Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and the Hong Kong Qualifications Framework (QF), "mission/objective/goal/outcome, improvement, learning, activities, review, and consistent" were identified as the key elements which can be applied to designing learning activities with a teaching log. From teachers' observations and studying the reflections of learners, it was found that "Ability, Affection, All-round Development and Appreciation" improved to align with the elements of the mission statement "Capable and Caring." It was found that guest lectures by academics and industry practitioners can also help nurture learners' overall development. These findings are of great value as a mission statement is intended to lead to action and continuous improvement; and accreditation exercises involve mission verification and validation. Longitudinal studies of a similar nature are suggested to further test the findings of the present study.
[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/10.1080/08975930.2011.653909]

Outcome-based education is a pedagogical process which focuses on the achievement of certain specified results. Outcome-based teaching and learning (OBTL), therefore, is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended learning outcomes. This study explores whether and how outcome-based teaching impacts on the learning approaches of one cohort of undergraduate business students at a university in Hong Kong, China to undergo outcome-based teaching, newly introduced as part of a university-wide policy to adopt OBTL. The learning approaches of these business students were measured using John Biggs's (1987) Study Process Questionnaire (SPQ) to determine whether these students tended to favor surface learning approaches, deep learning approaches, or achieving learning approaches upon initial entry into the university. Changes in learning approaches were tracked, after a semester's exposure to OBTL, through survey and focus group interview methods. Findings indicated a significant amount of transference between learning approaches deployed by these students, demonstrating a high level of adaptability.
[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/10.1080/08975930902827825]

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 rapidly changing society, business education needs to likewise change and evolve to remain relevant and useful. This paper looks at the graduates of one university in Hong Kong and examines how well they feel they are prepared for the world of work. Through the analysis of secondary data, an assessment was made of the success or otherwise of the restructuring and redesign of the undergraduate business programme at City University of Hong Kong, in terms of appropriately training students to meet the demands of the market. By comparing the results of an exit survey conducted on four cohorts of final year students, with the Government's recommendations on what tertiary education should achieve in the contemporary knowledge-based society of the twenty-first century, it was found that the new Bachelor of Business Administration programme at City University of Hong Kong, through its formal and informal curricula, appears to have equipped its graduating students with not only solid technical knowledge but also other valuable competencies and life-skills.
[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/J066v16n04_04]

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]