This study assessed both local and international students’ satisfaction on dimensions that may foster or disadvantage their learning experience in a recently established English-medium instruction (EMI) undergraduate international business program in Southern Taiwan. The study recruited 278 students (171 local and 97 international), and assessed their satisfaction with program management, interaction with peers within the program, and cultural diversity in the university. The results indicated that both local and international students were satisfied with local students’ openness to foreign cultures, students’ ability to communicate in English during class, content of courses, and the level of internationalization of the college. All participants, however, were significantly dissatisfied with the depth and frequency of social interaction outside classrooms, and with the facilities and management offered by the university. Findings of this study may have managerial and instructional implications for staff and faculty of English-medium programs in identifying potential issues and improving student retention.

When the government creates state-owned enterprises (SOEs), one of the primary purposes is to reduce its financial burden in the long run, also called financial sustainability. Nonetheless, previous research has pointed out that SOEs struggle to achieve financial sustainability due to government intervention. In this study, we examine the relationship between the financial sustainability of SOEs and government intervention in Malaysia. We take a novel approach, using share ownership to measure government intervention. Our results show that the threshold effect of government ownership on financial sustainability in Malaysia is around 27%. The findings prove that the SOEs of an emerging country could reach financial sustainability only if the government ownership is below the threshold. Finally, this study discusses the policy implications of our findings for SOEs. The government of Malaysia should propose a road map to gradually reduce its ownership of SOEs below the threshold.

To achieve a more effective teaching method, an experimental study using a learning-from-mistakes approach was investigated. A novel approach was adopted from organizational learning literature involving two steps. A first step established the psychological safety notion in students, and the second step called for a student discussion of mistakes they had made. Two classes of freshmen university students studying basic accounting participated in this study. One class was assigned as the treatment group, whereas the other the control group. Students’ performance was repeatedly measured on three separate occasions: pretreatment test, midterm examination, and a final examination as the posttest. Results showed that students from the treatment group outperformed those in the control group on the latter two occasions, whereas both groups scored similarly in the pretreatment test. It is thus concluded that such a suggested approach may ultimately help students learn more effectively.

Trust has traditionally been regarded as conducive to ethical decision making. However, empirical studies on the relationship between trust and ethical decision making are rare, especially those concerning the negative effects of trust. Therefore, our study aimed to provide empirical evidence in this area. An experiment was designed to investigate whether trusted parties are more likely than non-trusted parties to enter into a collusion that will have unfair consequences for a third party. The results showed that trusted parties are significantly more likely to collude than are nontrusted parties. Furthermore, an ancillary analysis revealed the mechanism of trust. First, participants with a stronger need to collude were the most likely to collude in the trust group. Second, experimental and hypothetical settings generated different results, and we suspect that real harm plays a vital role. Overall, we conclude that the absence of trust serves as an impediment to collusion.

This article investigates the impact of different emotions on trust decisions taking into account the experience of betrayal. Thus, an experiment was created that included one betrayal group and one control group. Participants in the betrayal group experienced more intense feelings governed by negative emotions than participants in the control group did. Moreover, participants in the betrayal group significantly lowered their trust of another stranger. On the other hand, we found some evidence that neuroticism exaggerated the relationship between experienced betrayal and subsequent trust.