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Current Trends and Practices in Business and Law Education: Lessons from the Pandemic and Ways Forward

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 28379

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Special Issue Editor

Dr. Rabindra Nepal

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Guest Editor

Associate Professor, School of Accounting, Economics, and Finance, Faculty of Business, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
Interests: research, leadership and scholarship of learning and teaching

Special Issue Information

Dear Colleagues,

Higher education is experiencing a paradigm shift from passive learning towards active learning and a transition in the mode of delivery from face-to-face learning towards online learning. The advent of a pandemic in the form of COVID-19 has not only quashed much of the reluctance around the adoption of online learning but has also hastened the transition towards technology-enhanced online learning. Remote and distance learning, by making use of the available technology in an online space, is the new normal for now. Thus, COVID-19 has presented an opportunity for education providers to strengthen online teaching. However, the objectives of effective teaching and learning remain unchanged. Student engagement is always of central importance in the transition towards an active learning environment and in the context of increasing demand for online education. Promoting student engagement is a national education policy priority across many countries around the globe, since greater student engagement translates into a more valued student experience and higher academic performance. The purpose of this Special Issue is to gather the experiences of business students and course educators in identifying effective online learning and teaching strategies, including those developed during the pandemic. Some of the research questions that will help in the preparation of articles include, but are not limited to, the following:

How are business academics coping with the coerced move to online delivery?
What are the learning experiences of business students?
How should future online business education evolve?
Is there a best practice learning and teaching method and strategy?
Should online business education substitute traditional face-to-face learning?

The Special Issue welcomes contributions from all business and law-related disciplines—economics, accounting, management, marketing, commerce, tourism, etc. The scope of the Special Issue centers around the prescribing of policies that are of interest to business school academics and educators and higher education providers and policy makers for ensuring the effective delivery of online learning as a way forward based on the compendium of lessons learned.

Dr. Rabindra Nepal
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

student engagement
student experience
active learning
blended learning
technology enhanced learning

Published Papers (3 papers)

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Research

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12 pages, 291 KiB

Open AccessArticle

The Impact of the Multicultural Education on Students’ Attitudes in Business Higher Education Institutions

by Peter Karacsony, Vivien Pásztóová, Mikhail Vinichenko and Peter Huszka

Educ. Sci. 2022, 12(3), 173; https://doi.org/10.3390/educsci12030173 - 2 Mar 2022

Cited by 6 | Viewed by 11326

Abstract

The research aims to assess the cultural diversity of international students studying in higher education institutions. The results of the research provide an overview of the attitude of students studying in institutions of higher education to learning, the factors influencing their studies, and their expectations for their studies abroad. One type of quantitative research method, the questionnaire, was chosen for the primary research. The research results reflect the perspectives of students from different cultural backgrounds in institutions of higher education and focus on the phenomena and situations they experience. Following the hypothesis test results, an outcome can be seen that students believe that their studies in higher education provide a good foundation for their personal development. The results also confirmed that learning in a multicultural environment could positively affect students’ working abilities. Full article

(This article belongs to the Special Issue Current Trends and Practices in Business and Law Education: Lessons from the Pandemic and Ways Forward)

13 pages, 384 KiB

Open AccessEditor’s ChoiceArticle

From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

by Rabindra Nepal and Ann M. Rogerson

Educ. Sci. 2020, 10(8), 205; https://doi.org/10.3390/educsci10080205 - 10 Aug 2020

Cited by 34 | Viewed by 6403

Abstract

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement. Full article

(This article belongs to the Special Issue Current Trends and Practices in Business and Law Education: Lessons from the Pandemic and Ways Forward)

Review

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14 pages, 935 KiB

Open AccessReview

COVID-19’s Impact on Higher Education: A Rapid Review of Early Reactive Literature

by Muzammal Ahmad Khan

Educ. Sci. 2021, 11(8), 421; https://doi.org/10.3390/educsci11080421 - 11 Aug 2021

Cited by 52 | Viewed by 9352

Abstract

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning, (2) e-learning challenges, (3) digital transition to emergency virtual assessment (EVA), (4) psychological impact of COVID-19, and (5) creating collaborative cultures. This represents the first systematic review of COVID-19’s impact on education, clarifying current themes being investigated. The author suggests that the term ‘emergency virtual assessment’ (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic. Full article

(This article belongs to the Special Issue Current Trends and Practices in Business and Law Education: Lessons from the Pandemic and Ways Forward)

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