Journal articles: 'MBA teachers'

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Bodily, Samuel E. "Teachers' Forum: Teaching MBA Quantitative Business Analysis with Cases." Interfaces 26, no. 6 (December 1996): 132–38. http://dx.doi.org/10.1287/inte.26.6.132.

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Xie, Qing, and Jie Chen. "The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University." SAGE Open 9, no. 1 (January 2019): 215824401983595. http://dx.doi.org/10.1177/2158244019835951.

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This study investigates the communication and learning needs of Master of Business Administration (MBA) business English students and their perceptions of effective curriculum design. The research instruments are two-stage surveys of 99 MBA students from a public university in China. The results of the study show that English is not extensively used in the workplaces of MBA business English students, and that the majority of them use Chinese. Most English usage occurs in foreign businesses. The most difficult skills for MBA business English learners are found to be oral communication and listening comprehension. However, there are still very strong needs for further improvement in English communication. For the MBA business English courses, oral communication activities, especially with expatriate teachers, are particularly needed. The MBA business English courses should connect with real-world practice and be relevant to job and business needs. This study has significant implications for MBA business English curriculum reform in both Chinese and international contexts.

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Jones, Stephanie. "Delivering MBA Programs in Emerging Markets." International Journal of Web-Based Learning and Teaching Technologies 8, no. 3 (July 2013): 42–59. http://dx.doi.org/10.4018/ijwltt.2013070104.

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Increasingly, Western-style MBA programs are being delivered in emerging markets, as the developed countries become more and more saturated with MBAs and related offerings. This article, based on the global experience of the author in teaching and assessing MBA modules including thesis and dissertation research and writing, suggests approaches to coping with the special challenges faced in new markets for MBA delivery worldwide. The differences with typical experiences in the West are cultural, linguistic, behavioral and relate to learning styles, economic backgrounds, use of technology, and relationships with administrators, teachers and fellow-students. This article is based on the author’s experiences of MBA course delivery in China, the Arab World, Africa, Iran, Malaysia and Indonesia, Vietnam, Eastern Europe, former Russian states such as Kazakhstan, and South America, such as Peru and Suriname. Examples of specific MBA teaching and assessment challenges are provided, with possible solutions and approaches for coping.

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Powell, Stephen G. "The Teachers’ Forum: Teaching the Art of Modeling to MBA Students." Interfaces 25, no. 3 (June 1995): 88–94. http://dx.doi.org/10.1287/inte.25.3.88.

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Dutta, Nirankush, Anil Bhat, Kumar Sankar Bhattacharya, and Jayashree Mahesh. "Attracting Students to the Classroom With Innovative Pedagogies." South Asian Journal of Business and Management Cases 8, no. 3 (August 9, 2019): 241–50. http://dx.doi.org/10.1177/2277977919860275.

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One of the significant challenges of teaching Master’s in Business Administration (MBA) courses lies in the dynamic nature of the programme itself where the only constant is the change. Hence, the main pedagogical aim in such a programme is teaching students how to continuously learn, unlearn and relearn in a lifelong fashion. There are multiple factors that hinder the learning outcomes of many offered courses in an MBA programme. At Birla Institute of Technology and Sciences (BITS) Pilani, the challenge is enhanced somewhat as the student population pursuing an MBA degree is mostly from an engineering background. Moreover, the institutional regulations do not disqualify students from appearing in any evaluation based on their attendance in the class. Thus, teachers have to incorporate an innovative approach to their teaching style for attracting students to the classrooms.

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Kowalski, Ewa. "MBA Teaching Challenges in a Changing Political and Economic Environment: A Case Study of MBA Teachers and Students in Poland." Journal of Teaching in International Business 19, no. 3 (August 2008): 274–92. http://dx.doi.org/10.1080/08975930802194847.

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Powell, Stephen G. "The Teachers' Forum: From Intelligent Consumer to Active Modeler, Two MBA Success Stories." Interfaces 27, no. 3 (June 1997): 88–98. http://dx.doi.org/10.1287/inte.27.3.88.

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Lather, Anu Singh, Puja Khatri, and Shilpa Jain. "Students’ Commitment to Attend Classes in Management Higher Education: A Comparative Study of Working Executives and Non Working Students Pursuing Full Time Post Graduate Management Programme." Global Journal of Educational Studies 1, no. 1 (June 15, 2015): 1. http://dx.doi.org/10.5296/gjes.v1i1.7454.

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The purpose of the present study is to identify the commitment of students to attend classes amongst postgraduate management students (male vs. female, working professionals vs. non working MBA students). The paper attempts to apply the concept of commitment to students in the business higher education. For this the Meyer and Allen’s (1991) Three Component Model of Commitment was adapted to measure student’s commitment to attend classes and finally the commitment of students was mapped who are working executives and non working students perusing full time post graduate management studies. The study was conducted on 371 MBA students out of which 171 were working professionals and 200 were non working MBA students. The male/female composition of the sample was 223/148 respectively. A commitment to attend class questionnaire was administered on the participants measuring three type of commitment i.e. Normative Commitment, Affective Commitment and Continuance Commitment. The results of the study show that working professional MBA students significantly differs from non working MBA students on Continuance Commitment where Non working MBA students are significantly higher than working professionals. The interaction results of male/female with working/ non working students comparison shows that the Male non working MBA students are higher on Normative Commitment as compared to the Male working professionals, while the Female non working MBA students are lower than the Female working professionals on Normative Commitment.Research limitations/implications – Why a student is coming to the class will determine his attention and learning in the class. If he/she is attending classes just to abide by norms (Normative Commitment), or coming to class because not attending the same will generate negative results or the student has nothing else to do (Continuance Commitment), then effective learning will not take place. The teachers can identify the type of commitment students are using and can try to convert this into Affective Commitment by new learning methods. The study is conducted in Metro city; differences may even be prominent if extended to three tier and two tier cities.

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Dam, Ynte K. van. "Cooking up a Course: Teaching sustainable marketing at MBA." Central European Review of Economics and Management 3, no. 3 (July 5, 2019): 169–98. http://dx.doi.org/10.29015/cerem.827.

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Aim: To explore how a critical course on mainstream marketing and business theory can shift the perception of sustainability as an extrinsic goal to sustainability as an intrinsic boundary condition to business.Design/Method: An introductory course is designed in which a system approach is introduced by assessing the purported marketing purposes of the firm relative to an increasing range of manifest and latent stakeholders. Key elements of the course are received elements of MBA programs to illustrate that education for sustainability does not mean teaching new topics, but means a new way to teach old topics.Finding: It is shown that the course meets the requirements and recommendations that were derived from theory on teaching sustainability in higher education. Though the topics and theories covered are central to a mainstream MBA program, the way they are presented and questioned promotes learning critical thinking by doing.The long term effects of this approach cannot yet be tested, and require longitudinal research among participants and teachers of the consecutive coursesOriginality: The course aims at training critical reflection of established theories from a sustainability perspective. Being presented as the foundation of an MBA program sustainability is offered as a boundary condition for corporate management.

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Yoganandan, G., and V. Vetriselvan. "Personality traits of (in) effective teachers as identified by Indian MBA students: A qualitative study." Asian Journal of Management 8, no. 3 (2017): 403. http://dx.doi.org/10.5958/2321-5763.2017.00064.6.

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Cray, David, Ruth McKay, and Robert Mittelman. "Cultural intelligence and mindfulness: teaching MBAs in Iran." Journal of International Education in Business 11, no. 2 (November 5, 2018): 220–40. http://dx.doi.org/10.1108/jieb-12-2016-0048.

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Purpose A dynamic global economy has increased the need for cross-cultural flexibility and cultural intelligence (CQ). While a large literature has examined various means to increase CQ in student and expatriate populations, its importance for teachers in cross-cultural settings has been largely unexamined. This paper aims to use the experiences of a group of professors in an MBA programme in Iran to investigate the effect of their activity on their cross-cultural skills. Design/methodology/approach Using structured interviews and content analysis, the authors draw on the experiences of business faculty from a Canadian business school who helped deliver an MBA programme in Iran to investigate how their experiences in a country new to them were reflected in the components of CQ. Findings Using an established model of CQ, the authors find contributions to all three facets, knowledge, mindfulness and behaviour, indicating that such exchanges can be regarded as important for students and teachers alike in an international educational context. Originality/value With more and more teaching extending across cultural boundaries in both domestic and international settings, the capacity of instructors to read, interpret and react to the attitudes, beliefs and behaviours of their students is an important factor in the success of these programs. To this point, at least within the business education literature, the influence of such encounters on the instructors involved has been neglected.

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Nábrádi, András. "The evolution of the Avacongress." Applied Studies in Agribusiness and Commerce 3, no. 3-4 (September 30, 2009): 113. http://dx.doi.org/10.19041/apstract/2009/3-4/24.

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In the early 1990’s MBA educations started independently in Warsaw, Prague, and Debrecen. In the middle 1990’s a small network was estblished with the mentioned institutions, as well as supporters from different universities like Wageningen, Aberdeen, Cork, later Fayetteville fromArcansas (USA). In the beginning of the 21st century the network became bigger. That time did Kiev join the Network, and started negotiations with Moscow Paralell to extended network leading by Warsaw University we applied for a EU Leonardo grant. The proposal was to develop the teaching and learning materials in the programme to a common approved standard. In order to improve the quality of teaching a set of commonly approved, standardized teaching materials had been eveleoped: Handbooks fo rmodules taught within 7 courses of the MBA programs: Public Policy, Economics, Management, Marketing, Finance, Operational Methods and International Agribusiness. Handbooks and case studies had been put on Warsaw University’s website and are now accessible for teachers and students from all academic institutions participating in the project. Materials had been developed by teams of experts in specific fields from different Universities.The whole set of materials was prepared in English. Another product of the project is the quality assurance standards applied by all MBA programs and an accreditation procedurefor the International Board. That time formulated the name AGRIMBA which is official name of the International Network on Agribusiness and Commerce.

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Csapó, Zsolt, András Nábrádi, Krisztián Kovács, and Tünde Csapóné Riskó. "MBA education at the University of Debrecen and its further development towards Double Degree Programmes." Applied Studies in Agribusiness and Commerce 11, no. 1-2 (June 30, 2017): 167–70. http://dx.doi.org/10.19041/apstract/2017/1-2/20.

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University of Debrecen is the oldest higher educational institution in continuous operation in Hungary based in the same city. MBA training at Debrecen Agricultural University was initiated by 0257-91/1 Tempus Joint European Project Grant. The project was coordinated by the Netherlands Institute for Management (RVB) Maastricht. Participating institutions include University College in Dublin, Agricultural University in Wageningen and Debrecen Agricultural University. Minimum requirements established were a BSc (or equivalent) degree, an English certificate of language proficiency and one letter of reference from work supervisors or former teachers. Application requirements included a completed application form, Curriculum vitae, a certified copy of degree(s), an official copy of language knowledge certificate, a letter of recommendation and the receipt of registration fee payment. The academic year began on 1 September 1991, and project studies were carried out in small groups. Practical experience that had been gained before enrolment was taken into account and after the successful completion of the requirements students were granted MBA degrees. JEL CODE: I21, I25

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Liberatore, Matthew J., and Robert L. Nydick. "The Teachers' Forum: Breaking the Mold—A New Approach to Teaching the First MBA Course in Management Science." Interfaces 29, no. 4 (August 1999): 99–116. http://dx.doi.org/10.1287/inte.29.4.99.

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Chillara, Lakshmi Hymavathi, Debajani Sahoo, and Abhilash Ponnam. "Determinants and outcomes of faculty consulting from management teachers’ perspective." Journal of Applied Research in Higher Education 9, no. 2 (April 10, 2017): 211–25. http://dx.doi.org/10.1108/jarhe-01-2016-0002.

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Purpose The purpose of this paper is to explore the major determinants that influence the management teachers to practice management consulting. The second objective of this research is to understand how the experience in management consultancy leads to value addition in their class room teaching. Design/methodology/approach To address the first research objective, focus group discussions were conducted with management teachers practicing consultancy. These results were used to generate items for the questionnaire. Factor analysis performed on the data revealed six determinants influencing management teachers to engage in consulting activity. To address the second research objective, focus group discussions with MBA graduates were used to comprehend how teachers with management consulting experience enrich the pedagogy. Findings The major findings of the study suggest that the determinants influencing management teachers to practice consulting are: improving competencies, furthering professional advancement, accruing strategic and financial benefit, enabling holistic development. Through study 2, the authors found out that management teachers add value in pedagogy by forging corporate world connection through real-time examples, enable critical thinking by breaking established paradigms, effective classroom delivery through storytelling, etc., and lending student support by assuming a mentor’s role. Practical implications This study found that faculty consulting reduces the perceived gap between the industry and academia and it also leads to effective class room teaching. Originality/value The study is the first attempt to empirically test the determinants influencing management teachers to practice consultancy services and qualitatively assess how the consultancy experience enriches the in-class performance.

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Singh, Ardhendu Shekhar, Sonal Shree, and Sanjai K. Parahoo. "Does Instructor's Use of Self-Authored Cases vs. Other Cases in Teaching Lead to More Effective Learning?" International Journal of Marketing and Sales Education 1, no. 1 (January 2018): 49–63. http://dx.doi.org/10.4018/ijmse.2018010104.

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The investigation of relationship between teaching and research has flourished for several decades. Teachers' knowledge and their experiences in conducting research studies are collectively expected to enrich the learning process of students. Relevance and applicability of concepts has the potential to augment learners' interest in discussing and absorbing the ideas. Learning can be fulfilling in an environment where teachers propel curiosity amongst students and are in interactive mode through a two-way channel of discussion. It is in this light that this pilot study examines the case teaching method with respect to usage of self-authored cases by the instructor, and compares it with the resultant impact on teaching as well as students' learning when taught with cases authored by others. Participants of the study were students of MBA program in a private university of India. The responses revealed that the two types of teaching materials had impact on areas like clarity, communication, complexity, linking with other topic, preparedness, energy level, and comprehensiveness.

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Stoten, David William. "Tarsia: An Interactive and Engaging Activity That Promotes Consolidation of Knowledge." Management Teaching Review 2, no. 3 (March 7, 2017): 225–34. http://dx.doi.org/10.1177/2379298117697000.

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Tarsia Formulator is a software package that enables management teachers to create innovative and engaging learning materials that test understanding. Available freely on the Internet via Hermitech Laboratory, it is widely used in the United Kingdom in the school sector. The author has used Tarsia in management classes and has received very positive comments from both undergraduate and MBA students who see it as a fun activity that really stretches their capacity to recall information and think logically. Tarsia can generate a range of puzzles that can serve as a way of consolidating knowledge for small groups of two to three students, or as a summation exercise at the end of a half-day session.

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Ul’yanova, M. E. "Factors Increasing the Competitiveness of Universities: The International Context." World of new economy 12, no. 2 (August 24, 2018): 72–77. http://dx.doi.org/10.26794/2220-6469-2018-12-2-72-77.

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The article is devoted to the competitiveness of universities in the international educational space, taking into account the realities of the new economy and modern factors of consumer choice. We stress the importance of the process of internationalization of teachers’ teams and students, the importance of enriching the content of curricula with international and intercultural experience. Further, we discussed directions of development in Russia of management and economic education taking into account preservation of national identity in a difficult institutional environment of the world market of education. We presented the results of a survey of 120 graduates of master’s programs in economics, management and MBA programmes, identified the factors that affect the students’ choice of the educational program, as well as estimated demand from students for international experience in the learning process in their country. These factors include, among others, the possibility of obtaining international experience during studies and the prestige of the university, whose diploma has a graduate. The identified factors are also considered by employers as key and affect career development. Two key directions of development of internationalization of economic and management education in Russian universities are defined. We showed the experience of the Faculty of Economics of Lomonosov Moscow State University on the inclusion of international aspects in the educational programs of the master’s level and MBA programs.

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Hartman, Jackie, Jeffrey S. Lewis, and Karen Sterkel Powell. "Inbox Shock: A Study of Electronic Message Volume in a Distance Managerial Communication Course." Business Communication Quarterly 65, no. 3 (September 2002): 9–28. http://dx.doi.org/10.1177/108056990206500303.

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As institutions of higher education strive to serve students who are diverse and geographically dispersed, many of them are implementing distance education pro grams using technology-mediated communication. Research reveals that distance education is often as effective as traditional education; however, teachers and stu dents are confronted with a variety of obstacles. Thus educators need to determine the most effective and efficient methods of communicating with distance students. An examination of e-mail messages sent to the instructor of an MBA class by dis tance students reveals that the volume of messages sent depends on students' tech nology proficiency, ability to process and seek out information, topic affinity, and relational needs. Furthermore, the findings reveal that an instructor can decrease the volume of messages received by researching the student population, communi cating proactively, and taking advantage of the messaging system's tools.

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Pearce, Jone L. "We Are Who We Teach." Journal of Management Inquiry 16, no. 2 (June 2007): 104–10. http://dx.doi.org/10.1177/1056492607302412.

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It is argued that teaching is more important to shared understanding of management and organizations than scholars acknowledge. Teaching has been ignored in discussions of scholars' intellectual enterprise, in part, because of a practicality that violates Romantic Era ideals of intellectuals as otherworldly and pure. Yet teachers in conversation with their students have always been central to how students learn and develop their ideas. In the case of management professors, who they teach (students with management experience), the institutional context in which they teach them (tuition-dependent and rankings-focused university business schools), and the publishing industry (increasingly focused on lower-division books for teenagers) are as much causes of the fractured visage of management scholarship as are any actions of the field's elites. Implications for action include more open conversations about how MBA teaching influences our intellectual work and the development of coherent books for experienced adult students.

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Mittal, Sanjiv, Rajat Gera, and Dharminder Kumar Batra. "Evaluating the validity of Student Evaluation of Teaching Effectiveness (SET) in India." Education + Training 57, no. 6 (August 10, 2015): 623–38. http://dx.doi.org/10.1108/et-06-2013-0072.

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Purpose – There is a debate in literature about the generalizability of the structure and the validity of the measures of Student Evaluation of Teaching Effectiveness (SET). This debate spans the dimensionality and validity of the construct, and the use of the measure for summative and formative purposes of teachers valuation and feedback. The purpose of this paper is to contribute to the debate on the aforementioned issues. Specifically the paper tests the relationship of teacher’s “charisma” trait with a measure of SET consisting of the two dimensions of “lecturer ability” and “module attributes.” The market characteristics of the paper are those of an emerging market and cross-cultural context with a specific reference to India. Design/methodology/approach – In this study, a two-dimensional scale of SET, which was originally developed by Shevlin et al. (2000) in their study in the UK, was empirically tested with Indian students and modified. Empirical data were collected from Indian students pursuing their MBA program in a north Indian university and statistical testing using exploratory and confirmatory factor analyses was undertaken. The proposed relationship of a teacher’s “charisma” trait was tested as a reflective construct comprising of the two dimensions of SET with the help of the software package Amos ver 4.0. Findings – The results indicate that the measure of SET is influenced by the teacher’s “Charisma” (trait), thus providing evidence of a halo effect. This raises the issue of validity of SET as an instrument for measuring teaching effectiveness (TE). The results provide support to the hypothesis that structure of SET is multidimensional along with the need for adapting the instrument in diverse cultural and market contexts. Originality/value – This study contributes to the debate on the validity, structure and use of SET as an instrument for measuring TE in a developing market with cross-cultural implications such as India.

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Kumar, Deepak, Chaman Verma, Pradeep Kumar Singh, Maria Simona Raboaca, Raluca-Andreea Felseghi, and Kayhan Zrar Ghafoor. "Computational Statistics and Machine Learning Techniques for Effective Decision Making on Student’s Employment for Real-Time." Mathematics 9, no. 11 (May 21, 2021): 1166. http://dx.doi.org/10.3390/math9111166.

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The present study accentuated a hybrid approach to evaluate the impact, association and discrepancies of demographic characteristics on a student’s job placement. The present study extracted several significant academic features that determine the Master of Business Administration (MBA) student placement and confirm the placed gender. This paper recommended a novel futuristic roadmap for students, parents, guardians, institutions, and companies to benefit at a certain level. Out of seven experiments, the first five experiments were conducted with deep statistical computations, and the last two experiments were performed with supervised machine learning approaches. On the one hand, the Support Vector Machine (SVM) outperformed others with the uppermost accuracy of 90% to predict the employment status. On the other hand, the Random Forest (RF) attained a maximum accuracy of 88% to recognize the gender of placed students. Further, several significant features are also recommended to identify the placement of gender and placement status. A statistical t-test at 0.05 significance level proved that the student’s gender did not influence their offered salary during job placement and MBA specializations Marketing and Finance (Mkt&Fin) and Marketing and Human Resource (Mkt&HR) (p > 0.05). Additionally, the result of the t-test also showed that gender did not affect student’s placement test percentage scores (p > 0.05) and degree streams such as Science and Technology (Sci&Tech), Commerce and Management (Comm&Mgmt). Others did not affect the offered salary (p > 0.05). Further, the χ2 test revealed a significant association between a student’s course specialization and student’s placement status (p < 0.05). It also proved that there is no significant association between a student’s degree and placement status (p > 0.05). The current study recommended automatic placement prediction with demographic impact identification for the higher educational universities and institutions that will help human communities (students, teachers, parents, institutions) to prepare for the future accordingly.

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Lahiri, Somdeb. "Consumer surplus and budget constrained preference maximization: A note." Managerial Economics 21, no. 1 (October 16, 2020): 49. http://dx.doi.org/10.7494/manage.2020.21.1.49.

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The paper attempts to rectify what appear to be popular but elementary misconceptions about the concept of consumer surplus in the context of Marshallian demand curves. It is primarily addressed to teachers of microeconomics at the undergraduate level or in MBA programs of business schools. The main text informs the reader about the model/context and the results we are concerned with, all of the latter being a comprehensive teaching note, relegated to an appendix of the paper. Thus, the potential instructor may use the main text to motivate himself/herself and at the same time inform his/her students as to the topic i.e. the rehabilitation of consumer surplus as an exact measure of welfare from the stand-point of cost benefit analysis. Thereafter the appendix can be referred to for a more formal presentation. The technical results contained in the appendix begin by showing that willingness to pay is the area under the demand curve if and only if consumers are surplus maximizers. The last result in the appendix is a theoretically ‘happy ending’ since it shows that for purposes of applied economics, budget constrained preference maximization implies surplus maximization and hence for such consumers, willingness to pay is indeed the area under the demand curve up to the quantity consumed.

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Adhimah, Olivia Khufyatul, Rooselyna Ekawati, and Dini Kinati Fardah. "PERILAKU PEMECAHAN MASALAH SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI KECEMASAN MATEMATIKA." MATHEdunesa 9, no. 1 (June 28, 2020): 145–54. http://dx.doi.org/10.26740/mathedunesa.v9n1.p145-154.

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Problem solving behavior make further information about behavior of students to understand contextual mathematical problems and their solutions. The different behaviors shown by students to each other shows how to steps, abilities, and understanding of students in solving contextual mathematical problems. It is important for students and teachers to know the problem solving behaviors in order to improve understanding and ability to solve contextual mathematical problems. Mathematics anxiety can influence students in soling mathematical problems. Given the importance of students problem solving behavior in learning mathematics, teachers need to know students problem solving behavior in solving contextual mathematical problems based on mathematics anxiety. This study investigate problem solving behavior of students with low and high mathematical anxiety in solving contextual mathematical problems. Subjects in this study were four students of Junior High School, consists each of the two students from each mathematics anxiety group, low and high. Four students were given contextual mathematical problem solving test to investigate about problem solving behavior. Classification of students mathematics anxiety levels is determined through the mathematics anxiety questionnaire score of each student. The results of this research showed that students problem solving behavior with high mathematics anxiety were categorized in Direct Translation Approach-proficient (DTA-p) dan Direct Translation Approach-not proficient (DTA-np) category. Students behavior with low mathematics anxiety were categorized in the category of Meaning Based Approach-justification (MBA-j). The difference in problem solving behavior from two categories of mathematics anxiety is in re-reading the problem, linking concepts, deciding strategies, using context in calculations and final answer, and providing an explanation at each step of the solution. Students problem solving behavior with low mathematics anxiety was better than students problem solving behavior with high mathematics anxiety.

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Fatima, Jabeen, and Muhammad Naseer Ud Din. "Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 29. http://dx.doi.org/10.19030/cier.v3i12.921.

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The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

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Rodriguez, Vanessa, and S. Lynneth Solis. "Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating the Teaching Brain." Mind, Brain, and Education 7, no. 3 (August 16, 2013): 161–69. http://dx.doi.org/10.1111/mbe.12023.

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Tardif, Eric, Pierre-André Doudin, and Nicolas Meylan. "Neuromyths Among Teachers and Student Teachers." Mind, Brain, and Education 9, no. 1 (February 18, 2015): 50–59. http://dx.doi.org/10.1111/mbe.12070.

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Khalil, Eftima. "EFL Instructors' Perceptions Regarding Conducting Action Research." International Journal of Teacher Education and Professional Development 2, no. 2 (July 2019): 53–67. http://dx.doi.org/10.4018/ijtepd.2019070104.

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In recent years, there has been a growing interest in teachers' professional development through action research and teachers are expected to be engaged in action research. Thus, this study aimed to explore the perceptions of Turkish EFL teachers regarding conducting action research in their classrooms. The participants were 16 Turkish EFL teachers who enrolled in Master of Art (M.A) specialized in English Language Education at a private university in Istanbul, Turkey. The data was collected by means of a questionnaire consisting of two sections to deeply investigate the impacts of action research on the EFL teachers. The results revealed that teachers have positive attitudes towards action research. Even though certain barriers do exist such as lack of time, lack of knowledge, and lack of support from other teachers, the teachers believe that they have grown both personally and professionally through their experiences as teacher researchers. Teachers in this study also described steps that could be taken to make action research more effective and widespread.

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Mukhtar, Munierah Ainaa, Zuwati Hasim, and Melor Md Yunus. "THE EFFICACY OF SIMULATED TEACHING IN PREPARING PRE-SERVICE TEACHERS FOR PRACTICUM." Journal of Nusantara Studies (JONUS) 3, no. 1 (June 27, 2018): 64. http://dx.doi.org/10.24200/jonus.vol3iss1pp64-74.

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Teacher training programme has been recognised for its importance in training and preparing pre-service teachers for practicum and teaching profession. Interest in the field is noticeable with a number of studies conducted on teacher training areas. To ensure that appropriate training is given for the pre-service teachers prior to their actual classroom teaching, there is a need to look into the extent the pedagogical and content knowledge are delivered and acquired. Pre-service teachers in local public universities have gone through difficult times adjusting to real school environment during practicum period even though they have attended and completed their fair share of mock teaching in simulated teaching classroom. In Malaysia, research on simulated teaching as part of teacher training is still limited and the focus is normally given on the area of assessments and curriculum. Hence, it is the aim of this study to identify issues faced by the pre-service teachers during the practicum. For the purpose of this study, six pre-service teachers were selected as participants from a local public university through purposive sampling; the participants have to have gone through both simulated teaching and teaching practicum. Data were gathered through one-on-one narrative interviews and focus group interviews and analysed with thematic and content analysis. The findings reveal that simulated teaching is effective because of the feedback gathered and it can be further improved by increasing its frequency, integrating more role plays, and including a comprehensive Q&A session after the teaching.Keywords: Micro-teaching, simulated teaching, teacher training programme, teaching practicum, pre-service teachers, educationCite as: Mukhtar, M.A., Hasim, Z., & Md Yunus, M. (2018). The efficacy of simulated teaching in preparing pre-service teachers for practicum. Journal of Nusantara Studies, 3(1), 64-74.http://dx.doi.org/10.24200/jonus.vol3iss1pp64-74

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Rahmaniah, Rahmaniah, and Abdul Rohman. "The Teachers Exploring Students’ Speaking Skill using Hypnoteaching." Borneo Educational Journal (Borju) 2, no. 2 (August 29, 2020): 68–72. http://dx.doi.org/10.24903/bej.v2i2.628.

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Hypnoteaching could be a “new” strategy or procedure in education, especially in the teaching and learning process. Furthermore, hypnoteaching was an activity in which the teacher gave affirmative or positive words. Hypnosis is usually described or done with a conscious state where. In teaching, hypnosis collaboration with the activity is that the teacher gave a positive word to students. This study was conducted in M.A. Sabillarasyad. To found the result in this study researcher used interviews were as an instrument to collect the data. The subjects in this study are three teachers. The result showed that students’ speaking problems were reduced, and the students were more confident after the teacher used hypnoteaching, in which the teachers gave positive words to students by repetition. Furthermore, the students more relax and enjoy the learning process. The researcher found the HT1 as the teacher one used hypnoteaching in order for students focused on there did not aware when the teacher did hypnoteaching. Therefore the students feel more closely with the teacher when their inside or outside the class. The researcher concludes that Hypnoteaching was a suitable method for reducing students’ speaking problems and helped the teacher manage the classroom in the learning process.

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Thompson, Edmund R. "Chinese Perspectives on the Important Aspects of an MBA Teacher." Journal of Management Education 26, no. 3 (June 2002): 229–58. http://dx.doi.org/10.1177/10562902026003002.

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Ceriyantina, Dian Tri. "The Politeness of English Teacher's Utterances Inside and Outside Classroom." ELT Forum: Journal of English Language Teaching 8, no. 2 (November 30, 2019): 143–51. http://dx.doi.org/10.15294/elt.v8i2.31809.

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ABSTRACT Ceriyantina,D.T. The Politeness of Teacher’s Utterance Inside and Outside The Learning Process. Final Project. English Department, Faculty of Language and Arts, Semarang State University. Advisor: Dr. Hendi Pratama,M.A Keyword: Politeness, Utterance, Pragmatic, Teacher. This study is about politeness of the teacher’s utterance entitled: The Politeness of Teacher’s Utterances Inside and Outside The Learning Process. The aim of this study is to find out the strategy and the dominant maxim of politeness that used by teacher inside and outside the learning process. This study was a descriptive qualitative study to describe the result of the analyzing of teacher’s utterance. I used teacher’s utterance inside and outside the learnig process as the object of the study. In collecting data, i record the teacher’s utterance inside the learning process then transcript the result of the record. After that, the data will be analyzed with the type of pooliteness and clasified into the maxim of politeness. The result of the analyze teacher’s utterance inside the learning process contain pf 73 utterances with ten maxims of politeness by Leech (2014). After going through data analysis process, it can be concluded that seven maxims of politeness used by English teacher inside the learning process. The maxims that used are Tact with percentage 47,95%, Obligation S to O with percentage 27,29%, Generosity with percentage 17,80%, Approbation with percentage 2,74%, Modesty with percentage 1,37%, Obligation O to S with percentage 1,37%, Sympathy with percentage 1,37%. Meanwhile, the result of the analyze teacher’s utterance outside the learning process contain of 20 utterance with five maxims, the maxim that used are Tact with percentage 50%, Generosity with percentage 15%, Modesty with percentage 15%, Approbation with percentage 10%, Obligation os S to O with percentage 10%. Based on the result of the procedure, the writer cab conclude that the dominant type of the maxim that used by English teacher inside and outside the learning process. The writer also use analysis method to analyze the data so that can be found the reason of the classification result.

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AKBARI, RAMIN, and BABAK DADVAND. "Does Formal Teacher Education Make a Difference? A Comparison of Pedagogical Thought Units of B.A. Versus M.A. Teachers." Modern Language Journal 95, no. 1 (February 24, 2011): 44–60. http://dx.doi.org/10.1111/j.1540-4781.2010.01142.x.

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Zakiyah, Millatuz. "MAKNA SAPAAN DI PESANTREN: KAJIAN LINGUISTIK-ANTROPOLOGIS." LEKSEMA: Jurnal Bahasa dan Sastra 3, no. 1 (June 30, 2018): 11. http://dx.doi.org/10.22515/ljbs.v3i1.1014.

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This research aims to explains the meaning of some specific address terms such as kiai, gus, ning, kang, etc. which are obligatorily used on pondok pesantren in Jombang. This study discusses the classification and the meanings of address terms in pesantren as well as pesantren and Javanese cultural perspectives on the terms. This descriptive-qualitative research applies emic approach. The result shows that there are 15 address terms in pesantren, namely kiai, nyai, gus, mas, ning, bapak, ibu, mbak, kang, cak, ustadz, ustadzah, abah, abi, and umi. These distinctive address terms aim to honor the kiai, teachers, kiai’s and teachers’families, and santri. Pesantren’s view posits that respecting teachers, teachers’ family, and fellow santri is a pace to get barokah and manfaat (benefit) of science, the santri’s ultimate goal and their destination of seeking knowledge. Meanwhile, Javanese cultural persepective argues that this respect indicates syncretism between Javanese and Islamic culture. The respect to kiai is influenced by the respect to begawan. On the other hand, santri’s attitude refers to cantrik. Different tributes between teacher and kiai are influenced by Javanese culture. It indicates the existence of different obligations and rights in pesantren which impact on the stratification at pesantren. The stratification at pesantren can bedivided into three classes; namely nursery class (kiai and his family), teacher class, and santri class.

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Rasooyar, Hosna, and Esmail Hosseini. "Investigating interpersonal metadiscourse markers in English M.A. theses: The case of transition markers." Global Journal of Foreign Language Teaching 9, no. 4 (November 4, 2019): 184–92. http://dx.doi.org/10.18844/gjflt.v9i4.4089.

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This study aimed to know which types of transition markers (i.e., and, since, hence, in addition and then) were more frequently used in English M.A theses. To do this study, the researcher collected 30 English M.A theses which were written by Iranian students from Azad University of Kermanshah. Hyland’s (2005) interpersonal model of metadiscourse was used in this study. Identifying each type of transition markers was used more, the teacher analysed the so-called texts by utilising one of the Cutting-Edge softwares. Next, the frequency of transition markers was calculated by AntConc, one of the simplest and easiest corpus analysis toolkits. The outcome of the study was revealed that 6924 transition markers were found. The transition marker of ‘and’ was the most frequent and the transition marker of ‘hence’ was the least frequent. Furthermore, the results of Chi-square test indicated that transition markers were not equally used in English M.A theses. The implication of the study suggests that using concordance software can make English teachers aware of high-frequency and low-frequency vocabularies. Keywords: AntConc software, metadiscourse, transition markers

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HEGELHEIMER, VOLKER, KETTY REPPERT, MEGAN BROBERG, BRENDA DAISY, MAJA GRGUROVIC, KATY MIDDLEBROOKS, and SAMMI LIU. "Preparing the new generation of CALL researchers and practitioners: What nine months in an MA program can (or cannot) do." ReCALL 16, no. 2 (November 2004): 432–47. http://dx.doi.org/10.1017/s0958344004001223.

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As more and more teacher preparation programs realize the need to include courses that deal with computer-assisted language learning, a crucial decision as to what is taught needs to be made, taking into consideration the various post-graduation goals ranging from teacher or teacher-trainer to researcher. Thus, the question of whether to go beyond teaching the potential uses of the computer and the Internet and to delve into how to create relevant computer-based tasks using the WWW and to train teachers in the use of advanced web page development techniques, including Flash, web-enabled databases, and the interactive possibilities of the WWW needs to be addressed. This paper tackles these issues and illustrates a sample approach in dealing with the grooming of the new generation of CALL researchers and practitioners. What can be accomplished during the first year of an MATESL program that highlights the importance of technology is explored through a reflective questionnaire, a computer capabilities matrix, and an analysis of web-based course projects. Nine first-year M.A. students participated in the study, which revealed that despite widely differing initial computer and Internet expertise among these future teachers and researchers, their knowledge of creating and using web-based materials increased significantly, culminating in a project in which the skills acquired throughout the semester were successfully integrated.

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Michońska-Stadnik, Anna. "The profile of M.A. university students – future teachers of English in the process of obtaining full professional qualifications." Neofilolog, no. 44/2 (March 22, 2019): 183–92. http://dx.doi.org/10.14746/n.2015.44.2.04.

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In professional research literature learner identity, motivation and au-tonomy are frequently the focus of attention. Identity is believed to be responsible for beliefs and opinions about the process of language at-tainment. Although much more has been written on learner identity, teacher identity is usually marginalized. The study summarized in this paper focuses on students – future teachers of English (N=32)- who at-tend M.A. EFL seminars to obtain full teaching qualifications. The stu-dents were asked to give answers to seven questionnaire statements referring to their present teaching careers and their former studies. It appeared that students coming from educational backgrounds other than university frequently show gaps in knowledge of second language acquisition theory and practice. What is more, as the ELT seminars ca-ter mostly for students from institutions outside the university, consid-erable remedial work is needed in order to make it possible to pre-pare the students to write their M.A. theses independently.

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Gleichgerrcht, Ezequiel, Benjamin Lira Luttges, Florencia Salvarezza, and Anna Lucia Campos. "Educational Neuromyths Among Teachers in Latin America." Mind, Brain, and Education 9, no. 3 (July 15, 2015): 170–78. http://dx.doi.org/10.1111/mbe.12086.

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Blanchette Sarrasin, Jérémie, Martin Riopel, and Steve Masson. "Neuromyths and Their Origin Among Teachers in Quebec." Mind, Brain, and Education 13, no. 2 (March 7, 2019): 100–109. http://dx.doi.org/10.1111/mbe.12193.

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Hui, Pamsy Pun Zee, Warren C. K. Chiu, Elvy Pang, and John Coombes. "Escaping unintended collusion in MBA programmes in China." Industry and Higher Education 33, no. 3 (February 19, 2019): 151–56. http://dx.doi.org/10.1177/0950422219830897.

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The purpose of this article is to examine the problem of possible but unintended collusion between business schools and their Master of Business Administration (MBA) students, specifically as it relates to the recent need to promote ethical behaviour in business practice in a global context. The focal point of the article is on the relationship between MBA programmes and candidates in the context of guanxi in modern business and political environments. The article revisits the concept of guanxi philosophically and connects it to social responsibility and moral obligation in business education. The authors contend that guanxi may have been interpreted too loosely as networking, thus fostering an approach that ignores the important moral dimensions of the concept. The more philosophical approach, which includes such concepts as moral obligation, is recommended to safeguard the integrity of recruiting, student–teacher development, and the coursework of MBA programmes in the People’s Republic of China. In considering the practical implications, the article covers the re-examination of guanxi as a moral concept, the judicious application of caution when considering applicants based on their work experience, the use of free and independent academic judgment when questionable decisions and behaviours occur, and the open discussion of ethical decision-making in course activities.

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Dündar, Sefa, and Nazan Gündüz. "Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers." Mind, Brain, and Education 10, no. 4 (September 14, 2016): 212–32. http://dx.doi.org/10.1111/mbe.12119.

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Imron, Ali, and Ma'as Shobirin. "Pengembangan Bahan Ajar Berbasis Kearifan Lokal Bagi Guru MI di Kota Semarang." Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan 21, no. 1 (May 26, 2021): 71–100. http://dx.doi.org/10.21580/dms.2021.211.7342.

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The teacher in learning has a dual role as a guide, director, motivator, supervisor and designer as well as executor. Increasing the ability to develop teaching materials as an illustration of the changes that occur in students based on the local wisdom of a community also needs to be done. The purpose of writing articles from this mentoring activity is to: 1) find out how the development of teaching materials based on local wisdom for MI teachers in Semarang City, 2) find out the various potentials of local wisdom that have educational value in Semarang City The results of the MI teacher mentoring activities in developing teaching materials based on local wisdom are: 1) The implementation of activities focused on mentoring teachers in developing teaching materials based on local wisdom through an asset-based approach. Activities involving MI teachers in the city of Semarang. The form of activities carried out were FGD and practical training and evaluation and monitoring, the implementation of activities at the Micro Teaching Laboratory of the Faculty of Religion, Wahid Hasyim University. 2) The material of local wisdom if grouped based on its characteristics into 3, namely: local figures (ulama) Semarang and around, Heritage (historical buildings) and culture. There are several scholars in Semarang and its surroundings who are visited by many or the community's pilgrimage destinations, including: Kiai Sholeh Darat, Mbah Mudzakkir, Mbah Shodiq Jago and Syekh Jumadil Kubro. Meanwhile, several historical buildings as relics and become tourist destinations include: Lawang Sewu, Ronggowarsito Museum, Sampo Kong, belenduk church, and old buildings around the old city of Semarang. The culture that is maintained and carried out regularly and properly includes: Nyadran, Ritual Offerings Rewandha Goa Kreo, Dugderan. Guru dalam pembelajaran memiliki peran ganda sebagai pembimbing, pengarah, pemotivasi, pengawas dan perancang sekaligus pelaksana. Meningkatkan kemampuan dalam mengembangkan bahan ajar sebagai gambaran perubahan yang terjadi pada peserta didik bersumber pada kearifan lokal suatu masyarakat juga perlu dilakukan. Tujuan penulisan artikel dari kegiatan pendampingan ini adalah untuk: 1) mengetahui bagaimana pelaksanaan pengembangan bahan ajar berbasis kearifan lokal bagi guru MI di Kota Semarang, 2) mengetahui berbagai potensi kearifan lokal yang memiliki nilai edukatif yang ada di Kota Semarang. Hasil dari kegiatan pendampingan guru MI dalam mengembangkan bahan ajar berbasis kearifan lokal adalah: 1) Pelaksanaan kegiatan fokus pada pendampingan guru dalam mengembangkan bahan ajar berbasi kearifan lokal melalui pendekatan berbasis aset. Kegiatan melibatkan guru MI di Kota Semarang. Bentuk Kegiatan yang dilaksanakan adalah FGD dan Pelatihan praktik dan evaluasi serta monitoring, pelaksanaan kegiatan di Laboratorium Micro Teaching Fakultas Agama Universitas Wahid Hasyim. 2) Materi kearifan lokal tersebut apabila dikelompokkan berdasarkan karakteristiknya menjadi 3, yaitu: tokoh (ulama) Lokal Semarang dan sekitar, Peninggalan (bangunan sejarah) dan Kebudayaan. Terdapat beberapa ulama di Semarang dan Sekitarnya yang banyak dikunjungi atau tujuan ziarah masyarakat antara lain: Kiai Sholeh Darat, Mbah Mudzakkir, Mbah Shodiq Jago dan Syekh Jumadil Kubro. Sedangkan beberapa bangunan bersejarah sebagai peninggalan dan menjadi tujuan wisata antara lain: Lawang Sewu, Museum Ronggowarsito, Sampo Kong, Gereja Blenduk, dan bangunan tua di sekitar kota lama Semarang. Adapun kebudayaan yang terjaga dan terlaksana secara rutin dan dengan baik diantaranya: Nyadran, Ritual Sesaji Rewandha Goa Kreo, Dugderan.

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Bambacas, Mary, and Gavin B. Sanderson. "Instructional Preferences of Students in Transnational Chinese and English Language MBA Programs." Journal of University Teaching and Learning Practice 8, no. 1 (January 1, 2011): 5–17. http://dx.doi.org/10.53761/1.8.1.2.

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This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and web-based learning, and ongoing (mainly email) contact with lecturers before and after they have returned to Australia. The aim of this stage of the project is to provide a greater understanding of students’ instructional preferences so that, where appropriate, lecturers can better scaffold learning and teaching arrangements (Stage 2 of the project) to assist them to meet the learning objectives of the MBA program. Survey data was collected from students studying the MBA in Hong Kong and Singapore in English (EMBA), and in Hong Kong, Singapore and Taiwan in Chinese (CMBA). Findings demonstrate that whilst students ranked teacher directed, face-to-face instructional delivery highly, they also indicated that an independent, web-based learning environment was their leastpreferred approach to learning. These findings put lecturers in a more informed position when it comes to them planning how to best assist students from Confucian-heritage backgrounds to work productively and successfully in their studies.

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Sologub, G. B., V. A. Pukhov, and L. S. Tsyplenkov. "Tsyplenkov L.S. Predicting the Number of Teachers Needed at Online-School." Моделирование и анализ данных 10, no. 2 (2020): 39–48. http://dx.doi.org/10.17759/mda.2020100203.

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The article describes an approach to forecasting the number of teachers to hire by an online English language school, based on an analysis of historical data on the lessons using linear regression and triple exponential smoothing models.

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Gunderson, Elizabeth A., Gerardo Ramirez, Sian L. Beilock, and Susan C. Levine. "Teachers' Spatial Anxiety Relates to 1st- and 2nd-Graders' Spatial Learning." Mind, Brain, and Education 7, no. 3 (August 16, 2013): 196–99. http://dx.doi.org/10.1111/mbe.12027.

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Gilmore, Camilla, and Lucy Cragg. "Teachers' Understanding of the Role of Executive Functions in Mathematics Learning." Mind, Brain, and Education 8, no. 3 (August 18, 2014): 132–36. http://dx.doi.org/10.1111/mbe.12050.

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Ceccarelli, M. "Robotic teachers' assistants - Low cost robots for research and teaching activities." IEEE Robotics & Automation Magazine 10, no. 3 (September 2003): 37–45. http://dx.doi.org/10.1109/mra.2003.1233556.

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Christ, Thomas W., and Sakilahmed A. Makarani. "Teachers’ attitudes about teaching English in India: An embedded mixed methods study." International Journal of Multiple Research Approaches 3, no. 1 (April 2009): 73–87. http://dx.doi.org/10.5172/mra.455.3.1.73.

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Whiting, Sue B., Sam V. Wass, Simon Green, and Michael S. C. Thomas. "Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers." Mind, Brain, and Education 15, no. 2 (February 28, 2021): 177–88. http://dx.doi.org/10.1111/mbe.12282.

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Battro, Antonio M., Cecilia I. Calero, Andrea P. Goldin, Lisa Holper, Laura Pezzatti, Diego E. Shalóm, and Mariano Sigman. "The Cognitive Neuroscience of the Teacher-Student Interaction." Mind, Brain, and Education 7, no. 3 (August 16, 2013): 177–81. http://dx.doi.org/10.1111/mbe.12025.

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Journal articles on the topic 'MBA teachers'

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