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Hahn, Christopher J., und Jeanine E. Gangeness. „Business, Leadership And Education: A Case For More Business Engagement In Higher Education“. American Journal of Business Education (AJBE) 12, Nr. 1 (01.01.2019): 19–32. http://dx.doi.org/10.19030/ajbe.v12i1.10251.
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Institutions of higher education prepare and develop students for the workforce, and in the coming decade, the challenge of workforce preparation will increase as the current workforce is retiring during a time of economic growth. Traditional higher education practice tasks faculty with developing appropriate curricula for students that will adequately prepare them for employment and leadership within an organization, but often this development lacks direct industry input into course content and design resulting in a gap between industry needs and graduate skills. This study addresses both current and perceived future educational and leadership needs of a workforce in an 11 county region in the north central United States. It explores potential strategies for mitigating the skills gap as it relates to organizational leadership skills, the evolving roles of faculty, and curriculum design and application, and develops a community alliance model for business, leadership, and education.
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Howard, Heather A., Nora Wood und Ilana Stonebraker. „Mapping information literacy using the Business Research Competencies“. Reference Services Review 46, Nr. 4 (12.11.2018): 543–64. http://dx.doi.org/10.1108/rsr-12-2017-0048.
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Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.
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Radjai, Leyla, und Christopher Hammond. „Internationalization of the curriculum in Japanese higher education“. Journal of Comparative & International Higher Education 11, Winter (15.03.2020): 172–75. http://dx.doi.org/10.32674/jcihe.v11iwinter.1523.
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Internationalization of university curricula has received growing attention among scholars and policymakers who recognize the importance of providing international and intercultural opportunities to all students, not only those able to partake in education abroad. Much of the research in this area has been done in Anglosphere and European contexts (Leask 2017; Beelen and Jones 2015; Haigh 2002), with less scholarly attention given elsewhere. Our study focuses on Japan, analyzing the approaches taken to internationalize the curriculum in English-medium instruction (EMI) programs in Japanese universities. We seek to understand the experiences of educators and students involved in teaching and learning in these internationalized classroom contexts, with a view to contribute novel insights that can inform future policy and practice at internationalizing universities. The research questions guiding this mixed methods project are: 1)What does internationalization of curriculum mean for educators in the Japanese university context? 2)How do faculty members incorporate intercultural/global dimensions into curriculum design in their EMI programs? 3)What factors do educators and students perceive to enable or block the internationalization of the curriculum in these programs?
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Chen, Mei-hui, Yenchun Wu und Kune-muh Tsai. „Building an Industry-Oriented Business Sustainability Curriculum in Higher Education“. Sustainability 10, Nr. 12 (10.12.2018): 4698. http://dx.doi.org/10.3390/su10124698.
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In the past, research addressing the issues reflecting industrial needs for sustainability-related curriculum design in higher education has been limited. To narrow this gap and to provide students with better business sustainability curricula, we propose employing a mapping concept to extract the opinions and needs of industrial professionals. A total of 14 industrial professionals were invited to brainstorm on topics of business sustainability to be included in the curriculum, and we were able to obtain 52 topics. The participants were then asked to group the topics on the basis of their own perception of similarity, and rated their importance and difficulty levels. To associate the topics into clusters, we conducted multidimensional scaling and hierarchical cluster analysis. We achieved five clusters: resource usage reduction and management, corporate governance and labor safety, business sustainability practices, employee rights and community involvement, and knowledge of the regulations. A derived importance–performance analysis (dIPA) was later implemented to further categorize the topics on the basis of the distinct levels of importance and difficulty of each topic. The four quadrants in dIPA could act as guidelines for designing a series of progressive courses on business sustainability in higher education.
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Machmud, Karmila. „Evaluating CALL in Higher Education Institutions“. Lingua 16, Nr. 1 (27.03.2020): 13–23. http://dx.doi.org/10.34005/lingua.v16i1.759.
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The goal of this research is to elaborate on the implementation of CALL subject in English as a Foreign Language Instructions at a higher education level. As one of the four pillars of a university’s development program, the use of ICT in the teaching and learning process has gained significant attention from higher education institutions; thus, through this research, the integration of CALL subject in English education curriculum and instruction is designed. The design then offered to be implemented in the English education program at a higher education level. Studies in CALL field have developed significantly in determining the effect of the technology use in language learning; thus, it is considered significant to be included in the English Education curriculum. This research is targeting the mastery of technology by student teachers’ literacy to prepare them for becoming English teachers who understand the technology and able to use it in the instructions setting. This is important considering that the students nowadays are born in the technology era. This paper discusses the implementation process of the CALL subject and the perspectives of EFL teachers and students towards the subject.
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Sheridan, Lynnaire, Belinda Gibbons und Oriana Price. „Achieving WIL placement and theoretical learning concurrently: An online strategy for Higher Education Institutions“. Journal of University Teaching and Learning Practice 16, Nr. 3 (01.07.2019): 113–32. http://dx.doi.org/10.53761/1.16.3.8.
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The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government’s Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.
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Leven, Bozena. „Poland's Transition In Business Education“. American Journal of Business Education (AJBE) 3, Nr. 1 (01.01.2010): 53–60. http://dx.doi.org/10.19030/ajbe.v3i1.372.
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Prior to Poland's transition from central planning to a market system, which began in 1990, schools of business were non-existent in that country. Instead, university level instruction on economics during the socialist period was closely tied to ideological priorities, and limited to imparting skills suitable for planned economy. All universities were owned by the state, heavily politicized, and solely focused on supporting a centrally planned economy. There was no meaningful attempt to impart, or even describe, market oriented theories, leaving Poland almost wholly without the basic human capital needed to run a market economy. This backdrop makes higher education reform particularly crucial for Poland’s continued economic development and, to date, marketization has fundamentally transformed that sector. Poland’s current higher education system is now compatible with those of many Western European countries, relies on standard Western curricula, and enjoys significant academic autonomy, which exceeds that of some more developed Western countries. This sector has also seen an unprecedented growth in economics and business programs enrollments, along with the formation of private universities. Indeed, the depth and rapidity of Poland's progress in reforming higher education stands in marked contrast to that of other former centrally planned economies, and may serve as an interesting case study for potential reforms in Russia and other former Soviet republics. In this paper we describe the progress and effects of several major reforms in Poland's higher business education, examining changes in funding, potential funding sources, the structure of faculty governance, educational programs and degrees granted, the formation of new curricula, and Poland’s system of faculty promotion. Following this examination, we identify and discuss a number of continuing systemic obstacles to further progress in this area, and discuss how they might be addressed. In addition, we apply Western metrics to assess and evaluate the impact of reform on the current and future quality of Poland's business education. One consequence of Poland's transition to a market economy is its high level of governmental involvement in income redistribution policies, and a quasi-monopolistic position regarding the provision of such services as for example, health care, and quality higher education . Because these governmental policies have parallels in the experiences of European countries, those experiences provide insights into possible outcomes upon which various policy recommendations for Poland may be drawn.
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Card, Karen, Crystal R Chambers und Sydney Freeman Jr. „Is there a Core Curriculum across Higher Education Doctoral Programs?“ International Journal of Doctoral Studies 11 (2016): 127–46. http://dx.doi.org/10.28945/3409.
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Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Ortega-Dela Cruz, Ruth. „Perceptions of higher agricultural education toward sustainable agricultural development“. Higher Education, Skills and Work-Based Learning 10, Nr. 1 (04.10.2019): 187–202. http://dx.doi.org/10.1108/heswbl-06-2019-0080.
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Purpose The purpose of this paper is to explore the purposes and current outcomes of Bachelor of Agricultural Science degree program in Austria. It identifies the ability of higher agricultural education (HAE) curriculum to meet its purpose by way of validating its current outcomes. Design/methodology/approach The study used survey research design to purposively sample faculty members and graduating students under the bachelor degree program of Agricultural Science at BOKU University of Natural Resources and Life Sciences, Vienna. In addition to a self-administered questionnaire, key informant interviews were also conducted to validate the data gathered. Findings The Bachelor of Agricultural Science degree program in Austria aims to develop the student scientific understanding of theoretical and practical aspects of agriculture. The program also gears toward developing their lifelong learning skills. Analysis of the difference reveals congruence in the perceptions of agricultural education professionals and students regarding the intended and expected learning outcomes of the HAE curriculum. The findings affirm how the purposes and outcomes of HAE curriculum have been met successfully and their implications to BS Agriculture curriculum in the University of the Philippines. The findings are grounded on the firm foundations of Austrian higher education system from their strategic curriculum planning, design, and implementation to evaluation where all stages are done in consultation with the various stakeholders. Truly a community of dedicated members of the academic and administrative staff is a powerful tool toward curricular advancement in HAE institutions. Practical implications The subject of this study, in particular BOKU University, provides a concrete example that not only the University of the Philippines Los Baños but all the other agricultural universities around the world could learn from. Social implications This study serves as a springboard for the development of new and innovative models of curriculum and instruction in the Philippines and other agricultural developing countries in the world. Originality/value This is an original study that provides discussion on the link between a developed country as a possible model and a developing country in terms of HAE. It helps the HAE institutions realize the ways on how their educational aspirations will turn into reality when it comes to fulfilling their role in supplying a well-trained and productive workforce for the agricultural economy toward sustainable agriculture development in one’s own country.
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Sun, Poi Hun, und Sek Yan Lee. „THE IMPORTANCE AND CHALLENGES OF OUTCOME-BASED EDUCATION – A CASE STUDY IN A PRIVATE HIGHER EDUCATION INSTITUTION“. Malaysian Journal of Learning and Instruction 17, Number 2 (31.07.2020): 253–78. http://dx.doi.org/10.32890/mjli2020.17.2.9.
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Purpose – Given the importance of quality assurance and enhancement of curriculum in a higher education institution, it is vital to have a systematic process to measure students’ performance objectively and effectively for continuous improvement in the programme/curriculum. The purpose of this study is to analyse the process of setting up an Outcome-Based Education (OBE) system in a business school of a private higher education institution in Malaysia. The importance and challenges of the OBE system are discussed, while some recommendations for common issues are suggested. Methodology – Document analyses and observations were conducted on ten undergraduate programmes in the business school of a private higher education institution, from 2015 to 2019. These mechanisms are to assess and discuss the processes needed in implementing OBE; while the importance and challenges of having an OBE system in the business school are included. Findings – To have a smooth-running process of implementing an OBE system, proper planning needs to be in place. Data from the OBE system and its utilisation are essential to ensure continuous quality improvement to the curriculum and to give assurance to relevant stakeholders about the quality of graduates. There are several steps that are discussed in this paper to give pointers and guidance to other education institutions in setting up of the OBE process. However, it is undeniable that investment of time and effort is needed to ensure the smooth-running of the OBE establishment and maintenance. Significance – This study is essential to provide a guideline to relevant parties in setting up an OBE system in education institutions. An OBE system is needed to measure students’ performance objectively and effectively while enriching students’ learning experiences. This study will give pointers to the management of the education institution, policy makers, accrediting bodies and academics on implementing an OBE system in the education institutions.
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Gleason, Benjamin, und Stefania Manca. „Curriculum and instruction: pedagogical approaches to teaching and learning with Twitter in higher education“. On the Horizon 28, Nr. 1 (29.07.2019): 1–8. http://dx.doi.org/10.1108/oth-03-2019-0014.
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Purpose While the ubiquity of social media as a mode of communication, collaboration, connection and creativity has been widely adopted in journalism, entertainment, healthcare and others, the field of education has been more reticent to integrate social media for teaching and learning purposes. This paper aims to summarize research on how social media may support educational aims with specific reference to large classrooms. In addition, the authors provide practical tips on using Twitter from the experience teaching in a typical higher education setting: a large, undergraduate course in a public university. Finally, the authors offer conclusions about how instructors can use social media to support increased engagement, professional development and digital literacy skills. Design/methodology/approach This paper presents a real-life “case study” of using Twitter in an educational context common to many in higher education: a large, undergraduate lecture class over the course of one semester. This course focused on the foundations of educational technology and was a requirement of receiving a teaching credential at a large public institution in the Midwest. As a required course, students from a number of different majors were enrolled in the course, including biology, chemistry, mathematics, English, history, world languages, physical education and many more. While these majors were grouped by content-area groups (Science, Technology, Engineering, and Math; the humanities; and physical education), for this paper the authors will focus on the part of the course where students were all together in lecture format. Guided by the research above, and pedagogical practices discussed elsewhere (Greenhow and Gleason, 2012), it was decided to use Twitter for a number of different pedagogical purposes, including in-class discussion, increase student engagement with course material, expand student interaction and develop student presence. Findings The use of Twitter was found to increase student participation, help facilitate conceptual understanding, to foster students’ “social presence,” and to increase interactions with “real world experts.” Twitter provided a way, for example, for students in a large lecture course to participate, and roughly 90 per cent of students did so with Twitter. Likewise, instructors used Twitter as a way to bridge learning across different experiences (i.e. lab activities, lecture and online lesson), while also providing a way to support social presence (letting students share humorous pictures). Finally, Twitter facilitated interaction with content experts including historians, during a lesson on global collaboration. Research limitations/implications Overall, integrating Twitter into a large, lecture course seemed to suggest a number of positive learning outcomes, including presenting opportunities for student voice and expression, visible participation, the development of social presence and tools to connect different course activities (e.g. lecture, in-class activities and lab activities). For example, much research in this field has begun to explore the educational outcomes associated with social media use, and this study contributes to this emerging field. Here, the authors advocate for using social media to support interactive, collaborative and social learning.
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Plewa, Carolin, Victoria Galán-Muros und Todd Davey. „Engaging business in curriculum design and delivery: a higher education institution perspective“. Higher Education 70, Nr. 1 (31.10.2014): 35–53. http://dx.doi.org/10.1007/s10734-014-9822-1.
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Tam, Maureen. „Outcomes-based approach to quality assessment and curriculum improvement in higher education“. Quality Assurance in Education 22, Nr. 2 (01.04.2014): 158–68. http://dx.doi.org/10.1108/qae-09-2011-0059.
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Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.
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Mahmood, Rosman, Ahmad Suffian Mohd Zahari, Norlaila Ibrahim, Nik Fazlin Hiryati Nik Jaafar und Najihah Marha Yaacob. „The Impact of Entrepreneur Education on Business Performance“. Asian Journal of University Education 16, Nr. 4 (24.01.2021): 171. http://dx.doi.org/10.24191/ajue.v16i4.11947.
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The importance of entrepreneurial role in supporting the country's economic growth has been recognized by experts in the field of entrepreneurship. Today the importance of entrepreneurship has become increasingly important where it has turned into a priority for developing countries including Malaysia. Now, there are many higher educational institutions that are aware of the importance of applying entrepreneurial skills in higher education. Therefore, public universities have to implement entrepreneurship education to encourage students to venture into entrepreneurship. This study examined the effects of entrepreneurship education in influencing business performance among ITM/UiTM graduates. A total of 250 graduates from various businesses in Malaysia participated voluntarily in this study by completing survey questionnaires. A series of statistical analysis were applied including descriptive analysis, reliability analysis, correlation analysis, and multiple regressions analysis using the SPSS software. The results of the study indicate that university curriculum, relational factor, society factor, and entrepreneurship values were found to have significant influences on business performance. However, the results revealed that the university role has no significant influence on business performance. The findings of this study contribute to entrepreneurship education and entrepreneurship literature by adding new empirical evidence on the relationship between university curriculum, relational factors, society factor, and entrepreneurship values on business performance. In terms of managerial implications, the findings help HEI’s in organizing entrepreneurship education dimensions, particularly in strategizing, marketing, decision making, and positioning themselves in the business industry.
Keywords: Entrepreneurship education, Business performance, Entrepreneurship values, University curriculum, University role, Relational factors, Society factor.
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Zambrano R., Jimmy. „Aprendizaje complejo en la educación superior ecuatoriana / Complex learning in Ecuadorian higher education“. CIENCIA UNEMI 9, Nr. 21 (10.05.2017): 158–67. http://dx.doi.org/10.29076/issn.2528-7737vol9iss21.2016pp158-167p.
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Las carreras de educación superior de Ecuador deben contribuir con la construcción de la sociedad del Buen Vivir. Para esto se sugiere rediseñar el currículum y la enseñanza a partir de modelos que desarrollen el aprendizaje y la experticia de los estudiantes, a fin que resuelvan los problemas cruciales de la sociedad ecuatoriana. En este trabajo primero se plantea la necesidad de articular la metodología de diseño curricular con la evidencia empírica, sobre las mejores condiciones para aprender y desarrollar el talento humano. Segundo, se argumenta que el enfoque basado en la solución de problemas contribuiría significativamente a esta articulación. Y por último, se presenta el diseño curricular e instruccional de los cuatro componentes del diseño instruccional para el aprendizaje complejo, como un modelo alternativo que guíe la implementación adecuada de carreras de educación superior. Se concluye que la articulación entre las teorías del aprendizaje, el diseño curricular y la solución de problemas, es una vía promisoria para la construcción de la sociedad del Buen Vivir. ABSTRACTEcuadorian higher education careers must contribute building a Good Living society. This suggests redesigning the curriculum and instruction from models that develop learning and student expertise in order to solve the crucial problems of the Ecuadorian society. Due to, this paper firstly proposes the need to articulate the curriculum design methodology with the empirical evidence about the best conditions to learn and develop human talent. Secondly, it suggests that the problem-solving approach can contribute significantly to this articulation. And finally, it presents the instructional design model of four components to complex learning to design curriculum instructional programs as an alternative model to guide the effective implementation of programs in higher education. It concludes proposing that the integration between learning theories, curriculum design, and problem-solving approach is a promising way to build the Good Living society.
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Bobrytska, Valentyna I., Hanna V. Krasylnykova, Nina G. Batechko, Nataliia А. Beseda und Yevheniy S. Spitsyn. „Reshaping the University Curriculum through the Visiting Lectureship“. International Journal of Learning, Teaching and Educational Research 19, Nr. 12 (30.12.2020): 70–85. http://dx.doi.org/10.26803/ijlter.19.12.4.
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The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.
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Bautista, Lily Ann, Andrei Altavas, Cyflor Putong und Romel Cabazor. „Joint Manipulation Instruction in the Physical Therapy Curriculum of Select Philippine Higher Education Institutions“. Recoletos Multidisciplinary Research Journal 8, Nr. 1 (30.06.2020): 1–13. http://dx.doi.org/10.32871/rmrj2008.01.01.
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Jiang, He, und Yonghui Cao. „Research on the ideological and political construction of macroeconomics course under the background of high quality development of Higher Education“. E3S Web of Conferences 251 (2021): 02016. http://dx.doi.org/10.1051/e3sconf/202125102016.
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In the teaching of macroeconomics, we should strengthen the curriculum-based ideological and political education. This paper first introduces the necessity of Ideological and political education in macroeconomics; then it analyzes the common problems in curriculum-based ideological and political education of macroeconomics; finally, the paper explores from the concept of curriculum-based ideological and political education, the construction of teachers’ Ideological and political ability and the scientific design the system of curriculum-based ideological and political education in macroeconomics, so as to realize the effect of the coordinated development of the curriculum-based ideological and political education and macroeconomics, so as to help students establish the correct world view, sense of worth, philosophy and cultivate the applied business management talents with a sense of mission and responsibility.
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Nakayama, Osamu. „Moral Education in the Japanese Tertiary Sector: Focusing on the Teaching of Morality and Business Studies“. JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, Nr. 5 (2019): 13–18. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.45.3002.
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A survey of moral education in the Japanese tertiary sector today reveals a shared conviction among a great number of professors that their institutions fail to provide students with moral guidance or offer courses where discussions of ethics or morality are central. Given that moral and ethical education is not especially common in the tertiary sector in our country, our universities can appear to be remarkably amoral institutions. Today, however, we find ourselves at a major turning point in moral education generally. It has not been a school subject since World War II, but in 2016 the Ministry of Education, Culture, Sports, Science and Technology decided that it will be “special subject” in the next national curriculum; so new moral education classes will start in elementary schools in the 2018-2019 school year, and in junior high schools in the 2019-2020 school year. This initiative has, however, created unease among teachers in charge of moral education, in part at least because they feel unprepared to implement it. They are looking for help here to Japanese universities, but these have neither academic departments nor courses solely devoted to scholarship or instruction in the area of moral studies. The narrow, if important, problem of teacher training offers us a good opportunity to consider the place of moral education in the entire higher education sector. Obviously its role in Japan’s universities should not be restricted to preparing students wishing to become schoolteachers. It is equally vital for to those who require an appropriate understanding of morals when they join the business sector, which is already engaging with business ethics and CSR. We are working to respond to this need, and I will describe some of the initiatives in this field that we are now implementing at Reitaku University, notably in our teaching of morality and business studies.
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Dima, Alina-Mihaela, und Georgeta-Madalina Meghisan-Toma. „Reserch on implementing education for sustainable development“. Proceedings of the International Conference on Business Excellence 12, Nr. 1 (01.05.2018): 300–310. http://dx.doi.org/10.2478/picbe-2018-0027.
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Abstract The current research aims to identify the main directions to implement sustainability in education through curriculum; interdisciplinary/ transdiciplinary approach; business environment; entrepreneurship and innovation. In order to fulfil the objectives of the current study, a questionnairebased survey was sent by email to UNESCO Chairs from Balkan Region and the responses were analysed using descriptive statistics and factor analysis. According to the results, UNESCO chairs are working towards the main goals for higher education in the EU through some instruments: Establishing the main directions for a quality education; Establishing the relevant directions towards the implementation of sustainability in education through curriculum; Establishing the relevant directions towards the implementation of sustainability in education by an interdisciplinary/ transdisciplinary approach; Establishing the relevant directions towards the implementation of sustainability in education in collaboration with the business environment; Establishing the main directions in the field of education for entrepreneurship and innovation.
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Dutta, Bipasha, und Kazi Maruful Islam. „Responsiveness of Higher Education to Changing Job Market Demand in Bangladesh“. Higher Education for the Future 4, Nr. 1 (Januar 2017): 60–81. http://dx.doi.org/10.1177/2347631116681218.
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Bangladesh economy has been transforming towards a market-based economy from a state-dominated centrally planned economy since the early 1980s, the pace of transformation has been slow though. The aim of this article is to see how the higher education system responds to the changes in the structure of the economy. The article argues that the higher education system in general in a transitional economy is responsive to the changes in the structure of the economy. The article, however, also argues that the changes in higher education system, especially in curriculum, would not follow a linear unidirectional trajectory. This article is built on a small-scope empirical study on three selected social science disciplines of Dhaka University to see whether and how they responded to the demand of the growing labour market in terms of changes they introduced in curriculum in the last 20 years. Having analyzed skill and knowledge demand by the banking and telecommunication sectors—the two major sources of private sector employment for educated workforce in recent years—the article makes an effort to track what kind of changes the three selected disciplines under the Faculty of Social Science of Dhaka University have made in their respective curriculum in response to the demand of the major private sector employers. The article finds that Public Administration and Economics Departments of the Dhaka University show high and low responsiveness to business sector demand, respectively. While Sociology Department did not respond to business sector demand, rather it has responded to NGO sector demand. Among these three departments, Public Administration is found to have a low degree of compatibility to business sector needs. The article concludes that the Faculty of Social Science of Dhaka University has been slow and hesitant to respond to emerging needs of the dominant business sector employers; it is mainly because of the negative attitude towards private sector in the academia and lack of proper direction of private sector development.
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Sayeski, Kristin L., David F. Bateman und Mitchell L. Yell. „Re-envisioning Teacher Preparation in an Era of Endrew F.: Instruction Over Access“. Intervention in School and Clinic 54, Nr. 5 (04.02.2019): 264–71. http://dx.doi.org/10.1177/1053451218819157.
Annotation:
The Supreme Court decision in Endrew F. v. Douglas County School District (2017) established a higher standard of what constitutes an appropriate education for students receiving special education. In contrast to the previous standard provided in the Board of Education v. Rowley (1982) decision, which established that some benefit (even minimal or trivial benefit) was acceptable, the Endrew F. decision reflected a higher standard for the delivery of special education. Specifically, special education should result in measurable progress toward individualized education program goals. This article explores what it means for special education teacher educators to prepare teacher candidates to meet this higher standard. In particular, how a focus on instruction (i.e., the delivery of specially designed instruction) rather than a focus on access to the general curriculum is necessary in order for meaningful, measurable change to occur in the outcomes of students with high-incidence disabilities will be explored.
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Tackney, Charles Thomas, Mette Zoelner, Vibeke Ankersborg, Magali Gravier, Dorte Madsen, Karl-Heinz Pogner, Toyoko Sato, Charles Thomas Tackney und Mette Zoelner. „Curriculum at the interface: The European Higher Education Area and Copenhagen Business School“. Academy of Management Proceedings 2017, Nr. 1 (August 2017): 13651. http://dx.doi.org/10.5465/ambpp.2017.13651symposium.
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Dima, Alina Mihaela, Roxana Clodniţchi, Laura Istudor und Iulia Luchian. „Business excellence models in higher education – innovative solutions for management performance“. Proceedings of the International Conference on Business Excellence 13, Nr. 1 (01.05.2019): 38–46. http://dx.doi.org/10.2478/picbe-2019-0005.
Annotation:
Abstract The present challenging environment determines organizations to differentiate themselves from their competitors finding creative solutions. Business Excellence Models (BEMs) is the appropriate instrument for organizations to create authentic competitive advantages. In dynamic and changing environments characterized by technological changes, a sustainable advantage requires strong dynamic capabilities and integrated elements of BEMs. A comparative analysis of BEMS evolution presented in the paper reflects the challenges and opportunities for further improvement in organizations. Excellence models have been used successfully also in business education. Business education reflects the added value to sound economic development, balancing social and economic interest (Emiliani, 2004). In general, it refers to competitive and motivated academic staff, quality of teaching and learning activities, leadership and management commitment, sustainability of university-business relationship, internationalization strategy and comprehensive curriculum adapted to business environment. There are a lot of environmental forces in different national environments that are placing the excellence dimension on higher education agenda. At the same time, limitations of BEMs models and the nature of higher education institutions put a lot of challenges on leadership and management of these organizations. The objective of the paper is to present and analyse the application of excellence models in higher education institutions and identify creative solutions for management performance.
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Cao, Yonghui, und He Jiang. „Theoretical Exploration and Path Construction of Ideological and Political Theories Teaching under the background of New Business Education“. E3S Web of Conferences 251 (2021): 03065. http://dx.doi.org/10.1051/e3sconf/202125103065.
Annotation:
In recent years, with the reform of higher education in various aspects, China’s higher education is booming. The innovation of higher education, including ideological and political theories teaching and new business education, puts forward new requirements for China’s universities. Therefore, it is of great theoretical and practical significance to study the theoretical development and construction path of courses for ideological and political education under the background of new business education. Based on this, this paper organically combines the new business education construction with the ideological and political curriculum, so as to provide theoretical support and theoretical thinking for the talent cultivation of the new business education.
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Fleming, Patricia. „Education for Entrepreneurship in the Curriculum at University Level“. Industry and Higher Education 13, Nr. 6 (Dezember 1999): 405–8. http://dx.doi.org/10.5367/000000099101294753.
Annotation:
This paper discusses how the higher education system may be used as a mechanism to instil entrepreneurial beliefs and develop entrepreneurial skills among a graduate population. In particular, it examines the objectives, content, teaching method and outcomes of an integrated entrepreneurship programme developed at the University of Limerick in Ireland. A process model of entrepreneurship education is presented. Educating for enterprise promotes an awareness of business ownership as a career option and motivates young people to look creatively at their future opportunities. Graduate expertise is also crucial to many sectors of the economy where increasingly enterprise skills and competencies can stimulate a change philosophy that will foster growth.
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Gersten, Russell, John Woodward und Craig Darch. „Direct Instruction: A Research-Based Approach to Curriculum Design and Teaching“. Exceptional Children 53, Nr. 1 (September 1986): 17–31. http://dx.doi.org/10.1177/001440298605300102.
Annotation:
Direct instruction has come to have many different meanings, all of which are associated with some form of structured teaching. In this article, Direct Instruction refers primarily to the work done by Engelmann and his colleagues. Further, this article focuses on curriculum analysis, an aspect of Direct Instruction that is frequently neglected or obscured by an emphasis in the literature on classroom management and teacher performance. We discuss explicit strategies as they are used to teach higher cognitive skills, the importance of teacher training to an appropriate use of Direct Instruction curricula, and the supporting empirical research—from the mildly to the severely handicapped—for this highly successful approach to instruction.
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Beusch, Peter. „Towards sustainable capitalism in the development of higher education business school curricula and management“. International Journal of Educational Management 28, Nr. 5 (03.06.2014): 523–45. http://dx.doi.org/10.1108/ijem-12-2012-0132.
Annotation:
Purpose – The purpose of this paper is to account for, and conceptualize, the internal and external forces that influence higher education business schools as they strive to integrate sustainability issues into their curricula in the effort to achieve a more sustainable (yet capitalist) world. Design/methodology/approach – A case study approach is used for the research, which is grounded in the relevant literature, to investigate sustainable development issues in the context of a Swedish business school (university level). The empirical data consists of a review of internal documents plus e-mail surveys and interviews and discussion seminars with university teachers/researchers and key administrators. Findings – Two tentative models are presented that map the various internal and external forces behind business schools’ curriculum change. One important finding describes how supply and demand influences business schools and recruiters of business students. Research limitations/implications – Because this research is based on a single case study, the analysis and the mapping in the paper are somewhat limited in their general applicability. However, the research context of the business school permits drawing conclusions that may apply to a broad class of colleges or departments in higher education. In addition, because the research is supported by significant ideas from the literature, general inferences may be drawn about business school curricula. Originality/value – The two tentative models provide a holistic framework that adds to the understanding of the composition and interrelationship of influential forces on business schools when major changes in curricula and their management are contemplated.
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Cavalcanti-Bandos, Melissa Franchini, Silvia Quispe-Prieto, Alberto Paucar-Caceres, Toni Burrowes-Cromwel und Héctor Heraldo Rojas-Jiménez. „Provision of education for sustainability development and sustainability literacy in business programs in three higher education institutions in Brazil, Colombia and Peru“. International Journal of Sustainability in Higher Education 22, Nr. 5 (05.08.2021): 1055–86. http://dx.doi.org/10.1108/ijshe-07-2020-0247.
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Purpose This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.
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Kang, Hyun-Sook. „English-only instruction at Korean universities: Help or hindrance to higher learning?“ English Today 28, Nr. 1 (März 2012): 29–34. http://dx.doi.org/10.1017/s0266078411000654.
Annotation:
As the suicides by a few students at one of South Korea's (hereafter Korea) most prestigious universities drew a great deal of attention from the public, partial blame went to the new institutional policy imposed by the university's top administrator: exclusive use of English as the medium of instruction across the entire curriculum (McDonald, 2011). The fanatical pursuit of English education and the overall status of the English language in Korean society have been well documented in the literature (e.g., Jeon & Lee, 2006; Jeong, 2004; Lee & Shin, 2008; Park, 2009; Seth, 2002). However, little has been written about another controversial trend, English-only instruction, recently introduced at a few selective institutions of higher education in Korea.
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Perkiss, Stephanie, Stephanos Anastasiadis, Leopold Bayerlein, Bonnie Dean, Hannah Jun, Pilar Acosta, Maria Alejandra Gonzalez-Perez, Alec Wersun und Belinda Gibbons. „Advancing Sustainability Education in Business Studies through Digital Service Learning“. American Business Review 23, Nr. 2 (November 2020): 283–99. http://dx.doi.org/10.37625/abr.23.2.283-299.
Annotation:
To support the development of a society that is attuned to the challenges presented by sustainable development, it is vital that higher education business students understand the value of sustainability, and act in a way that is consistent with these values. This paper explores a sustainability-focused experiential learning activity through investigating the utility of an emerging form of service learning in the digital space for developing global citizens. The paper presents an international case study of educators who employed digital service learning in various business education contexts. The research reports on the perceptions of higher education students in relation to their awareness, critical thinking and action for sustainability. The paper has practical contributions in identifying an opportunity for implementing sustainability curriculum into higher education for business.
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Marathe, Gaurav Manohar, Tanusree Dutta und Sayantan Kundu. „Is management education preparing future leaders for sustainable business?“ International Journal of Sustainability in Higher Education 21, Nr. 2 (10.02.2020): 372–92. http://dx.doi.org/10.1108/ijshe-02-2019-0090.
Annotation:
Purpose The study aims to examine whether management education can successfully cultivate the competency of empathy that is needed in future corporate leaders to promote sustainability initiatives catering to diverse stakeholders. Design/methodology/approach The research highlights the impact of management education on cognitive and affective empathy by analysing the interpersonal reflectivity scores of entering students enrolled in a two-year, full-time MBA programme and the scores of the same students at graduation. Findings The findings show that management education has a positive impact on cognitive empathy, while it reduces affective empathy and general empathy. Further, findings show that the management curriculum brings cognitive and affective empathy to an equilibrium level that is needed for a competitive business environment. Research limitations/implications The research focussed only on the change in empathy of the participants (students) during management education and not during actual corporate work. Practical implications The research infers that current management education creates future executives with higher cognitive empathy. It argues that they would care more about the sustainability of the business in terms of profit or access to capital rather than care and concern for all the stakeholders, society and the environment. A new paradigm in management education also needs to be focussed around inculcating how to empathise affectively. Originality/value The study presents an empirical analysis suggesting that management education is opening the mind but not the heart. It raises a significant concern that higher management curriculum is not developing future executives who can lead the sustainability initiatives.
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Tian, Xuemei, und Bill Martin. „Curriculum design, development and implementation in a transnational higher education context“. Journal of Applied Research in Higher Education 6, Nr. 2 (02.09.2014): 190–204. http://dx.doi.org/10.1108/jarhe-02-2013-0007.
Annotation:
Purpose –The purpose of this paper is to report on an applied research project involving the application of core learning and pedagogical theory to a specific unit in a transnational undergraduate business course. Design/methodology/approach – The project sought to collect data and learning experiences based upon intensive literature reviews and a combined quantitative-qualitative research method. Established research constructs and recent lessons from the literature were applied to the two-year reform cycle of an undergraduate business unit. Findings – The findings validated the research constructs and frameworks employed and reinforced the case for enhancing the nexus between alignment, student motivation, active learning and the international-transnational perspective. Despite initiatives to engender openness and interactivity in the classroom, including dynamic and innovative approaches to communication and content delivery neither the operation of the class nor the eventual performance of the students lived up to expectations. Research limitations/implications – The research was limited to the experiences of three different cohorts of students on the same unit over a two-year period. Implications are that the same research method and approach are valid for other units either in the same faculty or across faculties. Practical implications – Serves as an example of what can and cannot be achieved by academics seeking to align their teaching and research activities on a relatively modest basis. Social implications – Raises questions as to the social dimension to transnational higher education courses. Originality/value – While not entirely original, the paper adds value in the form of “lessons learned” from an applied classroom-based research.
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Hartshorn, Christina. „Understanding Notions of Enterprise in the Higher Education Sector“. Industry and Higher Education 16, Nr. 3 (Juni 2002): 149–58. http://dx.doi.org/10.5367/000000002101296243.
Annotation:
Findings from research undertaken in universities in the North East of England as part of the Science Enterprise Challenge initiative demonstrate the wide-ranging conceptualizations of ‘enterprise’ and ‘entrepreneurship’ held by academics from a broad spread of disciplines. These include conceptions of enterprise as certain skills, behaviours and attitudes, and as the establishment of a business venture. Subsequent ‘enterprise offerings’ within the university curriculum are informed and influenced by the subjective and different definitions of enterprise given by the research respondents. This paper suggests how these diverse definitions and conceptualizations may be accommodated by higher education institutions, and thus form part of the national policy agenda of creating an enterprising society.
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Alharahsheh, Husam Helmi, und Abraham Pius. „Exploration of Employability Skills in Business Management Studies Within Higher Education Levels“. International Journal of Sustainable Economies Management 9, Nr. 1 (Januar 2020): 52–69. http://dx.doi.org/10.4018/ijsem.2020010105.
Annotation:
Higher education in the United Kingdom is becoming more responsible to focus beyond teaching and learning process; this is evolving to further reflect the needs of the marketplace, engagement with firms within the industry, responsibility to enhance talent, and to close the skills gap to prepare students for employment opportunities during studies and after graduation. The purpose of this study is to provide the key employability skills in business management studies within higher education with further focus on the UK as one of the leading Western and knowledge-based economies through a systematic literature review process. The study also aims to highlight employability skills reported in the selected studies by categorising them into three main categories: very common employability skills required, common employability skills required, and uncommon employability skills required. However, throughout the studies included in the review, focus on specific skills varied due to the way researchers assessed as well as external factors taken into consideration such as cultural differences, external environment changes, the type of educational institutions, and the way curriculum was delivered, as well as the variations of specific interests of employers from a sector to another. The review is organised in six key sections: Introduction, Literature Review, Methodology, Results and Analysis, Discussion, and lastly, Conclusion and Implications. The reported employability skills resulted in the review can be taken into consideration to further enhance understanding of how employability skills can be embedded into curriculum within business management schools in the UK and other organisations that are responsible for articulation of employment related policies for students and recent graduates. The review can also establish that enhancement of employability skills should be a collective responsibility including universities, employers, policymakers, and students to ensure that educational outcomes are meeting the needs of the market. Higher education providers should aim to close the gap of employability by the point of graduation stage and to be ready to compete in the overcrowded labour market.
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Breitenbach, Erin. „Evaluating a Model to Increase Doctorate Program Completion Rates: A Focus on Social Connectedness and Structure“. International Journal of Doctoral Studies 14 (2019): 217–36. http://dx.doi.org/10.28945/4239.
Annotation:
Aim/Purpose: New models of curriculum and instruction are needed to help increase completion rates of doctoral programs, as only about half of all students who begin doctoral programs complete them. This paper presents preliminary results of an evaluation of a promising new model called the Ewing Model© where the culminating projects of a doctoral program is completed in a series of five sequential courses with a cohort. Background: The Ewing Model©, a new model for completing a doctoral research project (DRP) in an online Doctor of Education (EdD) program, was implemented and evaluated for two predictors of doctoral program completion – social connectedness and usefulness of the curriculum and instruction. Previous research has shown these are salient factors predicting doctoral student success. Methodology: This was a cross-sectional, quantitative study. An online survey of students who were in the midst of taking one of five sequential DRP courses was emailed in the middle of a term. Survey question answers were posed as 5-point Likert scale options, and means were calculated. Contribution: This paper provides evidence that the Ewing Model© for completing a culminating project in a doctoral program that facilitates social connectedness and provides structure might be effective in helping students to complete their doctoral programs. Findings: Social connectedness and usefulness of the curriculum and instruction were generally high among students going through the DRP process. The frequency of online discussion forums was found to play a role in how connected students felt. Recommendations for Practitioners: Institutions of higher education could consider using a similar model to achieve improved social connectedness and usefulness of the curriculum and instruction, which may help doctoral students complete their doctoral programs. They might also consider incorporating other teaching strategies into the same model that may intervene on other predictors of doctoral program completion. Recommendation for Researchers: Researchers should take into account that many other individual and environmental factors besides social connectedness and usefulness of the curriculum and instruction influence doctoral program completion. Impact on Society: The findings have implications for improving doctoral program completion rates, which also alleviates the economic, social, and emotional strain that results from unfinished doctoral degrees. Future Research: Future research could focus on evaluating variations of the Ewing Model© depending on the unique requirements of different types of culminating projects in doctoral programs, assessing other known predictors of doctoral program completion besides social connectedness and usefulness of the curriculum and instruction, and assessing student completion rates using this model.
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Adelaja, Ayotunde Adetola. „Entrepreneurial education exposure: a comparative investigation between technical and nontechnical higher education“. Journal of Small Business and Enterprise Development 28, Nr. 5 (10.05.2021): 711–23. http://dx.doi.org/10.1108/jsbed-12-2020-0429.
Annotation:
PurposeThe aim of this study is to investigate the significance of entrepreneurial education on entrepreneurial intention between students of technical and nontechnical higher education institution after exposure to entrepreneurial education.Design/methodology/approachThis study adopts the TPB model and tests the difference in intention between two different samples after they have been exposed to entrepreneurial education. Therefore, the data were analyzed using linear regression and students T-test. Data were collected from students studying at technical and nontechnical higher education institutions in Nigeria at the end of the semester to verify that they have been exposed to entrepreneurial education.FindingsThe findings reveal a weak significant relationship between entrepreneurial education and entrepreneurial intention among nontechnical students, and no significant relationship was found among technical students after entrepreneurial education exposure. Further findings reveal no significant relationship between entrepreneurial education and entrepreneurial intention when the samples are combined.Practical implicationsIn response to the volatile economy and uncertain employment opportunities for graduates in Nigeria, the ministry of education and the management of higher education institutions (universities and polytechnics) have to integrate into the entrepreneurial education curriculum change of mindset, needed entrepreneurial skills, capabilities and entrepreneurial competence that is able to nurture the intention of students toward entrepreneurship opportunities identification and exploration in their immediate and extended markets.Originality/valueThis study provides a comprehensive empirical evidence of effectiveness of entrepreneurial education and intention between students with technical and nontechnical education background after entrepreneurial education exposure. This study is among the first that will put the survey timing into consideration. Therefore, fills important gap in the entrepreneurship literature.
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Estad, Tom, Stefano Harney und Howard Thomas. „Implementing liberal management education through the lens of the other“. Journal of Management Development 33, Nr. 5 (06.05.2014): 456–69. http://dx.doi.org/10.1108/jmd-02-2014-0015.
Annotation:
Purpose – The purpose of this paper is to explore the prerequisite conditions for implementing a liberal management education and for fostering ethical students using examples from the core curriculum at Singapore Management University (SMU). Design/methodology/approach – Beginning with a reading of the Carnegie Foundation's Rethinking Undergraduate Business Education: liberal learning for the professions (2011), the paper examines the contribution and limits of the findings and recommendations before discussing the place of the liberal arts in the modern university and describing a case study of liberal management education in process at SMU. It concludes with a reading of the work of Emmanuel Levinas and Asian philosophy as the basis for an ethical management education. Findings – The paper uncovers a central shortcoming in an otherwise important Carnegie study: that business education is unlike other professional education because it lacks an autonomous discipline that studies business knowledge production as an object. Consequently, applying the liberal arts to business education risks neglecting the critical side of the liberal arts. With only the reflective side of the liberal arts in operation, management education cannot be grasped as a specific sphere of values within the pluralism of spheres advocated by the Carnegie report. Only by recreating the function of an autonomous discipline with an objective lens on business knowledge within the core curriculum at SMU can that university attempt to incorporate both the critical and reflective side of the liberal arts in management education. This kind of liberal management education can indeed lead to respect for the values of the others in the way that ethical philosopher Emmanuel Levinas envisioned. Research limitations/implications – Further development of the SMU core curriculum is necessary in order to confirm the hypothesis that the liberal arts can be brought together with management education to produce more mature, ethical students. Practical implications – Liberal management education curriculum must incorporate the critical function of the liberal arts when faced with business knowledge production in order to promote a pluralist ethics. If SMU is successful, it can become a model for other global business schools in Asia and beyond. Social implications – Asian higher education is ongoing a rapid transformation in values. The shift is towards understanding the wider relationship between universities and society and the role of an education citizenry. Liberal management education can be a bridge to this new world of higher education in Asia, and beyond. Originality/value – This discussion provides a fuller understanding of the two-sided nature of the liberal arts and the importance of both sides for building a liberal management education and creating ethically mature students.
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Shrivastava, Archana. „Weaving sustainability in Indian higher education system“. Emerald Emerging Markets Case Studies 10, Nr. 3 (25.07.2020): 1–14. http://dx.doi.org/10.1108/eemcs-01-2020-0015.
Annotation:
Learning outcomes The specific teaching and learning objectives are as follows: to help students manage virtual communication in cross-cultural settings and developing the trust in virtual teams. To have them assess their effectiveness in the virtual collaboration process. To design the strategies to combat the challenges involved in working collaboratively on a common computing platform. Case overview/synopsis Higher education institutions in India are facing intense criticism for failing to impart employability skills to the students. Despite being one of the largest education systems in the world, Indian universities are not listed in the rankings of best international universities. It is grappling with the challenges of adopting the right teaching methodologies that foster deep learning, which may lead to sustainability in higher education. To gain relevancy, the higher education institutions must discover the ways to transit from the knowledge-intensive to skill-intensive institutions. By introducing a virtual collaborative professional project for international business students, Professor Bose proposed a small step of moving from a rote teacher-centric to more hands-on, student-centric teaching methodology. While virtual projects are a common and successful way of enhancing cross-cultural competence in students, Professor Bose is unsure how receptive Indian students will be with this methodology. He visualizes many challenges related to the execution of the project and is worried whether he will be successful in achieving his goal of skill-based knowledge creation. While systems and institutions of higher education in India struggle to address the pressures created by globalization, Professor Bose knew that the one-size-may not fit all. “Flexible pedagogy” and personalizing the methods to suit the requirements of a majority of the students was the way forward. However, he needs to know if the faculty and students will be open to change. Complexity academic level This case is immediately valuable for the students and faculty who are the part of the courses such as “International Business” in which the global leadership challenges, managing virtual communication in cross-cultural settings and developing the trust in virtual teams are main features of the curriculum. The case could also be used effectively in the seminars conducted for the managers working in international organizations and managing the tasks in virtual teams located globally. Supplementary materials Teaching notes are available for educators only. Subject code CSS: 5 International Business.
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Simbolon, Nurmala. „EMI IN INDONESIAN HIGHER EDUCATION: STAKEHOLDERS’ PERSPECTIVES“. TEFLIN Journal - A publication on the teaching and learning of English 29, Nr. 1 (25.07.2018): 108. http://dx.doi.org/10.15639/teflinjournal.v29i1/108-128.
Annotation:
Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders’ perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach in their course delivery, and then analysed using thematic and content analysis methods. The findings demonstrate that while the stakeholders agree that mastery of English is important for their university graduates, there was a gap between policy makers’ perspectives and the articulation of the institutional policy concerning the significance of English proficiency in the department’s curriculum. Yet, the stakeholders admit that there is possibility that EMI can be implemented in several relevant departments in the university. The interviews also reveal that stakeholders consider content-based language teaching (CBLT), practised by language specialists, as the most suitable approach should EMI be implemented throughout their university. Finally, this article concludes with further EMI implications for university planning of its English language teaching.
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Huang, Futao. „The impact of mass and universal higher education on curriculum and instruction: case studies of China and Japan“. Higher Education 74, Nr. 3 (19.09.2016): 507–25. http://dx.doi.org/10.1007/s10734-016-0061-5.
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Rohiyatussakinah, Ina. „Implementation of MBKM and the Relationship of Curriculum Policy based on a Case of EFL Education in Japan“. Journal of English Language Teaching and Literature (JELTL) 4, Nr. 2 (28.08.2021): 39–50. http://dx.doi.org/10.47080/jeltl.v4i2.1434.
Annotation:
The current trend of globalization and development in information technology had boosted the new curriculum of Merdeka Belajar, Kampus Merdeka (MBKM), which has become a universal issue in higher education at several universities in Indonesia. In this demanding and challenging information era in which we live, EFL instruction at higher education institutions needs to offer the students more than general proficiency in English. However, it is not an easy task to design a curriculum at the university level to address these issues. The aim of the research to design a communicative language teaching program developed for teaching English as a foreign language (EFL) at X University. It aims to illustrate the rationale and process of designing a flexible curriculum for university students. This study used a Qualitative research design to present the data. The result clearly showed about The curriculum presented in this paper is intended to be a model for teaching EFL or other foreign languages at higher education institutions based on the case of EFL education in Japan related to MBKM, still relevant to adopt Japan Education policy in our Higher educational program most of them need communicative language teaching for their proficiency in English at higher educational level.
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Zhang, De Jia. „Research on the Project Studio System of Computer Multimedia“. Applied Mechanics and Materials 513-517 (Februar 2014): 647–50. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.647.
Annotation:
Work integrated learning is the center of high vocational education. It is one of the most significant approaches to realize the training purpose of high level talent. At present, high vocational education faces one issue which is how to improve the specialty education level by work integrated learning and improve the initiative of students. In the paper, we begin with the teaching practice of compute multimedia technology, discuss how to create project studio system in specialty teaching and analyze the effect and prospects of this teaching model as well. The paper puts forward a notion about practice and reform on multimedia information specialty in higher vocational education, its emphasis includes: curriculum structure, curriculum evaluation manners, academic and practical instruction.
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Rao, N. J. „Outcome-based Education: An Outline“. Higher Education for the Future 7, Nr. 1 (Januar 2020): 5–21. http://dx.doi.org/10.1177/2347631119886418.
Annotation:
Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outcomes for a higher education program are defined at three levels as program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs). The most important aspect of an outcome is that it should be observable and measurable. These are best written in a well-defined framework of taxonomy of learning. Bloom’s taxonomy of learning identifies three domains of learning: Cognitive, affective and psychomotor. Revised Bloom taxonomy of cognitive domain has two dimensions cognitive levels and knowledge categories. It is proposed that CO statements be written within a well-defined structure: Action, knowledge elements, conditions, and criteria. Tagging COs with POs, PSOs, cognitive levels and the number of classroom hours associated facilitates the computation of attainment of COs, POs, and PSOs.
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Aithal, P. S. „Student Centric Curriculum Design and Implementation – Challenges & Opportunities in Business Management & IT Education“. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 4, Nr. 3 (08.10.2016): 423. http://dx.doi.org/10.21013/jems.v4.n3.p9.
Annotation:
<div><p><em>Student-centric curriculum design and implementation in higher education system are getting importance due to the reason of creating employable and skilled graduates who can take optimum decisions for industry problems and who can lead technocrat society. Even though student-centric curriculum is essential in all areas of higher education, it became essential in business management and information technology due to the fact that these areas are changing at a faster rate due to the enhanced competition in globalized business. In this paper, we have discussed the challenges and opportunities in curriculum planning, designing, and effective implementation in autonomous and affiliated business schools. We have discussed the possibility of designing industry oriented curriculum in business management and information technology, which contain both industry and research experience components. This student centric curriculum improvement model will take care of rapid growth of both the fields and the requirement of updating the curriculum with present developments. The opportunities and challenges of student centric curriculum design and developments in Business management subject and in Information technology subjects are discussed. The advantages, benefits, constraints, and disadvantages of such system are listed. Though the implementation of the new model is challenging, the advantages and the benefits outlay the disadvantages and the constraints.</em></p></div>
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Korzhov, Hennadii, und Yaroslav Pasko. „Entrepreneurship education as a factor of society’s modernization“. SHS Web of Conferences 75 (2020): 02002. http://dx.doi.org/10.1051/shsconf/20207502002.
Annotation:
Entrepreneurship education (EE) is often regarded as one of the most important elements of the policy of stimulating small business and self-employment, creating start-ups and innovative business projects. The implementation of EE in the system of professional training at a new stage in the development of society could significantly increase the potential of using universities in the process of economic growth. The article sheds light on the nature and features of EE, analyzes the prospects and difficulties of its integration with other areas of training. The study demonstrates great prospects for the implementation of EE into the program of higher education training. EE has to be concentrated around several important characteristics of entrepreneurship and entrepreneurs themselves. The implementation of EE at the curriculum and extra-curriculum activities at the institutions of higher education of Ukraine, the combination of theoretical, problem- and project-oriented learning with the immersion into practical activities concerned with business planning, creating and running, training of students in groups together with nascent and experienced entrepreneurs would be extremely useful and productive in terms of motivating more and more young people to take an entrepreneurial path and achieve prosperity and selfactualization. The practical realization of EE will contribute to the formation of more resilient and competitive local communities as well as a more inclusive, just, equal, and happy society.
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Штремберг, Пер, Per Shtremberg, Сергей Илькевич, Sergey Ilkevich, Татьяна Харитонова, Tatyana Kharitonova, Елена Сахарчук und Elena Sakharchuk. „Contemporary approaches to curriculum optimization for the educational programs of the academic bachelor in tourism“. Universities for Tourism and Service Association Bulletin 8, Nr. 4 (03.12.2014): 75–84. http://dx.doi.org/10.12737/6478.
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In connection with the entry into force of the new law «On education» the reforms of the national higher education received an additional boost. Improved standards of the third generation «FGOS 3+» has opened up great opportunities for the development of professional education in various areas of training that allows to fully take into account industry-specific features and requirements of business communities. Therefore, the most important task of the present stage of the reform of higher education is the adaptation of modern educational trends in the development of main educational programs of undergraduate and graduate levels. The article is based on a study conducted with direct participation of the authors, the main result of which is the development of an academic main educational program for the undergraduate level in the field of study «Tourism». Directly this article deals with the optimization of curricula that are «core» of any educational program. The results obtained directly by the authors are based on a fairly extensive empirical basis, which consists of curricula and basic educational undergraduate programs developed by higher education institutions — the recognized leaders in the field of tourism education. For the undergraduate level in the field of study «Tourism» the authors formed a competence model for academic Bachelor in tourism, taking into account the possibility of academic mobility, and consisting of a modular curriculum that includes 27 academic disciplines (modules). It should be noted that both the curriculum and the exemplary educational program as a whole meet the requirements of the federal state educational standard of higher education and take into account the demands of the modern business community regarding the training of future bachelors in tourism.
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Hay, Rachel, und Lynne Eagle. „Impact of integrated sustainability content into undergraduate business education“. International Journal of Sustainability in Higher Education 21, Nr. 1 (06.01.2020): 131–43. http://dx.doi.org/10.1108/ijshe-05-2019-0174.
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Purpose This paper aims to compare the findings from a survey of a cohort of students at an Australian regional university across two time points: immediately on commencing their first semester of study and at the end of their final semester of study to determine whether, and in what ways, these students’ views concerning sustainability appear to have changed. This paper reports on a longitudinal study of the attitudes, beliefs and perceptions of undergraduate business students regarding a range of sustainability issues. Design/methodology/approach A paper-based questionnaire was delivered to approximately 250 first year and 150 third year students. Findings A factor analysis shows small but statistically different positive differences, which indicate that the revised curriculum has been successful in raising student awareness and achieving behaviour change. Research limitations/implications The study focussed on Australian undergraduate university business students, which reduced generalizability of the findings. Practical implications The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value The authors confirm that the research is original and that all of the data provided in this paper is real and authentic. As the paper reports on the third phase of the longitudinal study, some parts of the methodology have been previously published but differ as they reflect the third phase of the study. The results of this study have not been previously published.
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Muhammad Sadiq, Dr. Riffat-un-Nisa Awan und Ghazanfar Ali. „The Relationship of Entrepreneurship Education and Entrepreneurial Intentions of University Students: The Mediating Effect of Attitudinal Factors“. sjesr 4, Nr. 2 (04.08.2021): 483–91. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(483-491).
Annotation:
The study intended to examine the effect of entrepreneurship education on entrepreneurial intentions of students studying business education in different universities. More over the mediating effect of attitudinal factors on the relationship of intended variables was also explored. Six hundred graduate students were surveyed through a questionnaire from three public universities. The findings displayed that entrepreneurship education was significantly affecting entrepreneurial intentions of the students. Attitudinal factors have a strong mediation for entrepreneurship education and entrepreneurial intentions of higher education students. It can be concluded that entrepreneurial curricula and instruction along with attitudinal factors can add significantly to advance entrepreneurial intentions of students. It is suggested that the students of higher education, may be exposed towards entrepreneurship knowledge through regular instructional process, seminars and workshops to enhance their entrepreneurial capacities.
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Mohamed M. Elzahaf, BashiruLawal, Aliyu S/Rafi Anka und Bashir Idris. „Assessment of technical and vocational trainers’ competence to adopt E-learning technologies into TVET curriculum implementation in higher education institutions“. Global Journal of Engineering and Technology Advances 8, Nr. 2 (30.08.2021): 068–75. http://dx.doi.org/10.30574/gjeta.2021.8.2.0126.
Annotation:
This study examined the level of expertise of Technical and Vocational Education Training (TVET) educators to use e-learning technologies for the delivery of TVET curriculum at higher levels of education. Gender influence on the TVET educators’ competencies to use the technologies for their educational duties was also examined. The descriptive survey research design was adopted. Two research questions and one hypothesis were posed to guide the study. A total of Ninety Three (93) TVET educators made up of 67(72%) male and 26 (28%) female drawn from the authors of articles and participants in panels at all the proceedings and workshops of the International Conferences on e-learning technologies for innovative education organized by the: Online Learning consortium (OLC); Association for Talent Development (ATD) and Association for Educational Communications and Technology (AECT) between the periods of 2010 to 2019 were screened and used through convenience random and purposive sampling methods. The data collected through questionnaire were analyzed and tested using frequency count, percentage, mean, standard deviation and T-test. The instrument had face validity and reliability co-efficient of 0.81 obtained using Cronbach Alpha formulas. The findings revealed that TVET educators were highly competent users to the use of most of the studied e-learning technologies (such as: Use of Projectors and power point presentation; Using Online networking sites..; Utilizing Learning Objects; Creating/delivering web-based instruction; etc) with average mean score greater than 3.5.However, the study reported a low level of expertise by the TVET educators in the use of smart (electronic) Board to deliver instruction (31.2%) with average Mean score of 1.96.In addition to this, the study revealed a significant difference between the level of expertise/competence of male and female TVET educators on the use of e-learning technologies (t-calculated (12.702) > t-tabulated (1.960) at 0.05 level of significant).Conclusively, the study recommended that more customized e-learning technologies for the teaching and learning of TVET courses should be made available in the higher education and TVET educators be professionally trained on how to use them for their core business of teaching.