Students’ Perceptions of Multicultural Curricular Initiatives in the School of Business

O C T O B E R 3 , 2 0 1 5N AT I O N A L A S S O C I AT I O N O F M U LT I C U LT U R A L E D U C AT I O N ( N A M E ) 2 0 1 5 A N N U A L C O N F E R E N C EN E W O R L E A N S , L A P R E S E N T E D B Y:D R . M . C . R O S S , M P P M , M . E D . , P H . D . , M R . B R A N D O N S C H W E I T Z E R , M B A , D R . T. J . E X F O R D A L A B A M A S TAT E U N I V E R S I T Y

Presentation Overview 1. Researcher Introductions

2. Overview of Presentation

3. Purpose of Presentation

4. Review of the Literature Regarding Teacher Assessment

5. Introduction to Virginia International University (VIU)

6. VIU’s School of Business Adjunct Faculty Relationship

7. The School of Business’ Teaching Load

8. Student Satisfaction Concerns

9. Overview of Newly Implemented “Universal Syllabus”

10. Introduction of the Instructional Planning Guide (IPG)

11. Instructional Planning Guide (IPG) Pyramid

12. Outcomes, Analysis, Feedback and Discussions

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VIU School of Business Team

Dr. M. C. Ross, Dean

Brandon Schweitzer, Associate Dean

Dr. Stephen Onu, Professor

Dr. Mark Robinson, Professor

Dr. Alisher Akhmedjonov, Professor

Ms. Felicia Sabir, Administrative Assistant for School of Business

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Virginia International University

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Established in 1998, as a private, non-

profit institution of higher education

located in Fairfax, Virginia.

VIU offers degree programs at both the

undergraduate and graduate levels in

computer science, business

management, International Relations,

Public Administration and Education.

VIU also offers language programs such

as English as a Second Language (ESL)

and Teaching of English to Speakers of

Other Languages (TESOL).

VIU Overview

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Last Academic Year Enrollment (2013-2014)

Graduate: 731

Undergraduate: 118

Certificate: 34

ESL: 330

Total enrollment: 1174

Degree Programs Offered Residentially (Fall 2014)

Graduate: 13

Undergraduate: 2

Certificate: 8

Total: 23

Degree Programs Offered Online (Fall 2014)

Graduate: 13

Undergraduate: 2

Certificate: 6

Total: 21

Degrees Conferred (2013-2014)

Masters: 129

Bachelors: 12

Certificate: 15

Total: 156 (+52 ESL Completers)

VIU’s Students & Faculty

Student Data Gender (2013-2014)

Female: 49%

Male: 51%

Region (2013-2014)

Asia: 75%

Africa: 6%

North America: 1%

South America: 3%

Europe: 6%

Middle East: 10%

Faculty and Staff

(Fall 2014)

Full-Time Staff: 66

Full-Time Faculty: 15

Adjunct Faculty: 84

Total: 165

Shift in Faculty Responsibilities

Course Load from 4+ Courses to 3 Courses and Program Chair Position

Each F/T Faculty Member now has Student Advising Responsibilities

Adjunct Faculty Members limited to 75% Load of F/T Faculty Members

Changes Correlated to SACS Accreditation Standards

Change to Shared Decision Making Model where faculty share decisions with Administration

Relevant Information Major shift from tenure-track and full-

time faculty to adjunct faculty model

Numerous reasons for this shift, mostly financial

Adjuncts highly qualified in content areas with expertise and experience

Increased emphasis on student gains, retention, and student satisfaction

Increased emphasis on “edutainment”

Lots of competition, growing private and for profit institutions operating on a “business” model

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The School of Business’ Adjunct Faculty

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Full Time Faculty Adjunct Faculty

Teaching Loads

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000-000-001 2 2 0 0 4 6%

000-000-002 6 1 0 0 7 10%

000-000-003 5 0 0 0 5 7%

000-000-004 2 0 0 0 2 3%

000-000-005 1 0 0 0 1 1%

000-000-006 2 0 0 0 2 3%

000-000-007 2 1 0 0 3 4%

000-000-008 3 3 0 0 6 9%

000-000-009 1 0 0 0 1 1%

000-000-010 0 2 0 0 2 3%

000-000-011 2 0 0 0 2 3%

000-000-012 5 0 0 0 5 7%

000-000-013 3 0 0 0 3 4%

000-000-014 3 0 0 0 3 4%

000-000-015 5 0 0 0 5 7%

000-000-016 3 0 0 0 3 4%

000-000-017 3 1 0 0 4 6%

000-000-018 2 0 0 0 2 3%

000-000-019 4 0 0 0 4 6%

000-000-020 3 0 0 0 3 4%

000-000-021 2 0 0 0 2 3%

TOTALS 59 10 0 0 69 100%

Review of the Literature

• Field-dependent and field-independent learning styles are two major constructs within the category of personality-based cognitive learning styles.

• Herman Witkin (1975) described field-dependent and field-independent cognitive styles as process variables that represent techniques for moving toward a goal rather than a competence in achieving goals.

• Jonassen and Grabowski (2012) described field-dependent learners as having a global cognitive style because they more readily allow the external cues of an experience to point the way to understanding.

• In contrast, field-independent learners ignore and even distrust external cues.

• Witkin (1978) reiterated the research of others that noted that field-dependent learners are more sensitive to social cues than are field-independent learners.

• Further research on the field-dependent style characterizes it with the ability to perceive items as separate from a background and the inability to separate parts from the whole (Bennett, 2014).

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Review of the Literature A detailed analysis of the field-dependent learning style (Witkin, 1975) revealed that field-dependent learners

• (a) have, in general, what may be characterized as an interpersonal orientation;

• (b) seek both physical and emotional closeness to others, which in turn provides them with experiences in interpersonal relations;

• (c) pay selective attention to social cues; and

• (d) can be described as sociable, interested in people, wanting to help others, having concern for people, knowing many people, and being known by many. Groups that include field-dependent members have been found to be more effective in reaching a consensus than groups without them.

Students who have field-dependent and field-sensitive learning styles are described as

• (a) working well in groups,

• (b) perceiving the totality rather than the specifics,

• (c) motivated by group competition and achievement,

• (d) more affected by outside stimuli, and

• (e) influenced more by affective variables in learning (Jiminez, 1983).3/24/2016 12

Review of the Literature Field Dependency

Multiple Representations

Experiential, Hands-on, Engaged Learning

Structure (Safety and Security – Emotional, Psychological,

Safety is the state of being "safe" (from French sauf), the condition of being protected against:

Physical, social, spiritual, financial, political, emotional, occupational, psychological, educational, or other types or consequences of failure, damage, error, accidents, harm, or any other event that could be considered non-desirable.

Safety can also be defined to be the control of recognized hazards to achieve an acceptable level of risk. This can take the form of being protected from the event or from exposure to something that causes health or economical losses.

It can include protection of people or of possessions.

VIU School of Business Instructional Planning Guide (IPG) Pyramid

(F) Management, Collaboration, and Professionalism.Started On-Time, Students Present, Students on task, Paying Attention, Involved, Active Learning, Call Students by name,

Smooth Transitions, strong verbal/non-verbal feedback.

(E) Personal StyleUnique, Interesting, Memorable, Fun, Experiential,

Purposeful, and Reflective

(D) Assessment, Traditional and Alternative Homework, Quizzes, Testing, Questions, Research Critiques,

Research Papers, Projects, Team Projects, Presentations

(C) Engaging Strategies and TechnologyGuest Speakers, Ind. Visits, Ind. Analysis, Ind. Partnerships, Cooperative

Learning, PowerPoint, Moodle, Indus Video, Audio, NPR, Virtual Speakers, Popular Film as Appropriate, etc..

(B) Appropriate Theory and ResearchCourse Text, Ind. Literature, Harvard Case Studies, Related Research, Current

Events

(A) Student Characteristics Ability Levels, Language Acquisition Skills, Cultural Norms, Learning Styles

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Area A Student Characteristics

VIU School of Business Instructional Planning Guide (IPG) Area A

1. Age/Gender Aspects Addressed 1

2. Auditory Areas Addressed 3

3. Visual, Kinesthetic Areas Addressed 3

4. Language Skills Addressed 5

5. Learning Styles Addressed 5

6. Cognition , Comprehension Addressed 5

7. Students’ Area of Interest Addressed 7

8. Students’ Area of Culture Addressed 7

9. Students’ Area of Background Addressed 7

10. Socio-Economic Status Considered 10

11. Social Skills Level Considered 10 15

Area B Appropriate Theory and Research

VIU School of Business Instructional Planning Guide (IPG) Area B

1. Course Text 2

2. Ind Related Research – Prof 3

3. Ind Related Research – Student 5

4. Harvard Case Studies – Prof 7

5. Harvard Case Studies – Student 10

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Area C Engaging Strategies and Technology

VIU School of Business Instructional Planning Guide (IPG) Area C

1. Lecture Notes 2

2. Lecture Power Points 2

3. Effective Questioning of Students 3

3. Providing Multiple Examples 3

4. Video, Audio, Popular Media Resource 3

5. Industry Specific Related Research 3

6. Team, Group, Cooperative Learning 6

7. Virtual Speaker, Virtual Site Visit 6

8. Guest Speakers In-Person 7

9. Industry Analysis 7

10. Industry Visits 10

11. Industry Partnerships 10 8

Area D Assessment, Traditional and Alternative

VIU School of Business Instructional Planning Guide (IPG) Area D

1. Homework/Quizzes 1

2. Effective Questioning 2

3. Testing, Research/Article Critiques 2

4. Case Analysis 5

5. Research Papers 5

6. Individual /Team Projects 7

7. Individual /Team Presentations 10

8. Simulations/Model Development 10

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Area E Personal Style

VIU School of Business Instructional Planning Guide (IPG) Area E

1. Strong Content Knowledge 1

2. Two or More Teaching Strategies 1

3. Provides Two or More Examples 2

4. Two or More Instructional Materials 2

5. Very Engaging , Humor 2

6. Demonstrated Respect for Learners 2

7. Very Interesting , Innovative 3

8. Establishes Connection with Learners 3

9. Learners Involved in Teaching Process 5

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VIU School of Business Instructional Planning Guide (IPG) Area F

Area F Mgmt., Collaboration and Professionalism.

1. Class Started On-Time 1

2. All Student present at the start of class 1

3. Students on Task 2

4. Paying Attention, Involved 2

5. Actively Learning 2

6. Call Students by Name 2

7. Transitions of Activities 3

8. Verbal Feedback for Participation 5

9. Non-Verbal Feedback for Participation 5

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Research Questions

Emphasizing the noted aspects of field dependency; the need for multiple representation, experiential, hands-on, and engaged learning; and the need for structure, safety and security (emotional, psychological, social), this study seeks to assess international students’ perceptions regarding:

1. Multicultural teaching and learning strategies implemented at the course level?

2. Multicultural teaching and learning strategies implemented at the programmatic level?

3. Their professors as being aware of the needs of multicultural teaching and learning tools when working with international students.

Study Procedures • Convenient sample of 182 students

• Voluntary participation

• 34 total survey items

• 30 Quantitative (Likert-type scale, 1-5) items

• Three sub-scales:(1) Curriculum, Policy, and Procedure (2) Professorial Dispositions (3) Multicultural Teaching and Learning

• 4 Qualitative items

• Data collected electronically for 14 days

• 25% completed response rate for

Quantitative Findings

CURRICULUM, POLICY, AND PROCEDURE (ITEMS 1 -11)

• Quantitative

• No single item scored less than 4 out of 5

• Average of 4

• Median of 3

• 54% at 4.5 or higher

PROFESSORIAL DISPOSITIONS

• Quantitative

• One item scored less than 4 out of 5

• Average of 4.48

• Median of 3

• 55% at 4.5 or higher

Quantitative Findings

MULTICULTURAL TEACHING AND LEARNING

• Quantitative

• No single item scored less than 4 out of 5

• Average of 4.42

• Median of 3

• 90% less than 4.5

Qualitative Findings

CURRICULUM - FEEDBACK

• The course has many resources necessary for the understanding of the course, but I would like to suggest that more videos be available for the better understanding of the course.

• We will need more guest speakers or trip to companies. MBA students not only need learn inside the classroom also outside.

• great class, dynamic and productive

• Curriculum is good

PROFESSOR - FEEDBACK

• the professor who instructed this course is very experienced and teaches excellently, involve student to participate in the lectures.

• The professor is very knowledgeable of the subject, and given life examples of the problem is helping us to understand the subject better.

• Professor is very knowledgeable and helpful

Qualitative Findings Continued…

SCHOOL OF BUSINESS -FEEDBACK

• The School Of Business has been a great place to be. I will request more on campus jobs to be available to students, this will help student gain practical experience and when they go out there, will not face many challenges

• So far I have a very good experience with this school .

• improvements were made, and I think there is no complaints.

• Good I like Dr. Ross who helps every time for students.

VIU - FEEDBACK

• made great improvement lately.

• VIU is making me a great resources to be a competitive professional.

• The school is obviously moving forward. I commend the president for giving the school a face lift.

• Encourage more student in the field of business.

Conclusions International business

students value instruction which encompasses multicultural teaching and learning at the course level

International business students value instruction which encompasses multicultural teaching and learning at the program level

The noted aspects of field dependency including the need for multiple representation, experiential, hands-on, and engaged learning; and the need for structure, safety and security (emotional, psychological, social), appear to be areas of concern for international students

• Additional research required

• Larger sample

• Pre-and Post assessment

Questions and Feedback