CONCLUSION ACKNOWLEDGMENT REFERENCES Redesign the pedagogical strategies

The 2015 International Conference of Management Sciences ICoMS 2015, April 23, UMY, Indonesia | 136 has come quickly in business education and it expands on a daily basis. Channels for faculty and student communications have been expanded through email and other tools. In this context, management and business education institutions need to pay special attention to the integration between curriculum and technology use. Scholars argue that integrating ICT in business education curriculum is a key resource to re-design teaching and learning practices that meet current and upcoming business requirements Alavi Gallupe 2003; Leidner Jarvenpaa 1995; Seethamraju 2007; Tamim et al. 2011 .

4.2. Redesign the pedagogical strategies

One of critiques for management and business education is the pedagogical strategies. It encompasses both teaching and learning methods. Teacher-centred learning has been considered as a primary method of learning for many years Van den Bossche et al. 2004. In this learning settings, teachers typically present structured lectures and procedures for students to interpret the knowledge Knowlton 2000. Consequently, the students are passive in receiving information and knowledge and they have to learn and memorize information as provided and instructed by lecturers Bates Poole 2003; Knowlton 2000. This method is less suitable for management and business education which aims to provide learning experiences reflecting to the real world of business Butter 2007; Rienties Townsend 2012. There is a variety of teaching and learning methods that can be adopted, such as case based learning; collaborative learning; project based learning; problem oriented learning; service based learning; and, research based learning. A course can be designed and taught using any one or combination of these methods. Nevertheless, scholars highlight that the teaching method needed for management and business education is a method that enable business educators to deliver an active approach to learning Rienties Townsend 2012; Yusuf 2012. In addition, the active learning approach enables students to construct and build their own knowledge. Literature notes that an active approach to learning can be well supplemented by integrating the ICT into business curriculum because ICT facilitates management educators to change their ways in designing, teaching, and delivering their courses Rienties Townsend 2012. The integration has been indicated able to provide “the means to create a learning environment in which learners can be creative, critical, constructive, and become producers of their own perspectives and identity informed by other participants” Nagy Bigum 2007, p. 81. ICT offers great online resources, including full-text versions of journals, e-books and primary sources, which have greatly simplified the process of conducting teaching, learning and research for business educators and students Hudson 2010. The integration involves the development of course Web sites, whether stand- alone or as part of a Learning Management System LMS that provide a central portal to course materials and facilitate lecturers and students to conduct discussions and collaborative learning Lane 2008. Furthermore, pedagogy can be well supplemented by various kinds of innovative activities, such as student internships in other countries, regional and national days on campus, exchange program with other business education institutions around the world, or the establishment of cross-cultural program teams. By involving the students with international atmosphere, they enable to learn new cultures, meet people from different cultural backgrounds, do networking and be open-minded. According to Khan 2015, these are critical success skills that are must have by business graduates in order to function successfully in the emerging global market-workplace. Khan 2015 highlights the pedagogical strategies in management and business education must be dynamic, diverse, challenging, interesting, and placing the students at the centre of the education policies and programs.

5. CONCLUSION

Management and business education has been criticized upon the following issues: i management and business education has no clear identity whether it is a trade school of professional school; ii management and business education institutions mostly are part of higher education institutions which have to maintain the university’s dignity through scientific knowledge and research, however, transforming the institutions into academic has distanced themselves from the real concerns of business; iii the curriculum is irrelevant with business demands; iv business graduates are not ready used and lack of practical business expertise. To address the critiques as well as to improve its competitive advantages, management and business education of the future need to understand factors impacting the business changes and should determine strategies for answering the challenges. In doing so, redesigning curriculum and pedagogical strategies are two ways can be considered. Management and business education should not only focus on content knowledge, but The 2015 International Conference of Management Sciences ICoMS 2015, April 23, UMY, Indonesia | 137 must significantly increase the skills of students to be able to deal with being future business people and business leaders in the information society. The teaching and learning approach chosen must facilitate students to become the centred of learning process.

6. ACKNOWLEDGMENT

I am indebted to numerous people who helped me in writing this paper. I am thankful to Prof. Ram Vemuri, Dr. Susan Bandias, and Dr. Marylin Kell for sharing the ideas. This paper was written during my PhD study at Charles Darwin University Australia which is supported and funded by DIKTI Directorate of Higher Education Indonesia scholarship, Republic of Indonesia.

7. REFERENCES

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Yuhetty, H 2004, ICT and Education in Indonesia, in Asia and the Pacific Seminar . Yusuf, K 2012, Impact of information and communication technology on teaching of business education courses in colleges of education in Nigeria, Master thesis, University Zaria Nigeria. The 2015 International Conference of Management Sciences ICoMS 2015, April 23, UMY, Indonesia 140 Release of Sbi Interest Rate and Stock Trading Volume on the Herding Behavior of Indonesian Investors Hartaty Hadady 1 , Siti Puryandani 2 1 PhD Student of Diponegoro University, Semarang Lecturer of Khairun University, Ternate hartaty_malikyahoo.com 2 PhD Student of Diponegoro University, Semarang Lecturer of STIE BPD Jateng, Semarang sitipuryandaniyahoo.com ABSTRACT Herding behavior refers to the behavior of investors to sell or buy stocks regardless of the underlying reasons for investing. At the time of herding behavior occurs, it make investments without taking into account the risks and returns that it will get. Some of the negative impact of herding behavior are the investor may only perform the actual types of investments they do not understand and take unnecessary risks. Sources of information obtained by investors are macroeconomic information SBI rate and movement of stock trading volume. The aim of our study is examine the macroeconomic variables and stock trading volume of the herding behavior of investors in the Indonesia Stock Exchange. Studies conducted by used daily data from LQ45 companies and observation period from 2007-2012. Our finding indicated that the homogeneous information macroeconomic variables and heterogeneous information variable trading volume did not impact the herding behavior of investors, because of possible amount of information that affects the herding behavior of investors in Indonesia. Keywords: Release of SBI Interest rate, stock trading volume, herding behavior

1. BACKGROUND