Project-Based Learning in International Financial Management

ABSTRACT

This exploratory study measures the effectiveness of the signature project-based learning model to assess the enhancement of student engagement. The goal of the signature project is to prepare students to apply critical thinking and collaborative skills; making connections between global financial issues and textbook concepts in application to a significant project completed across the semester. Undergraduate International Finance students were used to describe the impact of the signature project through actions, feelings, and thought. This study provides an initial validation of the signature project in finance, especially, replacing the research written report with a documentary film. Overall, the analysis indicated that three distinct factors were underlying students’ responses to the expected learning outcomes and that these factors were internally consistent.

KEYWORDS:

• Signature project
• Student engagement
• Project-based learning
• Student-centered
• International financial management
• International business

Additional information

Notes on contributors

John H. Young

John H. Young, DBA, is assistant professor of finance in the Department of Finance and Accounting in the School of Business at Clark Atlanta University. His research examines the effects of education in the financial capabilities primarily among African-Americans, financial literacy in community outreach programs, and financial coaching. He has authored several articles for national publications including the Journal of Business Education and Journal of African American Studies. He has a Bachelors of Business Administration degree from Georgia State University, Masters of Business Administration degree from Mercer University, and a Doctor of Business Administration degree from Nova Southeastern University.

Allison P. Legister

Allison P. Legister, MS, is a highly regarded educational technology trainer and expert in adult learning, assessments, curriculum and instructional design. She has served as the Assistant Director for Administration and Instructional Technology in the Center for Faculty and Professional Development at Clark Atlanta University designing, developing and implementing instructor-led, blended and online training sessions on instructional tools and pedagogical strategies for the university’s faculty. Currently, she works at the Morehouse School of Medicine, providing technical oversight and coordination for instructional technology delivery systems and faculty professional development programs on instructional technologies. Her research interests include the design of online learning environments and the impact of emergent technologies on teaching and learning. She has a Master of Science degree from Saint Joseph’s University.