Business Lecturers

The extant literature has reiterated the influence of gender on several educational phenomena. However, none of these studies seem to focus on how the gender of a person influences their implementation of the research-teaching nexus. Again, none of these existing works has specifically examined the effect of gender on Business lecturers’ implementation of the research-teaching nexus. Therefore, this study focuses on unravelling how the gender of Business lecturers influences their integration of research into teaching. In seeking to investigate this phenomenon, the descriptive cross-sectional survey design was used to execute the task. The researchers used the census strategy to include all the 354 Business Education lecturers. A self-developed structured questionnaire was administered to these lecturers. In order to test for this hypothesis, a one-way MANOVA was adopted to compare the mean scores based on the gender of Business faculty in relation to their level of integration of research into their teaching. It was found out that there is no statistically significant difference in the linear combination of the levels of integration of research into the teaching of Business courses among the gender of faculty. In effect, gender has no place in the effective implementation of the research-teaching nexus within the context of Business Education. It is, therefore, recommended that male and female Business faculty members should be exposed to similar continuous professional development programmes and interventions as far as research integration into teaching is concerned based on the afore-mentioned findings. In effect, they should be exposed to similar levels of exposure and be encouraged to search for innovative ways of effectively integrating research into the teaching of Business courses.

Digital arts-based collaborative learning in management education

Collaboration, creativity, and self-efficacy are extremely important skills for students pursuing careers in management; these skills can empower them to overcome setbacks and obstacles. Pedagogical approach based on digital art collaborative learning can enhance students' skills as they experiment with novel perspectives. Within management education this approach is rare. The aim of this paper is to describe the development, implementation, and evaluation of a digital arts-based collaborative learning project. The project had a cross-cultural nature involving students from two business management courses, one in Italy and one in Hungary. Drawing on the theories of safe transitional space and self-efficacy, students’ ability to perform a task in an unfamiliar space is discussed. This digital collage creation project is highly innovative in the business education context and the results support future applications.

Business students' perspectives on case method coaching for problem-based learning: impacts on student engagement and learning performance in higher education

Purpose The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education.Design/methodology/approach This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested.Findings The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance.Practical implications Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches.Originality/value The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education.

Treating students as partners - Is it so simple? An empirical investigation of student partnership in a business education context

The challenges assigned by the ‘student as partner’ movement have redrawn the ways how students and academic staff actively collaborate for the sake of successful teaching and learning. To gain competitive advantage, higher education institutions should understand what student partnership means in their context and decide how to talk about and act upon it. The primary purpose of this paper is to reveal how student partnership is interpreted by our students and lecturers who took part in an online brainstorming session and in an online application of the Q organizing technique to rank the concepts resulting from the previous brainstorming session. The results have been utilized to identify the main similarities and differences between students’ and lecturers’ interpretations. Neither students, nor lecturers could be treated as homogeneous groups, which also raises challenges to find the right mix of institutional answers to the conceptualization of student partnership.

PENGARUH MEDIA PEMBELAJARAN DARING TERHADAP PENGETAHUAN BELAJAR MAHASISWA AKUNTANSI

Instructional media is one of important factors that affect students’ understanding on the learning materials. The main purpose of this study is to examine the impact of instructional media especially e-learning on students’ knowledge in a business education context based on E-learning theory. Data collected from 80 valid respondents at two well-known private universities in Bandung were used to test the research hypothesis using simple regression method. The results indicate that e-learning is perceived as a useful approach for helping accounting students acquire knowledge. This study implies that e-learning may be considered as one approach to deliver knowledge in a business education domain.

Reflecting on Partnerships of Sustainability Learning: Enacting a Lewin–Deleuze–Guattari Rhizome

This paper works towards the enactment of a Lewin–Deleuze–Guattari rhizome. We assemble Deleuze and Guattari’s principles of the rhizome, Lewin’s idea of re-education, and reflections on the performance of one of the authors in the lecture hall, bringing into being what could be a rhizomatic partnership approach to sustainability learning in a higher education setting. The reflections are based on experiences delivering a sustainability module within a business education context, mainly for international students in Germany. The purpose of this paper is to illuminate possibilities of student–teacher partnership assemblages, aiming to motivate sustainability change agency on “people-yet-to-come”: those who are open to enacting difference, or multifaceted, heterogeneous, and often partial transformations addressing the current plethora of contemporary crises.

Lowering the walls: an integrative approach to first-year undergraduate business education

Purpose The purpose of this study is to examine the nature of interdisciplinary thinking and the conditions and processes that foster it among first-year undergraduate students. Design/methodology/approach This study with 510 Australian students drawn from 2 cohorts explored an initiative to promote interdisciplinary teaching in an undergraduate ethics-based subject. The study focused on a case-study-based reflective essay intervention to compare the teaching and learning outcomes in the two student cohorts. Findings The results show how a case-study-based reflective essay intervention impacted on interdisciplinary learning. Introducing the case-study-based reflective essay improved interdisciplinary thinking. Findings show that integral to engaging students in interdisciplinary learning is a need for more experiential and active approaches built into education itself. Research limitations/implications The study findings extend Spelt et al.’s (2009) model in the business education context to link student learning outcomes to the learning processes, learning environment and interdisciplinary thinking. A key limitation of this study is that the intervention is limited to only two student cohorts. Practical implications The study recommends the use of reflective practice in interdisciplinary subjects to support a variety of learning outcomes across disciplines including classroom-based and assignment-based reflective practices which influence interdisciplinary thinking and active learning. Originality/value There is limited understanding on how business schools should or could attempt to promote interdisciplinary teaching and the actual methods for doing so. This study highlights the significance of integrating reflective practice in undergraduate business education to promote students’ interdisciplinary thinking.

فاعلیة التشارک الإلکترونی فی تنمیة مهارات حل المشکلة الإحصائیة وعمق التعلم لدى طلاب التعلیم الفنى التجارى The Effectiveness of E-Collaboration on Developing Statistical Problem Solving Skills and Deep Learning among Business Secondary School Learners

المستخلص: هدف البحث الحالى إلى تطوير تدريس مقرر الإحصاء بالتعليم الفنى التجارى من خلال إعداد تصور مقترح للتشارک الإلکترونى فى حل المشکلات الإحصائية، وقياس فاعليته فى تنمية مهارات حل المشکلة الإحصائية وعمق التعلم. ولتحقيق هذا الهدف فقد تم استخدام مزيج من إجراءات منهج البحث الوصفى، ومنهج البحث التطويرى، وشبه التجريبى. ولتحديد ولقياس المتغيرات التابعة، تم تحليل محتوى وحدات علم الإحصاء وطرق جمع البيانات والعرض الجدولي والبياني للبيانات الإحصائية ـــ مقاييس النزعة المرکزية ــــ ومقاييس التشتت) بمقرر الإحصاء للصف الثانى الثانوى التجارى نظام الثلاث سنوات، ثم صمم الباحثون التصور المقترح للمهام التعليمية المصاغة فى صورة مشکلات إحصائية، وتحديد بيئة التشارک الإلکترونى من خلال تطبيقات جوجل درايف، اختبار لقياس المعارف المرتبطة بالمهارات الإحصائية، اختبار لقياس مهارات حل مشکلة الإحصائية، ومقياس لعمق التعلم، وقد تم تطبيق هذه الأدوات على عينة من طلاب الصف الثانى الثانوى التجارى بالتعليم الفنى التجارى نظام الثلاث سنوات، بلغ حجمها (33) طالبة کمجموعة تجريبية و(33) کمجموعة ضابطة، وقد أظهرت نتائج التجريب وجود فرق ذو دلالة إحصائية بين طلاب المجموعة التجريبية والضابطة فى اختبار المعارف واختبار مهارات حل المشکلة الإحصائية، وعمق التعلم، وهذا الفرق لصالح المجموعة التجريبية؛ مما أکد فاعلية التشارک الإلکترونى فى تنمية مهارات حل المشکلة الإحصائية وعمق التعلم، وفى ضوء ما توصل إليه البحث من نتائج قدم البحث مجموعة من التوصيات والمقترحات التربوية لتعميم نتائجه. Abstract: This research amid at developing the teaching of business secondary school statistical curriculum through a suggested framework of e-collaboration in solving statistical problems and measure its effectiveness on acquiring statistical, developing statistical problem solving and deep learning skills. To achieve this objective, a mixed method approach of descriptive, developmental and quasi-experimental methodologies was applied. To measure the impact of the independent variable on the dependent variables in this research, the content of statistical course in the second year of business secondary school was analyzed, specifically, data presentation and illustration methods, measurements of central tendency, and measurement of variance units. Based on the content analysis results, researchers deigned an e-collaborative learning strategy and utilized Google drive applications. In addition, test of solving statistical problems and deep learning scale were also developed and validated. These instrumentations were applied on a sample of the second year business secondary school learners. This sample was randomly and equally distributed into two groups (33 as experimental group and 33 as control group). After application of the treatment variable (e-collaborative learning strategy), the findings showed a significant impact for the new e-collaborative strategy on acquiring statistical problem solving skills and improving the deep learning skills. The difference was in favor of the experimental group. Based on these results, a set of educational recommendation were suggested to generalize the outcomes of this research in different business education context and courses.

Antecedents of competitive group formation intention in business education context

PurposeThis paper aims to understand the relationships of complementary specialization, cognitive trust, affective trust, tie strength and similarity with group formation intention.Design/methodology/approachThe data have been collected from 30 management students from a batch of 110 students of a premiere Indian business school. To assess the proposed relationship, multiple hierarchical regression was performed on collected data by using SPSS© 20.FindingsThe obtained results exhibited cognitive trust, affective trust and tie strength as significant predictors of dyadic group formation intention, whereas similarity and complementary specialization were not found.Originality/valueThe research on group formation is limited, and more particularly the functions of the above-mentioned factors on the group formation intentions of management graduates are yet to generalize. Therefore, present research is an early approach which tries to address the mentioned gap from a social network perspective and considers the group formation and social network literature.

A conceptual model for assessing blog-based learning system success in the context of business education

With the proliferation in the use of blogs in educational contexts, a better understanding of how to promote university students' learning performance using blog-based learning systems has become an important topic for practitioners and academics. Based on DeLone and McLean's (2003) information systems success model and Goodhue and Thompson's (1995) task-technology fit model, this study proposes a blog-based learning system success model that contains seven variables: (1) knowledge and information quality, (2) system quality, (3) service quality, (4) reuse intention/system usage, (5) student satisfaction, (6) task-technology fit, and (7) learning performance. A set of propositions that describe the relationships between the seven focal variables is presented to enhance our understanding of how to use blog-based learning systems to enhance students' learning performance within a business education context. Theoretical and practical implications for the development and application of blog-based learning systems are then discussed.

Motives underlying the choice of business majors: A multi-country comparison

This study examines the motives that affect students' choice of business majors. Based on a literature review, five motives affecting students' choice of business majors were identified. These motives were measured using data collected from undergraduate business students in China, UAE, UK, and USA. Factor analyses of the four datasets revealed a remarkably similar factor structure indicating that the motives underlying the choices of different major in these four countries are similar. Across the four countries, the importance of these motives is the same for two motives and only partially different for the remaining three motives. Overall, the results suggest that there is considerable global convergence in consumer behavior in the business education context.

Student driven videography in different stages of the Entrepreneurship education process

Videography is used in everyday life and business education context to the extent that some call it a major feature in today’s teaching. In educational use of videography we identify the two types ...

Reflections on ‘creative’ action learning in business education: some issues in its theory and practice

The purpose of this paper is to consider some issues in the uses of what we have termed ‘creative’ action learning in a business education context, and to review some aspects of its practice. A review of the literature, including its use in higher education, is followed by a case illustration of its use in a UK business school with predominantly international students. Action learning is principally thought of as a human resource development practice and is widely used in a variety of public and private sector organisations. The focus here, however, is on the use of action learning in a business school setting and the application of specific creative thinking tools, in order to explore its potential for developing collaborative peer learning and support.

A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking

The use of reflective learning journals to encourage higher order learning outcomes is a growing area in higher education research and practice. However, without a unified and clear definition of reflection, identifying and assessing reflection is problematic for educators. In an attempt to address this issue, in 1999 Kember and colleagues devised a coding scheme based on the work of Mezirow, to identify and assess levels of reflective thinking in students' written journals. We evaluated the usefulness of this coding scheme in a business education context. Findings revealed that the scheme was useful in identifying categories of reflective thinking. Inter‐coder agreement was 0.802 which is satisfactory. On average, 65% of the journal content was coded as non‐reflection and 35% as reflection. A further outcome of the research was to refine the coding scheme and to provide suggestions for its application in teaching practice.

Enhancing learning outcomes through group work in an internationalised undergraduate business education context

AbstractEmployers of business graduates require them to be effective communicators and team members in twenty-first century work environments. As a means of developing these skills, we believe group work is important to an undergraduate business teaching pedagogy preparing graduates for the challenges of modern workplaces. Student responses to a series of qualitative and quantitative focus group activities highlighted the ‘big issues’ encountered in group activities involving an increasingly internationalised and diverse cohort of students. These issues related mainly to communication within the group and the fear of social-loafers. These insights established the basis on which proactive strategies were introduced in a subsequent teaching period to nurture and advance the quality of the learning experience within a tertiary undergraduate business education setting. Given that reduced Government funding to Australian universities has prompted the management of institutions to look to full-fee paying international students to offset shortfalls in their operating budgets, this paper explores the particular impact of increasing numbers of English as a Second Language (ESL) students on the quality of, and student receptiveness to, group based study activities.