Emerald | Journal of International Education in Business | Table of Contents

Reflective practice in a capstone business internship subject

literatinetwork@emeraldinsight.com (Roselynn Lang, Keith McNaught) — Fri, 03 May 2013 00:00:00 +0100

Abstract

Purpose – Capstone subjects which link students approaching graduation with significant experiential learning and relevant industry placements, have the potential to be very valuable to students. This is particularly evident if they are able to critically reflect on the experience. In light of this, the School of Business at the University of Notre Dame Australia, Fremantle campus, sought to embed reflective practice and reflective writing within its Business Internship (capstone) subject. This paper aims to discuss this. Design/methodology/approach – The paper presents a case study approach. Findings – Significant challenges emerged in relation to the student learning experience. Some students did not perceive the value of an internship, or of engaging in a professionally reflective process. Business students' differing academic literacy standards became apparent, as did the diverse experiences of international students. It became evident that students required explicit teaching and more thorough training to understand the value of reflection and to write reflectively where required. Subsequently, reflective writing workshops were trialled and embedded in the subject. Reflective practice enabled students to move to a deeper level of understanding, rather than submitting a superficial retelling of their internship experience. Originality/value – The value of reflective writing is widely recognised in many disciplines, although its application in Business capstone subjects is relatively new. This merits further scholarship, particularly as capstone subjects are increasingly being used to demonstrate assurance of learning for accrediting agencies in Australia.

An evaluation of research students' writing support intervention

Fri, 03 May 2013 00:00:00 +0100

Abstract

Purpose – Achieving quality standards in postgraduate education, particularly among Higher Degree by Research (HDR) students, can be challenging. In addition to the diverse educational and cultural backgrounds of these students, thesis writing frequently involves the development of new skills associated with the comprehension of a large volume of information, critical analysis and the development of an academic writing style. Many students need support in one or all of these key areas. Universities currently provide a number of different writing support activities to address students' needs. The purpose of this study is to report on a writing support intervention that employed a specialist in academic writing to support HDR students in the business faculty. Design/methodology/approach – Following a two-year period, the intervention was evaluated to assess the appropriateness and effectiveness of this support using qualitative methods. The results of this study are presented and discussed from different angles. First, a lecturer in academic writing support outlines her observations and reflection on the value of individual consultations and students' progress. Second, the attitudes and experience of students and their supervisors to this service are discussed. This is followed by the faculty senior management view with regard to the effectiveness and efficiency of this service. Findings – This research found that both students and their supervisors expressed satisfaction with the service offered. Also it was found that the writing quality of submitted theses is improving; the costs of thesis editing have reduced; HDR students appear to be more satisfied with and confident of their academic writing; the attractiveness of the PhD program has been enhanced, as judged by the increase in PhD enquiries and the quality of potential applicants. Research limitations/implications – The results reported here indicate that the intervention was successful. However, the sample size was relatively small and the HDR candidates and supervisors were drawn from only one faculty in one university. Practical implications – The study provides some recommendations that could be taken into account by senior management and academic staff in order to set up and deliver a faculty-based writing support service for HDR students, which would bring benefits to students, their supervisors, faculties and universities. Originality/value – The value of this research is that the writing program was proven to be beneficial for universities to support research students in the development of their writing skills, which in turn, could improve the quality of thesis and ensure on time completion.

Fixing holes where the rain gets in: Problem areas in the development of generic skills in business

literatinetwork@emeraldinsight.com (Angelito Calma) — Fri, 03 May 2013 00:00:00 +0100

Abstract

Purpose – Little attention is paid to understanding generic skills in business. Even less attention is paid to collecting evidence of students' development of these skills. This paper aims to fill this gap. Design/methodology/approach – Four generic skills in business undergraduate and graduate programs are examined – written communication; critical thinking; use of mathematical and statistical tools; and information literacy. A total of 341 individual student assessments were reviewed. Findings – Results suggest that there are skills deficits in effectively using language and coherence in writing; taking different perspectives and integrating ideas; understanding, presenting and solving a problem; and evaluating information to produce new and original thought. Originality/value – This paper presents some important findings from the evaluation of student development of four different generic skills promoted in business disciplines.

Pedagogical significance of wikis: towards gaining effective learning outcomes

Fri, 03 May 2013 00:00:00 +0100

Abstract

Purpose – The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net-Gens who enrolled in an International Marketing course. The research problem of the study is: “What are the learning outcomes and pedagogical implications arising from the use of wikis?” Design/methodology/approach – A qualitative research methodology supported by the NVivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student-generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki-based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in-depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis. Findings – Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki-based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum. Practical implications – A well thought-out alignment of wiki assessments with other learning activities has the potential to engage Net-Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki-based activities into other learning activities. Understanding that there is a “spill over” effect from one learning activity to another is important. Social implications – The outcomes were especially beneficial to non-English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings. Originality/value – While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a “wiki-based pedagogy” which assumes an “emancipatory”, partially-“constructivist” paradigm of learning, where teachers should be ready to ‘loosen the controls of the conventional teaching-centred learning environment’.

Introduction

literatinetwork@emeraldinsight.com (Martin Davies) — Fri, 03 May 2013 00:00:00 +0100