A values approach to business education in Hong Kong

This paper investigates the learning behaviour, learning environment and learning outcomes of Hong Kong Chinese students enrolled on an Australian university's Bachelor of Business degree course taught by visiting Australian lecturers in Hong Kong. The Chinese students are task-focused and passive learners. They do not demonstrate creative thinking, critical analysis or risk taking in problem solving, and appear to focus on surface-level rote learning. Semi-structured interviews with students and lecturers identified the changes experienced in learning behaviour and teaching strategies. By applying a teaching and learning value chain developed by Radbourne in 2001 and using Biggs's 3P culturally modified model of teaching and learning, new teaching strategies were developed to ensure that the Chinese Hong Kong students graduated with the capabilities required to be effective in the global workplace. (Contains 2 figures and 1 table.)

Class size and its effect on learning in business education

This thesis explores the multi-dimensional nature of class size and how educational processes are shaped by different class size environments in four undergraduate business courses. Class size significantly influenced how curricula were structured and designed for learning and consequently students' course expectations and learning experiences in large and small classes.

A review of the current status of mobile apps in education - implication for emerging countries business education strategies

Mobile applications (in short: mobile apps) are software applications designed to run on mobile devices such as smart phones and tablet computers. These technologies have come a long way since the opening of the Apple App Store in 2008, especially in their applications for business, information, communication, health and gaming. Most mobile devices are capable of processing and disseminating information in an efficient way. Smart devices, such as the iPhone or iPad, are equipped with innovative functionalities and unique features for easy delivery of content, information sharing, and collaborative work over the Internet. This is the basis for the use of these technologies in the education industry.

Connecting with carnival : developing critical business education through reflective writing

In response to recent criticisms, and following a sustained effort by Critical Management Scholars, business education, especially the MBA, is increasingly taking seriously the idea that it needs to enable students to develop the capacities of critical and reflective thought. One method in particular is suggested as meeting this end; reflective writing. The aim of this current paper is to consider if this method lives up to the promise of developing critical and reflective coporate citizens. Using a body of critical theory on reflective practice, I argue that reflective writing as done by students tends to be a Truth posing exercise. This is insufficient to the end that critical scholars envision. My aim with this paper is to introduce a new form of reflective writing. Drawing on the based on Bakhtin's (1984) notion of carnival, I argue for a dialogical text in which different voices and perspectives jostle and claim that this is productive of texts that grant autonomy to the reader to make meaning. This form of writing is more conductive to the constitution of ethical and critical thinking than are the current truth books (Masschelein, 2006) that dominant reflective writing. I illustrate this through my experiences introducing reflective writing in an undergraduate accounting unit and to an MBA. I argue that the latter is more dialogical and carnivalistic as the reflective writing is a joint effort.

Managing student diversity in business education: Incorporating campus diversity into the curriculum to foster inclusion and academic success of international students

ABSTRACT
The past three decades have witnessed significant growth of culturally and linguistically diverse international students in Organization for Economic Co-operation and Development countries. International students now constitute an important component of the student body at many universities, especially in their business schools. The increased presence of international students has generated new demands and challenges for these business schools, and a number of issues related to international students have been identified in the literature. However, the increased presence of international students has not led universities and business schools to develop adequate responses to the issues and make subsequent changes in the curriculum. Diversity on campus continues to be managed in roughly the same way as in business organizations. Drawing on the notion that diversity should be defined and understood in terms of context, this conceptual paper redefines diversity on campus, identifies limitations of current diversity education in the higher education context, and develops a competency-oriented approach to improve inclusion and academic performance of international students.

ePortfolios in business education: a national study of ePortfolio implementation 2013 to 2015

To be launched in March 2016, this study explores the transformative potential of ePortfolios in business education. Educators and higher education institutions are increasingly looking for innovative ways to enhance learning outcomes through technology. Given their potential to aid in the development of engaged, reflective lifelong learners, and develop and showcase employability skills, ePortfolios are increasingly being used around the globe.

This study shares the experience of, and lessons learned from, the implementation of ePortfolios in one general business management course and three accounting related courses at three higher education institutions. The recommendations and principles proposed provide benchmarks for best practice and practical guidance for embedding ePortfolios into business curricula.

Realising the potential: assessing professional learning through the integration of ePortfolios in Australian business education

This project will enable academic leadership of Australian Business and Management education programs to design into the curriculum, and best use, ePortfolios and associated technologies in assessing students' learning of highly valued professionally-based capabilities. The project will investigate and support the best ways of broadly and deeply embedding ePortfolios across entire undergraduate business and management education curricula. ePortfolios for enabling and assessing student learning is seen as a key means for integrating student learning across the curriculum and, therefore, creating a holistic learning experience. The project will work with Program Leaders across the sector through liaison with the Australian Business Deans Council (ABDC), Teaching and Learning Network to both draw in better practices and disseminate project findings as the project progresses through its key phases. These planned actions will lead to the progressive development of a Business Education ePortfolio Professional Learning Capabilities Assessment Framework.

Authentic assessment in business education: its effects on student satisfaction and promoting behaviour

The purpose of this research is to investigate the effects of authentic assessment on student satisfaction and promoting behaviour. The sample comprised 120 students enrolled in an undergraduate business programme. A model was proposed and tested using conditional process analysis. It was found that authentic assessments are positively related to student satisfaction and promoting behaviour. It was found that student satisfaction mediated the relationship between authentic assessments and promoting behaviour. Moreover, the effects of authentic assessment are stronger among students who are highly career-oriented than those who are less career-oriented. The implications for higher education institutions are discussed. The key contribution of the research is in providing support for the precept that authentic assessments could drive students’ positive attitudes and behavioural intentions.

Computer-mediated education : the relationship between computer access, tutorial attendance and student grades

One of the problems faced by Australian academics in the 21st century is to facilitate learning with a changing profile of students, in bigger and bigger classes. As educators at tertiary institutions, our environment is undergoing major changes as increasingly business and commerce programs are offering courses either partially (Web enabled) or totally (Web exclusive) online. This study has developed an important model allowing the prediction of students' overall results and indicates that a student's final grade is dependant, in part, on accessing the study materials and study tools available to them via WebCT and attending face-to-face tutorials.

Blended learning in entrepreneurship education in the Asia-Pacific : a grounded theory approach to entrepreneurship pedagogy

Using a grounded theory approach, this pedagogical study explores “What are the key content areas and pedagogical interventions around which to build a blended learning method for Generation Y (also known as the Net Generation) entrepreneurship students (as opposed to other business students)?” The study uses a variety of “information-rich cases” and presents the argument that entrepreneurs learn
differently from other students. The author develops the Etappe Method of Training Entrepreneurs, a blended learning approach for the technology-savvy generation under the motto “Teaching is best done online and learning is best done in the classroom”. Drawing upon the theory of experiential learning as concretised by learning styles inventories, this learning method provides entrepreneurs, in their unique teachable moments, with active and concrete pedagogical interventions that can be enhanced through a blended learning environment of online and face-to-face modalities leading them step-by-step through deepening learning in the theory, process and practice of entrepreneurship. In conclusion, the author presents suggestions for further research that can verify this emerging theory in an empirical fashion.