Teaching and learning business ethics in a multicultural group

Lämsä, Anna–Maija; Pučėtaitė, Raminta; Kujala, Johanna; Heikkinen, Anna; Riivari, Elina; Medeišienė, Raimonda Agnė

doi:10.1504/ijkms.2017.084403

Cited by 4 publications

(4 citation statements)

References 23 publications

(22 reference statements)

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“…Even though business ethics are apathetic in facing the diversity of business cultures, they understand that values in society develop in accordance with societal developments (Lee et al, 2022). Diversity in business culture will result in different business management (Lämsä et al, 2017).…”

Section: Scale Reduction As a Risk Cost In Chili Transactions From An...mentioning

confidence: 99%

Legality of Agricultural Products Weight Cutting as a Cost of Risk in Trade

Arianti,

Mughits

et al. 2023

JURIS

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Agricultural goods transactions with toke (in Bahasa is known as a traditional market agent) always carry a weight cutting of one to 2 kilograms per bag. Risk reduction is considered a burden to be borne. Therefore, how to study the law in the aspect of risk imposition when transactions occur between plantation farmers and toke in traditional markets. The aim of this research was to examine how weighing is carried out and the recognition of the weight of agricultural products on scales is associated with possible risks that will occur in the future. This research method was qualitative, field research. Data sources were garden sellers/farmers and toke in traditional markets. Data collection through interviews and examination of artifacts. Data analysis technique was qualitative descriptive. The research finding showed that when the agricultural harvest was sold, there was a scale cut of around 2 kg per bag, such as chilies, ginger, corn and so on. The result of reducing the scale in dealing with the risks that will occur with irregular goods. The risk was borne by the farmer/seller, this was suspected and endangers the continuity of the relationship between farmer, toke, retailer towards objects that change naturally. Cutting the weight of the scales was still permitted as long as it was within appropriate limits. Recommendations for cutting the weight of the scales when changing goods and not fixed goods.

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Section: Scale Reduction As a Risk Cost In Chili Transactions From An...mentioning

confidence: 99%

Legality of Agricultural Products Weight Cutting as a Cost of Risk in Trade

Arianti,

Mughits

et al. 2023

JURIS

View full text Add to dashboard Cite

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“…Besides, the application of RBL is also appropriate if it is used in learning business ethics at the higher education level. The mixed learning approach can be used in business ethics by building the constructivist learning theory and the case teaching method [24]. Studying business ethics appropriately can be a provision for students when they graduate and can be applied when they become employees.…”

Section: Classmentioning

confidence: 99%

Research-Based Learning to Improve Students’ Critical Thinking Skills in Studying Business Ethics

Nuraini¹,

Restuningdiah²,

Sidharta³

et al. 2021

Proceedings of the International Conference on Strategic Issues of Economics, Business And, Education (ICoSIEBE 2020)

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Research-Based Learning as a form of educational technology innovation can be applied to facilitate the teaching of 21 st -century skills such as critical thinking, communication, creativity, and collaboration. This study applies research-based learning to business ethics subjects. The focus of research integration in learning is to prioritize content and research results. Learning is enriched with the results of the latest research related to ethical decision making. This study found that Research-Based Learning can improve students' critical thinking skills in studying business ethics. The results of statistical tests show that there is a significant difference in the average final test results of students as measured by indicators of critical thinking between research-based learning and learning with the group presentation method. In addition to having benefits in improving students' critical thinking skills, research-based learning also shows that students are not only important to have strong knowledge but also have the skills needed in the 21 st -century. The application of research-based learning is in line with the efforts of the State University of Malang as "The Learning University" which focuses on the excellence of learning innovation and competition. Having excellence in learning innovation can produce graduates who have high competitiveness in the realm of knowledge, attitudes, skills, and character (soft competence).

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“…Despite the possible challenges 4 in the epistemological base of the constructivism (see Puolimatka, 1999, 2003; Nodding, 2016, p. 122), the practical educators have found constructivist learning theories helpful in their work and many researchers from deviating aspects have used these as relevant background theories for their studies. Some of the recent publications with constructivist learning theories as the theoretical framework have tackled the use of technology (Alabdulaziz and Higgins, 2017; Harasim, 2017), business ethics (Lämsä et al, 2017), professional development (Shore and Morris, 2016), curriculum studies (van Bommel et al, 2015), higher education (Bhola and Parchoma, 2015), augmented reality teaching (Dunleavy and Dede, 2014), experiential learning (Kolb, 2014), and linguistics (Jiang and Perkins, 2013)—just to mention a few. Though there are different theories and practical solutions in constructivism in the educational realm these share the general humanistic basic tenet that “ people construct their own understanding and knowledge of the world through experiencing the world, and reflecting on those experiences ,” as expressed by Harasim (2017, p. 62).…”

Section: Constructivism and Cognitive Psychology In The Contemporary mentioning

confidence: 99%

Cognitive–Linguistic and Constructivist Mnemonic Triggers in Teaching Based on Jerome Bruner’s Thinking

Metsämuuronen

Räsänen

2018

Front. Psychol.

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Effective teachers use mnemonic tools or mnemonic triggers to improve the students’ retention of the study material. This article discusses mnemonic triggers from a theoretical viewpoint based on Jerome S. Bruner’s writings. Fifty small linguistic–cognitive, constructive-, rhetorical-, and phonological–mnemonic triggers are detected. These triggers may become supporting elements for our memory system when we are “constructing the realities” in a Brunerian sense when we are ordering, differentiating, comparing, and handling information, stories and experiences in our mind. Many of these are small, hidden linguistic elements in speech. This article discusses their usage in the educational talk and textbooks.

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Teaching and learning business ethics in a multicultural group

Cited by 4 publications

References 23 publications

Legality of Agricultural Products Weight Cutting as a Cost of Risk in Trade

Legality of Agricultural Products Weight Cutting as a Cost of Risk in Trade

Research-Based Learning to Improve Students’ Critical Thinking Skills in Studying Business Ethics

Cognitive–Linguistic and Constructivist Mnemonic Triggers in Teaching Based on Jerome Bruner’s Thinking

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