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School of Business

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Browsing School of Business by Author "Benson, Lyle"

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    Deliberate institutional differentiation through graduate attributes: implementing professional skills at MacEwan School of Business
    (2017) Benson, Lyle; Enstroem, Rickard
    The purpose of this paper is to describe the creation and deliberate positioning of a new Bachelor of Commerce program at MacEwan School of Business, Canada, by formally integrating professional skills in the curriculum. Through institutional narratives and statistical measurements, the authors detail the process from the first broad conversation and the different phases of the institutional deliberations to a measurement of students' development of professional skills and self-confidence through the eyes of student peer coaches.
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    Developing a university-wide academic integrity E-learning tutorial: a Canadian case
    (2019) Benson, Lyle; Rodier, Kristin; Enstroem, Rickard; Bocatto, Evandro
    Academic integrity has become a significant point of concern in the post-secondary landscape, and many institutions are now exploring ways on how to implement academic integrity training for students. This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness.
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    Enterprise education in undergraduate business programmes advances students' negotiating competence and self-confidence
    (2024) Enstroem, Rickard; Benson, Lyle
    Purpose Business graduates’ enterprising capability augments their work readiness, transforming them into professionals capable of driving successful outcomes. At the core lie self-confidence and negotiating competence. However, embedding enterprise education and developing assessments to evidence learning is challenging. This study aims to offer a blueprint for establishing enterprise learning in the classroom and investigating the effectiveness of cultivating negotiating competence and self-confidence. Design/methodology/approach Modelled on Kolb’s experiential learning cycle, students engage in in-class and real-life negotiations, assessing self-confidence using a scale founded in Bandura’s self-efficacy theory. Open-ended reflections are also submitted. Quantitative data is analysed through multiple linear regression, while quantitative and qualitative data triangulation substantiates enterprise learning in negotiating competence and self-confidence. Findings Students’ reflections show that low self-confidence poses an initial barrier in negotiations, overcome with successive engagements. Quantitative analysis uncovers response-shift biases, with female and male students overestimating initial self-confidence levels. The gender and difference score type interaction reveals a more pronounced bias among female students starting from a lower baseline than male students, implying a more substantial self-confidence improvement for female students. These findings challenge traditional assumptions about gender differences in negotiations and emphasize the need for nuanced perspectives. Originality/value Enterprising capability is pivotal for business professionals. This study highlights the advancement of negotiating competence and self-confidence. It contributes uniquely to the development of enterprise education pedagogy. Focusing on nuanced gender differences challenges prevailing assumptions, providing a perspective to the discourse on negotiating competence and self-confidence in management training.
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    Indigenous collaboration for leadership development: a Canadian example
    (2019) Benson, Lyle; Enstroem, Rickard
    The purpose of this study is to describe how a Canadian provincial government department (Alberta Sport Council) collaborated with Indigenous communities, other government inter-agencies, corporate sponsors, and private business contractors in the creation, implementation , and measurement of the impact of an Indigenous youth leadership development program (also known as the Alberta's Future Leaders program or AFL). Based on the analysis of provincial government departments reports, input by government staff in previous reports, Indigenous youth leadership development program evaluations, reviews by the youth leadership development program creators and facilitators, and university research reports on the program, a collaborative consultative process emerged. The Dynamic Facilitating Process Model evolved to systematically describe the collaborative process that took place that recognized and promoted Indigenous consultation, consent, and involvement supporting Indigenous communities' priorities and protocols. The six phases in the Dynamic Facilitating Process that emerged are (1) Defining, (2) Designing, (3) Implementing, (4) Measuring, (5) Maintaining, and (6) Refining. Each of the phases in the model is clearly described with supporting collaborative examples with the different partners. Special attention was given to measure the impact of the youth leadership development program on Indigenous youth participants and to describe the impact of the youth leadership development program in Indigenous communities. This applied research and resulting model can serve as a guide for other governments and their inter-agencies, businesses, or other organizations that wish to engage in a positive collaborative process with Indigenous communities.
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    A model for preventing academic misconduct: evidence from a large-scale intervention
    (2023) Benson, Lyle; Enstroem, Rickard
    It is well known that students intentionally and unintentionally commit academic misconduct, but how can universities prevent academic misconduct and foster a culture of academic integrity? Based on a literature synthesis, an actionable Model for Preventing Academic Misconduct is presented. The model’s basic premise is that students’ voluntary participation in individual courses or academic integrity modules will have far less impact on preventing academic misconduct than required faculty or university-wide programming in core courses. In validating the model, the steps taken by the School of Business at a Canadian university to prevent academic misconduct are examined. Two online tutorials were created and implemented as required modules in the School of Business introductory core courses. Actual academic misconduct incidents recorded by the University from 2016 to 2021, a three-year pre-intervention period and a two-year post-intervention period partly covering the COVID-19 outbreak, are used to gauge the model’s effectiveness in preventing academic misconduct. The findings are discussed through a Social Learning Theory lens: the high-level implementation gives rise to a culture of academic integrity propelled by the establishment of common knowledge.