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Descriptors:
Ethics; Crime; International Trade; Water Quality; Stakeholders; Federal Legislation; Law Enforcement; Corporations; Developing Nations; Foreign Countries; Case Studies; Business Administration Education; Law Related Education; Case Method (Teaching Technique)

Abstract:
This case study examines the role of bribery in the global marketplace through an example involving access to safe drinking water in the developing world. Parts II and III set out the objectives and methods of classroom delivery for the case study. Part IV is the background reading relating to bribery with particular emphasis on the Foreign Corrupt Practices Act (FCPA) in the United States. This background information is followed by a discussion of the problem of lack of access to safe drinking water in the developing world, a hypothetical state in which a water treatment facility is to be constructed to address this problem, and background information regarding four potential bidders for construction of the facility. These four bidders represent a wide range of companies from publicly traded corporations with strong antibribery cultures and protections to privately and governmentally owned enterprises with weaker anticorruption measures. These factual sections are followed in Part VI by questions addressing stakeholders and the application of ethical theories to the bidding process for the construction of the facility. (Contains 147 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Internship Programs; Business Administration Education; Experiential Learning; Federal Legislation; Compliance (Legal); Minimum Wage; Civil Rights Legislation; Court Litigation; Ethics

Abstract:
The concept of serving an apprenticeship as a means of training skilled workers dates to the Middle Ages. Apprenticeships in the Middle Ages and during the Renaissance were typically seven years in duration, in order to ensure that the masters recouped their investment and that the apprentice was given sufficient time to become skilled and not simply exploited as cheap labor. The experience arguably imparted not only artisan skills, but also the tacit skills needed for professional success, such as informed intuition, judgment under pressure, ease with clients, and problem-solving abilities, skills that often improve with experience. Recently, however, the apprenticeship system is reemerging as a promising model for improving job skills, particularly in the "Science, Technology, Engineering, and Mathematics" (STEM) fields. Currently, numerous Web sites match prospective interns to prospective positions. While today apprenticeships are typically paid positions, unpaid internships also provide a vehicle for developing both tacit and job-related skills. This article examines the pedagogical, legal, and ethical issues concerning unpaid internships and their implication for business education for the student, the employer, and the educational institution. The recent enforcement efforts by the Labor Department against employers that illegally fail to pay interns makes this a particularly timely discussion to guide all parties involved in internships. (Contains 179 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; Undergraduate Students; Films; College Instruction; Experiential Learning; Cognitive Development; Business; Corporations; Web Sites; Course Organization; Course Content; Intellectual Property; Torts; Conflict Resolution; Ownership; Employment; Copyrights; Privacy; Assignments

Abstract:
Aaron Sorkin has a passion for words--his signature movie and television scripts are fast talking, jargon laced, word pictures that are instantly recognizable. "The Social Network," Sorkin's 2011 Academy Award Winning movie about the founding of Facebook, Inc., offers more than just witty banter; it provides an ideal teaching platform for undergraduate business law instructors. The movie's reach extends well beyond intellectual property law, presenting multiple business law and legal environment topics conveniently set in a student-friendly, reality-based, entrepreneurial context. The movie's story makes an ideal foundation for business law or legal environment courses. It can be a challenge to make a business school law course relevant and engaging for the young undergraduate student who is not pursuing legal studies. This article recommends teaching law to undergraduate business students through the lens of one current multidimensional business story already familiar to most undergraduate students: the founding and rise of Facebook. The story is dramatized in the movie "The Social Network" and Part II of this article provides a brief overview of the movie's plot. Part III reviews the pedagogical, experiential learning, and cognitive development theories that support the adoption of "The Social Network" as a course foundation. Part IV of the article describes how the movie and supplemental material can frame and contextualize typical business law and legal environment topics. The article concludes with lessons learned from the first attempt in Part IV and a discussion of exercises and assessments in the Appendices. (Contains 3 tables and 191 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; College Instruction; College Students; Learner Engagement; Expectation; Student Experience; Class Activities; Group Activities; Course Content; Role Playing; Feedback (Response)

Abstract:
Many instructors have fallen into the syllabus habit of the first day, and students have come to expect nothing more. While reviewing the syllabus is important, it is not all that engaging for either the instructor or the students. In this article, the author establishes the pedagogical importance of the first day of class experience through the perspectives of instructor objectives and student expectations. Next, he provides the "Bistro 24" Activity ("Activity") built upon this foundation (with some help from Jack Bauer). Then, he sets forth the class methodology, including the learning objectives, teaching notes, and potential alternative uses of the Activity. He also provides an overview of student feedback about the Activity based on a student survey. Finally, he provides a conclusion that considers the success of the Activity based on its learning objectives. (Contains 1 table and 41 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Scholarship; Writing (Composition); Editing; Faculty Publishing; College Instruction; Teacher Effectiveness; Business Administration Education; Law Related Education

Abstract:
In this article, the author shares his thoughts on being a "scholarly" teacher. He points out that engaging in scholarly activity, which includes publishing as well as other ways to engage with relevant research, like reviewing and editing for journals, can lead to better teaching. This sort of scholarly commitment allows an instructor to maintain his/her status as an informed expert and, thereby, to open new and exciting ways to introduce content in the classroom. There is both a horizontal and vertical character to the benefit of engaging oneself in the research literature. It broadens and deepens the expertise one brings to the classroom. Each is important in its own way to a business law and legal studies professor. (Contains 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Administration Education; Law Related Education; Social Networks; Web Sites; Privacy; Risk; Legal Problems; Laws; Court Litigation; Assignments; Class Activities; Group Activities; Cooperative Learning; Administrative Policy; Policy Formation; Sexual Harassment; Speech; Foreign Countries

Abstract:
The explosion of social networks and the growing concern over privacy in the digital age--both in the United States and Europe--have provided an opportunity to introduce students to the legal risks of using social media in the workplace. This article builds on the authors' classroom experiences and provides social media scenarios and projects that allow students to analyze and critically compare the workplace boundaries of social network use. Part I includes a description of an out-of-class assignment that assesses what types of social media comments students deem inappropriate in the workplace, completed by students before the professor actually discusses applicable legal principles. Then, Part II provides classroom scenarios that reinforce what students learn about the evolving law of social networks and privacy in the U.S. and the EU workplace. Part III looks at other legal considerations of social media use including sexual harassment and anonymous speech, and offers additional classroom scenarios. Part IV outlines a class project in which students collaborate in groups to develop social media policies for the U.S. workplace and compares and contrasts the impact of similar policies on EU employees. This project gives students an opportunity to synthesize their knowledge of social networks and workplace privacy and to incorporate their understanding of the legal risks posed by social media. For all the scenarios and projects, the authors also provide the reader with a set of resources to facilitate replication of the projects. The resources include a summary of The Facebook Project: Dealing with Employee Gripe Sites, each of the Classroom Discussion Scenarios, detailed instructions for the Social Media Policy project, and a rubric for grading the Social Media Policy project. (Contains 167 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Psychology; Cognitive Style; Change; Undergraduate Students

Abstract:
Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Business English; Business Administration Education; College Students; English for Special Purposes; Interviews; Questionnaires; Second Language Learning; Learning Strategies; Behavior Patterns; Second Language Instruction

Abstract:
Although the influence of learner beliefs on performance and satisfaction in particular instructional contexts is uncontested, empirical studies have so far concentrated on students in various geographical rather than discipline-specific settings. Starting from the premise that tertiary sector ESP students may have more in common than their choice of discipline, this study uses interviews and questionnaires to investigate first and fourth year business students' beliefs about effective language learning. The influence of students' conceptions of learning on their use of strategies is explored, and then juxtaposed with their evaluation of the reality of the business English classes. Results suggest that there are indeed belief and behaviour patterns that are fairly consistent across, and specific to, business students. It was found that some perceptions seem to be so well-entrenched that they are unlikely to change even when confronted with an unsympathetic learning environment, and that it takes more drastic interventions such as an extended stay abroad to refashion deep-seated conceptions of learning. Differences emerged between more and less successful students, indicating that the former not only draw on beneficial beliefs, but are also better at adjusting their expectations and at deploying autonomous strategies. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Theories; Intellectual Disciplines; Economics; Business; Politics; Cultural Context; Community Role; Social Change; Sociology; Business Administration Education

Abstract:
This investigation will discuss the emergence of an economistical perspective among the dominant approaches of organization theory in the United States since the inception of "organization studies" as an academic discipline. It maintains that Contingency theory, Resource Dependency theory, Population Ecology theory, and Transaction Cost theory analyze predominantly for-profit organizations within the context of the current economic environment. It further holds that the political and cultural environments, as well as the role of communities, are widely neglected by the economistical perspective. The New Institutionalism departs from this line of thinking and offers an implicit critique. With this focus, this article addresses a sociology of knowledge theme and aims to account for this theoretical limitation by drawing on social developments in the American economy, in American politics, and in the academy. Finally, this study argues that the economization of organization studies is strongly supported by the increasing proliferation of American business schools. Here the science of organization studies has found its new institutional home. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Liberal Arts; Grade Point Average; Enrollment; Predictor Variables; College Entrance Examinations; Undergraduate Students; Prediction; Academic Persistence; School Holding Power; College Preparation; School Size; Small Schools; Regression (Statistics); Engineering Education; Mathematics Education; STEM Education; Science Education; Technology Education; Business Administration Education; Correlation

Abstract:
This study examined the relationship between various admissions selection criteria utilized by a small, Liberal Arts College in Indiana. More specifically, the study examined if a higher college preparatory GPA and a higher aggregate score on the SAT helped predict the retention of science, technology, engineering, mathematics, and business students. Data was gathered using historical enrollment data of 803 students. A logistic regression analysis was utilized to examine the impact of the two variables on retention of science, technology, engineering, mathematics, and business students. College preparatory GPA and the aggregate SAT score were predictors of retention of science, technology, engineering, mathematics, and business students. For every point increase in GPA, the odds were more than twice as much that the student would be retained. For every point increase in SAT, there was 0.3% increase in retention. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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