Tsinghua Achieves AACSB Accreditation for Business Education

The School of Economics and Management at Tsinghua University （Tsinghua SEM） was recently awarded accreditation by AACSB International （The Association to Advance Collegiate Schools of Business）. This makes Tsinghua SEM the first in Chinese Mainland to be accredited for having met the highest standard of achievement in education and research for business schools worldwide.

The Education Reform of Business Students Under the“Internet Plus”Business Model Transformation Trend

The“Internet Plus”business model calls for the optimization of business education in higher education institutes.The fast pace of“Internet Plus”requires business students to have abundant interdisciplinary knowledge,comprehensive modern business skills,habits of lifelong self-learning,and the courage to innovate.This paper proposes that higher education institutes should improve their business education programs in the following ways:firstly,form teaching alliances to provide interdisciplinary learning opportunities for business students;secondly,establish a social practice tutor team from excellent alumni;thirdly,build an online education platform for alumni to develop lifelong autonomous learning habits;finally,explore the three-tutor training model for business students.

Talk the reform of business management education in business administration from the international trend

By analyzing the influence of international economic situation on the goals and concepts of business education put forward the overall direction of business administration education reform and specific measures according to international connotation of business education.

Learning Business Ethics in Schools

Business ethics is a contemporary issue among business professionals. To enhance business ethics in the long run, educating future business professionals in colleges （i.e., college students） is one of the starting points. This paper aims to investigate students＇ perceptions on business ethics, such as their perceived importance of business ethics, knowledge of and interest in business ethics, their preferred method of introducing business ethics, and the perceived usefulness of learning business ethics in lessons. Focus groups will be used to collect feedback on these issues from students with different gender and seniority in colleges. This study will give insights into the students＇ perceptions on business ethics and suggest ways/methodology to increase the awareness of business ethics in colleges. Business professionals and educators can make reference to the findings to develop relevant materials on business ethics to their employees and students.

PRACTICAL APPROACHES IN TEACHING BUSINESS ENGLISH TO FRESHMEN OF THE CONTINUING EDUCATION COLLEGE

This article presents some practical approaches inteaching Business English to freshmen of the Continu-ing Education College.It introduces three attempts inmatching the students’situation with the teachingtasks,combining teaching with practice,and givingstudents periodic tests and a variety of test formats in-stead of only giving one test at the end of the term.Itis shown,through the practical attempts,that theapproaches are effective.

The Adaptation of Chinese Split-Site Business Students to British Classrooms:A Cross-Cultural Perspective

Chinese business education differs from British business education in many respects.On the whole,it focuses on the acquisition of theoretical knowledge,whereas British business education places far more emphasis on soft management skills and team-work.This paper examines a split-site business degree program offered by a Chinese international school and a British business school,and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an“English for specific purposes”perspective.The study conducted classroom observation,semi-structured interviews,and a questionaire survey,and identifies areas of difficulty for Chinese business students in the UK,in particular regarding their beliefs about teacher and student roles,their learning priorities and learning strategies,and their“goal-oriented”approach to discussion,which is at odds with the more collaborative and exploratory Western discussion strategies.The findings have implications for pre-sessional and in-sessional English course design,the management of split-site business degree programs,the teaching of Chinese students,and the enhancement of learning experiences generally in international business programs.