Teaching Business Courses Research Articles

An Instructional Innovation That Embeds Group Learning in Case Teaching: The Table Case Method

Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the Team- Based Learning and Evaluation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method’s “shadowsides” and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes.

Perspectives on outcome-based education among faculty members teaching business courses at a Philippine university

The implementation of outcome-based education (OBE) is often controversial especially among faculty members who are tasked with implementing the requisite changes that come with the new system. The study aimed to describe the knowledge, attitudes, and perspectives of faculty members teaching undergraduate Accountancy, Office Administration, and Business Administration courses at a state university in the Philippines regarding OBE. A descriptive qualitative study design was used. A focus group discussion was conducted with all faculty members with at least one-year experience teaching undergraduate accountancy- or management-related courses at a state university in the Philippines. From the FGD, an anonymized transcript was generated, which was analyzed thematically. Most faculty members satisfactorily defined what OBE is. However, when asked what their role is in an OBE learning environment, they were not able to provide conclusive answers. They think that OBE is a necessary upgrade to the traditional system, and is needed to keep education competitive in the face of ASEAN integration. Most participants claimed that they are ready to embrace OBE, but a few expressed reservations towards it. Furthermore, they suggested various improvements for the faculty, the learning infrastructure, and ways to ensure that OBE is implemented well. These findings underscore the need for trainings and dissemination of best practices for OBE implementation, as well as systemic changes in the college to which the faculty members belong to ensure optimal implementation of OBE.

A Case Study on Teaching Business Courses in English or Bilingualism with Guangwai as an Example

Teaching courses in a foreign language was formally promoted by Ministry of Education in China in 2001. Guangdong University of Foreign Studies (Guangwai) as a top 3 Chinese foreign language university has taken the lead in teaching business courses in English instruction or bilingual languages. The paper summarizes and analyzes Guangwai’s experiences in implementing this teaching mode, such as the types of courses taught in this mode, the conditions required for teachers, the selection of teaching materials, etc., so as to provide some useful references for the university and other universities.

Information and communication technology (ict) competencies required of business educators for the actualization of vision 2020 agenda in Nigeria

The study was aimed at finding out from business educators, the ICT competencies required of them for the actualization of vision 2020 Federal Government 7-points agenda. The study was carried among 54 business educator in all the tertiary institutions in Anambra State of Nigeria. Mean ratings and t-test statistics tested at 0.05 significant level were used in analyzing data collected in the study. The results of the study revealed that adequate provisions of ICT equipment/facilities will enable the business educators possess the required ICT skills and knowledge. Possession of ICT competencies by the business educators will invariably help in reducing the obstacles in teaching modern business courses thereby making it possible for actualization the of Vision 2020 agenda through business education. It was recommended that for the actualization of Vision 2020 agenda through business education to be possible, government and management of tertiaryinstitution should provide enough ICT equipment/facilities in our educational institutions and business educators on their own part should make judicious use of these modern equipment in teaching business courses.

The Use of Cases in Teaching Business Courses in Central and Eastern Europe and the United States

The extent of case methodology use in teaching business courses in Central and Eastern Europe (CEE) and in the United States (US) differ. This paper discusses the reasons for these differences utilizing the available literature and the author's recent experiences in teaching business courses in CEE under the Fulbright Scholar Program. It also presents a framework for developing and delivering case-based business courses with the objective of maximizing teaching effectiveness.

A "Real-World" Approach to Coursework in Sales Management

Educators and practitioners agree that coursework should help students understand the actual business environment. This article describes an innovative approach to teaching business courses which addresses the functions of a position and also how to be effective, gain power and recognition, play the corporate "game," and move up the ladder.

A "Real-World" Approach to Coursework in Sales Management

Educators and practitioners agree that coursework should help studentsunderstand the actual business environment. This article describes an innovativeapproach to teaching business courses which addresses the functions of a positionand also how to be effective, gain power and recognition, play the corporate "game,"and move up the ladder.

Microcomputers: A successful approach to teaching business courses

The article integrates the theory and practice of adding microcomputers into an accounting curriculum. Support for cognitive theories of intellectual development is developed by referencing learning theory articles and texts. The paper encourages use of micro computers in accounting education and cautions of “pitfalls” and “potholes” along the road to successful implementation.