Business Education Research Articles

An Illustration is Worth Ten Thousand Words: An Extraordinary Approach to Presenting Information Through Infographics

Abstract Introduction Infographics summarise concepts visually for quick reference. Four infographics, inspired by articles on simulation-based education for ophthalmologists, were created to simplify complex ideas. The study evaluated the infographics’ effectiveness aligning with published recommendations to make simulation education user-friendly and practical, supporting busy ophthalmologist educators in designing and facilitating simulation training sessions. Methods This descriptive cross-sectional study evaluated the infographics created by the second author, focussing on their quality, visual appeal, and effectiveness in conveying the key messages to be used for microlearning and Just-in-Time Teaching (JiTT). An evidence-based electronic questionnaire was used to evaluate design principles of effective infographics. The same questions concerning each infographic were presented to ophthalmologist educators and graphic designers. Results Feedback informed recommendations for infographics to define a target audience, highlight the heading, and ensure a clear narrative with an identifiable key message. Content should simplify complex concepts and be applicable to teaching. Include accessible references, limited colours and fonts, and logical alignment prioritising key elements. Use simple imagery and effective charts. Add a digital object identifier (DOI) for citation and discovery. Infographics can be shared via journals and social media, or used as Just-in-Time Teaching (JiTT) tools to support professional development and simulation teaching preparation. Conclusion Effectively designed infographics as pragmatic focused graphic storytelling tools can support clinical educators in their daily simulation-based teaching activities and JiTT. This article provides tips on designing infographics for this purpose.

The institutionalization of teacher training in business higher education as a consequence of pandemic experiences

ABSTRACT This experiential report underscores the ongoing need for training higher education business teachers in educational methodologies and technologies, as observed from the results of actions taken during the COVID-19 pandemic’s social distancing process. The institutionalization of teacher training became evident following the emergency transition from in-person to remote teaching and learning. Based on this experience, a series of continuous training initiatives have been structured and proposed as outcomes. The objective of the study is to identify the key aspects of institutionalizing teacher development as a consequence of these measures. Action research served as the research methodology to measure and evaluate the applied processes, with results presented and assessed in three cycles, each offering opportunities for improvement. Ultimately, this report highlights how the institutionalization of continuous teacher training aligns with the objectives of Education 4.0 and the imperative for pedagogical practice updates, potentially offering insights for teacher training research and practical actions.

Exam Proctoring in Online Business Education: Empirical Insights and Strategic Recommendations

This study examines the impact of exam proctoring on student performance in online MBA courses. Following the literature, this topic remains relatively understudied in graduate-level online business courses, particularly those focusing on economics. Using data from two sections of an online MBA economics course – one with proctored exams and one without – the study identifies a significant performance gap, with students in the proctored setting achieving lower scores. The findings further suggest that proctoring methods and students' comfort with proctoring technology can influence performance. Based on these results, strategic recommendations for improving exam practices in online MBA programs are provided.

The Integration of English Language Skills in Business Education: Insights from Accounting in the Saudi Context

ABSTRACT This study investigates the integration of English language skills in Saudi Arabian accounting education by employing a quantitative descriptive research design to examine faculty and student perceptions. Data were collected through validated questionnaires, distributed electronically to 18 faculty members using convenience sampling and 167 students using stratified sampling, ensuring diverse representations across gender, academic levels, and professional experience. Descriptive and inferential statistical analyses were conducted to evaluate perceptions and identify potential differences across demographic variables. Descriptive statistics provided mean scores and levels of agreement for various aspects of English integration, while independent sample t-tests and one-way ANOVA assessed differences based on gender, education level, experience, and university level. The findings revealed high faculty satisfaction with English integration but identified moderate perceptions of its implementation, particularly regarding assessment and curriculum design. Students expressed very high appreciation for English language integration, emphasizing the necessity for additional resources and practical applications to enhance their academic and professional preparedness. No statistically significant differences were observed in faculty perceptions across demographic groups or student perceptions across academic levels, suggesting consistent views shaped by institutional policies and practices. These findings reaffirm the importance of English proficiency in preparing students for global business environments, highlighting the need for enhanced instructional strategies and resources. Future research should investigate the long-term impacts of language integration and extend its focus to other business disciplines to provide a comprehensive understanding of its role in education.

How the enduring rhetoric of “raising aspirations” affects the higher education choice support offered to vocational students in an English further education college

ABSTRACT Vocational students are under-represented in both higher-status degree subjects and “elite” universities in England. Despite extensive criticism, government policy persistently attributes this to the idea that these students have low aspirations and that school/college staff can provide support in such a way as to address this issue. This paper explores the dilemmas inherent in raising aspirations towards “elite” higher education (HE) by considering the HE choice support offered to those studying a Business and Technology Education Council (BTEC) course in a further education (FE) college. BTEC qualifications are the English vocational qualifications most frequently used to access university, whilst FE colleges are the English educational institutions that cater primarily to vocational students. Results are analysed in accordance with the Theory of Practice Architectures, a framework that enables the deconstruction of the pre-existing conditions underlying college practices. Findings suggest that whilst the notion of “raising aspirations” remains prevalent in college HE choice support, individual understandings differ, leading to strategies that are ad-hoc, poorly communicated and ineffectual. Underlying all of this is an unease with the whole concept of “raising aspirations” towards “elite” HE and tensions between this concept and other college priorities such as supporting local university provision and providing impartial guidance.

AI-Based Writing Assistants in Business Education: A Cross-Institutional Study on Student Perspectives

AI-Based Writing Assistants in Business Education: A Cross-Institutional Study on Student Perspectives

Meta-Education: Reimagining how—and What—we Teach in Business Schools

This paper comments on Wided Batat's thought provoking article on holixec education. Batat's framework offers numerous insights about the integration of holistic practices with execution-oriented strategies and I praise its innovation, iconoclasm, and broad scope. However, my commentary raises concerns about the potential limitations of neglecting theoretical knowledge and the significant demands placed on both instructors and students. Furthermore, my commentary questions the emphasis on secular humanism as a pedagogical philosophy, particularly in the context of spiritual development and individual empowerment. It explores the implications of the Dunning-Kruger Effect for self-directed learning and the potential for incorporating hybrid models that blend theory and practice. Finally, my commentary calls for an increased critical engagement with the broader social and environmental context of business education, advocating for “meta-education” that challenges the status quo and empowers future leaders to address pressing global challenges.

Utilization of Artificial Intelligence on Instructional Preparation by Business Educators in Cross River State

Utilization of Artificial Intelligence on Instructional Preparation by Business Educators in Cross River State

Innovation and the Characteristics of Board of Directors on the Performance of Islamic Banks in Indonesia

This study examines how board characteristics and innovation affect the performance of Islamic banks in Indonesia. It analyzes panel data from 12 banks, observed from 2010 to 2020, using secondary data and quantitative methods. The results show that a board's educational background in business negatively impacts bank performance. In contrast, both board size and innovation have positive effects. Innovation also strengthens the positive link between a board's business education and bank performance. However, it does not moderate the effect of gender diversity on performance. Instead, it moderates the negative relationship between board size and performance. While providing valuable insights, this study is limited by data availability and its focus on the Indonesian Islamic banking sector. Future research should consider additional factors and a broader context to provide a more complete understanding. This can help guide the development of strategies and policies for Islamic banks. Additionally, exploring the role of regulatory frameworks and market conditions could offer deeper insights into the dynamics of bank performance. Received: 24 July 2024 | Revised: 18 November 2024 | Accepted: 24 December 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Fhatimah Nur Prawati: Conceptualization, Validation, Investigation, Writing - original draft. Sepya Catur Wulandari: Formal analysis. Nur Wahyuningsih: Resources, Project administration. Samsul Rosadi: Methodology, Software, Writing - review & editing. Ade Setiawan: Supervision, Funding acquisition. Dewi Nurul Mardiana: Data curation, Visualization.

Unlocking success: How information literacy drives student engagement in Pakistan's higher learning business institutions

The present research investigates how information literacy (IL) drives student engagement in Pakistan's higher-learning business institutions by examining its effect on student engagement. Data were collected via a survey-based questionnaire from 390 business students enrolled in thirteen Higher Education Commission (HEC) ranked business institutions, selected using non-proportional stratified sampling, and analyzed using SPSS-24. The analysis revealed high perceived information literacy and student engagement, encompassing academic, online, cognitive, social (with teachers peers), beyond-class, and affective engagement. Correlation analysis indicated a significant positive correlation between IL and student engagement, including their sub-dimensions. The results also demonstrated a significant positive effect of IL on overall student engagement. Theoretically, this study contributes to the literature by exploring the connection between IL and student engagement comprehensively. Practically, the findings highlight the importance of IL and offer insights for business educators, librarians, information professionals, and accrediting bodies in developing and integrating a need-based, credit IL course and time-to-time IL sessions across all levels of business education.

International business education experiences through temporary learning environments: evidence from Atlantic Canada

Purpose International environments introduce a number of learning-related barriers for students endeavoring to understand global business practices. One way in which these obstacles can be addressed is through participation in temporary learning environments (TLEs), such as trade fairs and similar events. This paper aims to examine how international trade missions (ITMs) – a type of short-term, study-abroad experience – were used as TLEs by students at an Atlantic Canada university as part of their EMBA curriculum to gain practical experience in international business environments. Design/methodology/approach This study explores the ways in which students benefitted from participation in the ITMs and resulting TLEs. Accordingly, an online survey that explored export-related issues and learning outcomes was administered to EMBA students who participated in this program to ascertain the ways in which these events furthered their educational experience and how the ITMs enabled them to perceive challenges and strategies related to international market expansion. Findings A survey of ITM participants revealed that students gained insights into firm-level barriers to internationalization in addition to a practical understanding of general challenges in international trade. At the same time, some observations suggested that more emphasis could be placed on pre-trip preparations and post-trip networking. The paper concludes with discussions on how short-term study abroad opportunities can serve as TLEs, in addition to proposing future ways in which the ITMs could provide even more experiences for the students. Originality/value The value-added from this paper is found in two ways. The first is to illustrate how ITMs can be a form of a TLE for students. The second, linked contribution, is to reinforce and to provide further evidence on how the TLEs – a short study-abroad opportunity – can be an environment in which students obtain valuable, hands-on international business experience.

Utilizing Peer Instruction to Enhance Academic Achievement and Active Learning in Business Education

Researchers are increasingly interested in evaluating and reshaping traditional teaching practices to implement more student-centered and active learning approaches in higher education. Peer Instruction (PI) has been recognized as an interactive teaching method that significantly impacts student learning by encouraging active participation in an engaging learning environment. This study examines the impact of Peer Instruction (PI) on improving academic performance and active learning in business education beyond its usual limits of application in scientific and numerical fields. This study compared the outcomes of students who engaged in PI with students who took traditional lecture-based classes in business courses. This research uses a quasi-experimental research design because it is not feasible to use a full experimental design because it is impossible to randomly select subjects. Empirical data, collected through pre-and post-tests, discussion prompts, and PI activities, demonstrated significant improvements in student engagement, cognitive processing, and performance in the PI group compared to the control group. Students who participate in PI report higher test scores and levels of engagement, underscoring PI's potential to foster deeper understanding, critical thinking, and active engagement. Despite the positive results, the study noted limitations such as a narrow focus on the class by one instructor and the absence of marked differences in conceptual understanding between the PI and individual study groups, then only tested academic achievement without engaging students' levels of critical thinking. Highlighting the effectiveness of PI in business education, this research calls for broader application and further investigation into the role of PI in enhancing active learning, suggesting future exploration into diverse academic areas, methodologies, and technological tools, as well as applying it to examine critical thinking and interaction students to deeper learning content.

AI in education: Evaluating the impact of moodle AI-powered chatbots and metacognitive teaching approaches on academic performance of higher Institution Business Education students

AI in education: Evaluating the impact of moodle AI-powered chatbots and metacognitive teaching approaches on academic performance of higher Institution Business Education students

Converso: Chat App with Live Video Sharing and AI Chat Bot

Internet communication is now an integrated part of daily life with lots of communications related applications in computer systems. The proposed mobile communication application, named Converso, is an Android chatting application for real-time text chat with additional features like the live streaming and an artificial intelligence-based chatbot. Java is used in developing the back end of the application while XML has been used for the design aspect of the application. The application makes use of Firebase as the data storage as well as data synchronization solution. In this paper, the author describing the process of devising of Converso and its purpose of offering cost effective rapid communication channel for business promotions and education get Total: The paper focuses on describing the creation of Converso and indicating the main purpose of the creation of the service. Furthermore, it emphasizes the measures taken to safeguard user security within the context of existing trends of mobile communicating technologies.

Pemberdayaan Masyarakat Desa Sari Makmur secara Berkelanjutan melalui Pengembangan Keterampilan dan Inovasi UMKM

Independence of the nation's economy is relying on empowerment of the rural economy based on its potential. This empowerment is crucial for fostering sustainable growth, as rural areas often hold untapped resources and opportunities for development that can lead to overall economic stability. However, some rural areas including Sari Makmur Village might face some challenges that hinder their progress. Limited access to education, inadequate infrastructure, and insufficient investment in local businesses creates some barriers that could prevent Sari Makmur Village from reaching its full potential. Addressing these issues by improving education through interactive methods, job preparation workshop, financial literacy until MSMEs empowerment allows Sari Makmur Village to contribute meaningfully to the national economy.

Beyond the physical/virtual: connected learning spaces in postgraduate business education

ABSTRACT In response to the rapidly changing realities of higher education, educators need to reconceptualise how they think about learning spaces. This paper examines how the concept of connected learning space may better represent the learning experiences of postgraduate students than paradigms of physical and/or virtual space. Eleven focus groups, representing as many postgraduate courses in a large business school, were analysed to gather insights into how students conceptualised their learning spaces. Students described their experiences as personal, interconnected learning spaces that extended beyond the formal educational environments designed for them. These findings reveal an entangled network of connections with multiple dimensions: interactions with peers, engagement with formal course materials and self-sourced digital content, links to their past learning experiences and envisioned future selves, as well as connections to professional practice in the ‘real world’. We argue that higher education institutions and educators need to co-design with students to strengthen connections between theory and practice, between individual and collective experiences, both within and outside formal educational spaces. Educational design must facilitate diverse opportunities for students to co-create meaningful connections that transcend physical and virtual boundaries.

The Impact of Group Collaboration Habits on Team Task Outcomes in PBL Business Courses

Problem-Based Learning (PBL) is a cornerstone of business education, particularly in the Canadian context, where multiculturalism and diversity play a significant role in shaping classroom dynamics. This paper explores how collaboration habits, such as effective communication, role allocation, conflict resolution, and cultural sensitivity, influence team task outcomes in PBL business courses. It highlights the challenges posed by language barriers, academic disparities, uneven commitment, and virtual collaboration while proposing solutions through structured interventions by educators and institutional support. Using data-driven analysis and theoretical frameworks, the study underscores the importance of fostering inclusivity, equipping students with collaboration skills, and leveraging digital tools to enhance teamwork in diverse settings. The findings provide actionable insights for educators and institutions to refine PBL strategies, ensuring students develop competencies essential for global business environments. This research contributes to understanding how deliberate efforts in collaboration management can transform learning experiences and prepare students for professional challenges.

Opportunities and Challenges for Information Technology and Business Educators in Implementing Generative Artificial Intelligence in Instruction

Generative artificial intelligence (AI) has the potential to revolutionize teaching and learning in the field of IT and business education. This research aims to explore the opportunities and challenges faced by IT and business educators in the utilization of generative AI in teaching and provide insights for educators seeking to harness the power of these tools while mitigating potential risks. The opportunities for IT and business educators in utilizing generative AI include enhanced learning experiences, automation of administrative tasks, exposure to real-world applications, and adaptability and personalization. Generative Artificial Intelligence allows educators to create interactive and personalized learning content, streamline administrative tasks, prepare students for AI-driven careers, and cater to individual learning needs. However, there are several challenges that educators need to navigate to effectively utilize generative AI. Ethical considerations, including data privacy, bias, and the impact of AI-driven decision-making, must be addressed to ensure ethical use of AI technology. Information technology and business educators must also develop the necessary skills and knowledge in AI to integrate it into the curriculum effectively. This requires staying current with advancements in the field. Additionally, the utilization of generative AI may require significant investments in infrastructure, software, and training. Adequate resources must be allocated to support educators in implementing and utilizing generative AI effectively. Lastly, educators must find a balance between AI-assisted teaching and maintaining a meaningful teacher-student relationship. By understanding and addressing these opportunities and challenges, information technology and business educators can harness the potential of generative AI to enhance teaching and learning experiences, prepare students for the AI-driven workforce, and create personalized and engaging educational content. The result of the study serves as basis by the faculty and administrators in strengthening the implementation of generative artificial intelligence in teaching.

Case studies in business education: an investigation of a learner-friendly approach

Purpose Case studies are widely used in business education as an action-oriented teaching method to develop students’ problem-solving skills. While they are popular in the classroom, the authors know little about how best to design and use case studies and whether they improve students’ learning experience and outcomes. This paper aims to investigate whether pedagogically developed case studies lead to better student learning outcomes than do traditional case studies. Design/methodology/approach This large-scale, international quantitative research surveyed students (N = 159) at four major faculties of business and economics in Belgium, the Czech Republic, Germany and Poland to determine whether integrating pedagogical principles into the design phase of teaching cases and adhering to pedagogical principles in case study design affected students’ learning outcomes. Findings This study finds that pedagogically developed case studies have a more positive impact on student learning compared to traditional case studies. In addition, the authors found that students who have had previous experience with case-study work and who have positive perceptions of it had even better learning outcomes compared to students who have had no previous experience with case-study work and have negative perceptions of it. Originality/value Anecdotal accounts of using case studies in business education suggest that they have a positive impact on the teaching-learning process and learning outcomes, yet very few studies have surveyed students themselves to evaluate whether case-study teaching and learning does in fact lead to better learning outcomes. By empirically showing that teaching with pedagogically developed case studies leads to better learning outcomes, the study suggests that developing case studies using these methods can improve student learning. In addition, the study suggests that students with no prior experience with case studies or with negative prior experiences may need greater preparation and support to fully benefit from case-study work.

INNOVATIVE TEACHING STRATEGIES IN BUSINESS AND ENTREPRENEURSHIP EDUCATION: A BIBLIOMETRIC ANALYSIS

Innovative teaching strategies are vital in business and entrepreneurship education, equipping learners with the skills and mindset needed to excel in today’s dynamic environment. Despite growing demand, there is limited systematic analysis of existing literature to identify effective teaching innovations. This study addresses this gap by analyzing 726 scholarly works indexed in Scopus between 2014 and 2024. Using Scopus Analyzer and VOSviewer, the study examines co-authorship networks, keyword patterns, and citation trends to uncover key themes and collaboration networks. The analysis, visualized through network and density maps, highlights an increasing emphasis on experiential learning, developing entrepreneurial mindsets, and integrating digital tools into teaching practices. The keywords such as innovation, active learning, and entrepreneurship education frameworks dominate the discourse, reflecting their significance in the field. Citation trends also reveal influential works and prominent authors shaping the landscape of entrepreneurship education. The findings underscore the importance of interdisciplinary approaches and collaboration between academia and industry in fostering innovative teaching practices. Inconclusion, this study highlights pathways for future research and demonstrates the potential of bibliometric tools in identifying trends, fostering collaboration, and improving pedagogical strategies. By bridging research and practice, the insights contribute to building more impactful and future oriented educational frameworks in business and entrepreneurship education.