IJHEM 2054-9849 2054-9857 https://doi.org/10.24052/IJHEM/ 10 Volume 06 Issue 01 2019-08-01

65 https://ijhem.com/details&cid=65 2019-08-07 The sustainability of small businesses is an important criterion as they act as the drivers of local economies. The success of small businesses will not only help in job creation but will also help to arrest the internal rural-urban migration that is a phenomenon very true for suburban communities all over the United States of America. Digital inequality between urban and rural America is further a well-established concept in the related fields. A large portion of college graduates will find themselves working for area businesses. Yet, the college curriculum often does not adequately address social media considerations for small businesses. Due to the disconnect between the modern business environment and the college curriculum, there is a need to unpack the complex issues relevant to small businesses and social media. However, there is not currently a case identical to this that addresses the modern climate of social media use within small businesses and their potential effects. This pedagogical tool will help fill that gap, providing fictional cases that instructors in both the business and communication classrooms can employ to better prepare future graduates to enter the socially connected workforce. Ahlstrom, D. (2015). Successful Publishing in Academic and Scientific Journals: Framing and Organizing the Scholarly Paper. International Journal of Higher Education Management, 2(1), 106-120. Andzulis, J. M., Panagopoulos, N. G. and Rapp, A. (2012) A Review of Social Media and Implications for the Sales Process. Journal of Personal Selling & Sales Management, 32(3), 305-316. Artz, G. (2003). Rural Area Brain Drain: Is it a Reality? Choices, 18(4), 11-15. Barnes, N. G. (2010). Tweeting and Blogging to the Top: How do the Most Successful Companies Use Social Media? Marketing Research, 22(1), 8-13. Barnes, D., Clear, F., Dyerson, R., Harindranath, G., Harris, L. and Rae, A. (2012). Web 2.0 and Micro-Businesses: An Exploratory Investigation. Journal of Small Business and Enterprise Development, 19(4), 687-711.  Bennett, S. (2012). Social media is making a big impact on small business. [online] AdWeek. Available at: https://www.adweek.com/digital/social-media-small-business/ [Accessed 15 Apr. 2019]. Bonwell, C. and Eison, J. (1991). Active learning: Creating excitement in the classroom. ERIC Digest [online]. Available at: https://eric.ed.gov/?id=ED336049 [Accessed 15 Apr. 2019].   Broekemier, G., Chau, N. and Seshadri, S. (2015). Social Media Practices among Small Business-to-Business Enterprises. Small Business Institute Journal, 11(10), 37-48. Carr, C. and Hayes, R. (2015). Social Media: Defining, Developing, and Divining. Atlantic Journal of Communication, 23(1), 46-65.  Fischer, E. and Reuber, A. R. (2011) Social Interaction Via New Social Media: (How) Can Interactions on Twitter Affect Effectual Thinking and Behavior? Journal of Business Venturing, 26, 1-18. Gibbs, R. (2006). Education as a Rural Development Strategy. Management Quarterly, 47(4), 34-43. Global Digital Report. (2018). Available at: https://wearesocial.com/blog/2018/01/global-digital-report-2018 [Accessed 15 Apr. 2019]. Grewal, D. and Levy, M. (2013). Marketing. New York: McGraw-Hill. Helms, M. (2006). The case method of analysis. In: M. Helms, ed., Encyclopedia of Management, 1st ed. Farmington Hills, MI: Gale Cengage, pp. 67–69. Kruger, L. and Gilroy, A. (2013). Broadband Internet Access and the Digital Divide: Federal Assistance Programs. Journal of Current Issues in Media & Telecommunications, 5(4), 303-329. Levy, M. and Powell, P. (2003). Exploring SME Internet Adoption: Towards a Transporter Model. Electronic Markets, 13(2), 171-181. Maltby, E. and Ovide, S. (2013). Small Firms Say LinkedIn Works, Twitter doesn’t. The Wall Street Journal, [online]. Available at: http://online.wsj.com/article/SB10001424127887323926104578273683427129660.html  [Accessed 15 Apr. 2019]. Mesney, A. (2013). Taking Stock of the Century-Long Utilization of the Case Method in Management Education. Canadian Journal of Administrative Sciences, 30(1), 56–66. Mills, B. and Hazarika, G. (2001). The Migration of Young Adults from Non-Metropolitan Counties. American Journal of Agricultural Economics, 83(2), 329-340.  Nummela, N. and Saarenketo, S. (2016). The dynamics of failure in international new ventures: A case study of Finnish and Irish software companies. International Small Business Journal 34(1) 51–69 Sameer, K. (2013). Case study method: Why and how the best business schools use it. [online]. Available at: https://www.mbacrystalball.com/blog/2013/12/03/case-study-in-business-schools/ [Accessed 15 Apr. 2019]. Small Business Administration, (2018). Research and statistics. [online] Available at:      https://www.sba.gov/category/advocacy-navigation-structure/research-and-statistics [Accessed 15 Apr. 2019]. Smith, N. and Wollan, R. (2011). The power and business risks of social media. In: N. Smith, R. Wollan and Zhou, C., eds., The Social Media Management Handbook: Everything You Need to Know to Get Social Media Working in Your Business, 1st ed. Hoboken, NJ: John Wiley & Sons, pp. 3-15. Svinicki, M. and Dixon, N. (1987). The Kolb Model Modified for Classroom Activities. College Teaching, 35(4), 141-146. Available at: https://www.jstor.org/stable/27558239 [Accessed 15 Apr. 2019]. Van Noort, G., Voorveld, H. and Van Reijmersdal, E. (2012). Interactivity in Brand Websites: Cognitive, Affective, and Behavioral Responses Explained by Consumers’ Online Flow Experience. Journal of Interactive Marketing, 26(4), 223-234. Wang, X., Yu, Y. and Wei, Y. (2012). Social Media Peer Communication and Impacts on Purchase Intentions: A Consumer Socialization Framework. Journal of Interactive Marketing, 26(4), 198-208 https://ijhem.com/cdn/article_file/2019-08-07-22-50-06-PM.pdf Deepraj Mukherjee Erin E. Hollenbaugh Case Studies Digital Inequality Internal Migration Pedagogy Small Businesses Social Media 6975 51 2

66 https://ijhem.com/details&cid=66 2019-08-07 Business schools all over the world produce professionals in the categories of job seekers and job providers. In the wide spectrum of businesses and job markets, we come across either the employers or the employees; both are educated and groomed in the business schools. We understand that every profession has its own language of terminologies, slangs and even the gestures; like if you see two doctors discussing a disease, it is difficult to follow the meanings they attach to different phrases. Similar is the case of other professions, may it be agriculture, farming, business, trade or linguistics; all have own passion of words. On the other hand, if we look at the history of human conflicts leading to wars and culminating at utter devastations; a sensible man would hardly find any plausible reason for that. Mostly, these got initiated on egos, lack of communication, language and gestures. For 4-5 decades, there has been gradual rise in establishing business schools and producing professionals in millions every year in developed as well as developing countries. These business schools have different standards of education and grooming for the young minds. Once these graduates join different organizations and interact with each other, initially appear alien, however with the passage of time, they develop co-work-ships. In todays’ world, we find business graduates as heads of multinational firms, national business setups, political parties, bureaucracies, public sector functionaries and even the state leaderships. The point is that if we develop a kind of global curriculum for business schools and internalize these institutions, we would be producing the graduates who know each-other before starting their practical lives. Having common curriculum to a larger extent (not necessarily 100%) and achieving reasonable circulation of students among business schools, we would actually be attaining leadership of common understanding and language. Resultantly, it would help attaining global peace and harmony in the diversified world of today which is the basic purpose of this paper. The research paper is focused at developing an understanding of common curriculum in some doable form among business schools and grooming of faculty members accordingly. Ultimately, it is to produce individuals who have global perspective of business education for playing their role for peace and coexistence.     Edwards, T., & Rees, C. (2016). International Human Resource Management: Globalization, National Systems and Multinational Companies (New edition edition). Harlow, England: Trans-Atlantic Publications, Inc. Floyd, L., Xu, F., Atkins, R., & Caldwell, C. (2013). Ethical Outcomes and Business Ethics: Toward Improving Business Ethics Education. Journal of Business Ethics, 117. https://doi.org/10.1007/s10551-013-1717-z Ferrer, J., Fort, T., & Gulping, R. (n.d.). How Business Can Foster Peace. 20. Jan Art Schulte. (n.d.). Globalization: A Critical Introduction Jan Art Scholteâ Google Books. Retrieved from https://books.google.com.pk/books/about/Globalization.html?id=2MJ3ngEACAAJ&redir_esc=y Key and methodology for master’s in management 2016 | Financial Times. (n.d.). Retrieved from https://www.ft.com/content/aa2b8c86-6f1a-11e6-9ac1-1055824ca907 Measure of Internationalization? | Inside Higher Ed. (2016, January 17). Retrieved July 19, 2019, from https://www.insidehighered.com/blogs/world-view/measure-internationalization Porter, M. E. (n.d.). The five competitive forces that shape strategy. Retrieved from https://manchester.rl.talis.com/items/7942EA5E-8960-D78C-96BF-9D55F19FB180.html Frank J. Calico and others (2010) Google Search. (n.d.). Retrieved from https://www.google.com/search?q=to+Frank+J.+Cavico+and+others+(2010)&tbm=isch&source=iu&ictx=1&fir=0atVNpkFnr6CJM%253A%252CryNjqLDp5oyb7M%252C_&vet=1&usg=AI4_-kTTT4n2swynlHqPnl_M8J-FsGt25Q&sa=X&ved=2ahUKEwjgmvLQotXjAhWCtXEKHUOhCAoQ9QEwBnoECAkQCQ#imgrc=0atVNpkFnr6CJM: European Parliament’s Committee on Culture and Education (2015), Internationalization of Higher Education, (www.europarl.europa.eu). Global Talent Competitiveness Index (2016) http://global-indices.insead.edu/gtci/gtci-2015. AACSB International (2003), ‘Sustaining scholarship in business schools’, Report of the Doctoral, Faculty Commission to the Board of Directors of AACSB International available at www.aacsb.edu/dfc Bouchikhi, H. and Kimberly, J.R. (2001), “It’s difficult to innovate: the death of the tenured professor and the birth of the knowledge entrepreneur”, Human Relations, Vol. 54 No. Connolly, M. (2003), “The end of the MBA as we know it?” Academy of Management Learning & Education, Vol. 2, December. Doz, Y., Santos, J. and Williamson, P. (2001), From Global to Metanational, Harvard Business School Press, Boston, MA. Friga, P., Bettis, R. and Sullivan, R. (2003), “Changes in graduate management education and new business school strategies for the 21st century”, Academy of Management Learning & Education, Vol. 2 No. 3, pp. 233-49. Frank J. Cavico, Bahaudin G. Mujtaba, Contemporary Issues in Education Research Nova Southeastern University, January 2010 Volume 3, Number 1, USA https://ijhem.com/cdn/article_file/2019-08-07-22-58-52-PM.pdf Bashir Ahmad Ahmed Saeed Minhas Global Curriculum Businesses Growth Sustainable Coexistence 6422 36 0

67 https://ijhem.com/details&cid=67 2019-08-07 The adoption of a Total Quality Management (TQM) Model could improve many of the administrative structures of public services. The means for quality improvement is based on quantitative features. The European Foundation Quality Management (EFQM) model is an important instrument for achieving organizational excellence, which is mainly based on self-assessment, benchmarking and continuous improvement that aims to improve the efficiency and quality of services.  The main objective of the proposed study is to demonstrate the importance of adopting a model based on the principles of TQM in the area of Higher Education and particularly the Hellenic School of Judges (HSJ). Primary research data have been collected through interviews of the administrative and educational staff of the HSJ. The measured variables of the TQM elements, Descriptive statistics and correlation analysis have been applied to define the TQM elements mostly used and the results achieved by the HSJ.  The contribution of this study lies in the investigation of several interrelationships between some significant variables that exist in HEIs, with the help of EFQM model. By examining thoroughly and understanding those interrelationships, it is acknowledged that is helpful to deploy appropriate tools in the future, in order HE institutions to achieve excellence. Abbot P. (2000). Assuring Academic Standards and Quality in Higher Education-The UK Experience. In Staples, W. & Strikanthan, G. (eds), The Transactions of the 21st International Conference on Assessing Quality in Higher Education, June 28-30, RMIT, Melbourne, Australia.  Altbach P.G. (2000). The Deterioration of the Academic Estate: International Patterns of Academic Work. 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Springer, Cham, pp. 85–90.   Birnbaum, R. (2000). Management fads in higher education. Where they come from, what they do, why they fail. San Francisco: The Jossey – Bass Higher and Adult Education Series.   Bou ‐ Llusar, J.C; Escrig‐Tena, Α.Β.; Roca‐Puig, V. and Beltrán‐Martín, I. (2005). To what extent do enablers explain results in the EFQM excellence model? An empirical study, International Journal of Quality & Reliability Management, 22(4), pp. 337-353.  Bou-Llusar, J., Escrig-Tena, A., Roca-Puig, V. and Beltrán-Martín, I. (2009). An empirical assessment of the EFQM Excellence Model: Evaluation as a TQM framework relative to the MBNQA Model. Journal of Operations Management, 27(1), pp.1-22.  Bounds B., Yorks L., Adams M. & Ranney G. (1994). Beyond Total Quality Management: Toward the Emerging Paradigm. Mc Graw – Hill, Singapore.  Bryman, A. and Bell, E. (2015). Business Research methods. Oxford: Oxford University Press.  Calvo-Mora, A., & Criado, F. (2005). Análisis de la validez del modelo europeo de excelencia para la gestión de la calidad en instituciones universitarias: un enfoque directivo. Revista Europea de Dirección y Economía de la Empresa, 14(3), pp. 41–58.  Calvo-Mora, A., Leal, A. and Roldán, J. (2005). Relationships between the EFQM model criteria: a study in Spanish universities. Total Quality Management & Business Excellence, 16(6), pp.741-770.  Calvo‐Mora, A., Leal, A. and Roldán, J. (2006). Using enablers of the EFQM model to manage institutions of higher education. Quality Assurance in Education, 14(2), pp. 99122.    Calvo-Mora, A., Ruiz-Moreno, C., Picón-Berjoyo, A. and Cauzo-Bottala, L. (2014). Mediation effect of TQM technical factors in excellence management systems. Journal of Business Research, 67(5), pp.769-774.  Campatelli, G., Citti, P., & Meneghin, A. (2011). Development of a simplified approach based on the EFQM model and Six Sigma for the implementation of TQM principles in a university administration. 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(2007) Mail and internet surveys - the tailored design method, 2nd ed. New York. Wiley.  Doeleman, H. J., Have, S., & Ahaus, C. T. B. (2014). Empirical evidence on applying the European foundation for quality management excellence model, a literature review. Total Quality Management, 25(5), pp. 439–460.  Dumond, E.J. and Johnson, T.W. (2013), “Managing university business educational quality: ISO or AACSB?”, Quality Assurance in Education, 21(2), pp. 127-144.  Edwards M.E., Tovar M. & Sanchez-Ruiz L.Z. (2009). Strengths and obstacles for quality assurance in the European Education Area: The Spanish casa.  Eriksson, H., Garvare, R., 2005. Organisational performance improvement through quality award process participation. International Journal of Quality & Reliability Management, 22 (9), pp. 894–912.  Eskildsen, J., Kristensen, K. and Juhl, H.J. (2000), “The causal structure of the EFQM excellence model”, MAAOE Conference Proceedings, Estes Park, CO.  Evans, J.R. (1997), “Critical linkages in the Baldrige award criteria: research models and educational challenges”, Quality Management Journal, 5(1), pp. 13-30.  Evans J. P. & Lindsay W. M. (1999). The Management and Control of Quality, 4th edition, South – Western College Publishing, Ohio.   Fissher, O., Nijhof, A., 2005. Implications of business ethics for quality management. The TQM Magazine, 17(2), pp. 150–160.  García-Bernal, J., Gargallo-Castel, A., Pastor-Agustín, G. and Ramírez-Alesón, M. (2004). Total Quality Management in Firms: Evidence from Spain. Quality Management Journal, 11(3), pp.20-34.  Gómez Gómez, J., Martínez Costa, M. and Martínez Lorente, Á. (2011). A critical evaluation of the EFQM model. International Journal of Quality & Reliability Management, 28(5), pp.484-502.  Gómez, J., Martínez Costa, M. and Martínez Lorente, A. (2015). An in-depth review of the internal relationships of the EFQM model. The TQM Journal, 27(5), pp.486-502.  Gómez, J., Martínez Costa, M. and Martínez Lorente, Á. (2015). EFQM Excellence Model and TQM: an empirical comparison. Total Quality Management & Business Excellence, 28(1-2), pp.88-103.  Gordon G. (2001). The roles of Leadership and ownership in building an effective quality culture. Paper presented at the sixth QHE Seminar Birmingham (25-26 May).   Grant, D., Mergen, E. and Widrick, S. (2004), “A comparative analysis of quality management in US and international universities”, Total Quality Management & Business Excellence, 15(4), pp. 423-438.  Harvey, L. (1995). Beyond TQM. Quality in Higher Education, l, pp. 123-146.  Heras, I. (2006). How quality management models influence company results conclusions of an empirical study based on the Delphi method. Total Quality Management & Business Excellence, 17(6), pp. 775-794.  Heras-Saizarbitoria, I., Marimon, F., & Casadesús, M. (2012). An empirical study of the relationships within the categories of the EFQM model. Total Quality Management & Business Excellence, 23(5–6), pp. 523–540.  Herget, J., & Hierl, S. (2007). Excellence in libraries: A systematic and integrated approach. New Library World, 108(11/12), pp. 526–544.  Huesco, A., & Cascant, J. M. (2012). Metodología y técnicas cuantitativas de investigación. Cuadernos Docentes. Universidad Politécnica de Valencia.  Kanji, G., Malek, A. and Tambi, B. (1999). Total quality management in UK higher education institutions. Total Quality Management 10, pp. 129–153.   Kaynak, H. (2003). The relationship between total quality management practices and their effects on firm performance. Journal of Operations Management, 21(4), pp. 405–435.  Labovitz G., Chang Y. S. & Rosansky V. (1993). Making Quality Work: A Leadership Guide for the Results – Driven Manager. Harper Colling Publishers, U.S.A.   Law, D.C.S. (2010), “Quality assurance in post-secondary education”, Quality Assurance in Education, (18)1, pp. 64-77.  Lewis, W.G., Pun, K.F., & Lalla, T. (2006). Exploring soft versus hard factors for TQM implementation in small and medium-sized enterprises. International Journal of Productivity and Performance Management, 55(7), pp. 539–554.  Loffler E. & Vintar M. (2004). Improving the Quality of East and West European Public Services. Ashgate: Bratislava, pp.109.  Massy, W.F. (2003). Honoring the trust. Quality and cost containment in higher education. Bolton: Anker Publishing.  Manatos, M., Sarrico, C. and Rosa, M. (2015). The integration of quality management in higher education institutions: a systematic literature review. Total Quality Management & Business Excellence, 28(1-2), pp.159-175.   Martínez-Lorente, A., Gómez-Gómez, J. and Martínez-Costa, M. (2009), “An evaluation of the EFQM excellence model”, 16th International Annual EUROMA Conference, Göteborg, 14-17 June.  Mehta, N., Verma, P. and Seth, N. (2014), “Total quality management implementation in engineering education in India: an interpretive structural modelling approach”, Total Quality Management & Business Excellence, 25(1/2), pp. 124-140.  Milakovich E.M. (2005). Management for Quality in Government στο Rabin J. (ed.). Encyclopedia of Public Administration and Public Policy, Taylor & Francis Group: New York 2005, pp. 744.  Noe, R. A., Hollenbeck, J.R., Gerhart, B. & Wright, P.M. (2015). Human Resource Management. Gaining a Competitive Advantage (9th edition). McGraw-Hill/Irwin, pp. 38.  Oakland J. S. (1994). Total Quality Management: The Route to Improving Performance (2nd ed.). Butterworth Heinemann, Oxford.   Osseo‐Asare, A.E., and Longbottom, D. (2002). The need for education and training in the use of the EFQM model for quality management in UK higher education institutions. Quality Assurance Education, 10(1), pp. 26–36.  Pannirselvam, G. and Ferguson, L. (2001). A study of the relationships between the Baldrige categories. International Journal of Quality & Reliability Management, 18(1), pp.14-37.  Phan, A.C., Abdallah, B.A., & Matsui, Y. (2011). Quality management practices and competitive performance: Empirical evidence from Japanese manufacturing companies. International Journal of Production Economics, 133(3), pp. 518–529.  Prajogo, D., Oke, A. and Olhager, J. (2016). Supply chain processes. International Journal of Operations & Production Management, 36(2), pp.220-238.  Pratasavitskaya, H., & Stensaker, B. (2010). Quality Management in Higher Education: Towards A Better Understanding of an Emerging Field. Quality in Higher Education, 16(1), pp. 37-50.  Rosa, M. J. (2003). Definiriio de Bases Estrategicas e de Excelencia para o Desenvolvimento do Ensino Superior em Portugal. Universidade de Aveiro, Aveiro.  Rosa, M. and Amaral, A. (2007). A Self-assessment of Higher Education Institutions from the Perspective of the EFQM Excellence Model. Higher Education Dynamics, pp.181207. 10.1007/978-1-4020-6012-0_7.  Rosa, M., Amaral, A. and Sarrico, C. (2012). Implementing Quality Management Systems in Higher Education Institutions. INTECH Open Access Publisher.  Sadeh, E. and Arumugam, V.C. (2010). Interrelationships among EFQM excellence criteria in iranian industrial SMEs, European Journal of Economics, Finance and Administrative Sciences, Vol. 19, pp. 155-167.  Sadeh, E., Arumugam, V. C., & Malarvizhi, C. A. (2013). Integration of EFQM framework and quality information systems. Total Quality Management & Business Excellence, 24(1–2), pp. 188–209.  Safari, H., Abdollahi, B. and Ghasemi, R. (2012). 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68 https://ijhem.com/details&cid=68 2019-08-07 Although several academic studies have explored international students’ academic issues in the host country, most explored either academic achievement or improving learning, teaching and assessment practices in isolation, not in concert. This study triangulates students’ academic issues, learning, teaching and assessment practices used by their lecturers, and the service provision at the host institution in tandem. Specifically, we investigated the factors affecting the academic performance of first-and second-year international students studying at a private higher education provider in London, UK. To establish the extent of Low Academic Achievement (LAA), briefly, where students do not meet the learning outcomes in any summative assessment, examination board data were examined. Two student focus groups were established, and eleven lecturers involved in teaching international students were interviewed. Data were analysed using Nvivo8. The results revealed that international students experience language, socio-cultural and financial difficulties, and they must adapt to a new educational environment and find it difficult to adjust to the teaching style of their host country. Nonetheless, learning approaches of the students can be mobilised, developed and utilised in a constructive environment. Student-centred approached are preferred by the students in the classroom and use of alternative assessments was recommended by the lecturers, especially in the transitionary phase Anderson, L. (2000) “Teaching development in higher education as scholarly practice: A reply to Rowland et al, turning academics into teachers”, Teaching in Higher Education, vol.  5(1), p; 23-31. Baeten, M., Struyven, K. and Dochy, F. (2013) Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education? Studies in Educational Evaluation, vol. 39(1), p; 14-22.  Ballard, B. and Clanchy, J. 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69 https://ijhem.com/details&cid=69 2019-08-07 This study tries to make a theoretical framework for the use of Enterprise Resource Planning (ERP) system through an empirical study of the explanatory capacity of Technology Acceptance Model (TAM) concerning the intention of use by international students in Chinese HEIs. An online questionnaire yielding 363 valid responses was collected from the international students in Chinese HEIs and the quantitative analysis was performed using the Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) framework verifying the research model and hypothesis. The statistical analysis evaluated and analyzed the behavioral intentions and patterns, and the consequent factor for the use of the ERP system. 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Extending the technology acceptance model: the influence of perceived user resources. ACM SIGMIS Database: the DATABASE for Advances in Information Systems, 32(3), pp.86-112 https://ijhem.com/cdn/article_file/2019-08-07-23-09-45-PM.pdf Rupesh Regmi Zhuo Zhang Shradha Khanal Hongpeng Zhang Jongkwan Kim Behavioral Intention Chinese Higher Secondary Institutions (HEIs) Enterprise Resource Planning (ERP) International Students Technology Acceptance Model (TAM) 20320 45 2