Closing the Learning Loop: A Review of Assignments in International Business Education

Seno‐Alday, Sandra; Budde-Sung, Amanda

doi:10.1080/08975930.2016.1208783

Cited by 10 publications

(3 citation statements)

References 126 publications

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“…The issue of assessments in business education has been considered, albeit not extensively, within the English language education literature (Seno-Alday and Budde-Sung, 2016), and a review of Chinese language education literature reveals a very different perspective on what constitutes the appropriate assessment of learning and what the demonstration of that learning should resemble. These differences in perspectives are discussed in the bilingual literature review of assessment approaches in the following sections, with a particular focus on open-ended assessment tasks such as essay-type examinations versus closed-ended assessment tasks such as multiple choice examinations.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching a while measuring b: cultural bias in assessing student performance

Seno‐Alday

Budde-Sung

2021

JIEB

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Purpose This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition. Design/methodology/approach This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school. Findings The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions. Originality/value The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.

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Section: Literature Reviewmentioning

confidence: 99%

Teaching a while measuring b: cultural bias in assessing student performance

Seno‐Alday

Budde-Sung

2021

JIEB

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“…Also, many scholars have mentioned concrete measures to build international exchanges and cooperation platforms. Some scholars argue that the core standards of internationalization are the choice of international cooperation partners (Hujuk, 2015;McCormick & Stephen, 2016), teaching, and curriculum internationalization (Hou & Zou, 2016;Seno-Alday & Budde-Sung, 2016).…”

Section: Literature From International Scholarsmentioning

confidence: 99%

Study on Internationalization Strategy of China’s New Business Education in the Background of Digital Economy

Xie¹,

Zhang²

2021

IES

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As the global economy is undergoing transformation and upgrading in the background of the digital economy, it leads to a reformation of business education in the new context, which brings the concept of new business education in China. One of the significant features of the new business education is multidisciplinary teaching and learning. Meanwhile, it is closely related to strategic decision-making in disciplinary program design, research design, faculty recruitment, teaching models, and international strategies. Benefited from the internationalization of higher education in past years, traditional business education has gained an advantage in introducing international students, teachers, and resources and building global cooperation platforms, including international visits and multiple studies in an international context. However, it cannot meet the demand for cultivating talents in the era of the digital economy. This paper starts with the connotation and feature of new business education, discussing internationalization strategy with a fresh perspective and unique positioning. Meanwhile, it aims to provide a theoretical and practical value for China’s business schools with internationalization strategy making in the background of the digital economy.

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“…That being said, the design of an IB curriculum can be greatly improved by using the QFD framework based on employers’ needs that represent the voice of the customer (Gonzalez et al , 2011). This framework, combined with a rigorous evaluation of the most appropriate types of assignments and approaches provides excellent tools to IB educators to validly and reliably measure learning outcomes (Seno-Alday and Budde-Sung, 2016) and meet customer needs.…”

Section: Literature Reviewmentioning

confidence: 99%

Strategic internationalization through curriculum innovations and stakeholder engagement

Guillotin

2018

JIEB

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Purpose Anti-globalization and protectionism movements have transformed strategic internationalization, international business (IB) student engagement and enrollment growth into very complex endeavors. Whereas the literature is rather scarce on solutions, this paper aims to offer some best practices at a highly ranked IB program that can be very useful to business school leaders. Design/methodology/approach Descriptive case study of the Fox IB program (Temple University, USA) is based on an inductive approach and the Quality Function Deployment framework to design and internationalize the curriculum. Findings Listening to the voice of the customers through student and employer testimonials, the author found the elements that make an IB program and curriculum successful. Even senior students who are “between opportunities” feel that the new IB curriculum have prepared them well for their career. Research limitations/implications While the case study methodology is well-suited to understand strategies and processes, this research has natural limitations in terms of generalizability. Practical implications Academic Directors and business school leaders can use these best practices to innovate, engage their stakeholders and grow enrollments. By increasing job placement opportunities and enrollments, they create a virtuous cycle of success and can obtain additional resources for their program. Social implications The value of management education to society is almost incalculable. IB is an integrative management discipline that is instrumental to the success of the global economy and society. Originality/value The best practices of the highly ranked Fox IB program and the 21 student and employer testimonials in this case study have never been shared before.

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Closing the Learning Loop: A Review of Assignments in International Business Education

Cited by 10 publications

References 126 publications

Teaching a while measuring b: cultural bias in assessing student performance

Teaching a while measuring b: cultural bias in assessing student performance

Study on Internationalization Strategy of China’s New Business Education in the Background of Digital Economy

Strategic internationalization through curriculum innovations and stakeholder engagement

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