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Descriptors:
Business Education; Interpersonal Relationship; Teaching Methods; Foreign Countries; Business Communication; Business English; Metalinguistics; English for Special Purposes; Language Role

Abstract:
In the last 20 years, critical approaches to language and literacy education have established themselves as an academic field, with an abundance of empirical studies applying Critical Literacy principles in classes and curricula at schools and universities. Noticeably absent from the contexts of implementation are courses in Business English and business communication. This article describes and evaluates a small-scale attempt to infuse Critical Language Awareness (CLA) principles into the teaching of a 4-week business communication module at a Singapore polytechnic. The overall framework and activities are discussed, and students' work is evaluated. The analysis traces changes in students' metalinguistic awareness; specifically, their ability to view language as constitutive of social relations, which is argued to be an important component of CLA. The authors emphasize that the disciplinary and institutional contexts, as well as students' disposition toward language, and experience with critical-reflexive dialogues need to be considered before a particular critical approach is implemented. While maintaining that the introduction of CLA in business education may need to be more incremental than in liberal arts settings, the article offers further support for the infusion of critical language awareness in the business domain. (Contains 6 tables and 1 figure.) 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:
Native Speakers; English (Second Language); Foreign Countries; Marketing; Technical Writing; Academic Discourse; Business Communication; Writing (Composition); Second Language Learning; Computational Linguistics; Second Language Instruction; Teaching Methods; Accounting; Management Development; Language Styles; Business Education

Abstract:
The writing of business case reports is a common requirement for students on academic business programmes and presents significant challenges for both native and non-native speaker students. In order to support the development of pedagogical practice in the teaching of case report writing, this paper reports a genre-based study of a corpus of 53 marketing and marketing management case reports (BCR-1) written by NS and NNS postgraduate students at a UK university. Results from this localised study of academic business case reports are supplemented by comparison with sixteen business case reports from the British Academic Written English Corpus (BAWE), originating from marketing, project management and management accounting courses. The study identifies several features common to these case reports including the presence of explicit structure, impersonal style and business specialism-dependent lexis. Through the prism of Swalesian genre analysis, three obligatory broad rhetorical moves are identified (orientation, analysis and advisory moves), and five optional moves (methodology, options and alternatives, summary and consolidation, supplementary supporting information and reflection). These broad rhetorical moves are realised through diverse structural sub-components. The deployment of optional moves was found to be dependent on a range of factors, in particular business specialism, suggesting the value of specialism based pedagogy. (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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Descriptors:
College Entrance Examinations; Predictive Validity; Test Reliability; Test Validity; Business Education; Predictive Measurement; Information Skills; Skill Analysis

Abstract:
Business schools seek students who can evaluate, synthesize and extract the important information and sort out the noise from very large volumes of data. With the launch of the Integrated Reasoning section in June, the GMAT exam started measuring these skills, which are essential for learning in today's programs, are expected of those who intend to work in business, and are of critical importance to the businesses they may create or join in the future. In the first six months of Integrated Reasoning, more than 105,000 exams have been administered. While it will take more time to establish predictive validity for individual programs--that is, to state precisely to what extent the section adds to the already high ability of the GMAT exam to predict test takers' potential for success in the classroom--some preliminary analysis has been conducted to see whether the test is showing any bias toward or against any subgroups of test takers, and how test takers who score similarly on the Quantitative and Verbal sections perform on the new section. This paper presents an overview of what GMAT IR scores mean to schools 6 months after launch. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (176K)

Descriptors:
English (Second Language); Foreign Countries; Longitudinal Studies; Public Relations; Second Language Learning; Foreign Students; Citations (References); Graduate Students; Asians; Business Education; Technology Education; Writing (Composition); Verbs; Discourse Analysis; Teaching Methods; Majors (Students)

Abstract:
It is widely accepted that learning to use sources is difficult, especially for international postgraduate students, but to date, few longitudinal studies have been carried out in this area. Therefore, this two-year UK-based study aims to help fill this gap by examining the source use of three Chinese postgraduate students of business, technology and public relations. Data was gathered over four iterations through a Pre-Master's EAP programme and subsequent Master's degree, in order to investigate the development of source use on both EAP and Master's programmes. Four features of source use in the assignments--citation, paraphrasing, reporting verbs and attribution--were analysed over the period. Analysis of the results shows that participants started at different points, progressed differently, and did not all reach a competent level. Participants also developed some individual strategies in their source use, such as relying on a small range of features, over-citation and copying sections of attributed text, especially internet sources. The findings offer an insight into student practices and suggest the need for greater and more continuous pedagogical support to enable students to achieve competence in source use. 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:
Employment; Distance Education; Internet; Marketing; Graduate Students; Correctional Institutions; Business Education; Entrepreneurship; Law Enforcement; Institutionalized Persons; Program Descriptions; Case Studies; College Faculty; Building Conversion; Housing; Criticism; Graduates; Certification

Abstract:
Mike Potts was halfway through a five-year prison sentence outside Houston when he heard about a program that would help him start a business when even buddies with clean records were struggling to find work. The Prison Entrepreneurship Program, run by a nonprofit group of the same name, works with Baylor University's Hankamer School of Business to train convicted felons to write business plans, market their ideas to investors, and develop workplace skills. Successful participants earn certificates from Baylor and, organizers hope, fare better than average in returning to society. For six months in the Cleveland Correctional Center, Mr. Potts, 38, pored over Harvard Business School case studies with professors and M.B.A. students and engaged in classroom discussions with fellow inmates. He developed a plan for a home-renovation business that he presented over and over again, fine-tuning it with critiques from students and local business leaders. Now Mr. Potts is one of about 850 graduates of the nine-year-old program, which has spawned a similar effort that started last spring at the University of Virginia's Darden School of Business. The goal of both programs is to help ex-convicts avoid prison's all-too-often revolving door. Graduate students are central to both programs: Up to 50 students at Baylor participate each semester, visiting prisons and conducting market research for the participants, whose own Internet access is restricted. Students from more than a dozen other business schools, including those at Brown and Harvard Universities, the University of Houston, and Texas A&M University, also act as advisers to inmates, with a program employee serving as an electronic go-between. Certificates from Baylor University and the University of Virginia help ex-cons find jobs faster and even start their own businesses. 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 Education; Ethics; International Trade; Business Education Teachers; Economic Research; Economics; Cross Cultural Studies; Games; Teaching Methods; Management Development; Comparative Education; Graduate Students; Masters Programs

Abstract:
In the past 20 years a body of research in behavioral and experimental economics has challenged classical economic theory. Yet, this body of research seems relatively unknown in business education. One behavioral test with implications for international business education has been the use of ultimatum games, which has more recently expanded to cross-cultural studies. Yet, virtually no cross-cultural studies have been conducted for subjects in Middle Eastern countries. One of the central findings from ultimatum game research and other variations is that individuals place a high value on fairness in transactions, a fundamentally ethical concept. This article reports a preliminary study of Kuwaiti and U.S. business students. Results are consistent with previous studies, showing Kuwaiti subjects to be in line with subjects from developed economies. Discussion includes the implications for management and business educators. (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:
Information Security; Business Education; Electronic Learning; Content Analysis; Research Methodology; Databases; Integrity; Internet; Telecommunications; Handheld Devices; Management Development; Citations (References); Classification; Cheating; Advertising; Crime; Banking; Retailing; Marketing; Privacy

Abstract:
Research on the topic of cell phones has proliferated over the past decade. Based on a review of the literature, it appears that the majority of the extant research on the topic resides in the technology, education, and social sciences fields. Recent reviews indicate that the scope of the research on cell/mobile phones is eclectic in nature (Piotrowski & Kass, 2013). In the field of Education, the focus of research on this topic has a focus on high school students or adolescents. Although there is emergent research on cell phones related to college-age business students, a review of this body of knowledge has not been reported. Thus, the purpose of the present study is to conduct a bibliometric content analysis of research on cell phones related to business students indexed in the business-management literature. The database ABI/Inform was the database selected as this scholarly file has been identified as a major bibliographic source in business education. A keyword search located 114 references; of these, 107 were research articles which then served as the bibliographic pool for further analyses. Results, based on a content analysis typology, showed the following major topical areas of focus: Academic integrity (online cheating), business education, phone upgrades, mode of data collection in research, advertising, and online instruction. Noteworthy areas that are de-emphasized by researchers include: cybercrime, online piracy, company database breaches, and identity theft. Conclusions: with regard to cell/mobile phones, there seems to be a discrepancy between topics stressed in the media versus areas of research interest by academic investigators. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (335K)

Descriptors:
Experiential Learning; Foreign Countries; Learning Experience; Reflective Teaching; Writing Workshops; Case Studies; Participant Satisfaction; Curriculum Enrichment; Business Communication; Business Education; Pretests Posttests; Program Descriptions; Program Effectiveness

Abstract:
Purpose: Capstone subjects which link students approaching graduation with significant experiential learning and relevant industry placements, have the potential to be very valuable to students. This is particularly evident if they are able to critically reflect on the experience. In light of this, the School of Business at the University of Notre Dame Australia, Fremantle campus, sought to embed reflective practice and reflective writing within its Business Internship (capstone) subject. This paper aims to discuss this. Design/methodology/approach: The paper presents a case study approach. Findings: Significant challenges emerged in relation to the student learning experience. Some students did not perceive the value of an internship, or of engaging in a professionally reflective process. Business students' differing academic literacy standards became apparent, as did the diverse experiences of international students. It became evident that students required explicit teaching and more thorough training to understand the value of reflection and to write reflectively where required. Subsequently, reflective writing workshops were trialled and embedded in the subject. Reflective practice enabled students to move to a deeper level of understanding, rather than submitting a superficial retelling of their internship experience. Originality/value: The value of reflective writing is widely recognised in many disciplines, although its application in Business capstone subjects is relatively new. This merits further scholarship, particularly as capstone subjects are increasingly being used to demonstrate assurance of learning for accrediting agencies in Australia. (Contains 4 tables, 5 figures, and 1 note.) 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:
Emotional Intelligence; Foreign Countries; Communication Skills; Teamwork; Communicative Competence (Languages); Student Attitudes; Business Education; Groups; Measures (Individuals); College Students

Abstract:
Students generally report poor experiences of group work in university settings. This study examines whether individual student perceptions of team social cohesion are determined by their level of emotional intelligence (EI) and whether this relationship is mediated by their communication skills. Business students (N = 273) completed the 16-item self-report Workplace Emotional Intelligence Profile--Short Version (WEIP-S; Jordan & Lawrence, 2009) before forming teams. Students worked in teams for 8 weeks to complete group work. Afterwards, peer ratings of student communication appropriateness and effectiveness were collected as was each student's self-report perceptions of the level of team social cohesion. The effect of management of others' emotions on team social cohesion was mediated by communication effectiveness. The authors discuss the implications of EI training and student team allocation as possible ways to improve student team cohesion. (Contains 1 table and 1 figure.) 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:
Certification; Tests; Foreign Countries; Structural Equation Models; Undergraduate Students; Models; Behavior Change; Attitude Change; Comparative Analysis; Metacognition; Business Education; Management Development; Behavior Standards; Correlation; Student Attitudes; Licensing Examinations (Professions)

Abstract:
Previous research on professional certification has primarily focused on graduate certificates in intensive care nursing, writing certificates for practitioners, maintenance of certification in radiation oncology, and the certification of teachers and surgeons. Research on certification in the domain of business and management from an attitudinal-behavioral approach has been lacking. Social psychological theories provide potentially useful tools for explaining how attitudes, intentions, and behaviors are changed. The current study compared four intention-based models--the theory of planned behavior, the theory of self-regulation (TSR), the revised TSR (in which desire is a partial mediator), and the other revised TSR (in which desire is a full mediator)--in terms of their ability to predict the intentions of business and management students to obtain certification in their fields. Participants were drawn from the southern, middle, and northern areas of Taiwan. A structural equation model applied to a sample of 273 undergraduates demonstrated that attitudes, subjective norms, perceived behavioral controls, desires, intentions, and behaviors were associated with certification in business and management domains. The explanatory power of the revised TSR in which desire was a full mediator was superior to that of the competing models. Implications and future directions are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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