Global Business Literacy in the Classroom: Developing and Applying an Assessment Framework

Autor/inn/en	Arevalo, Jorge A.; McCrea, Elizabeth; Yin, Jason Z.
Titel	Global Business Literacy in the Classroom: Developing and Applying an Assessment Framework
Quelle	In: Journal of Teaching in International Business, 23 (2012) 3, S.176-200 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2012.744612
Schlagwörter	Factor Analysis; Teaching Methods; Self Efficacy; International Trade; Business Administration Education; Surveys; Metacognition; Guidelines; Scores; Undergraduate Study; Literacy; Outcomes of Education; College Seniors; Student Evaluation; Student Attitudes; Evaluation Methods + Suchen Sie Ihr Suchwort? Faktorenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Trade; International relations; Handel; Internationale Beziehungen; Survey; Umfrage; Befragung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Richtlinien; Grundstudium; Alphabetisierung; Schreib- und Lesefähigkeit; Lernleistung; Schulerfolg; College; Colleges; Senior; Hochschule; Fachhochschule; Schulnote; Studentische Bewertung; Schülerverhalten
Abstract	This study develops and applies a framework to evaluate undergraduate Global Business Literacy (GBL) learning outcomes, which is defined here as the ability to adapt and function in the global business context and to be knowledgeable about its core issues and trends. As a first step in a multi-stage research process, we used extant expatriate and global business education literature to develop a 58-item survey. Exploratory factor analysis of pre-test survey data from 166 seniors revealed five explanatory factors that we labeled "self-efficacy" (SE), "willingness to learn" (WTL), "relationship development" (RD), "technical competence" (TC), and "self-awareness" (SA). Next, we used the framework to complete a post-test study of the effectiveness of a classroom-based Global Business Colloquium at improving students' perceived GBL. A paired-samples t-test revealed mean increases/decreases in scores from Time 1 to Time 2 on four factors: SE, WTL, RD, and TC, but no significant difference in SA. We discuss future research directions and recommend potential pedagogical augmentation. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10