SBM

Developing Business Scenerios for Learning Abstract Probability Concepts

Project Overview
Project Title	Developing Business Scenerios for Learning Abstract Probability Concepts
Project Leader	Prof Mike So
School / Dept	SBM / ISOM
Project Duration	Mar 2017 - Jun 2018
Project Description	In this project, we will investigate the use of business scenarios in assisting students to link abstract concepts with real situations so as to arouse students’ interest and to enhance students’ learning effectiveness in courses with abstract theories. The main idea is to design some scenarios that motivate students to think and helps them to use those scenarios to solve real-life problems. Students will also have chance to use business scenarios for planning and assessing business projects. While the above business scenario approach will be implemented in a probability course, the approach is likely to be applicable to other statistics and mathematics courses which involve abstract theories.
Project Outcome	The project is still ongoing. Project outcomes will be updated upon project completion.
Status	Ongoing
Project Documents (Only accessible by HKUST users)	Project Plan
Adaptation	Full Project

From Ideas to Action: Planning for sustainable CSR

Project Overview
Project Title	From Ideas to Action: Planning for sustainable CSR
Project Leader	Dr Mary Ho
School / Dept	SBM / MGMT
Project Duration	Aug 2015 - Mar 2017
Project Description	The objectives of the experiential learning project are as follows: To enable students to recognize the CSR challenges face by businesses and understand stakeholder impacts of their actions; To facilitate students’ application of classroom-learnt knowledge to real life context in creative forms; and To enhance students’ leadership skills and teamwork ability. The learning outcomes of the project are as follows: To be able to recognize the key sustainability topics and high-priority issues of businesses to be socially responsible and sustainable; To be able to diagnose the CSR issues and understand the challenges of creating shared value; and To be able to enhance an entrepreneurial mind-set and design effective and innovative solutions in a professional and persuasive manner.
Project Outcome	A total of 4 NGOs and social enterprises, and 6 companies partnered with the course on the experiential learning student projects in 2015-16 and 2016-17. A total of 651 business undergraduates (Year 3 & 4) worked together with our community partners in 2015-2016 and 2016-2017 academic year. 216 students (3 sessions) in Fall 2015 197 students (3 sessions) in Spring 2016 130 students (2 sessions) in Fall 2016 108 students (2 sessions) in Spring 2017 A total of 93 student projects were created in areas of CSR initiative creation, project impact evaluation, and corporate partner identification for our community partners. MaBelle Group (one of the community partner) invited 3 project groups to execute their project idea in Winter 2018.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan
Adaptation	Full Project

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Enhancing the Teaching and Learning of Business Ethics by Building up an Online Collection of High Quality Student-generated Projects

Project Overview
Project Title	Enhancing the Teaching and Learning of Business Ethics by Building up an Online Collection of High Quality Student-generated Projects
Project Leader	Prof Mark Mihorean
School / Dept	SBM / MGMT
Project Duration	Jul 2013 – Dec 2014
Project Description	This project primarily aims at creating an online collection of previous students’ Applied Ethics Service Projects (AESP) as a database for the students of subsequent cohorts to reference.
Project Outcome	A user-friendly online collection of Applied Ethics Service Projects (AESP): All sections of the Business Ethics course are represented in this collection. Interested visitors to the site ( http://businessethics.wix.com/aesp ) can get some information about the AESP, see some sample projects, and access a link to the larger database listing all completed student projects. Each new class of students will now have the opportunity to see these past projects which can be a source of inspiration for their own projects. Student-inspired Projects / Content: The online collection can be used by instructors as an effective resource in highlighting relevant examples to reinforce particular themes. As each project has an ethical focus, the theoretical concepts being discussed in class could be linked to actual real-life cases that have been identified by the previous students.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Final Report
Adaptation	Full Project

Ethics Education among HKUST Business School Undergraduate

Project Overview
Project Title	Ethics Education among HKUST Business School Undergraduate
Project Leader	Prof Melody Chao; Prof Jiing-lih Farh
School / Dept	SBM / MGMT
Project Duration	Aug 2013 – Feb 2016
Project Description	This project is a longitudinal study that aims to examine how ethics education and university experiences contribute to the development of the students’ professional and ethical responsibility, as well as their career success upon graduation. In this project, focus groups and large scale surveys will be conducted to identify and validate an assessment tool kit for measuring students’ personal value, document the development and changes in value endorsement of the students through a longitudinal design, identify factors (e.g., activities or experiences) that are conducive to the development of student’s personal reflection ability, and provide suggestions to improve ethics education.
Project Outcome	Ethics education enhanced students' understanding of their professional and ethical responsibility through fostering critical reflection on their personal values, judgements, and decision-making processes. Identified and adopted a set of personal reflection exercises that can be used to help students reflect on their personal value and decision-making processes and to facilitate discussions about how personal values and judgement processes shape individuals' attitudes toward real life business practices and social issues (e.g. personal privacy, gay rights, diversity policies, etc.). Fostered personal reflection and critical thinking.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report
Adaptation	Full Project

Making Capstone Experience towards Knowledge Sharing Business Cases for Student Learning

Project Overview
Project Title	Making Capstone Experience towards Knowledge Sharing Business Cases for Student Learning
Project Leader	Prof Mike So
School / Dept	SBM / ISOM
Project Duration	Jul 2012 - Mar 2015
Project Description	This project develops a knowledge sharing system to make personal capstone experience towards business cases for student learning. The knowledge sharing system in this project emphasizes on enhancing students’ learning and presentation abilities and improving their reflective thinking. Moreover, the system can gradually become part of the assessment of capstone projects.
Project Outcome	The major deliverables of the project are: Business case studies on risk management and business intelligence; Guidelines in preparing executive summary of project results; Videos on the business cases; A online platform sharing business cases and videos.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Final Report Project-end Review by Project Leader
Adaptation	Full Project

Extending an Educational Game to Improve Time Management Skills of Students

Project Overview
Project Title	Extending an Educational Game to Improve Time Management Skills of Students
Project Leader	Prof Mike So
School / Dept	SBM / ISMT
Project Duration	Nov 2004 - Aug 2005
Project Description	This teaching development project aimed at extending the educational game to improve time management skills of students. Since the original educational game had only one level, students could only get a simple idea of time management. To allow students to see their improvement in managing time through the game, the project explored and implemented ways to extend the game to one more level.
Project Outcome	Refined the level 1 game (e.g. some minor changes in wordings and labels added to the doors). The level 2 game was designed. In this game, players needed to make a study plan for a longer period of one semester. More activities and places were provided. In the game, there were tips for time management provided by a teaching assistant in the game. At the end of the game, there was an examination on time management. The examination consisted of ten questions, extracted from Leboeuf, M. (1980), about players’time management skills in their real life. A briefing session was held on June 4, 2005 to introduce the game to the students who were invited to play the game. The students were asked to respond to an open-ended question, which asked them to express their views and knowledge on “Time management” before they played the educational game. The purpose was to find out how knowledgeable students were regarding time management. For evaluation, a time management exam in the game, a log file containing record players’ results of the game, post-trial online survey (June 4 to June 8, 2005) and two groups of focus group discussion (June 9, 2005) were used.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Final Report
Adaptation	Adaptation from Improving time management for students through the use of an educational game

Adopting a Secure Online Assessment System in a Business Statistics Course

Project Overview
Project Title	Adopting a Secure Online Assessment System in a Business Statistics Course
Project Leader	Prof Mike So
School / Dept	SBM / ISMT
Project Duration	Mar 2004 - Jun 2005
Project Description	This project adopted the secure online assessment system (SOAS) in a business statistics course for online tests. Multiple choice tests were arranged for ISMT 111 (Business Statistics) which contained some 120 students per section. Students did online quizzes in a computer laboratory in tutorials or other time allocated using SOAS. The instructor and student could view results quickly after each test.
Project Outcome	Eight online revision quizzes were provided to students. They included four regular revision quizzes, two revision quizzes for midterm exam and two revision quizzes for final exam.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report Final Report
Adaptation	Adaptation from Assessment in large classes through a secure online assessment system

Enhancing Reflective Thinking in Big Classes

Project Overview
Project Title	Enhancing Reflective Thinking in Big Classes
Project Leader	Prof Mike So
School / Dept	SBM / ISMT
Project Duration	Mar 2004 - Jun 2005
Project Description	Educators adopt various approaches to facilitate reflective thinking. However, it is not easy to teach the skill in a big class due to diverse student abilities. It is also very challenging to train thinking skills and foster a deep learning approach in a conventional teaching context. This project aroused students’ awareness of their learning progress, cultivated analytic and critical thinking, and opened them to different perspectives by recording the learning progress, adopting a problem-solving section within tutorials and asking practical questions without a model answer in lecture.
Project Outcome	With the aim of keeping track of students’ learning progress, students were asked to fill in review forms every week. Totally, 12 sets of review forms were distributed. Two Problem Based Learning Sections were conducted in tutorial classes in Fall 2004. Each group had to give a short presentation (4 minutes) in their tutorial classes and submit a one-page brief report on an assigned case which was selected from journals, books or newspapers about the use of Statistics. Some practical questions without definite solution were asked in lectures. Students had time to discuss with their peers before our comments on the questions.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report Final Report
Adaptation	Full Project

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Using Peer Mentoring to Help Students Learn in a Large Class

Project Overview
Project Title	Using Peer Mentoring to Help Students Learn in a Large Class
Project Leader	Prof Surendra K Mansinghka
School / Dept	SBM / FINA
Project Duration	Oct 2002 - Jun 2003
Project Description	This project provided students with all available resources and methods to foster their sense of responsibility for their learning. Students attending a large class are sometimes nervous and do not ask questions. If possible, they would like to receive convenient peer assistance, especially from the final year finance students, in assignments, lectures, etc. Leaving students working on their own without assistance or meetings is not very helpful, whereas peer learning is known to be very effective. Consequently, the project team encouraged students to form study groups which were assigned a peer-mentor. Final year FINA students were recruited as mentors to guide the FINA111 freshmen in their study of this course. It also benefited the mentors by improving their interpersonal skills, leading to professional growth. This project was a trial of peer mentoring that ran between the mid term and final examination in 2003.
Project Outcome	The major arrangement and deliverables included: i) recruited 25 second and third year student mentors; ii) introduced mentors to students in class/ at tutorials. Mentors provided details for contacting them; iii) posted the mentors’ contact information onto WebCT; iv) Voluntary individual / group arrangement of consultation sessions among mentors and students; v) Mentors helped students in answering their questions, clarifying any confusion about the subject, and providing them with collegial support; vi) Informal communication among mentors, TAs and instructor about students’ reaction and consultation; and vii) Conducted an online survey with the mentors after the whole consultation period ended in May 2003.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Final Report
Adaptation	Full Project

Assessment in Large Classes through a Secure Online Assessment System

Project Overview
Project Title	Assessment in Large Classes through a Secure Online Assessment System
Project Leader	Prof Surendra K Mansinghka
School / Dept	SBM / FINA
Project Duration	Sept 2002 - Aug 2004
Project Description	Continuous assessment lets students keep track of their study; and the faculty can give timely feedback on their progress. For a class of 700 students, they can only be assessed continuously with online tools. Although practice in several FINA courses using WebCT proved the method effective, it was unsuitable for examinations as it could not prevent students from cheating. Therefore this project proposed to develop a secure online assessment system (SOAS) which was equipped with elements hindering students’ communication with others, as well as the downloading or printing the questions. The system recorded each student’s login and logout. Their submissions were processed automatically and results were saved in a database, which instructors and students could access. The system also supplied instructors with a test item bank so that they could design a new test easily. Finally, it provided timely feedback to the teacher and the learner on the latter’s progress so that both parties may improve.
Project Outcome	With the assistance from CELT, a secure environment for online assessment that would prevent any unauthorized communication was created. The response activities from student during the assessment was logged and reviewed by instructors.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report: First \| Second \| Third \| Final Report
Adaptation	Full Project

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