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Innovative Business School Teaching showcases the latest pedagogic innovations that actively engage the millennial generation in learning within the business domain. In the context of the contemporary macro issues facing higher education, this book presents the latest teaching practices and tools used in higher education business teaching, clearly illustrating the practical ways in which business teachers can confront current pedagogic challenges. All of the contributors to this edited book have outstanding track records in teaching, having won national and international awards for.

Spanning from the 1876 exposition in Philadelphia, through Paris 1889, and culminating in Paris 1900, this book examines how Argentina, Brazil, and Mexico forged the image of a modernizing Latin America at the moment of their insertion into the new visual economy of capitalism

This article, based on the author's teaching experiences and relevant research on gender, explores the implications of women's ways of knowing for the organizational behavior classroom. The article traces historical, cultural, and developmental roots for the feelings of self-doubt, novelty, terror, and alienation that often accompany women into the management classroom. The article explores the implications for teaching organizational behavior effectively and suggests ways for creating a more equitable and successful classroom learning environment for women and men.

This article draws on research undertaken by the Professional Association of Lecturers in Youth and Community Work (PALYCW) in collaboration with the Open University, University of Glasgow and the University of Hull. The authors are all part of a community of practice of lecturers teaching in Higher Education on Community and Youth Work (CYW) degree programmes. These CYW programmes are professionally endorsed by Youth Work and Community Development professional bodies across the UK. They adopt informal methodologies and have a strong focus on preparing students to work as informal educators with young people and communities. The unique contribution of this paper is highlighting the experiences, the issues and challenges presented, and to explore creative approaches that have been developed by programmes that adopt these approaches to educate professional practitioners. Looking forward in a context of great uncertainty, the research also set out to consider what the future might look like for CYW programmes, located in the neoliberal university. Questions explored included the extent to which the pandemic might lead to longer term changes in learning and teaching methodologies in CYW in Higher Education (HE); and how CYW programmes should be preparing students for navigating practice in the society that unfolds post COVID-19, as a perquisite for 'breaking through' [1] new formations of social injustice and working collaboratively to deepen democracy as the basis for taking action in communities with conscious intent.

The Supporting Healthy Marriage (SHM) evaluation was launched in 2003 to test the effectiveness of a skills-based relationship education program designed to help low-income married couples strengthen their relationships and, in turn, to support more stable and more nurturing home environments and more positive outcomes for parents and their children. The SHM program is a voluntary, yearlong, relationship and marriage education program for low-income, married couples who have children or are expecting a child. The program provides group workshops based on structured curricula; supplemental acti

Team teachingcan be difficult even when partners come from the same background. Teaching with someone from a different culture can be truly daunting. In this article, the authors describe experiences and challenges of bicultural teams teaching in an emerging graduate business program in Vietnam and build on literature from unicultural team teaching. In addition, they offer general suggestions about how to develop good bicultural teaching teams. They also discuss implications for individual teachers.

Abstract
Speaking a foreign language implies more than knowing its vocabulary and grammar. As such, teachers of foreign languages should keep this in mind and consider also other aspects than the ones mentioned. Attention should be paid to pragmatics and cultural issues, among others. The present essay aims to highlight the importance of raising foreign language students' awareness of national and international linguistic and cultural behaviours. It describes briefly the field of cross-cultural pragmatics, focusing on speech acts and their culture-sensitive features. Then, it turns to one of the most important types of speech acts, namely compliment exchanges. Taking into consideration the key role played in cross-cultural communication by the appropriateness of compliments and their expected answers, the article proposes several activities to do in class in order to (1) raise students' awareness regarding the importance of compliments for successful communication, (2) present them the usual patterns, topics, and cultural particularities of compliments, (3) familiarise students with possible communication threats, and (4) provide them with possible strategies to answer compliments. The activities are not restricted to students of foreign languages in general but are recommended also to those studying specialised subjects in foreign languages, such as communication, translation and interpreting.

This study determines the effect of using "Just-in-Teaching" (JITT) and conventional teaching method (lecture method) on students' academic performance in financial accounting. Two research questions guided the study while two hypotheses were tested. Quasi – experimental research design was adopted. The sample of the study comprised 225 respondents made up of 105 male and 120 female students in Rivers-West Educational Zone. Simple random sampling technique was used to select two secondary schools from each of the eight local government areas in Rivers-West Educational Zone. All the JSS III students offering Business studies in the selected schools were purposively chosen for the study. One school from each of the eight Local Government areas was selected and assigned to experimental group while one school again from each of the local governments was also selected and assigned to control group. Thus, each of the each Local Governments in Rivers-West Educational Zone has one experimental group and one control group. The pre-test and post test were administered to both the control and experimental group. JITT method was used to teach the experimental group while control group was taught the same lesson using conventional method. Also the researchers developed questionnaire whose reliability index was found to be 0.82 using the cronbach Alpha formula. Data collected from study were analyzed. The research questions were answered using mean and standard deviation while hypotheses were tested at 0.05 level of significance using ANCOVA. A number of findings were made from the study which includes: The achievement grades of students taught financial accounting using JITT method are greater than those taught using conventional method; there was significant effect of gender on the students' mean achievement scores of students taught Business studies using JITT method. In line with the finding, it was recommended among other that JITT should be formally adopted for instruction in secondary schools in order to improve students' performance. DOI:10.5901/jesr.2014.v4n5p59

Abstract
This paper aims to explore the relationship of mindfulness and motivation in self-transformation based on the teachings of Thich Nhat Hanh. It discusses mind and meditation, the application and impact of mindfulness on body and mind, the Buddhist's roots of motivation in meditation, the dynamics of motivation in mindfulness practice and Thich Nhat Hanh's teachings on interbeing. He argues that it is not necessary to hold the original Buddhist intention with the goal to attain enlightenment when practicing mindfulness because mindfulness is not only a means but also an end in itself. My discussion will highlight this interconnectedness of mindfulness and motivation where one's motivation can affect mindfulness and mindfulness practice can further shape one's motivation. The continuous practice of mindfulness has the ability to develop one's motivation to change one's mental state and life perspective, as the transformation will occur when the mind becomes more aware and more insightful.

Textbooks are often the primary reference when we think of open educational resources (OER). While these textbooks are important and offer obvious economic benefits to students, the range of OER is wide and growing. In this paper, we introduce a specific set of OER, under the rubric of the metaliteracy framework, designed to strengthen critical thinking and the overall learning capacities of students. We describe a successful collaboration between an instructor of a political science course and a librarian, which employed these resources to enhance the overall student experience and to focus student attention on becoming more active contributors to their own learning.