Asian and African business students : a comparative analysis of their motivation, family support and culture on business orientation

This research and resulting contribution are with the patronage of President University, Indonesia, School of Business research project based on a lecturer’s obligation of 2019.Purpose: The aim of this research is to analyze Asian and African business students’ motivation, family support and culture on business orientation. Design/Methodology/Approach: The research method used is both qualitative and quantitative, where quantitative data is obtained through an online questionnaire of 335 respondents, then the data is supplemented by in-depth interviews with respondents to obtain more complete data. Quantitative data is processed using SPSS software statistical program. Findings: The results showed that descriptively there were differences of Asian and African business students. Based on t-test and F-test, there are positive and significant motivation, family support and culture aspects on business orientation in both groups of students. The results are also in-line with some of similar previous researches where the factor that most influence business orientation is culture. Practical implications: For the university and family business, this study can be useful as one of the materials discussion in the family business class and also design the curriculum. The results of this study shown that, culture have the big contibution on business students orientation. Therefore the univesity and family business can include culture as one of the topic of entrepreneurship curriculum. Originality/Value: This research specifies and focuses on comparative analysis of Asian and African business students, the result can be use for design the business students curriculum, therefore the business motivation indexes of Asian and African can be increase through entrepreneurship education in business schools.peer-reviewe

Safe Environments for Innovation: the development of a new multidisciplinary masters programme

In September 2007, three schools at Northumbria University came together in collaboration to create a Masters Programme in Multidisciplinary Design Innovation (MDI). The lead school was the School of Design working together with the School of Computing, Engineering and Information Sciences (CEIS) and the Newcastle Business School (NBS). This innovation was in response to an emerging understanding within the School of Design of the value of ‘Design-Thinking’ as a multi-disciplinary activity (developed and reinforced through a series of under-graduate pilot projects) and the Cox Review of Creativity in Business: building on the UK’s strengths, which was commissioned by the Chancellor of the Exchequer, Gordon Brown, at the time of the 2005 Budget (Cox, 2005). (Design-Thinking is an approach to viewing business and organisational situations from a more interpretative perspective than that of traditional business analysis (Lester et al,1998)) The programme was launched in September 2008

Designing better performance measurement systems in universities using the business model canvas

This paper starts by critically reviewing the way in which universities design their measures of performance. We argue that the “one size fits all” performance measurement approach adopted by so many universities is not appropriate when departments have very different operating models. The paper proposes using “business model design” to enable university departments and centres to design and develop their own “sustainability model”, which in turn may help them develop more appropriate performance measurement systems. Using the lens of business model design may help universities to recognise their diversity and allow them to use performance measures more strategicall

Mission 2 Solution: Requirements Engineering Education as a Central Theme in the BIT Programme

Design of integrated business-IT solutions is the main theme in the Business Information Technology programme (BIT) at the University of Twente. Our mission is to teach students to design solutions that are needed instead of solutions that are asked for. This makes requirements engineering an essential part of our education in business-IT alignment. Integration of requirements engineering (RE) in several courses is combined with challenging the students by authentic cases, taken from business practice, in which they have to apply theory and train their competences. This combination results in reflection as well as in RE experience and insight in the importance of requirements analysis. \ud In this position paper we outline how RE is integrated in the BIT programme and we discuss the project course BIT Ltd in more detail

Unearthing learners’ conceptions of reflection to innovate business education for the 21st century

The development of learners’ capacities for critical reflection is an important learning outcome for 21st century business education. Theories suggest that a learner holds a particular orientation to reflection, and that this perspective will be influenced by his or her underlying beliefs. This, coupled with an increased focus on the student experience, personal development, and self-regulation in higher education, offers scope for considering instructional design from a second-order perspective, or in other words, from the student’s point of view. This study sought to understand: 1) the ways that business students orientate to reflection, 2) the different conceptions they hold of reflection, and 3) whether there is a relationship between the two. Reflective learning questionnaires were completed by 112 business students studying at the University of Northampton. Survey results showed that while the research instrument was a good fit for investigating orientations to and conceptions of reflection, there did not appear to be a correlation between the two. Learning analytics such as these will be useful for considering how the University can design more meaningful business curricula. However, the disconnect between conceptions of and orientations to reflection needs to be explored through further research

Fostering improved learning about sustainability

University business graduates must not only understand but also be equipped to apply a sustainable thought process to today's business challenges. However, evidence suggests that standard approaches to teaching business courses have not advanced to reflect changing student needs, especially for NetGen students who have differing expectations than earlier cohorts. The current challenge for instructors concerns the preservation of rigor and integrity in course design, while responding to the needs of a new generation of learners. This article presents a conceptual framework incorporating experiential learning, reflective practice, and the use of metaphor, with application to the teaching of sustainability within a number of business courses

Designer: a tool to design and model workflows

This work presents the methodological and technical issues for the Designer tool in the OBJECTFLOW Workflow Management System. This tool provides to the user the possibility to model and design workflow diagrams from Business Process of a corporation. This project is the result of an industry-university cooperation.Postprint (published version

Open ICT tools project

The paper will introduce a project titled the ‘Open ICT Tools’ which aims to explore and trial out ICT tools to facilitate a global collaborative and secured engagement with external business and community partners. The challenge is to facilitate a communication and multimedia data exchange between Northumbria University and participating external educational and business organisations without compromising the security of either Northumbria University IT infrastructure or that of the partner organisations. This is one of eight projects funded by the JISC infoNet from across the country under its Trialling of Online Collaborative Tools for Business and Community Engagement programme. The Open ICT Tools project is directly connected with the Global Studio, an innovative model of research informed teaching and learning. The Global Studio is a cross-institutional collaboration between Northumbria University and international universities based in the USA, Australia, UK and Korea as well as industry partners such as Intel, Motorola and Inverness Medical. The Global Studio was initiated by the School of Design three years ago and since then it included nearly 300 students from six international universities such as Hong-ik in Korea and RMIT in Australia. The aim of the Global Studio is to equip design students with skills for working in globally networked organisations particularly development of skills in intercultural communication and collaboration. To achieve this aim, students from the participating universities work together on industry led projects. However, attempting to use existing university technical infrastructure has been problematic. A particular problem relates to software licence agreements, which limit use of certain software and/or the virtual learning environment to a particular institution’s students. Attempts to use open source software has not been straightforward, for example using Skype for synchronous cross – institutional communication has often failed as students cannot log into a university’s technical infrastructure, begin a Skype based dialogue with students in another institution and simultaneously view a PowerPoint presentation. Online file sharing has often failed, primarily due to the file size. Therefore the aim of the Global Studio project is to build on the excellent ICT infrastructure at Northumbria and to identify and trial a diverse range of collaborative Information Communication Technology (ICT) tools that: (a) could support engagement between the university and its external collaborative business and community partners and (b) be embedded with the current university IT infrastructure. This paper explores how various ICTs are being trialled in the Global Studio to facilitate information and data exchange between students, teachers and industry partners and how this enables/constrains collaboration. The paper will explore the technologies that have been chosen as well as the rationale underpinning their choice

Usefulness and reliability of online assessments: a Business Faculty's experience

The usefulness and reliability of online assessment results relate to the clarity, specificity and articulation of assessment purposes, goals and criteria. Cheating and plagiarism are two frequent and controversial issues that arise and there is a view that the online assessments mode inherently lends itself to both these practices. However, reconceptualising practice and redeveloping techniques can pave the way for an authentic assessment approach which minimizes student academic dishonesty. This article describes research which investigated online assessments practice in a business faculty at an Australian university and proposes what might constitute good, sustainable practice and design in university online assessment practices