Journal of International Education in Business最新文献

{"title":"Sustainability service learning in economics","authors":"M. Arnold","doi":"10.1108/jieb-03-2021-0040","DOIUrl":"https://doi.org/10.1108/jieb-03-2021-0040","url":null,"abstract":"\u0000Purpose\u0000Service learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 – although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss how service learning can be used to work critically and reflexively on sustainability issues in a cross-university context.\u0000\u0000\u0000Design/methodology/approach\u0000The cross-university teaching-learning project brought together students of industrial engineering and economics. The idea space “sustainable city” was to be developed together with practice partners with the help of the practice-relevant project management method scrum and methods of sustainability assessment in the sense of service learning. Evaluating the project, a written and a qualitative survey were conducted and analysed by means of descriptive statistics as well as content analysis.\u0000\u0000\u0000Findings\u0000Success factors include the regular feedback by practice partners and lecturers including reflection questions. Student heterogeneity can hinder effective project work. Complexity can deter effective and successful service learning. The use of scrum in service learning contexts cannot be fully recommended. Although scrum contributes to service learning concepts in economics, in complex sustainability projects either the method should be in focus or prior knowledge of scrum should be mandatory.\u0000\u0000\u0000Originality/value\u0000The paper discusses how service learning can be used to critically and reflexively address social and practical challenges in a cross-university context. The study contributes to the fact that the complexity of education for sustainable development competencies requires the teaching of knowledge- and fact-based fundamentals as well as methodological-research procedures for research-based and at the same time practice-oriented learning.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"19 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87494484","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":"Re-exploring entrepreneurial intentions and personality attributes during a pandemic","authors":"J. Cater, M. Young, Marwan A. Al-Shammari, K. James","doi":"10.1108/jieb-04-2021-0050","DOIUrl":"https://doi.org/10.1108/jieb-04-2021-0050","url":null,"abstract":"\u0000Purpose\u0000Using the theory of planned behavior as a theoretical base, this study aims to examine the effect of the personality attributes, risk-taking, creativity and locus of control on the entrepreneurial intentions of US business college students. The authors replicated previous studies from around the world but performed the research during the Covid-19 pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000The authors surveyed 353 students, comparing those with entrepreneurial intentions (n = 213) versus those without entrepreneurial intentions (n = 140).\u0000\u0000\u0000Findings\u0000The authors found that risk-taking and creativity both significantly and positively predicted entrepreneurial intentions, but locus of control did not have a significant impact.\u0000\u0000\u0000Practical implications\u0000Contextually, the authors performed this study during the widespread complications of the Covid-19 pandemic. The authors advise business educators to initiate programs that encourage student entrepreneurship by nurturing creativity and offering educational resources that assist students in reducing the perceived risk of entrepreneurship.\u0000\u0000\u0000Originality/value\u0000The authors seek to increase awareness among business educators of the significance of entrepreneurship as a desirable career. The authors believe that one impact from the Covid-19 pandemic has been an expanded interest among students to start their own businesses. The authors propose that creative measures introduced into the business school curriculum by business educators will enhance students’ desire to take risks to create their own businesses.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"12 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88425478","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":"Bilingual learning strategies to support Chinese EAL business students","authors":"Sally Ashton-Hay, Geoff Lamberton, Yining Zhou, T. Heidt","doi":"10.1108/jieb-10-2020-0083","DOIUrl":"https://doi.org/10.1108/jieb-10-2020-0083","url":null,"abstract":"Purpose This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load. Design/methodology/approach In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students. Findings The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system. Originality/value This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"36 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76384375","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":"Assessing critical incidents in the post-formation phase: a matter of entrepreneurial expertise?","authors":"Karin Heinrichs","doi":"10.1108/jieb-09-2017-0037","DOIUrl":"https://doi.org/10.1108/jieb-09-2017-0037","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Entrepreneurs can easily slide into severe economic crises (Fichman and Levinthal, 1991), in particular, in the first years after their founding. Additionally, research shows that entrepreneurs often lack a realistic evaluation of the entrepreneurial risks and barriers. Referring to research on cognitive and networked expertise (Ericsson <em>et al.</em>, 2006; Hakkarainen <em>et al.</em>, 2004), recognising and reflecting on potential failure may help to prevent or manage upcoming crises (Mitchell <em>et al.</em>, 2008). Thus, this study aims to test whether assessing upcoming crises in a new venture varies along with the level of entrepreneurial expertise.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>In a cross-sectional design with three subgroups (start-up consultants, entrepreneurs and students), this study evaluated critical incidents that have already been validated as likely to emerge in the post-formation phase (Heinrichs and Jäcklin, 2017). Entrepreneurial expertise was measured by seven indicators, chosen based on the approaches of cognitive and networked expertise.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>By applying latent profile analyses, the participants were grouped along with these indicators of expertise in three levels. Analysis of variance showed significant differences amongst the profiles in perceiving critical incidents. Experts rated the incidents significantly higher than semi-experts and novices towards indicating financial risks (medium effect) and the probability that the entrepreneur could manage the upcoming crises (large effect).</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The results call for developing and evaluating interventions, e.g. case-oriented entrepreneurship education courses (Heinrichs, 2016), that foster future entrepreneurs’ expertise in perceiving and managing entrepreneurial risks to prevent entrepreneurial failure.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"5 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525135","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":"Exploring peer feedback on behaviour in the international classroom: a case study on students’ experiences and perceptions","authors":"Ingrid Van Rompay-Bartels, Jannemieke Geessink","doi":"10.1108/jieb-07-2020-0063","DOIUrl":"https://doi.org/10.1108/jieb-07-2020-0063","url":null,"abstract":"\u0000Purpose\u0000In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.\u0000\u0000\u0000Design/methodology/approach\u0000Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.\u0000\u0000\u0000Findings\u0000The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.\u0000\u0000\u0000Originality/value\u0000This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"36 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90042554","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":"Crisis-centric distance learning model in Jordanian higher education sector: factors influencing the continuous use of distance learning platforms during COVID-19 pandemic","authors":"A. Alkhwaldi, Amir A. Abdulmuhsin","doi":"10.1108/JIEB-01-2021-0001","DOIUrl":"https://doi.org/10.1108/JIEB-01-2021-0001","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate the factors that affect the acceptance of distance learning systems by university academic staff and students in Jordan. To achieve this objective, it has been proposed to examine the distance learning experience of Jordanian Higher Education Institutions (HEIs) after the universities institution suspended face-to-face (traditional) courses delivery owing to novel Coronavirus’ (COVID-19) fears.\u0000\u0000\u0000Design/methodology/approach\u0000This study expands upon unified theory of acceptance and use of technology 2 by incorporating contextual variables such as trust (TR), autonomy (AUT) and compatibility (CMP). Data collection has been carried out through an online survey, which targeted participants at public and private universities during the crisis time of coronavirus. Structural equation modelling has been used to validate the proposed research model.\u0000\u0000\u0000Findings\u0000The outcomes revealed that performance expectancy, facilitating conditions, TR and AUT were the significant predictors of distance learning acceptance in both samples. By identifying the factors affecting the acceptance of distance learning systems, it will be more useful to offer better services of distance learning. This will also help to demonstrate that distance learning will be capable of delivering the educational aims of HEIs to areas where a pandemic outbreak in the Middle East.\u0000\u0000\u0000Originality/value\u0000Distance learning provides university students with quality education, engaging platforms and most significantly a safe teaching environment. The results and implications to both practice and theory are described.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"32 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77719617","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":"Teaching a while measuring b: cultural bias in assessing student performance","authors":"Sandra Seno‐Alday, A. Budde-Sung","doi":"10.1108/JIEB-01-2021-0005","DOIUrl":"https://doi.org/10.1108/JIEB-01-2021-0005","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition.\u0000\u0000\u0000Design/methodology/approach\u0000This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school.\u0000\u0000\u0000Findings\u0000The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions.\u0000\u0000\u0000Originality/value\u0000The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"21 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78790230","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":"Deliverables of student engagement: developing an outcome-oriented model","authors":"Sahil Malik, D. D. Hazarika, Amandeep Dhaliwal","doi":"10.1108/JIEB-02-2020-0012","DOIUrl":"https://doi.org/10.1108/JIEB-02-2020-0012","url":null,"abstract":"\u0000Purpose\u0000Student engagement is a multifaceted concept that directly impacts students and their education. The purpose of this paper is to discuss student engagement conceptually by offering a framework to better understand the deliverables of engagement in the form of generic and targeted outcomes.\u0000\u0000\u0000Design/methodology/approach\u0000The design of the study is based on a detailed literature review, to identify different types of engagement which graduates are expected to experience during their higher education studies. These types of engagement(s) are mapped with their outcomes.\u0000\u0000\u0000Findings\u0000The findings of this study would be an analysis of relevant studies to create an outcome-oriented conceptual framework for student engagement.\u0000\u0000\u0000Practical implications\u0000The practical implications of the study would be to provide a guide for enhancing student engagement through which both generic competencies and higher order competencies of students may be augmented.\u0000\u0000\u0000Originality/value\u0000The available literature suggests that many students lack focus when learning on campus, especially in meeting targeted outcomes, and do not engage in the community. The current study has incorporated generic and targeted outcomes expected as a result of the different types of engagement. The study has put forward certain propositions, suggesting new dimensions of research in the domain of student engagement.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73055760","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":"Teaching during COVID-19: faculty members’ perceptions during and after an “exceptional” semester","authors":"L. Zizka, Gaby Probst","doi":"10.1108/JIEB-12-2020-0099","DOIUrl":"https://doi.org/10.1108/JIEB-12-2020-0099","url":null,"abstract":"Purpose: With the arrival of the COVID-19 pandemic in Europe in March 2020, higher education institutions (HEIs) worldwide were confronted with creating online courses to complete the semester While emphasizing positive elements such as flexibility and innovative solutions, the literature focused on numerous faculty problems such as online fatigue, emotional well-being and stress This paper aims to explore faculty perceptions of teaching during the exceptional circumstances of the COVID-19 pandemic Design/methodology/approach: Two surveys, in the first week and at the end of the semester, were conducted at a business school in Switzerland via the program Lima A total of 19 faculty members participated in the survey Of the participants, 56 7% responded in the first survey and 70 9% responded in the second Findings: The findings revealed that the faculty’s impressions of their online courses remained positive The most significant issue cited was time According to faculty estimations, more than ten additional hours per week were spent preparing for online courses Nonetheless, many faculty members reported interest in continuing online practices in their future courses Practical implications: The COVID-19 pandemic pushed HEIs to embrace the digital revolution while teaching in a competence-oriented mode However, moving forward, HEIs must mitigate the long-term effects by careful planning and evaluating their digital readiness as an institution and offering training for their faculty and students when necessary Originality/value: The study contributes to the existing literature by analyzing one stakeholder group, i e faculty members, and their perceptions of teaching during a worldwide pandemic © 2021, Emerald Publishing Limited","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"2 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72995417","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":"An exploratory study of experiential learning in teaching a supply chain management course in an emerging market economy","authors":"Minwir M. Al-Shammari","doi":"10.1108/JIEB-09-2020-0074","DOIUrl":"https://doi.org/10.1108/JIEB-09-2020-0074","url":null,"abstract":"\u0000Purpose\u0000The study is exploratory and aims to investigate students’ learning experience in a supply chain management (SCM) course at a university in Bahrain. The selected learning skills were cognitive, affective and interactive, whereas the adopted pedagogical tools were case analysis, evaluative essay and game exercise.\u0000\u0000\u0000Design/methodology/approach\u0000A questionnaire survey was distributed to undergraduate students enrolled in an SCM course at a university in Bahrain. Descriptive and inferential statistical analysis techniques were used. Inferential analysis tests were principal component analysis, Kruskal–Wallis analysis of variance and Dunn’s post hoc pairwise comparison test.\u0000\u0000\u0000Findings\u0000Results are inconclusive but revealed significant differences in students’ perceptions of learning skills among the adopted teaching methods. Significant differences in the perceived learning skills were found between the evaluative essay and the case analysis and between the report and the game exercise. The game exercise was the most useful technique in improving students’ interactive, cognitive and affective skills, followed by case analysis and evaluative essay.\u0000\u0000\u0000Research limitations/implications\u0000As the sample of this study consisted of students enrolled in a particular SCM course at a University in Bahrain, the small sample size may restrict the study’s conclusive findings.\u0000\u0000\u0000Practical implications\u0000It is recommended to establish an experiential or problem-based learning support unit to assist faculty in the planning, design and development of pedagogical and assessment tools.\u0000\u0000\u0000Originality/value\u0000The research findings are expected to help design, assess and enhance students’ learning experience in SCM and other business courses that adopt a process-based experiential learning perspective.\u0000","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"70 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90287156","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}