Business Teachers Research Articles

They are all lies. Even Mother Theresa did it for herself ...

In this paper we explore the question of what are we trying to achieve in teaching business ethics at undergraduate university level. The dominant normative model of business ethics suggests that the aim of business ethics (including the teaching of business ethics) is to move businesspeople from an egotistic position to an altruistic position. According to the latter position, the greater good of society is served by unselfish, other-regarding action, instead of by the narrow, self-centred interests of individuals or corporations acting on their own behalf (i.e. egoism). In this paper, the dominant model is analysed and criticised by means of subjecting it to the question of whether it is at all possible to move people from one position to another through teaching business ethics. A second, related aim of this analysis and critique deals with the question of whether ethics (as taking up moral responsibility for one’s actions) really entails a neat, linear model of change from position A to B. To arrive at a possible alternative model of teaching and “doing” business ethics, we explore some classic philosophical positions in which mixed signals are given regarding the status of egoism in ethics. This analysis will be applied to, and supported by, experience gained from teaching business ethics to accounting and management students at undergraduate level at the University of Stellenbosch.

PTH-075 ‘ascites Clinic’: An Outpatient Service Model For Patients Requiring Large Volume Paracentesis

IntroductionA retrospective profile of medical readmissions within 30 days of discharge (September 2011–December 2011) from a busy district teaching hospital highlighted that a small proportion of patients (12%) with recurrent...

Design and Implementation of SMS-Based Business English Education System

With increasing popularity and development of computer and network technology, the driving force behind business English teaching reform and providing development. Internet assisted teaching of English in many ways irreplaceable advantages, it is with traditional teaching methods are complementary and mutually balanced, played a traditional teaching does not have the function and role in business English teaching. Based on the features and role of the Internet to support teaching business English courses, explore network-assisted college English teaching model professional business English.

A confiança em situações ambivalentes e incongruentes: a utilização de vinhetas como método exploratório

O objetivo deste trabalho é sugerir a utilização de vinhetas para explorar como os indivíduos interpretam situações em que há ambivalência nas características relacionais com parceiros. Para tanto, investigou-se a forma como indivíduos, em uma organização produtora de software, interpretam situações transacionais concretas e elaboram suas percepções das relações entre confiança e controle. A partir das vinhetas apresentadas aos entrevistados, coletaram-se relatos qualitativos que exibem como seus pressupostos ou indagações conduzem ao "fechamento" das situações. A análise dos dados sugere que esse "fechamento" ocorre por meio de vários mecanismos alternativos: 1. censura seletiva de sinais contraditórios, 2. inclusão de pressupostos inexistentes na narrativa original, 3. busca focada de informações adicionais e 4. reflexão crítica de corresponsabilidades. A adoção de um mecanismo em detrimento de outro pode ter implicações importantes para o desdobramento das relações interorganizacionais estudadas. Neste artigo, buscou-se utilizar a abordagem de Swidler (2001), em que, no uso de vinhetas, procurou-se evidenciar os elementos culturais mobilizados na interpretação, formação de julgamentos e estabelecimento de metáforas e analogias por parte dos indivíduos. Cabe ressaltar que, do ponto de vista metodológico, a abordagem de pesquisa exploratória com a utilização de vinhetas pode ser um mecanismo interessante de abordagem qualitativa, principalmente em contextos em que o pesquisador se interessa por abrir a "caixa-preta" de alguma variável de interesse. Com essa abordagem, é possível obter um acesso privilegiado ao repertório de narrativas dos indivíduos. Cada vinheta reflete uma situação que se coloca ao entrevistado e o leva a evocar valores, crenças, atitudes e narrativas que não seriam de outra forma coletados. Sendo assim, este trabalho postula que a elaboração de vinhetas é um importante instrumento exploratório não apenas para o avanço teórico, mas também para o ensino da administração, conforme o explicado na conclusão deste artigo.

Teaching Heritage Business and Marketing

AbstractThis article discusses the effectiveness of Mexico’s national heritage business model within a context of economic growth, infrastructure development, and structural shifts that pose risks to the preservation of heritage resources. To meet these challenges, the future heritage professional requires a training profile that most archaeology departments in Mexico are unable to accommodate. Recognizing the importance of cultural resources management (CRM) and heritage business and marketing skills, the BA program in Development and Intercultural Management, offered at the Universidad Nacional Autónoma de México, is exploring new ways to create business models to finance heritage preservation. In an emergent economy, many students lack the opportunity to pursue higher education degrees, joining the labor market at a very early stage in their careers, without much knowledge of how to make heritage a lever for economic growth. Thus, a goal of this article is to encourage the early teaching of business and marketing in programs around the world by demonstrating how such training opportunities are opening up unimaginable career avenues for the future heritage professional in Mexico.

Fitness for life primary: stakeholders' perceptions

Background: Currently, obesity is one major pressing health concern for children, with physical inactivity being one main contributor. Schools are an excellent venue to provide pupils with opportunities for physical activity; however, schools are in need of user-friendly intervention programs that increase pupil activity and healthy behavior knowledge.Purpose: The purpose of this study was to examine primary stakeholders' perceptions of a recently developed comprehensive healthy behavior program, Fitness for Life: Elementary . Methods: Parents (N = 342), pupils (N = 328), and school staff (N = 24) completed a previously validated survey questionnaire. A smaller group of school staff (n = 7) also participated in formal interviews.Results: Survey mean data indicated that average reactions from the participating stakeholders were positive. Classroom teachers who chose to participate had mostly positive reflections with three major themes identified: (a) teacher and pupil buy-in, (b) minimal teacher training, and (c) supportive administration.Conclusions: Teacher training and pupil reinforcement were two key factors that positively affected participants' reported fidelity to the program. Although, at first, some classroom teachers chose not to participate, additional classroom teachers joined the project over time. Favorable ratings of the curriculum suggested that busy classroom teachers could implement physical activity programs using ‘wellness weeks’ into the classroom when provided with appropriate materials and support.

Developing International Business Managers Through International Study Visits to China

Globalization is a key factor in the success of business organizations today, impacting many aspects of management performance. Understanding the global business environment has therefore become a key objective in the teaching of international business on Executive MBA programs. Drawing on the theory of experiential learning, this study examines the relationship between program structure and learning activities of an international study visit (ISV) to China and the learning experience for Executive MBA students. The findings indicate that learning experience may be most effective where the structure of an ISV incorporates certain activities that promote experiential and deep-level learning. Educational implications are discussed.

Changing the Educational Beliefs of Teachers through an Interdisciplinary Online Teaching Programme: Are Business Teachers Different from Teachers of other Disciplines?

AbstractDue to larger class sizes in business education, a common assumption amongst business teachers is that using a student-centred approach is more difficult. However, an important development in business education is the increased learning possibilities brought by ICT that suggest a more individualised learning experience for students is possible. Nonetheless, many business teachers appear reluctant to embrace technology in the classroom. An online teacher training programme in a cross-institutional partnership was followed by 16 business teachers from three institutes, working with 49 teachers from other disciplines. Data were gathered in an explorative, quantitative manner using the Teacher Beliefs and Intentions questionnaire and TPACK questionnaire using a pre-post test design. The results indicate that business teachers are more persistent in their beliefs and intentions towards knowledge transmission, while teachers from other disciplines became more student-centred. Given that this intensive i...

Strategies for Ensuring Quality in the Business Education Programme of Tertiary Institutions in Anambra State

The main purpose of this paper was to identify those strategies needed to ensure quality in the business education programme in tertiary institutions in Anambra State. The survey method was employed. One research question guided the study while two null hypotheses were tested at 0.05 degree of significance. A structured questionnaire was used to gather data for the study. The study population comprised 71 business teachers in tertiary institutions in Anambra State. Data collected was analysed using mean statistics while the null hypotheses were analysed using ANOVA. Based on the findings of the study, it was concluded that the adoption of strategies such as quality of syllabus and provision of requisite infrastructure and facilities to the business education programme will ensure qualitative education.Key Words: Quality assurance, Strategies, Business Education Programme.

Younie, Sarah & Leask, Marilyn (2013) Teaching with technologies. Open University Press (McGraw‐Hill Maidenhead UK & New York) isbn 978‐033352‐4618‐2 248 pp £22.99 http://mcgraw‐hill.co.uk/html/0335246184.html

SummaryThe writers set out to provide “an informed overview of the key issues pertaining to technology and education”. The text is more an overview than the “essential reading for busy teachers and students” which the jacket description claims. I recommend this for people who seek such an overview of the development of “technologies” in schools over more than half a century. However, as it's an overview only for England, even then you may find relatively little here of interest or use.John Cowan

The De-Ethicisation of Economics and Teaching Business Ethics

This paper argues that economics as a scientific discipline has gone through three phases – each further removing it from what it clearly should be and what is was intended to be by its founder: a ...

Culture, Moral Reasoning and Teaching Business Ethics: A Snapshot of United Arab Emirates Female Business Students

Culture, Moral Reasoning and Teaching Business Ethics: A Snapshot of United Arab Emirates Female Business Students

Exploratory Study of Most Critical Business Communication Skills

It has been observed that business communication plays a crucial role in the corporate world. The corporate executives need to demonstrate exceptional communication skills while performing their job roles, which helps them in reaching a sovereign position in this competitive business environment. The main intendment of this paper is to identify the essential attributes for business communication skills so that B-Schools can develop business communication curriculum and teaching methodology for their students which is most suited to contemporary corporate aspirations and anticipations. For the identification of the most significant attributes on communication skills, we formed an expert panel by taking senior corporate executives from the industry. We selected those attributes which were categorized as critical or important by more than 60% of the panel members. As a result we were able to finalize a list of 41 Business Communication attributes that are valued by the corporate executives. With these findings, B-Schools and their faculty members will have a clear view of the corporate expectation / requirements of business communication skills. Academicians can integrate these attributes and develop the course curriculum accordingly so that it can be benchmarked with corporate expectations. Students can also have a clear cut understanding on what communication skills are required in the corporate world so that they can prepare themselves with the desired attributes.

Reinvigorating Business Teacher Education towards Self-Reliance in Nigeria

Any form of education that does not equip its beneficiaries with skills to be self-reliant is a faulty system of education. Business education must be ready to offer recipients functional education that will enhance performance as well as assist them to contribute meaningfully to the economic development of the country. This calls for education that will equip the students upon graduation to be fitted in the dynamic society. This includes the acquisition of skills in areas that will be useful to business students and make them self-reliant, independent and productive citizens of the society. Today the developments of Nigerian educational system and students’ academic achievements have placed many demands on the effectiveness of business teachers. One of the demands is that schools should graduate students with employable skills. From an entrepreneurial perspective, the main aim of any business education is to improve the capability of the students to identify good business opportunities, evaluate these opportunities in terms of feasibility, and visualize a business model that can be commercialized. This paper examined the concepts of business education, business teacher education, self-reliance and dwelled extensively on modalities that could enhance business teacher education towards self-reliance. It is recommended among others that the curriculum developers should integrate those key areas that will help the students and ‘would be’ teachers to acquire necessary skills needed for sustenance of one’s life and the society at large.

Clash of Civilisations in Defining the Concept of Business Teacher Education Programme in Nigeria

What seems to be a conventional trend in employment of teaching staff into business education departments has posed a great threat to teaching and learning in the programme. The application of the word ‘business’ having been misinterpreted by education administrators opened the way to employing all sorts of graduates as teachers in business teacher education departments. This paper examines the role of education in the society and the role of quality assurance in the administration of business teacher education programme. A population of 52 lecturers of business education departments was studies with a view to sampling 20 lecturers for the study. The internal consistency of the instrument was 0.74. Mean ratings and test retest statistics were used in analyzing data collected from the field. The paper highlighted the various courses and qualifications that are found in business education departments. It was revealed that some qualifications of lecturers in business education are preferred as traditional lecturers of the department while others are preferred as service course lecturers to the department. Based on the findings, it was recommended that holders of higher degrees in business education should be engaged as departmental lecturers while others whose degrees are not in business teacher education should be engaged as service lecturers. DOI: 10.5901/mjss.2013.v4n16p9

Modern Methodological Approach to Teaching Business Economics for it Students

Effective performance of a university teacher involves not just the proper lecturing competence, but the application of the right methodological strategies to meet student's needs. As for the field of business economics, informatics plays an important role in information processing. The current labour market effects the university education to a large extent requiring a graduate of interdisciplinary knowledge and with the skills to find the solutions to both technological and economic issues. Project teaching method is one of the research methods oriented to students creativity, self- solution and integrated knowledge from several subjects. The process of project teaching method can be defined with the contents of individual activities. The projects activities are accomplished with their solutions and are followed by its evaluation. Of course, the project teaching method has both positives and negatives, but in terms of the effectiveness evaluation, the positives are prevalent.

Anthony G. Hopwood: Academic Iconoclast and Entrepreneur 1944–2010

A nthony Hopwood was born on May 18, 1944 in Stoke-on-Trent in England and died on May 8, 2010 in Marlow, England. He was a pioneer in behavioral accounting research. He contributed to that area with both his research and as the founding editor of Accounting, Organizations and Society (AOS), the leading behavioral accounting research journal, the reason for which he likely is best well known by scholars internationally, both in and outside of accounting. He held that position for 35 years. As Zeff (2008, 3) described it, in his remarks introducing Anthony at his Hall of Fame induction:

Doing right in business: can action learning develop moral sensitivity and promote ethical behaviour?

The question addressed in this paper is whether action learning as a management development technique can be more effective in promoting ethical decision-making than more traditional approaches. Recent examples of moral failures which have emerged in both corporate and public sector organisations in the UK during recent years have prompted a review of some of the literature about the teaching of business ethics in and by business schools. While the use of theoretical approaches to ethical analysis (such as consequentialist and deontological approaches), coupled with the discussion of scenarios or cases is a common way of structuring the teaching of business and organisational ethics, it may be limited as an approach insofar as it does not necessarily address the affective aspects of the learning process which contribute to the development of moral sensitivity and moral character. It is suggested that an action learning approach may help fill this gap, particularly if coupled with an Aristotelian focus on the development of moral character. Action learning as a technique seeks to replace instruction with facilitation, and to enable individual personal growth rather than the acquisition of knowledge. It emphasises practical action in the workplace and working with peers as part of an action learning set. The action learning method may be more suitable to fostering both technical/scientific wisdom (poeisis) and practical or prudential wisdom (phronesis) and could be adapted for use with both business students and practising managers.

Reinvigorating Business Teacher Education towards Self-Reliance in Nigeria

Any form of education that does not equip its beneficiaries with skills to be self-reliant is a faulty system of education. Business education must be ready to offer recipients functional education that will enhance performance as well as assist them to contribute meaningfully to the economic development of the country. This calls for education that will equip the students upon graduation to be fitted in the dynamic society. This includes the acquisition of skills in areas that will be useful to business students and make them self-reliant, independent and productive citizens of the society. Today the developments of Nigerian educational system and students’ academic achievements have placed many demands on the effectiveness of business teachers. One of the demands is that schools should graduate students with employable skills. From an entrepreneurial perspective, the main aim of any business education is to improve the capability of the students to identify good business opportunities, evaluate these opportunities in terms of feasibility, and visualize a business model that can be commercialized. This paper examined the concepts of business education, business teacher education, self-reliance and dwelled extensively on modalities that could enhance business teacher education towards self-reliance. It is recommended among others that the curriculum developers should integrate those key areas that will help the students and ‘would be’ teachers to acquire necessary skills needed for sustenance of one’s life and the society at large. DOI: 10.5901/jesr.2013.v3n9p119

NOVEMBER 2013 PLACEMENT ADS

NOVEMBER 2013 PLACEMENT ADS