Perceptions Of Business Students Research Articles

Challenges of Using Online Distance Learning Platforms in Higher Education: Perception of Business Students

The year 2020 has changed the world of education intensely with the distinctive rise of online distance learning (ODL), whereby teaching and learning are undertaken remotely and on digital platforms. Driven by both the pandemic and advancements in digital technologies, the new norm of online learning continues to persist post-pandemic. Therefore, this paper explored the extent of ODL challenges faced by semester 5 business students in one of the public universities in Malaysia. Their perception of internal and external challenges namely time management, attitude, self-esteem, internet connection, socioeconomic and non-conducive environment will be examined. By using non-probability sampling, data were gathered from a total of 110 semesters 5 business students from 9 courses in the Faculty of Business and Management. The findings of this study revealed that internal challenges domain (time management, attitude, self-esteem) affect students the most in ODL. Consequently, the result of this study is hoped to help the education community prepare for a hybrid and flexible learning system as recently announced by the Malaysia Ministry of Higher Education (MOHE).

How do business educators prepare students better about ethical decision-making?

PurposeThis paper aims to identify predictors that affect business student perceptions on ethical decision-making. This paper also investigates how those predictors impact the decision-making related to ethical matters among Vietnamese business students.Design/methodology/approachA survey was conducted to collect data for testing the hypotheses. Questionnaires were administered to 500 Vietnamese business students from four public and private universities. The independent t-test was applied to the usable sample to analyze and derive relationships.FindingsThe empirical results showed that idealism and relativism significantly predict the perception of ethical decision-making. Idealism and relativism were found to influence high ethical decision-making significantly.Originality/valueThe study contributes to the literature on ethical decision-making in a transitional economy. New findings and insights from the research serve as a foundation for future research with ethics and decision-making topics. The results offer some insights to business schools in improving their ethical teaching courses and to businesses in their recruitment.

A comparison of business student perceptions in Kazakhstan and the United States regarding ways to enhance the online learning process

The unanticipated COVID-19 pandemic renewed interest in the success of various pedagogic practices across populations to determine the universality of their importance. This article contrasts the findings of research conducted among Kazakhstan business students, and recently reported in the Journal Eastern European and Central Asian Research, to a population of business students at Texas A&M University-Kingsville. Our empirical sample survey of 112 undergraduate students reveals a.) a greater satisfaction with online education, b.) the potential for a longer attention span, c.) agreement on techniques to improve pedagogy, and d.) better perceived online experiences versus Kazakhstani findings. This report shares additional actionable suggestions for lessening the instances of low online involvement, as well as suggestions for improving asynchronous online education, which is again found to be preferred to a synchronous modality. Insights provided by students from a different culture and hemisphere enhance understanding of student perceptions and ways to improve the online learning experience.

Role of Economic Instability, Political Instability, and Foreign Job Opportunities on Brain Drain: Perception of Business Students

Brain drains are a major reason for worry for migrant-sending countries. The current study will examine the impact of economic instability, political instability and foreign job opportunities on the brain drain in a developing country like Pakistan. The primary data was collected for this study through the adopted questionnaire with the help of Google Forms. The non-probability sampling strategies, i.e., convenience and snowball sampling used due to the large population of major cities in Pakistan. A total of 250 recent business graduates were requested to complete the questionnaire, and for the data analysis, Smart PLS version 3 was used. The findings of the study revealed that all three independent variables, including economic instability, political instability and foreign job opportunities, have a positive and significant impact on the brain drain of the business graduates of Pakistan. This study revealed that three key variables are important and the major cause of brain drain. The country’s top management should take practical steps to address that issue in future policies and encourage the youth of Pakistan to serve the country immediately after completion of education. Our study contributes to save human capital for the betterment of nation specially in developing countries.

Core course scales: Exploring quantitative versus qualitative and challenging versus added value impact on graduating business student satisfaction

Business schools need to maintain student academic satisfaction. A key component of a business school’s curriculum is its core or required courses. This study compared graduating business student perceptions about core course scales, their combined quantitative versus qualitative and challenging versus added value impact, on types of student satisfaction. A combined sample of 360 business students filled out an exit survey. Four core course scales were created: quantitative/challenge; qualitative/challenge; quantitative/added value; and qualitative/added value. After controlling for demographic and school-related variables, results showed that the perceived qualitative/added value (to education) core course scale had a consistently strong positive impact on all three types of student satisfaction.

Business Students Expectations of Brazilian Corporate Governance: Insights for a Sustainable Path in an Emerging Business Environment

This paper aimed to better understand business students’ expectations of Brazilian corporate governance after recent scandals, focusing on capturing their perceptions after the Lava Jato (Car Wash) police investigation. Adapting a prior survey applied to business students, data were collected from three colleges in São Paulo, the largest city in Latin America, with a total of 328 responses. The data were initially submitted to confirmatory factor analysis (CFA), after which we employed a structural equation model (SEM). Our main finding indicates that students are skeptical of an increase in Brazilian corporate governance after this police operation. This result is supported by the prior literature and denotes student consciousness of the need for deep reforms in the business environment and compliance rules. Furthermore, strategic human resources management is the most prominent corporate governance tool today, and the survey revealed disbelief that the Board of Directors and internal audits will act as potential inhibitors of fraud and corruption. These findings are associated with a broad view related to sustainability which denotes that future firm leaders, who are currently business students, comprehend that an ethical business environment needs to be built by professionals who are able to understand the role of corporate governance mechanisms. This paper contributes to the literature by offering a holistic assessment of business student perceptions and encourages a discussion of current models and instruments of Brazilian corporate governance. The scarcity of studies involving education and governance can be considered a constraint to building sustainable companies from a long-term perspective. Comprehending business students’ perceptions about corporate governance mechanisms can be considered a path to increasing the number of business courses with topics aligned with practical effects on environmental, social, and governance subjects, mainly when these mechanisms are evaluated from an integrated perspective.

Graduate Employability of Business Students

The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to final-year undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability. The perceptions of students need to be systematically included in HEIs’ employability policy and discourse.

The demands on competencies for digital transformation and the perception of business students

Digital transformation is just as much about people as it is about technology. Little research has been done on the gap between the competencies required in research surveys and business students' points of view. This research explores business university students' perception of the competencies needed for digital transformation. Using the Delphi technique followed by focus groups, the research attempted to capture student perception in depth. The findings revealed that university students of business study programs assess higher level behavioural competencies and technological competencies rank lower, but both domains only by weak consensus. In conclusion, the research also highlights the need for development of specific required technical competencies to meet the business point of view in HEIs programs and to fill the current gap.

Business Student Perceptions of Online versus Face-to-Face Education Given Self-Reported Technology Level and Number of Online Courses

Through an ongoing study at an AACSB Jesuit, Catholic University with a strong focus on teaching, business student perspectives regarding online versus face-to-face courses indicate that students prefer face-to-face classes. Researchers have noted changes in student perspectives over time. A student’s perception of their own technological understanding may impact upon their perception of online and face-to-face education. Past research demonstrated a difference in student perceptions as the student took more online courses. This research explores the impact of a student’s self-reported technological understanding and taking more online courses. This research has implications for instructors and administrators.

Differences in Business Student Perceptions of Online versus Face-to-Face Education: Undergraduate Class Rank and Major and Graduate Degree Program

Prior to the pandemic, an ongoing study at an AACSB Jesuit, Catholic University with a strong focus on teaching revealed that business students prefer face-to-face over online courses. The research presented here explores the impact of undergraduate student class rank and major as well as graduate students’ degree program on their perception of online versus face-to-face courses. Given the impact the pandemic has on education, this research offers insight into future education to meet student perceptions.

Differences in Business Student Perceptions of Online versus Face-to-Face Education: Undergraduate Class Rank and Major and Graduate Degree Program Web Appendix

Prior to the pandemic, an ongoing study at an AACSB Jesuit, Catholic University with a strong focus on teaching revealed that business students prefer face-to-face over online courses. The research presented here explores the impact of undergraduate student class rank and major as well as graduate students’ degree program on their perception of online versus face-to-face courses. Given the impact the pandemic has on education, this research offers insight into future education to meet student perceptions.

Business Student Perceptions of Online versus Face-to-Face Education Given Self-Reported Technology Level and Number of Online Courses Web Appendix

Through an ongoing study at an AACSB Jesuit, Catholic University with a strong focus on teaching, business student perspectives regarding online versus face-to-face courses indicate that students prefer face-to-face classes. Researchers have noted changes in student perspectives over time. A student’s perception of their own technological understanding may impact upon their perception of online and face-to-face education. Past research demonstrated a difference in student perceptions as the student took more online courses. This research explores the impact of a student’s self-reported technological understanding and taking more online courses. This research has implications for instructors and administrators.

Applicant Attraction towards the Organization with the Moderation Effect of Gender: A Perception of Business Students

Talent attraction is contemporarily subject to extensive research due to prevalent gaps which hold significance in the field of human resource management. This article describes how students graduating from a business school in Karachi, Pakistan perceive various organizational factors in terms of their impact on the attractiveness of the firm as a place to work. The framework used in the study included exogenous constructs depicting compensation, both direct and indirect, along with Corporate social responsibility, both internal and external in organizations. The influences of both compensation and CSR on organizational attractiveness were examined in the study. The segregation of respondents in terms of gender was used as a moderator. The moderating influence of gender segregation on the relationship between exogenous and endogenous constructs was also examined in this paper. In the study 130 responses were received and 112 were found suitable for the analysis. The results were analyzed on SMART PLS software by using latest techniques. The findings of the study demonstrated that compensation is the significant factor attracting business school talent, while gender moderated the impact of both compensation and CSR activities on workplace attractiveness. Specifically, males prefer extrinsic direct and indirect compensation and no impact of CSR found to attract them. Extrinsic indirect compensation and internal CSR activities were positively related to workplace attractiveness for women than for men. Implementing these practices appropriately given the context is likely to benefit the firm by attracting talented employees. The study is limited to only business institutes of Karachi which can be extended to other cities and institutes in future for the better results and generalizability.

Perception of Business Students at University in Sultanate of Oman towards Online Education during COVID-19 Pandemic

Perception of Business Students at University in Sultanate of Oman towards Online Education during COVID-19 Pandemic

Perceptions of Business Students toward Online Education before and in Transition Period of COVID-19

Covid-19 affects our lifestyles dramatically. It also affects the education styles. Spurred by the Covid19 pandemic, most of the learning in a traditional classroom setting were transferred to online format. This study was designed to assess the students’ perception on the traditional and online learning before Covid-19 pandemic and in transition to the Covid pandemic when all classroom learning is closed and transferred to online based learning. Students were sampled to obtain their general perceptions regarding traditional and online learning. The data were collected via an online survey during October/November 2019 and March/April 2020. Findings indicate that the perceptions of students changed negatively in transition period. A large majority of students agreed before Covid-19, but they disagreed in transition period on the following: online education increases learning levels; students learn more with online courses; zoom is much better than learning in the classroom environment; online courses are easier than traditional courses; I would recommend taking online courses instead of in class courses to a friend or colleague; and I would like to take my other courses in online form. The results show that a sudden change to the system will negatively impact the students and it did not allow time for students to adjust to the change. They are simply not ready to take all the courses online. However, students all agreed the use of technology in classroom increases their engagement and interest in the subject matter

Barriers, Adaptability, Employability, and Satisfaction: Career Perceptions of Business Students

ABSTRACT Objective: this study was aimed to verify how perceptions of career barriers and adaptability held by senior undergraduate students attending Business Administration programs influence employability and career satisfaction. Method: a survey was conducted among 358 senior undergraduate students. Data analysis included descriptive statistics, hypothesis tests for differences between means, and structural equation modeling. Results: significant differences were found in individuals’ perceptions regarding career barriers depending on sex and race. Contrary to the expected, the hypothesis test showed that contextual career barriers do not predict employability or satisfaction. Adaptability, in turn, predicted both, while employability predicted satisfaction. Conclusions: the results reinforce that sociodemographic characteristics are potential indicators to support understanding of perceived career barriers. Additionally, the students’ continued development of adaptability (concern, control, curiosity, confidence) to advance their careers and life plays an important role, positively influencing perceptions of overall abilities for work (employability) and career success.

Barriers, Adaptability, Employability, and Satisfaction: Career Perceptions of Business Students

ABSTRACT Objective: this study was aimed to verify how perceptions of career barriers and adaptability held by senior undergraduate students attending Business Administration programs influence employability and career satisfaction. Method: a survey was conducted among 358 senior undergraduate students. Data analysis included descriptive statistics, hypothesis tests for differences between means, and structural equation modeling. Results: significant differences were found in individuals’ perceptions regarding career barriers depending on sex and race. Contrary to the expected, the hypothesis test showed that contextual career barriers do not predict employability or satisfaction. Adaptability, in turn, predicted both, while employability predicted satisfaction. Conclusions: the results reinforce that sociodemographic characteristics are potential indicators to support understanding of perceived career barriers. Additionally, the students’ continued development of adaptability (concern, control, curiosity, confidence) to advance their careers and life plays an important role, positively influencing perceptions of overall abilities for work (employability) and career success.

UK SMEs and business students: An investigation into perceptions of employability for entry-level positions in SMEs

The purpose of this study is to investigate whether Small to Medium-sized Enterprise (SME) and business student perceptions of employability are in alignment. The study considered different variables associated with employability, including the most important candidate employability attribute, the skills required for employment and the skill shortages amongst students. Using qualitative primary research – in the form of face-to-face, semi-structured interviews – the study discovered that personality and experience were more significant than first assumed, due to technological advancements and changes in the working environment. The study revealed that SMEs and students’ perceptions of employability do not align, and that the gap has continued to widen, therefore contributing to under-researched areas of employability literature. A limitation of the study was that it relied on a small number of respondents. The study serves as a benchmark for future research, and the author recommends further research into student and small business employability, as these areas are underdeveloped.

A Preliminary Study of Changing Business Student Perceptions of Individual Factors in Online Versus Face-to-Face Education

A Preliminary Study of Changing Business Student Perceptions of Individual Factors in Online Versus Face-to-Face Education

A Preliminary Study of Changing Business Student Perceptions of Individual Factors in Online Versus Face-to-Face Education Web Appendix

A Preliminary Study of Changing Business Student Perceptions of Individual Factors in Online Versus Face-to-Face Education Web Appendix