This paper focuses on the case discussion leadership of expatriate lecturers in two sections of an English-medium international business course in Hong Kong. As well as reviewing the videotapes, transcripts, and field notes of the discussions, interviews were held with the case leaders and a sampling of students to better understand the cross-cultural learning situation. Using a typology of questions adapted from Christensen (1991) and Long and Sato (1983), the lecturers' questions and student responses in the "Panda Furniture" and "Swatch" case discussions were coded and analyzed. The findings suggest certain strategies that case leaders can use to encourage active student participation (the "nails to stick up") in second language discussions involving a large number of Asian students.
[Copyright of Journal of Teaching in International Business is the property of Routledge . Full article may be available at the publisher's website: http://dx.doi.org/10.1300/J066v13n01_05]

This paper is a report on an innovative program for teaching business ethics, developed for undergraduate students, at the School of Business, Hong Kong Baptist University (HKBU). The paper is an anecdotal account to make the point that in non-Western cultural contexts, figurative rather than scientific language often captures the essence of qualitative phenomena. Besides outlining the challenges that a credible and appropriate curriculum in business ethics must address in post colonial Hong Kong, and the steps that have been taken by the School of Business at HKBU to meet these challenges, the paper will underscore the importance of understanding and making explicit the cultural context(s) that have shaped local business environments and customary business practices, as a basis for effective teaching in business ethics. Hong Kong's unique strategic position in the development of a global economy rests upon the historic interplay of Western and Chinese cultures. The moral and religious values that have shaped Hong Kong's cross-cultural social environment must be regarded as a primary resource for business ethics development. As is documented in this report, HKBU's program, with its distinctive focus on the cultural context, may be of benchmark significance for the development of pedagogically effective curricula in international business ethics.
[Copyright of Journal of Teaching in International Business is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1300/J066v12n02_03 ]

This paper discusses the findings of a survey conducted over three years in Hong Kong and Taiwan concerning the nature of business and human resource strategies in the two regions. The differences between the two regions in relation to business and human resource strategy are noted, with particular emphasis on the implications for the development of management education in the Asian region. The importance of incorporating and interpreting business and human resource strategy according to culturally relevant differences between the two regions is also noted.
[Copyright of Journal of Teaching in International Business is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1300/J066v12n02_04]

In a Hong Kong study, the author examined the effect on undergraduate business students of university business school instructors' exhibiting a transformational leadership style in the classroom. Transformational leadership is one of the central concepts in management, and research has indicated that a positive association exists between this style of leadership and desirable leadership outcomes. The author examined this relation in a university classroom context, and the results indicated that transformational classroom leadership was significantly and positively associated with desirable classroom leadership outcomes such as extra effort.
[Copyright of Journal of Education for Business is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/JOEB.84.1.2-6 ]

Management educators in many countries propose to use commissioned projects to bridge the gap between the real business world and traditional teaching of classroom lectures in business education. Nevertheless, the experience in using commissioned projects in business education in Hong Kong is not well documented. To redress the imbalance, this paper reports the lessons and experience gained through the implementation of commissioned projects conducted by business students for commercial firms. Based on extensive evaluations, it is found that the commissioned projects should be integrated into the overall course structure and more supports from sponsor firms need to be sought.
[Copyright of Journal of Teaching in International Business is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1300/J066v12n03_01]

In this article, the authors investigated personal beliefs and values and opportunism variables that might contribute to the academic dishonesty of American and Hong Kong master of business administration (MBA) students. They also compared American and Hong Kong MBA students with respect to their personal beliefs and values, opportunism, and academic dishonesty variables. Results showed that American MBA students who were idealistic, theistic, intolerant, and not opportunistic were likely to behave ethically. Hong Kong MBA students who were idealistic, intolerant, positive, and not opportunistic tended to act morally. Hong Kong students tended to be less theistic, more tolerant, more detached, more negatively oriented, more relativistic, less achievement-oriented, and more humanistic-oriented than were their American counterparts.
[Copyright of Journal of Education for Business is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/JOEB.82.3.146-158 ]