http://hdl.handle.net/2173/31134 Fri, 24 May 2013 05:29:21 GMT 2013-05-24T05:29:21Z http://hdl.handle.net/2173/224194 Title: From learner passive to learner active? The case of Chinese postgraduate students studying marketing in the UK Authors: Liu, Jie Abstract: The explosion in international student numbers at many British institutions during recent years raises important questions about the effective inclusion of international students into the British learning system. This study investigates how one major group of international students, namely the Chinese students undertaking marketing courses, learn in the British environment. The findings indicate that while these students do respond well to more structured learning, they have started to appreciate and, in many cases, are keen to adapt to the more student-centered and process-based approach to learning. However, their transition is not obstacle-free as many are still held back by their cultural background and more notably a lack of confidence with their English language abilities. The findings offer a different perspective on how Chinese students learn and tend to challenge the predominant, deeply-held assumption of Chinese students as passive learners. Description: Full text of this article is available at http://www.heacademy.ac.uk/assets/bmaf/documents/publications/IJME/Vol7no2/IJME7no2Paper4.pdf Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/2173/224194 2009-01-01T00:00:00Z http://hdl.handle.net/2173/224192 Title: Academic staff's reception of a faculty international strategy: discourse and implications for implementation Authors: Liu, Jie Description: Paper presented to the Higher Education Close-up Conference, Lancaster, 20-22 July. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/2173/224192 2010-01-01T00:00:00Z http://hdl.handle.net/2173/224191 Title: The changing body of students: a study of the motives, expectations and preparedness of postgraduate marketing students Authors: Liu, Jie Abstract: Purpose – The aim of this paper is to assess the motives, expectations and preparedness of postgraduate marketing students, and discuss possible implications for postgraduate marketing education in the UK. Design/methodology/approach – The research uses primary data collected from postgraduate marketing students at four British universities. Factor analysis is used to evaluate the convergent validity of the survey questionnaire and Cronbach's alpha coefficient to examine the internal consistency and reliability of the variables composing the major scales. Findings – The results indicate that postgraduate marketing education today faces a culturally diverse student body coupled with a notable lack of relevant work experience. Students are found to have relatively low perception of their preparedness for postgraduate study and high expectations for support and practical experience in marketing. Research limitations/implications – The sample used is relatively small although the high response rate achieved would help add validity to the study. Further research should examine the ways in which students draw on their prior-learning experience to make sense of their learning process. Practical implications – This study should be of interest to postgraduate marketing programme and module leaders. It suggests that a realignment of curriculum design and various support activities on the part of postgraduate marketing education providers are needed to respond to the changing body of students. Originality/value – The study offers a timely measure of the motives, preparedness, and expectations of postgraduate marketing students. The findings should be of immediate and practical value to postgraduate marketing educators in the UK. Description: Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Marketing Intelligence & Planning , published by and copyright Emerald Group Publishing Ltd. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/2173/224191 2010-01-01T00:00:00Z http://hdl.handle.net/2173/198312 Title: Finance and banking curriculum in Bosnia - Herzegovina: an application of the Ruijter and Ten Dam model Authors: Owen, Aneirin Sion Abstract: This paper uses the Ruijter and Ten Dam model to develop an interpretation of the economics and business management curriculum. Bosnia - Herzegovina provides the particular context for the paper, and the finance and banking elements of the curriculum are highlighted. The argument is based on the role of the entrepreneur as a driving force in society. The curriculum suggested is rich and diverse, covering all the major functional specialisms in management, as well as other contextual subjects. The paper goes on to integrate teaching, staff development, resources and assessment into the entrepreneurial theme. The paper outlines the importance of the part time mode of study, and highlights the danger of allowing economics to dominate the curriculum. Description: Full text of this article is available at http://www.heacademy.ac.uk/assets/bmaf/documents/publications/IJME/Vol1no3/Owen_Ruijter_and_Ten_Dam_Model.pdf Mon, 01 Jan 2001 00:00:00 GMT http://hdl.handle.net/2173/198312 2001-01-01T00:00:00Z