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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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Higher Education; Professional Education; Creative Thinking; Thinking Skills; Course Content; Work Environment; College Faculty; Assignments; Student Reaction; Business Administration Education; Management Development; College Administration; Interdisciplinary Approach

Abstract:
Creative thinking skills are essential for today's workplace. Three faculty members from different professional schools (business, higher education administration, teacher education) examined student responses to the creative assignments in their courses. The assignments exemplify the following criteria: invited taking risks, encouraged innovative thinking, stressed connecting, demonstrated synthesis and transformation of course content. The study examined student responses to creative projects via a Likert-scale survey, open-ended narrative responses, and then scores on a rubric on creativity and integrative learning. Fifty-seven students were surveyed across all three courses. Overall, results indicate that students not only found these assignments worthwhile but also found that they furthered their learning of course content. Implications for practice are included. (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:
Writing Skills; Teaching Methods; Assignments; Writing Instruction; Citations (References); Second Language Learning; Interviews; Coding; Discourse Analysis; Management Development; Graduate Students; Qualitative Research; Writing (Composition); English (Second Language)

Abstract:
This mixed-method study investigates the citation behaviour of a successful L2 postgraduate management student, Sofie, in two pieces of writing, written in response to two assignment tasks in two management modules. The tasks belonged to the same assignment type, but differed in the level of direction provided: one was a directed task, accompanied by lecturer guidance on readings, while the other was an open task, allowing students to select their own topic. The discourse-based interview approach (Odell, Goswami, & Harrington, 1983) was used to elicit Sofie's perceived citation functions, followed by quantifying the qualitative codings to allow for comparison. The findings show that some of the citation functions Sofie described were the same in both assignments, while others were task specific. Sofie used citations in both assignments to define terms and support her arguments. However, it was only in her assignment for the open task that she used citations to show the relevance of her chosen topic. Conversely, she frequently used citations to apply citees' concepts to her own analysis in the directed task, but not in the open task. We conclude by discussing the implications of our findings for L2 writing instruction. (Contains 5 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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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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Descriptors:
Foreign Countries; Small Businesses; Management Development; Leadership; Innovation; Program Effectiveness; Program Development; Learning Experience; Interviews; School Business Relationship; Universities

Abstract:
Business Inspiration was a short, action-centred leadership and innovation development programme designed for owners and managers of smaller firms to address business survival and repositioning needs arising from the UK's economic downturn. The article examines the design and delivery of Business Inspiration and the impact of the programme on participants' learning experiences. It also assesses whether there are transferable lessons to be learned for the development of small firms in general. The article contributes new insights to the debate and the literature on owner-manager development in small firms. The authors propose that there is continuing need and demand for such learning. They examine the requirements for public-sector investment and for specific approaches and skill sets in designing, marketing and delivering effective programmes of this type. (Contains 5 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:
Partnerships in Education; Principals; Urban Schools; College School Cooperation; Agency Cooperation; Administrator Education; Management Development; Leadership Training; Interviews; Observation; Alignment (Education); Feedback (Response); Program Effectiveness; Group Dynamics; Performance Factors; Educational Practices

Abstract:
Partnerships between universities and school districts are increasingly being identified as a means to overcome the difficulties of preparing the next generation of urban high school principals. This article examines the development of such a multiorganizational partnership with a large urban school district, two universities, and a national educational organization. The partnership development is analyzed against a framework of dimensions of effective collaborations. Data include interviews and observations and are analyzed using qualitative methods. Findings indicate that challenges in multi-institution partnerships are inevitable. However, the overarching focus on a common goal, defined responsibilities, authentic communication, alignment of common interests, and dynamic receptiveness to ongoing evaluative feedback enables the sustenance of an effective program. 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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Descriptors:
Nonmajors; Assignments; Accounting; Active Learning; Computer Games; Introductory Courses; Social Networks; Skill Development; Management Development; Teaching Methods; Student Attitudes; Learner Engagement; Peer Relationship; Teacher Student Relationship; College Faculty; College Students

Abstract:
This article explores the use of the free Zynga computer game FarmVille, which is played in conjunction with Facebook[R], to facilitate active learning in a managerial accounting course. Results indicate that it invokes an improved understanding of the accounting content, particularly among nonaccounting majors; a high level of student satisfaction with the assignment; and excellent outcomes in developing peer-to-peer and faculty-student relationships. This innovative approach is offered as an alternative way to achieve managerial accounting learning objectives. Its greatest strength is the social networking benefits it brings. (Contains 3 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:
Educational Technology; Active Learning; Administrator Education; Learning Experience; Influence of Technology; Educational Administration; Management Development; Technology Uses in Education; Teaching Methods; Instructional Innovation; Technological Literacy; Appropriate Technology

Abstract:
Education has always been slow on the uptake of new technology. Instructors have established time-worn methods of teaching, and the performance nature of the job puts an emphasis on reliability and predictability. The last thing an instructor wants to be doing is fumbling around trying to make something work in front of an audience of 200 undergraduates. Although LCD projectors and whiteboards have made purely blackboard-based teaching less common, instructors have resisted more complicated and exotic forms of teaching technology. The bandwidth was not there, the technology was hard to understand and use, and the supporting technology was not robust enough to ensure a reliable, positive learning experience. But things have dramatically changed in the past 10 years. People are now seeing education technologies that are "easy-to-access" on a variety of computer platforms, "easy-to-use" for both students and faculty, and much more robust and failure-proof. This article discusses the impact of technology on management education, which is the subject of this issue of "Journal of Management Education." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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