Reality check: Helping students recognize, evaluate, and pursue realistic entry-level jobs in business

Kirkpatrick, Nathan

doi:10.1016/j.ijme.2020.100384

Cited by 3 publications

(4 citation statements)

References 19 publications

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“…It is found that teachers could use e-learning resources such as videos, discussion, presentation slides and webinars to quickly transform their teaching to LMS and web conferencing software such as Microsoft Teams, Google Meet, YouTube, and PowerPoint recording ( Ng et al, 2020 ; Darley, 2021 ). Kirkpatrick (2020) emailed the resources to students and posted them on a learning management system class page. Zulfiqar et al (2021) also adopted a learning management system to deliver learning materials for enhancing students' entrepreneurial intention through business simulation games.…”

Section: Results and Findingsmentioning

confidence: 99%

Online learning in management education amid the pandemic: A bibliometric and content analysis

Ching

Law

2023

The International Journal of Management Education

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Section: Results and Findingsmentioning

confidence: 99%

Online learning in management education amid the pandemic: A bibliometric and content analysis

Ching

Law

2023

The International Journal of Management Education

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“…For example, faculty may recruit an industry-specific partner to serve as the hiring manager in a mock-interview or invite the campus career center to deliver an interview skills workshop and even sit in on the interviews for feedback. Including people who have an outside-of-the-classroom perspective and subject-matter experts who are not part of the class is valuable because they can supplement and validate the instruction happening in the classroom while providing additional unique experiences and networking opportunities for the students in the classroom (Hansen et al, 2009;Kirkpatrick, 2020). Although these are great outside partners, they still do not offer the benefits of having peer educators providing feedback.…”

Section: Feedback From Peer Educatorsmentioning

confidence: 99%

Improving Student Interview Preparation Through Collaborative Multimodal Mock-Interview Assignments

Anaza

Mabrey

Sato

et al. 2023

Sport Management Education Journal

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This research explored the usefulness of a mock-interview assignment through collaborative work between sport and recreation management faculty and communication center staff. The assignment paired entry-level undergraduate students working on mock-interviewing skills as job applicants with upper level undergraduate students acting as hiring managers for a series of mock interviews. Peer educators and faculty in the communication center conducted instructional workshops, provided direct student support and feedback, and facilitated the mock interviews. Data were collected on students’ insights of their job interview skills and career preparation during the 2019–20 academic year. The pivot to emergency remote learning during the spring 2020 semester led the assignment and research collection to happen virtually. The results and findings advocate the positive impact that role playing as hiring managers has on students, the effectiveness of students’ receiving multiple sources of feedback, and the value of virtual or online mock interviewing.

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“…In the present state of economic sustainability, the sector wants more analysts to evaluate the new industry scenario, opening up more work possibilities for graduates (Kirkpatrick, 2020). Consequently, a market analysis is known to have certain advantages.…”

Section: Business Studiesmentioning

confidence: 99%

“…It also provides realistic skills for those who wish to transfer directly to work (Hossain et al, 2020). Work in the business sector includes the research, evaluation of concerns and issues, and creation of strategies for people, societies and organizations (Kirkpatrick, 2020). Business studies often offer a different perspective for students in many of the disciplines, including algebra, science and technology, languages, and social research, they learn at a lower level.…”

Section: Business Studiesmentioning

confidence: 99%

Triple-based teaching approach: ‘student as manager’ model in business studies (evaluation and result)

Nallaluthan

Suhaimi

Gopal

et al. 2022

gabs

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The triple-based teaching approach is a student-center learning process that is implemented for undergraduate business studies. It is mixed with the game, problem, and challenge-based learning strategy that aims to prepare business students to manage unexpected and complex global or industrial issues in the 21st century. It encourages an active and reliable learning environment that requires students' creative input, collaboration, and industrial involvement. The action research method applied for this Triple-based teaching approach which implements the ‘Student as Manager’ model with a relevant task for undergraduate business students at Universiti Pendidikan Sultan Idris (UPSI). Therefore, for the pilot test the Strategic Management subject (PPB3073) A191 semester selected to implement this teaching approach. Overall result Course Learning Outcome (CLO) shows that 75.1 percent and this subject overall performance was 95.46 percent. This teaching approach beneficial for undergraduate students to getting know about industrial phenomena with 21st learning skills (collaborative, creative, critical thinking, and communication).

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Reality check: Helping students recognize, evaluate, and pursue realistic entry-level jobs in business

Cited by 3 publications

References 19 publications

Online learning in management education amid the pandemic: A bibliometric and content analysis

Online learning in management education amid the pandemic: A bibliometric and content analysis

Improving Student Interview Preparation Through Collaborative Multimodal Mock-Interview Assignments

Triple-based teaching approach: ‘student as manager’ model in business studies (evaluation and result)

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