Illustrating conceptual understanding in international business undergraduate writing

ABSTRACT

Conceptual understanding is important for professionals because a broad and deep synthesis of knowledge enables flexible and original thinking in complex problem solving. However, little is known about the appearance of conceptual understanding at the student level. This article therefore investigates the appearance of conceptual understanding in writing, since writing skills are a highly rated competency in both education and professional domains like international business. 44 students in their final year studying international business wrote literature reviews to illustrate how different levels (negligible, weak, moderate, strong and extraordinary) appeared for six components of conceptual understanding (global context, local context, business practices, practice instances, business concepts and business mechanisms). Two results are suggested. The first is that conceptual understanding in students’ writing is broad rather than deep, suggesting fragmented rather than integrated knowledge needed for conceptual understanding. The second is that different patterns of conceptual understanding emerge between and within students’ writing, both in the varying depths of conceptual understanding per component and in the different ways conceptual understanding manifests. Methodological issues and further research are discussed. Implications for education include suggestions for teachers to stimulate knowledge integration for conceptual understanding through the use of rubrics and iterative cycles.

KEYWORDS:

• Students’ conceptual understanding
• literature reviews
• higher professional education
• international business

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Sue Ashley

Sue Ashley, PhD, lectures at HU University of Applied Sciences Utrecht. Sue has recently completed a PhD at Utrecht University involving studies on defining, revealing, and determining international business undergraduates’ levels of conceptual understanding. Sue’s main interest regards the development of students’ conceptual understanding needed for entry into professional practice.

Harmen Schaap

Harmen Schaap, PhD, is Assistant Professor at Radboud Teachers’ Academy, Radboud University Nijmegen in the Netherlands. His research focuses on teacher professional development and school improvement through, for example, professional learning communities.

Elly de Bruijn

Elly de Bruijn, PhD, is a research specialist on vocational education teaching and learning processes. Her special interests are research on innovative teaching practices and accompanying questions on student learning and teacher professionalism. Elly currently holds professorships at both HU University of Applied Sciences Utrecht and the Open University in The Netherlands.