Journal of International Education in Business最新文献

{"title":"Guest editorial: Best sustainability teaching practices","authors":"I. Matser, S. Teerikangas, Mollie Painter","doi":"10.1108/jieb-04-2022-100","DOIUrl":"https://doi.org/10.1108/jieb-04-2022-100","url":null,"abstract":"","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"42 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77998338","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":"Applying enquiry and problem based learning to mission-oriented innovation policy: from policy to pedagogy to teaching and learning practice","authors":"S. Randles, P. Dewick, Eleanor Hannan, D. Nicholson, M. Rietbergen, Christopher Taylor, V. Vargas, Helen Wadham, Lauren Withycombe Keeler","doi":"10.1108/jieb-04-2021-0046","DOIUrl":"https://doi.org/10.1108/jieb-04-2021-0046","url":null,"abstract":"\u0000Purpose\u0000This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments.\u0000\u0000\u0000Design/methodology/approach\u0000The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation.\u0000\u0000\u0000Findings\u0000The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators.\u0000\u0000\u0000Originality/value\u0000A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"14 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84915813","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":"Diffusing corporate sustainability knowledge with online education: experiences from a massive open online course (MOOC) on sustainable fashion","authors":"Esben Rahbek Gjerdrum Pedersen, K. Andersen, Ana Lucia Diaz Schiavon","doi":"10.1108/jieb-02-2021-0026","DOIUrl":"https://doi.org/10.1108/jieb-02-2021-0026","url":null,"abstract":"\u0000Purpose\u0000This study aims to show how a massive open online course (MOOC) can be used as an educational tool to diffuse specialised corporate sustainability research globally to a broad range of learners.\u0000\u0000\u0000Design/methodology/approach\u0000This study is based on insights from the design and implementation of a sustainable fashion MOOC. The MOOC was launched in late 2019 on a global learning platform and has recently passed 40,000 enrolments (February 2022). The presentation of the MOOC draws on quantitative and qualitative data available to instructors on the global learning platform.\u0000\u0000\u0000Findings\u0000Based on the data about the learners and their use of the MOOC, this study demonstrates how MOOC can be a powerful tool to diffuse sustainability research to new groups of learners, who differ significantly from the typical students at business schools and universities in the West. Moreover, the findings also demonstrate how the COVID-19 pandemic had a significant impact on the MOOC’s popularity.\u0000\u0000\u0000Originality/value\u0000This study provides new empirical evidence on how sustainability research can be translated into online education material of relevance for a broad range of learners from around the world. Moreover, the study also points to the number of practical and structural challenges linked to the future mainstreaming of MOOCs and other types of online education material.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"38 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76589152","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":"The effect of student perceived benefits and obstacles to determine if and where to study abroad","authors":"J. Reardon, Chip E. Miller, D. McCorkle","doi":"10.1108/jieb-05-2021-0060","DOIUrl":"https://doi.org/10.1108/jieb-05-2021-0060","url":null,"abstract":"\u0000Purpose\u0000This research aims to examine business students’ geographic interests and motivations for study abroad.\u0000\u0000\u0000Design/methodology/approach\u0000Two hundred sixty-seven undergraduate business students from a midwestern university completed the survey on perceived benefits and obstacles of studying abroad (personal and professional), geographic regions where willing to study (rated by psychic distance [PD]), the format for willing to study (length and faculty-led) and respondent characteristics.\u0000\u0000\u0000Findings\u0000Results indicate students who perceive high professional benefits chose higher PD countries, whereas those perceiving higher personal benefits chose medium PD countries. Students with higher professional obstacles, such as concerns of timely degree completion, avoid high PD countries, whereas students expressing high personal obstacles prefer low PD countries. The research results also connect student classification, gender and school funding source to the perceived benefits and obstacles.\u0000\u0000\u0000Originality/value\u0000The outcome of this study is to aid study abroad programs in segmenting their users and to better serve business students with more targeted communications and enhanced program offerings. It extends the marketing literature by using the theory of PD to explain and guide these strategies.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"9 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90229130","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":"The three enablers of sustainability intelligence","authors":"J. Beyne, L. Moratis, A. Vos","doi":"10.1108/jieb-03-2021-0036","DOIUrl":"https://doi.org/10.1108/jieb-03-2021-0036","url":null,"abstract":"\u0000Purpose\u0000Sustainability intelligence is critical for the prosperity of societies worldwide, for conservation of the natural world, for achieving future business success and for the credibility of the concept of sustainability itself. This study aims to present the concept of sustainability intelligence by expounding on three proposed enablers shaping this concept – self-awareness, global perspective and societal consciousness. The main point of this paper is to conduct inquiry into the topic, gather information on enablers for sustainability intelligence and share that information with readers.\u0000\u0000\u0000Design/methodology/approach\u0000This study collected information from a pool of respondents to answer this research question: Which enablers are imperative to pursue sustainability intelligence? By using a sustainability intelligence questionnaire (SIQ), the authors argue why these enablers could bring about large-scale sustainable transformation and new insights about sustainable practices. The SIQ consists of 15 statements from strongly disagree to strongly agree, with five scale points, exploring the three enablers.\u0000\u0000\u0000Findings\u0000The findings show that the respondents gave the greatest importance to societal consciousness, followed by global perspective and then self-awareness as important enablers for sustainability intelligence. In line with previous studies, it is worth noting these enablers have reciprocal reinforcing relationships. While the proposed enablers for sustainability intelligence could prove a helpful catalyst, the authors believe it is necessary to secure an ongoing incisive critical approach towards enablers and competencies needed to positively impact the sustainable development goals.\u0000\u0000\u0000Research limitations/implications\u0000We acknowledge there are some limitations using the current methodology. There is for example no control group. Also, this survey was only a-posteriori. It would be useful to execute a survey before the start of the academic year. Although we received some qualitative feedback linked to our research questions, it would be useful to add more in-depth qualitative research, by executing interviews with students. With these limitations, we recognize some room for improvement in our methodology.\u0000\u0000\u0000Originality/value\u0000This paper explores the wider practical implications of the sustainability intelligence enablers. The further development of the SIQ which might serve as an instrument that provides individual reports that highlight their unique skills and opportunities to shape a better world.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"56 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83968168","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":"Sustainability teaching using case-based debates","authors":"Panikos Georgallis, Kayleigh Bruijn","doi":"10.1108/jieb-03-2021-0039","DOIUrl":"https://doi.org/10.1108/jieb-03-2021-0039","url":null,"abstract":"\u0000Purpose\u0000Given today’s pressing societal challenges, business schools are increasingly expected to incorporate sustainability in their curricula. Yet, while research on corporate sustainability is on the rise, there is less innovation in teaching methods as most institutions rely on traditional methods to teach sustainability in the classroom. This paper aims to present the case-based debate as an appropriate teaching method for exposing students to the complexity of business sustainability issues.\u0000\u0000\u0000Design/methodology/approach\u0000The pedagogical background of the traditional case method and the debate method have been analyzed to provide an integrated understanding of the benefits of combining the two in the case-based debate. Building on the authors’ experiences from using case-based debates in the classroom, the paper describes what a case-debate is and how it can be implemented.\u0000\u0000\u0000Findings\u0000The paper offers a practical tool that can be used to teach sustainability in business schools and other educational institutions. Case-based debates can elicit active participation, support the development of students’ critical thinking skills and improve reflexivity by compelling students to seriously and actively engage with opposing viewpoints on a given issue.\u0000\u0000\u0000Originality/value\u0000This paper presents a hybrid approach for sustainability teaching that combines the benefits of the traditional case method with those of an in-class debate. The case-based debate method has received little attention in educational research and business sustainability teaching practice but can serve multiple teaching objectives relevant to sustainability teaching.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"45 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79005574","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":"Integrating liberal education, business, and high-impact practices – the case of George Mason university’s school of business","authors":"Anne M. Magro, Lisa M. Gring-Pemble, Charish R. Bishop","doi":"10.1108/jieb-03-2021-0041","DOIUrl":"https://doi.org/10.1108/jieb-03-2021-0041","url":null,"abstract":"\u0000Purpose\u0000In College Learning for the New Global Century, the National Leadership Council of Liberal Education and America’s Promise (LEAP) argue for a liberal education for all students because “(i)n an economy fueled by innovation, the capabilities developed through a liberal education have become America’s most valuable economic asset.” (LEAP, 2007). The Business for a Better World Center and the School of Business at George Mason University endorse this view and have applied the liberal education approach to the study of business. This paper aims to explore the current environment of business education, the role of liberal education and the school’s programs and their benefits.\u0000\u0000\u0000Design/methodology/approach\u0000This paper relies on a case-study approach.\u0000\u0000\u0000Findings\u0000In this paper, the authors explore how George Mason University’s School of Business brings a liberal education approach to business education and draws on a combination of high impact practices, such as first-year seminars, common intellectual experiences, learning communities, collaborative assignments, undergraduate research, community-based learning, internships, capstone courses and projects and diversity and global learning (Kuh, 2008). Mason’s experience demonstrates the feasibility and benefits of this integration.\u0000\u0000\u0000Originality/value\u0000This case study provides unique insight into how business schools can integrate a liberal education approach into business education with successful results. As such, the paper contributes to the growing body of research on the benefits of liberal arts and business education models as a means of addressing global goals and provides a valuable case study to understand better the necessity of integrative, interdisciplinary learning.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"47 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81656298","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":"Enlarging sustainability learning through integrative thinking with a focus on cultivating virtues","authors":"Kosheek Sewchurran, Lester Merlin Davids, Jennifer McDonogh, Camille Meyer","doi":"10.1108/jieb-04-2021-0048","DOIUrl":"https://doi.org/10.1108/jieb-04-2021-0048","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In the African context of business practice, the authors face two interrelated challenges. First, executives need to deal strategically and sustainably with growing levels of inequality, under-employment and declining levels of wellness and safety. Second, executive development needs to develop virtues to help executives to address these problems. This paper aims to articulate an integrated, sustainable business education approach that aims to prepare executives to practice integrative thinking while simultaneously cultivating virtues that enhance their lives, thereby enabling them to make ongoing sustainable impacts to their worlds.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study uses a mixed method analysis including both quantitative and qualitative data from student course feedback evaluations from Business Model Innovation (BMI) and Phronesis Development Practice courses run over four consecutive years between 2018 and 2021 at the University of Cape Town’s Graduate School of Business as part of the Executive Masters of Business Administration degree.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The program’s pedagogical approach integrates a philosophical habituation process with a core course on BMI practice. This philosophical integration is one in which there is a sustainable focus on cultivating specific “process” and “practice” virtues which foster awareness amongst executives of their everyday mundane skilful coping in the world. This leads to candidates becoming attuned to ways, in which they can strive for more authenticity and to step into newer ways of being, that allow them to reflect their values and evolve cultural practices.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>As the first business school in Africa to base a BMI course on the affordances of the phenomenon of being-in-the-world and a philosophical habituation process, the authors hope to inspire more business schools to adopt holistic, sustainable approaches to executive development that goes beyond the competence paradigm.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"45 4","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525182","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":"Integrating financial literacy into economics courses through digital tools: the Finlite app","authors":"Khoo Yin Yin, R. Yusof, Yumiko Abe","doi":"10.1108/jieb-06-2021-0068","DOIUrl":"https://doi.org/10.1108/jieb-06-2021-0068","url":null,"abstract":"\u0000Purpose\u0000This study aims to analyze the effect of the Finlite mobile app on the financial literacy of undergraduate business students in Malaysia.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses a quasi-experimental pre-intervention design. The data are collected using a quiz and a questionnaire. Cluster sampling is adopted for three different zones in Malaysia. A total of 400 business students enrolled in economics courses participated in the intervention.\u0000\u0000\u0000Findings\u0000The results indicate that Finlite significantly promotes students’ savings intentions, practices, decision-making, accountability, values and financial literacy. All results are analyzed based on gender and race. However, Finlite does not significantly help overcome students’ financial issues such as credit card debt and poor spending behavior.\u0000\u0000\u0000Practical implications\u0000Financial literacy may be efficiently promoted through digital tools integrated into economics courses. Young adults can make optimal financial decisions after graduation. Future research should explore different courses, addressing undergraduate and high-school students.\u0000\u0000\u0000Originality/value\u0000Previous studies predominantly examine attitudes and behaviors related to financial literacy. In contrast, this study measures the ex post impact of the Finlite mobile app on savings intentions, practices, decision-making, accountability, ability to overcome financial issues and value for money.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"67 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75257644","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":"ISM-MICMAC approach for analysis of project-based learning barriers","authors":"Goutam Kumar Kundu, Syed Khalid Perwez","doi":"10.1108/jieb-02-2021-0025","DOIUrl":"https://doi.org/10.1108/jieb-02-2021-0025","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to identify and model the key barriers to implementation of project-based learning (PjBL) in higher educational institution.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using the interpretive structural modelling (ISM) technique, the study has developed a hierarchical-based model, depicting the mutual relationships amongst the key barriers to implementation of PjBL. Additionally, the paper has performed Matrice d’ Impacts Croises Multiplication Appliqué an Classement (MICMAC) analysis to categorize the barriers in terms of their driving and dependence power.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study has identified the key barriers to implementation of PjBL and presented an integrated model using ISM. Higher educational institutions need to pay attention to diagnose and overcome these hindrances for effective implementation of PjBL in their programmes.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The study adopts a systematic way to model the relevant barriers to implementation of PjBL. The ISM-based model would help higher education institutions to prioritize the issues as the barriers are hierarchically structured. As the input to model development is based on the experts’ opinions, it may be biased, influencing the final output of the structural model.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The presentation of PjBL implementation barriers in the form of an ISM-based model is a new effort. The model would be useful to understand the barriers and overcome these for the successful implementation of PjBL in higher educational institutions.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"10 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525173","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}