Using Ethics Vignettes in Introductory Finance Classes: Impact on Ethical Perceptions of Undergraduate Business Students

2008 ◽  
Vol 84 (2) ◽  
pp. 76-83 ◽  
Author(s):  
Julie A.B. Cagle ◽  
Philip W. Glasgo ◽  
Vanessa M. Holmes
Keyword(s):  
Business Students ◽  
Ethical Perceptions ◽  
Undergraduate Business Students

Cognitive Style and Sex: A Study of Stereotypical Thinking

2008 ◽  
Vol 102 (3) ◽  
pp. 739-744
Author(s):  
Havva J. Meric ◽  
Margaret M. Capen
Keyword(s):  
Cognitive Style ◽  
Linear Model ◽  
Work Experience ◽  
Business Students ◽  
General Linear Model ◽  
General Linear ◽  
Male Undergraduate ◽  
Undergraduate Business Students

Differences between Cognitive Style Index mean scores of female and male undergraduate business students were tested using a general linear model. Among 286 undergraduate business students, women scored higher (more analytical) than men. The comparison of undergraduate business students with and without work experience related to their major shows that students with such related work experience were more intuitive than peers with no work experience related to their major.

Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luana Ferreira-Lopes ◽  
Iciar Elexpuru-Albizuri ◽  
María José Bezanilla
Keyword(s):  
Intercultural Competence ◽  
Business Students ◽  
Cultural Knowledge ◽  
Learning Potential ◽  
Task Sequence ◽  
Virtual Collaboration ◽  
Intercultural Relationships ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Undergraduate Business Students

Purpose Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.

scholarly journals Gauging reflexive historical thinking: An exploratory study of Columbian undergraduates

2021 ◽  
Vol 8 (1) ◽  
pp. 139-155
Author(s):  
Joshua Large ◽  
◽  
Juan Pablo Román Calderón
Keyword(s):  
Exploratory Study ◽  
Business Students ◽  
Private University ◽  
Historical Thinking ◽  
Personal Agency ◽  
Thinking Skill ◽  
Economic Forces ◽  
Economic Ideology ◽  
Historical Agency ◽  
Undergraduate Business Students

This study gauges the development of an historical thinking skill we term reflexive historical thinking and its relationship to economic ideology among a group of undergraduate business students in an introductory history course at a Colombian private university. A survey was conducted twice during a semester in which students answered questions regarding historical agency, personal agency, and economic ideology. We measured the relationships and changes in responses regarding these factors. We hypothesized that students with greater awareness of broad social and economic forces as determinants of historical events would also be aware of an array of social and economic forces informing their personal outlooks. Moreover, we expected such awareness – both historical and personal – to increase during the course. Finally, we wondered how economic ideology influences such awareness. We found little support for the expectation that reflexive historical thinking developed over time, but interesting correlations between historical thinking and economic ideology.

scholarly journals First-year undergraduate business students’ choice of different sources of learning support for assumed math skills

2019 ◽  
Vol 6 (1) ◽  
pp. 1616654
Author(s):  
Anne Gleeson ◽  
Greg Fisher ◽  
Saib Dianati ◽  
Nicholas Smale ◽  
Luís Tinoca
Keyword(s):  
Business Students ◽  
First Year ◽  
Learning Support ◽  
Math Skills ◽  
Different Sources ◽  
Undergraduate Business Students

Business Students as End-User Developers

2011 ◽  
pp. 2886-2894
Author(s):  
Sandra Barker
Keyword(s):  
Incomplete Information ◽  
Case Studies ◽  
Business Students ◽  
Good Practice ◽  
Real Life ◽  
End User ◽  
Design Procedures ◽  
Design Issue ◽  
Undergraduate Business Students ◽  
Insight Into

In this chapter, the introduction of “real-life” scenarios to undergraduate business students to enhance their understanding of end-user development of databases is investigated. The problems experienced with end-user development due to incomplete information, incorrect design procedures, and inadequate software knowledge are identified. It is the hope of the author that by identifying the design issue relevant to good database production and using “real-life” case studies as insight into how businesses use and store data, the students will be more aware of good practice for their future employment.

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