Exploring differences between international business undergraduates’ conceptual understanding

Auteurs Sue Ashley , Harmen Schaap , Elly de Bruijn
Gepubliceerd in Studies in Higher Education
Publicatiedatum oktober 2019
Lectoraat Beroepsonderwijs
Soort publicatie Artikel

Samenvatting

Higher education providers need to deliver graduates with the conceptual understanding required for professional life. Conceptual understanding entails a synthesis of relevant facts, theories and practices that influence occupational performance. To help align curricula with individual student differences, this study investigates differences in international business undergraduates’ conceptual understanding with regard to study progress. Seventy-four international business students of a bachelor’s programme in the Netherlands participated. Students were presented with a complex business problem. They then wrote essays in which they explicated their conceptual understanding of the case. Using a rubric, six components of conceptual understanding were graded on a 5-point scale ranging from negligible to extraordinary. Results indicated three types of conceptual understanding: limited, developing and extensive. Their relationship with study progress was nonlinear, indicating that effects other than curriculum may account for differences between students. Suggestions are made to account for differences, and recommendations are made regarding curriculum development.

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  • Sue Ashley | onderzoeker | lectoraat Beroepsonderwijs
    Sue Ashley
    • Onderzoeker
    • Lectoraten: Beroepsonderwijs

Taal Engels
Gepubliceerd in Studies in Higher Education
Trefwoorden Higher education, conceptual understanding, international business undergraduates, cross-sectional study, international education
Digital Object Identifier https://doi.org/10.1080/03075079.2019.1672642

Sue Ashley

Sue Ashley | onderzoeker | lectoraat Beroepsonderwijs

Sue Ashley

  • Onderzoeker
  • Lectoraat: Beroepsonderwijs