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Integrating cultural concepts that i...

Jimeno, Cheri Annette.

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Integrating cultural concepts that influence international business into the secondary business education curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Integrating cultural concepts that influence international business into the secondary business education curriculum./
作者:	Jimeno, Cheri Annette.
面頁冊數:	141 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4651.
Contained By:	Dissertation Abstracts International61-12A.
標題:	Education, Business. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9999094
ISBN:	0493072020

Integrating cultural concepts that influence international business into the secondary business education curriculum.
Jimeno, Cheri Annette.

Integrating cultural concepts that influence international business into the secondary business education curriculum. - 141 p.

Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4651.

Thesis (Ph.D.)--Utah State University, 2000.

The purposes of this study were to (a) develop a list of the major cultural concepts that influence international business, (b) determine which cultural concepts that influence international business are considered important for inclusion in the secondary business education curriculum as defined by a panel of experts in international business, (c) describe the extent to which cultural concepts that influence international business are integrated into the secondary business education curriculum by members of the Western Business and Information Technology Educators (WBITE), and (d) determine if there was a relationship between selected demographic variables and the extent of integration of the cultural concepts into the secondary business education curriculum.

ISBN: 0493072020Subjects--Topical Terms:

1017515
Education, Business.

Integrating cultural concepts that influence international business into the secondary business education curriculum.
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500 $a Major Professor: Charles M. Lutz.
502 $a Thesis (Ph.D.)--Utah State University, 2000.
520 $a The purposes of this study were to (a) develop a list of the major cultural concepts that influence international business, (b) determine which cultural concepts that influence international business are considered important for inclusion in the secondary business education curriculum as defined by a panel of experts in international business, (c) describe the extent to which cultural concepts that influence international business are integrated into the secondary business education curriculum by members of the Western Business and Information Technology Educators (WBITE), and (d) determine if there was a relationship between selected demographic variables and the extent of integration of the cultural concepts into the secondary business education curriculum.
520 $a The major cultural concepts identified from the panel of experts as being important for integration into the secondary business education curriculum formed the basis of the survey questionnaire. The questionnaire was used to determine the extent that the major cultural concepts identified as being important for inclusion in a secondary business education curriculum were being integrated into the secondary schools by business educators.
520 $a Seventeen cultural concepts ranked the highest in importance ( M > = 4.0) for integration into the secondary business education curriculum by the panel of experts. Six of these concepts---degree of equality, economic and political system, power and leadership, introduction and greetings, time, and etiquette---were also ranked highest for extent of integration by the secondary business educators.
520 $a Regression analyses revealed that attendance at seminars or workshops dealing with topics relating to international business explained approximately 11% of the variance in extent of integration. Gender accounted for approximately 3% of the total variation in extent of integration. There were no significant relationships between the other selected demographic variables of international travel experiences, having lived outside the United States for 6 months or more, age, level of education, ethnicity, number of years of teaching experience, school location, or state or province where the WBITE member resides.
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