Journal of International Education in Business最新文献

{"title":"Developing soft skills in the business classrooms of industrial engineering students in Brazil","authors":"Roberth Andres Villazon Montalvan, Annibal Affonso Neto, Clóvis Neumann","doi":"10.1108/jieb-11-2023-0092","DOIUrl":"https://doi.org/10.1108/jieb-11-2023-0092","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In today’s highly competitive global business environment, there is a growing demand for professionals who possess well-developed soft skills. Such abilities include flexibility, effective communication and other skills. Soft skills are personal attributes and qualities that are more closely related to the emotional side of human beings. Individuals must cultivate and hone soft skills during their undergraduate studies. These skills, also known as interpersonal or non-technical skills, are essential to complement hard skills and pave the way for a thriving career trajectory. Soft skills are developed over the course of one’s career and are indispensable in establishing a strong, professional presence in the corporate or academic realm. The field of engineering is no exception in this regard, and the business approach during the engineering course is of significant relevance. By acquiring soft skills, engineering graduates will become competitive and adaptable professionals capable of handling the current and future challenges of the job market. The purpose of this study is to investigate the soft skills that students perceive as being better developed during their business classrooms in the engineering course and identify areas for improvement in the business education process.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research method consisted in four different phases from variables identification to statistical analyses. Then, as part of this approach a structured questionnaire was administered at the end of the engineering course, where students rated their perception of the degree of development of each of the soft skills covered in the course on a scale of zero to ten. The collected data were analysed using multivariate analysis techniques, including factorial analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results of the study demonstrate that the set of skills acquired by individuals in business classrooms pursuing a degree in industrial engineering is in high demand by potential employers. Such skills are deemed essential for the successful operation of businesses in modern-day industries. The findings of this research validate the significant role that industrial engineering students play in fulfilling the requirements of the job market and pave the way to meaningful insights on how to approach this topic during the business education process in engineering courses.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The findings bring about significant insights for national educational councils and ministries, universities and educational stakeholders in the process of updating, rethinking and implementing new curricula criteria in higher education, particularly in the Latin American context.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper enriches the literature by assessing the development of soft skills of engineering students in the ","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"16 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140580024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What matters the most, the assessment method or individual skills in marketing research learning?","authors":"Luisa Fernanda Manrique Molina, William Fernando Durán, Carlos Augusto Valencia","doi":"10.1108/jieb-07-2023-0043","DOIUrl":"https://doi.org/10.1108/jieb-07-2023-0043","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in ","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"43 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accountancy students’ perceptions of the quality of teaching and learning experiences in two UK business schools: implications for generic skills development","authors":"Nedal Sawan, Krayyem Al-Hajaya, Mohammad Alshhadat, Rami Ibrahim A. Salem","doi":"10.1108/jieb-08-2023-0057","DOIUrl":"https://doi.org/10.1108/jieb-08-2023-0057","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"7 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140009003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thailand, the forgotten market for international student recruitment? A qualitative study into the strategies of regional Australian universities","authors":"Daniel Chin, Luke van der Laan, Jiraporn Surachartkumtonkun","doi":"10.1108/jieb-09-2023-0066","DOIUrl":"https://doi.org/10.1108/jieb-09-2023-0066","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to explore how student recruitment practitioners at regional Australian universities strategise student recruitment efforts in Thailand. There is scarce research addressing regional universities, with prior studies focusing on metropolitan universities. Similarly, most prior studies have focused on high-volume markets, with little research exploring emerging markets such as Thailand.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Semi-structured interviews were conducted with student recruitment practitioners from regional universities that were responsible for recruiting Thai students. Thematic analysis was conducted to identify key themes.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Regional universities lack strategic ambidexterity in their approach to recruiting international students. They viewed Thailand as requiring longer term investment and were unwilling to dedicate their limited resources towards developing this market at the expense of other markets that would yield enrolments to contribute towards short-term targets.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Implications are provided with relevance to the student recruitment practitioner, with strategic ambidexterity discussed.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The paper fills a gap in the research by exploring international student recruitment and contextualising both regional universities and Thailand as a recruitment market. This study provides useful considerations that may be relevant to other emerging markets.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Project-based learning through the lens of SEEM: enhancing implementation in the Brazilian context","authors":"Denise Rieg, Maria Laura Maclennan, Fernando Scramim, Melby Huertas, Eryka Augusto","doi":"10.1108/jieb-06-2023-0039","DOIUrl":"https://doi.org/10.1108/jieb-06-2023-0039","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Action research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students’ expectations and perceptions of this combination.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>The social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"131 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139469905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogic and assessment innovative practices in higher education: the use of portfolio in economics","authors":"Belén Pagone, Paula Cecilia Primogerio, Sol Dias Lourenco","doi":"10.1108/jieb-07-2023-0047","DOIUrl":"https://doi.org/10.1108/jieb-07-2023-0047","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students’ perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students’ learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is s","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"83 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139476581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways","authors":"Ping He, Judson Carter Edwards, Ying Schwarte","doi":"10.1108/jieb-05-2023-0033","DOIUrl":"https://doi.org/10.1108/jieb-05-2023-0033","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"18 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139415213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of university–industry partnership in Armenia: university perspective","authors":"Karlen Khachatryan, Anna Hakobjanyan, Krisitne Nikoghosyan, Tigran Keryan","doi":"10.1108/jieb-07-2023-0051","DOIUrl":"https://doi.org/10.1108/jieb-07-2023-0051","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to investigate university–industry partnerships in Armenia from the viewpoint of universities. By doing so, it contributes to the existing literature on university–industry collaboration by identifying and addressing the specific challenges that impede the establishment of successful university–industry partnerships in Armenia and other post-Soviet countries.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A comprehensive literature review was conducted to examine the barriers, benefits and institutional, functional framework of collaboration. Additionally, this study used a survey methodology to gather data from faculty managing staff members at six Armenian higher educational institutions on various aspects of university–industry collaboration as well as the perceptions and experiences of the participants.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results show that the effectiveness and applicability of the university–industry collaboration channels and institutional structures in six higher educational institutions are limited. Specifically, the channels that rely on academic entrepreneurship and innovation were found to be currently unviable. Moreover, the existence of spin-offs and start-ups is notably absent. Furthermore, limited access to funding and inadequate entrepreneurial support systems pose significant barriers to developing university–industry partnerships in Armenian reality.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study represents a pioneering effort within the context of Armenian higher educational institutions, as it is the first time a survey has been organized to specifically investigate the topic of university–industry partnerships. Before this study, there was a lack of empirical research and data collection on this topic in Armenian higher education settings. Therefore, this research holds significant originality and contributes to filling the existing gap in knowledge regarding university–industry partnerships in Armenia. The research is shedding light on a previously unexplored area and providing a valuable contribution to the field of university–industry collaboration research in Armenia and other post-Soviet countries.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"78 3 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational innovation in supply chain management and logistics for active learning in Latin America","authors":"David Ernesto Salinas-Navarro, Ernesto Pacheco-Velazquez, Agatha Clarice Da Silva-Ovando, Christopher Mejia-Argueta, Mario Chong","doi":"10.1108/jieb-07-2023-0050","DOIUrl":"https://doi.org/10.1108/jieb-07-2023-0050","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&amp;L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students’ learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The innovative learning experiences introduced in this study transform real-world SCM&amp;L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&amp;L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It ","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"108 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138569223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can spiritual power reduce online cheating behavior among university students? The fraud triangle theory perspective","authors":"Zahrotush Sholikhah, Wiwiek Rabiatul Adawiyah, Bambang Agus Pramuka, Eka Pariyanti","doi":"10.1108/jieb-11-2022-0082","DOIUrl":"https://doi.org/10.1108/jieb-11-2022-0082","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Although the academic literature provides extensive insight into the motivations for the unethical use of information technology in online classes, little is known about how perceived justice, the opportunity to cheat and spiritual legitimacy mitigate unethical behavior among young academics. The purposes of this study are two folds: first, to determine how perceived lecturers’ justice and opportunity to cheat may mitigate academic misconduct in online classes, and second, to evaluate the moderating effect of spiritual power on the relationship between perceived lecturers’ justice and opportunity to cheat and academic misconduct.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This research was conducted at universities in three Southeast Asia countries, including Indonesia, Malaysia and Thailand, with a total of 339 respondents. The research questionnaire was distributed using Google Forms. The analytical method used to test the research hypothesis is moderated regression analysis (MRA).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings of this study reveal that spirituality moderates the relationship between lecturer justice and the opportunity to cheat online. Even though the justice level of the lecturer is low, individuals with relatively high spirituality will show much less cheating behavior than when there is a low level of lecturer justice and a low level of student spirituality, and vice versa.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Cheating occurs when students develop an intention to cheat, which leads to actual involvement in cheating, meaning that theoretically, the findings extend the fraud triangle theory. In addition, the practical implications of this research are that lecturers need to conduct fair teaching, such as transparency of exam conditions, assessment, the right to an opinion and supervision during exams, consequently, the students cannot cheat. Spirituality is also an essential factor that can reduce online cheating, so instilling spirituality in specific courses is a fruitful solution.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The contributions of this study are twofold. First, this study gives testable theories on how spiritual help works. Second, this study offers tailored and more humanistic assistance, such as a mechanism that adjusts to the academic world’s usage of more positive technologies. This study contributes to the literature on online cheating in higher education across three Southeast Asian nations (Indonesia, Malaysia and Thailand).</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"8 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}