Search results

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement.

In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM.

Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning.

The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings.

The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy.

The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

The continuing development of digital technologies creates expanding opportunities for information transparency. Consumers use social media to provide online reviews that are focused on changing levels of consumer trust. This study examines the effect of perceived risk that prompts consumers to search for online reviews in the context of food safety.

Commitment-trust theory forms the theoretical lens to model changes in consumer trust resulting from online reviews. Consumer-based questionnaire surveys collected data to test the structural model, using structural equation modelling (SEM).

The findings show when consumers perceive high levels of risk, they use social media to obtain additional product-related information. The objective, unanimous, evidential and noticeable online reviews are perceived as informative to consumers. Perceived informativeness of positive online reviews is found to increase consumers trust and, in turn, increase their purchase intentions.

The findings contribute to the knowledge of online review-based trust literature and provide far-reaching implications for information system (IS)-practitioners in business.

The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos.

Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique.

Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course.

Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

The purpose of this paper is to propose a scalable quantitative approach to evaluate alignment within and between courses and programs in higher education for benchmarking purpose.

The revised Bloom’s taxonomy, which combines a cognitive process dimension and a knowledge dimension, is used as a basis for categorizing national standards, program and course learning outcomes (CLOs) and assessment methods. Alignments between programs and national standards, programs and courses and assessment tasks and courses are then measured using a series of Cohen’s κ statistics. Two undergraduate business programs offered at an Australian university were used as examples to demonstrate the proposed method as an alignment evaluation tool.

The findings reveal that the two sample programs are better aligned with national standards than with their respective constituent courses. The degree of alignment between CLOs and assessment methods varies from course to course within the programs. This might be related to the lack of clarity of some learning outcome statements and the complexity of certain assessment methods.

This study lends insight into the use of an alignment mapping for benchmarking academic programs in higher education. To serve mainly as an illustration of the proposed approach, the case study is limited to two undergraduate business programs offered at the same university.

Universities can use the proposed approach to benchmark their academic programs against the national standards and similar programs offered by other competing educational institutions. The alignment indices can also serve as yardsticks to continuously improve the consistencies within and among academic programs to ensure quality.

The proposed method offers a consistent basis to compare the degrees of alignment of different higher education programs with national standards and their respective constituent courses, hence enabling benchmarking for continuous improvement. It also reveals how the alignment between different parameters in teaching and learning can be improved, thereby facilitating incremental learning and enhancing student performance.

The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes.

Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model.

The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience.

The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases.

The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

Executives are searching for ways to deliver consistent improvements in productivity and profitability while addressing economic realities. One initiative that has been discovered by many organizations is the integration a quality process into their or ganization that is based on the Malcolm Baldrige National Quality Award (MBNQA). Many studies have been done showing that award winning companies tend to out perform peers and competitors, yet many managers are reluctant to under take the large initiative required to work toward the award. This reluctance may stem from the belief that the reported benefits are not those that are important for managers to justify the effort. The purpose of this research is to begin an exploratory study that examines the expectations of company managers, executives, and other professionals regarding the types of firm performance and returns that would be needed to justify undertaking the MBNQA process. The results showed that while financial performance of the firm is the strongest justification managers consider, and that while their expectations for improved financial performance are some what high, the financial returns are certainly not out of the realm of normal expectations for returns from other projects.

In this paper, the authors investigate the impact of the confirmation bias on returns, expectations and hedging of optimistic and pessimistic traders in the cryptocurrencies, commodities and stock markets before and during COVID-19 periods.

The authors investigate the impact of the confirmation bias on the estimated returns and the expectations of optimistic and pessimistic traders by employing the financial stochastic model with confirmation bias. Indeed, the authors compute the optimal portfolio weights, the optimal hedge ratios and the hedging effectiveness.

The authors find that without confirmation bias, during the two sub periods, the expectations of optimistic and pessimistic trader’s seem to convergence toward zero. However, when confirmation bias is particularly strong, the average distance between these two expectations are farer. The authors further show that, with and without confirmation bias, the optimal weights (the optimal hedge ratios) are found to be lower (higher) for all pairs of financial market during the COVID-19 period as compared to the pre-COVID-19 period. The authors also document that the stronger the confirmation bias is, the lower the optimal weight and the higher the optimal hedge ratio. Moreover, results reveal that the values of the optimal hedge ratio for optimistic and pessimistic traders affected or not by the confirmation bias are higher during the COVID-19 period compared to the estimates for the pre-COVID period and inversely for the optimal hedge ratios and the hedging effectiveness index. Indeed, either for optimists or pessimists, the presence of confirmation bias leads to higher optimal hedge ratio, higher optimal weights and higher hedging effectiveness index.

The findings of the study provided additional evidence for investors, portfolio managers and financial analysts to exploit confirmation bias to make an optimal portfolio allocation especially during COVID-19 and non-COVID-19 periods. Moreover, the findings of this study might be useful for investors as they help them to make successful investment decision in potential hedging strategies.

First, this is the first scientific work that conducts a stochastic analysis about the impact of emotional biases on the estimated returns and the expectations of optimists and pessimists in cryptocurrency and commodity markets. Second, the originality of this study stems from the fact that the authors make a comparative analysis of hedging behavior across different markets and different periods with and without the impact of confirmation bias. Third, this paper pays attention to the impact of confirmation bias on the expectations and hedging behavior in cryptocurrencies and commodities markets in extremely stressful periods such as the recent COVID-19 pandemic.

Discusses how resources are allocated in capitalist and socialist economies comparing the concept of interest (e.g. for present value calculations) with the use of capital charges (e.g. for calculating opportunity cost). Contrasts the Islamic economic system, which rejects interest but considers moral factors and the will of Allah when measuring welfare. Explains how these ideas can be expressed in the accounting price of capital (for objective factors) and by Islamic welfare criteria; and how they differ from the Pareto Criterion and capitalist concepts of utility. Lists four principles and 12 welfare criteria for an Islamic allocation of resources; and some hints on their practical application before summarizing the conclusions.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.