The study examines students' assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.Keywords: Flipped-classroom approach, Higher education, Improving classroom learning, Educational videos IntroductionThe flipped-classroom model is a pedagogical approach that has become something of a buzzword in the last recent years. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse on the basis of what students learned from the videos. The origin of the flippedclassroom approach is attributed to a number of researchers and teachers. For example, the researcher Baker wrote about Classroom Flipping in a paper from 2000 described the evolution of the classroom teacher from "the sage on the stage" to "the guide on the side" (Baker, 2000). Also, the science teachers Bergmann and Sams started employing the flipped classroom model in (Noonoo, 2012. Later, Salman Khan, who in March 2011, on Ted Talk, introduced his initiative for the development of short videos in mathematics. The idea was that students should watch the videos before class, freeing the teacher to focus classroom time on discussion, exercises, and helping those who have difficulty. At the present writing (August 2014), more than 2,600 clips have been produced on a range of topics in mathematics, biology, and physics, to name only a few (https://www.khanacademy.org). Allowing students to watch videos before class, at the time of their choosing, as often as they wish, and stopping wherever they feel necessary, is revolutionary-a "flipping" of the traditional model of classroom learning. In this new paradigm, the "lecture" is studied online and away from class and the "homework" is done in class itself. Studying course content before a lesson in class is not a novel idea in education. ...

This study investigated students' perceptions of ethical organizational climates, attitudes towards ethical issues, and the perceived relationship between ethical behavior and success in business organizations. Comparisons were made between the attitudes of these future managers with previously published studies of Russian managers' attitudes. A survey of 100 business students in three Moscow universities showed that their attitudes toward ethical behavior were more negative than those of Russian managers. No significant differences were found in the perceptions or attitudes of students who had attended an ethics course and those that did not. The implications for both managers and researchers were reported.

This study explores to what extent immigrants adopt the business ethical attitudes of their host country and/or maintain those of their country of origin. For countries that have significant immigration, acculturation is an important social issue. An immigrant's acculturation is influenced through the ability to adapt his/her ''ethical culture of origin'' by integrating it with the host country's ethical culture. The purpose of this study was to examine the impact of the role of acculturation on immigrant's ethical attitudes. What happens to individuals, who have developed in one cultural context, when they attempt to live in a new cultural context? Three groups were the object of this study: (1) native students of business administration in Israel, (2) students of business administration in the Ukraine and (3) business students in Israel who had emigrated from the Ukraine. Samples of these student populations allowed the study of acculturation effects on the immigrants as they acclimated to Israeli society. Results showed that students living in the Ukraine had the lowest ethical attitudes, followed by Ukraine immigrants in Israel. Israeli-born students had significantly higher ethical attitudes than either of the two Ukrainian groups. Accordingly, the ethical perceptions of immigrant students showed that they were influenced by both their home and host cultures. According to Berry's (Appl Psychol Int Rev 46(1): 5-68, 1997) model of acculturation strategies, integration was their preferred strategy. The implications of these results and guidelines for further research are suggested.