Academic literature on the topic 'Business Administration course'
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Journal articles on the topic "Business Administration course"
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Brumback, Richard A. "Public Policy Administration." News for Teachers of Political Science 47 (1985): 1–16. http://dx.doi.org/10.1017/s0197901900003226.
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The teaching of an introductory course in American Government can be a difficult and frustrating endeavor under even the best of circumstances. Given the general level of cynicism and/or lack of interest by large numbers of Americans regarding politics and politicians, the task of generating student enthusiasm, or even mild interest, toward the subject matter can indeed be an arduous one. When the teaching of such a course takes place in a business college, and when the student audience is “captive” to a college requirement that all students must take the course, the task can be rendered considerably more formidable.For the past six years I have been teaching such courses at business colleges — one year at Bryant College in Rhode Island, and the following five years at Bentley College in Massachusetts.
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Swanson, Jean C., David B. Meinert, and Neil E. Swanson. "Business Communications: A Highly Valued Core Course in Business Administration." Journal of Education for Business 69, no. 4 (April 1994): 235–39. http://dx.doi.org/10.1080/08832323.1994.10117691.
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Timalsina, Ramji. "Shaping Business Managers’ English in BBA." Journal of Management 3, no. 1 (August 28, 2020): 95–109. http://dx.doi.org/10.3126/jom.v3i1.30917.
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This article analyses how the current course of English in Bachelor of Business Administration (BBA) in Tribhuvan University has used interdisciplinary approach in teaching English for business communication to would-be business administrators. To prepare the background and methodology of the analysis, the history of such courses in the global context is reviewed and certain parameters are devised based on B.F. Skinner’s theory of language shaping. It is found that the course has maintained the international standard and so is appropriate for aspiring business managers. The integration of language, literature, technical writing skills and business management related contents has made the course useful and difficult to handle at the same time. Active and motivated participants of both the course instructor and the learners is necessary to make the course successful with the achievement of the objectives the curriculum devised.
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TREJO-PECH, CARLOS J. O., and SUSAN WHITE. "THE USE OF CASE STUDIES IN UNDERGRADUATE BUSINESS ADMINISTRATION." Revista de Administração de Empresas 57, no. 4 (August 2017): 342–56. http://dx.doi.org/10.1590/s0034-759020170405.
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ABSTRACT We develop constructs to evaluate the factors influencing the degree of students' acceptance of cases. In our proposed framework, student acceptance is affected by the case selection, intensity of faculty use, training, course type and level, level of instructor expertise, teaching atmosphere, and the faculty's beliefs about the usefulness of the case method. Our sample includes faculty teaching quantitative or qualitative courses across several disciplines in undergraduate business administration. Responses to a survey are analyzed using factor analysis and regression. The quantitative analysis is complemented by interviews with a subset of expert faculty using a two-round modified Delphi technique. This study may be limited by the fact that it measured faculty perceptions of the degree of students' acceptance of cases, rather than student acceptance directly. Future research might survey students or use students' courses evaluations to validate or contradict our results.
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Jun, Hannah, and Seoyoung Moon. "An Analysis of Sustainability Integration in Business School Curricula: Evidence from Korea." Sustainability 13, no. 5 (March 4, 2021): 2779. http://dx.doi.org/10.3390/su13052779.
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Given the growing importance of corporate sustainability in the academic literature and in practice, this study investigates to what extent business schools in South Korea have been reflecting sustainability-linked themes in the curriculum. Based on a review of 20,507 course syllabi from ten sample universities between 2013 and 2019, our findings show an increase in the absolute number and proportion of sustainability-linked courses in Korean business schools, increasing from 12.9% of total courses in 2013 to 14.7% in 2019. The most prominent sustainability keywords were “ethics” and “corporate social responsibility,” with most courses reflecting sustainability keywords by allocating a few weeks to sustainability issues (sustainability-inclusive) rather than sustainability serving as the major theme of the course (sustainability-focused). In terms of degree program, sustainability-linked courses accounted for nearly 15% of total courses at the undergraduate and Master of Business Administration (MBA) levels, respectively, and just 7% of graduate (Master’s/Ph.D.) programs in Business Administration. While our findings suggest overall progress in incorporating sustainability themes in business schools, course offerings are fragmented and generally focus on a narrow concept of ethics rather than constituting a comprehensive curriculum that weaves sustainability throughout functional majors.
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Bailey, April E., and Michael T. Marsh. "Transitioning Non-Traditional Students To An Undergraduate Business Program." American Journal of Business Education (AJBE) 3, no. 8 (August 1, 2010): 35–42. http://dx.doi.org/10.19030/ajbe.v3i8.468.
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This paper reports experiences of non-traditional students in a specially designed section of seminar course which was primarily designed for first-year traditional business students. The College of Business’s BSN101, Foundations of Business Administration (FBA), is designed to serves as a course to assist the students with transitioning into the business program. Typical traditional classes have enrollments of about 80 students. The special section for non-traditional students had seven students, 24 years of age or older, who were returning to undergraduate business school. This paper reports results of the implementation of the new program design in the FBA classes. Results are important not only to the College of Business, but also to the other Colleges as interest in first-year seminar courses and better serving the needs of non-traditional student increases. Currently, the University Retention Committee and the First-Year Seminar Sub-Committee are exploring the possibility of implementing a first-year seminar courses in the College of Arts and Sciences and the College of Education and Human Services to be recommended to the Provost. Data collected for the experimental section in the study reported here will support decision-making regarding new seminar courses.
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Harsell, Dana Michael, and Patrick B. O‘Neill. "Experiential Learning: Lessons Learned From The UND Business And Government Symposium." American Journal of Business Education (AJBE) 3, no. 8 (August 1, 2010): 27–34. http://dx.doi.org/10.19030/ajbe.v3i8.467.
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The authors describe lessons learned from a limited-duration experiential learning component of a Master’s level course. The course is open to Master’s in Business and Master’s in Public Administration students and explores the relationships between government and business. A complete discussion of the Master’s in Business and Master’s in Public Administration students is presented, with emphasis on advance planning and integration of a limited-duration field trip experience into the academic component of the course.
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Zabriskie, Fern H., and David E. McNabb. "E-hancing the Master of Business Administration (MBA) Managerial Accounting Course." Journal of Education for Business 82, no. 4 (January 2007): 226–33. http://dx.doi.org/10.3200/joeb.82.4.226-233.
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Micabalo, Kingie G., and Ryan D. Montilla. "A Tracer Study on Business Administration Program Outcomes." Asian Journal of Engineering and Applied Technology 9, no. 2 (November 5, 2020): 16–28. http://dx.doi.org/10.51983/ajeat-2020.9.2.1089.
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Program Outcomes speak to comprehensive explanations that consolidate numerous zones between related information and aptitudes created over the program’s span of broad scope of courses and encounters. This investigation assesses the realization of the Business Administration Program Outcomes for the Year 2015-2019. The respondents were 673 alumni from the University of Cebu- Lapu Lapu and Mandaue. Descriptive survey method was utilized as an examination instrument on snowball sampling. The discoveries uncovered program outcomes that (1) meets the current demand and needs of the industry in the areas of human resource, marketing, accounting, and finance; (2) Communicate and collaborate effectively; and (3) Adhere strictly to professional, ethical standards were realized by the alumni understudies. Program outcomes: (4) Contribute to socio-economic development and environmental sustainability; and (5) Utilizing information technology were less realized. The examination concluded that business management research-based guidelines ought to be actualized and continued. Outcome-Based Teaching and Learning ought to be received to empower understudies to create aptitudes required in the course. Community services spreading business and management development should be adjusted each semester to guarantee maintainability in community vocation programs. Furthermore, Progression of mechanical approach to managing training and learning requests to improved adaption on the new trend and innovations of the money managers and business people.
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Oliveira, Murilo Alvarenga, and Nilce Helena da Silva Melo. "Business Games and Stock Market: An analysis of students’ learning in a Business Administration course." Administração: Ensino e Pesquisa 21, no. 3 (September 1, 2020): 316–47. http://dx.doi.org/10.13058/raep.2020.v21n3.1787.
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This paper addresses the use of experiential learning to improve knowledge about the capital market, by applying a program with business games, using an electronic simulator of the Brazilian stock market. The objective was analyzing the cognitive domain of the participants after application of an educational program about the capital market, using a business game tailored for stock market trading. The descriptive study, with a quantitative approach, used the quasi-experiment technique to collect data on the learning of undergraduate business administration students at a federal university located in the state of Rio de Janeiro, Brazil. The data were submitted nonparametric statistical analysis with the inferential Mann-Whitney U-test as well as tests of comparison of medians. The results revealed statistically significant differences in assimilating knowledge between the groups of participants. The G1 group, whose theoretical content was exposed before the game application, showed an assimilation of superior knowledge. In this sense, it was possible to conclude that the way the educational program with the business game was applied affected the students’ assimilation of knowledge.
Dissertations / Theses on the topic "Business Administration course"
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VanDeWoestyne, Jennifer Marie. "Assessing Achievement Outcomes and Student Engagement Perception in an Upper Division Business Management Course." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/420767.
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Educational LeadershipEd.D.
This study examined differences in achievement outcomes among undergraduate business students enrolled in an online and face-to-face upper division business management course. Proponents of online education support the argument that there are no differences in outcomes between students who take online courses, and much of the literature supports this position. The purpose of the current study was to ascertain whether that belief is supported at the university where the study was conducted using a specific course from the Business School. The course that served as the focus of this study is Finance 3000 (FIN 3000). It is a quantitative course, and one that is a prerequisite to other upper division courses in the core degree requirements. Failure to complete this course in the allotted three attempts results in students having to change their major out of the college. The two units of analysis for this particular study consisted of students who completed the Finance 3000 (FIN 3000) course via online delivery and the traditional face-to-face classroom setting on the university’s Main campus between fall 2012 and fall 2015. These students were all declared Business majors (specific major will vary) at the university’s Business School. A demographic profile of the students registered for these sections was constructed using data that are available through Self-Service Banner. The information gathered included: ethnicity (using categories defined by the university), major, academic classification (such as sophomore, junior or senior), and final grade earned in the course. The purpose behind this information is to determine whether there is any relationship between grades earned in this course and the grades earned in FIN 3000, as well as to make sure that the online and face-to-face students are comparable. Finally, a voluntary survey was administered to those students who completed the online version of FIN 3000 in fall 2015, in order to assess perceived levels of engagement. Results of this study revealed that, overall, students who enrolled in the online section of FIN 3000 performed worse than those in the face-to-face section. Further analysis indicated that while there were no significant differences in factors such as major and gender, seniors registered more frequently in the online section and had lower achievement results. The results of this study contradict the literature that suggests there are no differences in achievement outcomes.
Temple University--Theses
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Adkins, Christopher P. "Is empathy the missing link in teaching business ethics? A course-based educational intervention with undergraduate business students." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618607.
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Past approaches to teaching ethics have been rooted primarily within the cognitive developmental tradition, with the focus on developing moral reasoning. Recent studies in cognitive neuroscience and social psychology have challenged this emphasis, highlighting the primacy of the emotion in driving moral decision-making. This study proposed that empathy may be an appropriate construct for integrating both processes, and that an moral education intervention that focused on empathetic perspective-taking based on Martin Hoffman's work may prove effective in both advancing moral reasoning and empathy. This approach was applied using a quasi-experimental design with undergraduate business students (N = 181) within a semester-long business ethics course. It was predicted that the class section receiving the empathetic perspective-taking intervention would show more growth on both perspective-taking (Interpersonal Reactivity Index, PT subscale) and moral reasoning (Defining Issues Test-2) measures than the comparison groups receiving the principled moral reasoning approach. Results from repeated measures ANOVAs by group indicated statistically significant differences for the comparison group increases on moral reasoning (DIT-2 N2 score); no difference was seen in the intervention group on either moral reasoning or perspective-taking. The results, however, did indicated a significant difference by gender for the intervention group on one of the subscales, Empathetic Concern, with women increasing and men decreasing in empathetic concern. A discussion of the results offers specific suggestions for integrating empathy into business ethics courses, balancing moral reasoning with emotional engagement and addressing issues related to gender. Also, this study suggests the need for skill-based, context specific measures of empathy.
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Bonawitz, Mary Feeney. "Analysis and comparison of the moral development of students required to graduate with an ethics course." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/1726.
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Accounting students become practitioners facing ethical decision-making challenges that can be subject to various interpretations; hence, the profession is concerned with the appropriateness of their decisions. Moral development of these students has implications for a profession under legal challenges, negative publicity, and government scrutiny. Accounting students moral development has been studied by examining their responses to moral questions in Rest's Defining Issues Test (DIT), their professional attitudes on Hall's Professionalism Scale Dimensions, and their ethical orientation-based professional commitment and ethical sensitivity. This study extended research in accounting ethics and moral development by examining students in a college where an ethics course is a requirement for graduation.
Knowledge of differences in the moral development of accounting students may alert practitioners and educators to potential problems resulting from a lack of ethical understanding as measured by moral development levels. If student moral development levels differ by major, and accounting majors have lower levels than other students, the conclusion may be that this difference is a causative factor for the alleged acts of malfeasance in the profession that may result in malpractice suits.
The current study compared 205 accounting, business, and nonbusiness students from a private university. In addition to academic major and completion of an ethics course, the other independent variable was academic level. Gender and age were tested as control variables and Rest's DIT score was the dependent variable. The primary analysis was a 2x3x3 ANOVA with post hoc tests for results with significant p-value of less than 0.05.
The results of this study reveal that students who take an ethics course appear to have a higher level of moral development (p=0.013), as measured by the (DIT), than students at the same academic level who have not taken an ethics course. In addition, a statistically significant difference (p=0.034) exists between freshmen who took an ethics class and juniors who did not take an ethics class. For every analysis except one, the lower class year with an ethics class had a higher level of moral development than the higher class year without an ethics class. These results appear to show that ethics education in particular has a greater effect on the level of moral development than education in general. Findings based on the gender specific analyses appear to show that males and females respond differently to the effects of taking an ethics class. The male students do not appear to increase their moral development level after taking an ethics course (p=0.693) but male levels of moral development differ significantly (p=0.003) by major. Female levels of moral development appear to increase after taking an ethics course (p=0.002). However, they do not differ according to major (p=0.0 97).
These findings indicate that accounting students should be required to have a class in ethics as part of their college curriculum. Students with an ethics class have a significantly higher level of moral development. The challenges facing the profession at the current time indicate that public confidence in the reports of client corporations has eroded and one way to restore this confidence could be to require ethics training of future accountants.
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Sorberg, Ellen A. "Exploring Selected Online and Face-to-Face Course Inclusion of Faith Integration in a Business Administration Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1390.
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Students enrolled in face-to-face and online business administration courses at a Midwestern Christian college were provided faith-integrated opportunities; however, the challenge was to maintain consistency in providing the online courses with similar faith integration as the face-to-face courses. It was unknown whether the same faith-integrated opportunities were provided in face-to-face and online courses. Kohlberg's cognitive moral development and Fowler's spiritual development theories grounded this qualitative bounded case study. Research questions focused on whether instructors taught the same faith-integrated content in online and face-to-face classes, and whether online and face-to-face students received the same faith-integrated experiences. A purposeful sample was gathered of 3 freshman, 3 sophomores, 3 juniors, and 3 seniors who completed both faith-integrated online and face-to-face business administration courses; in addition, 4 instructors were recruited who taught faith integration in online and face-to-face business administration courses. Open-ended questionnaires were collected from students and observations were collected using online course shell interactions between students and instructors. All data were open coded and thematically analyzed using a visual model process. Instructors integrated faith more in the face-to-face courses than in the online courses. A white paper containing recommendations to integrate faith in all business administration classes included building collaborative faculty groups, student-focused rubrics, and faculty course-based rubrics. These endeavors may contribute to positive social change by providing faculty with the necessary tools to equitably provide faith integration in business administration online and face-to-face courses and to develop students' ethical decision making through faith-integrated lessons.
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Pogoda, Fabian, and Marine Baudeloche. "The Course of Authenticity and Passion within an Entrepreneurial Life." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64882.
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Despite a high rate of failure, the number of new enterprises is risingin Europe. This statistic demonstrates a strong will from many toengage in that path. When creating an activity is not an absolutenecessity to make a living, what can be strong enough to motivatepeople in engaging in a direction that appears to be difficult andhazardous? Passion is considered as an essential quality forentrepreneurs. Authenticity is showered with praise by many as arequirement for good leaders. This thesis investigates the role and evolution of authenticity andpassion during an entrepreneurial life. Authenticity is related to selfvalues of an individual, no matter what role s/he is enacting. Passionis arising from within the entrepreneur. It is often associated toentrepreneurs as the ultimate fuel for action. Passion can be both – ablessing and a curse (when turning into obsession). For that reason, itshould be carefully managed. The data were gathered through semi-structured interviews with sevenentrepreneurs. They show that passion for the field of activity is notnecessarily the strongest trigger for a person to take action. Rather thedesire to act in agreement with the self is a strong incentive forentrepreneurship. The entrepreneur’s authenticity becomes the basison which passion can blossom. The research comes to the conclusion that entrepreneurs are embeddedin an environment which influences them (in the way they buildthemselves) and which they can impact as well by choosing, or not, totake action. The Entrepreneurial Action Cycle illustrates this reciprocalimpact and includes the authenticity and passion factor. In that sensethe entrepreneur's authenticity is both: put under external pressureand acting as a light house guiding the entrepreneur on his/her path.
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Bjelvert, Oscar, and Markus Tornberg. "How to get MSME to leave the nest and grow their business. : By investigating managerial skills as a course of action in the Tanzanian business environment." Thesis, Linköpings universitet, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157986.
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To achieve poverty alleviation as stated by the UN’s global goals and agenda 2030 more research in the field is needed. The MSME segment has a vital role to play for economic growth in developing countries. However, no clear growth has been seen for these enterprises even though much aid has been given. Efforts to create a business training system has been made but will play a bigger role in the future. Thru a comparative cross-sectional study it is showcased what skills are connected to enterprise growth. This study aims to help explain what managerial skills should be further investigated when it comes to investing time and resources in business training systems. By interviewing the MSME managers on site and discussing the matter with CEO’s of business training organizations unique data was collected. With the help of NVivo software data is processed and categorized. Final correlations to growth by examining the differences between growing and non-growing managers skills in different fields. Similarities in skills prioritized between managers in growing and non-growing was detected. Findings suggest that business plan and accounting skills are more present in growing enterprises. Ultimately the differences were not enough to demonstrate managerial skill as a strong contributor to enterprise growth.
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Christensson, Andreas, and David Hedman. "Choosing an educational course : A decision theory perspective on the Swedish public sector." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386454.
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The public sector has undergone extensive changes in recent years following the implementation of New Public Management. Studies on the subject are still retained in previous grounds made in other circumstantial prerequisites. Therefore, this study aims to increase the understanding of decision processes in public authorities to provide a nuanced picture of the phenomenon and further complement the established literature on decision-making theory. In doing so, we answer the question of how and why and it is decided which educational course an employee at a Swedish governmental agency attends.Through the use of a snowball sample approach, we reversed tracked the decision process and examined the underlying incentives of the process. By using both interviews with identified relevant actors in combination with related documents, we achieved a triangulation effect of our data. The results demonstrated a variety of applicable approaches to the decision made by the different actors throughout the decision process in their contextually dependent circumstances. Moreover, the results indicate that previous decision-making literature is insufficient on its own. Instead, we claim that a broad understanding is required to grasp decision-making behavior and advocate for a combinatorial and holistic approach which adhere to the varying decision-making behavior.
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Regio, Maria de Lourdes Severo. "Formação, atuação profissional e mercado de trabalho em administração: o caso dos egressos do curso de graduação da UFSM." Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/4596.
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The qualification of Directors of Education requires a thorough evaluation of
the training being developed. An effective evaluation of a college degree necessarily
involves the analysis of its graduates. The Undergraduate Program in Business
Administration from Universidade Federal de Santa Maria - UFSM object of this
study, it was the reality of its graduates surveyed. The previous study, Management
and Training Labor Market, was written by Vitor Francisco Junior Schuch in 1978. In
this context, the present study was conducted along with the alumni of the course of
Directors - UFSM formed in the period 2005 to 2009. The results expected from this
research was the knowledge of the reality of their work identifying 359 graduates of
career development, the difficulties and expectations of continuing education. The
objective was to identify the graduates in the market and analyze the skills front of his
academic background and how the course contributes to the development of skills
that the curriculum intended. The strategy used in this study can be characterized as
a case study with quantitative descriptive approach, as intended to study and
describe characteristics of the researched reality. The data collection survey was
conducted through two structured questionnaires. The questionnaire I was destined
to graduates who are working in the profession, and is divided into four parts. The
questionnaire II was directed to the graduates who were not working in the
profession containing two blocks. The main result that contacted the majority of
graduates of the course of Directors of UFSM is not performing the occupation for
which they were prepared to compare with the study in 1978. This finding may be
due to the significant expansion of Higher Education Institutions - IES Administration
in Brazil. Another reason for the failure to exercise the profession, based on survey
data is that the vast majority of those who are not exercising the profession have
obtained work activity other than a graduate or remain in employment who performed
before completing the course. The results also indicate the development of skills
suggested by the proposed national curriculum guidelines for the Administration
Course for graduation.A qualificação do Ensino de Administração exige uma avaliação profunda da formação que está sendo desenvolvida. Uma avaliação efetiva de um curso superior de graduação envolve, necessariamente, a análise de seus egressos. O Curso de Graduação em Administração da Universidade Federal de Santa Maria - UFSM, objeto deste estudo, já teve a realidade de seus egressos pesquisada. O estudo anterior, Formação de Administradores e Mercado de Trabalho, foi elaborado por Francisco Schuch Junior, em 1976. Neste contexto, o presente estudo foi realizado juntamente aos alunos egressos do curso de Administração UFSM formados no período de 2005 a 2009. Os resultados esperados com a realização desta pesquisa foi o conhecimento da realidade de trabalho de seus 359 egressos identificando a evolução da carreira, as dificuldades enfrentadas e as expectativas de educação continuada. Teve como objetivo identificar no mercado os egressos e analisar as competências profissionais frente a sua formação acadêmica e quanto o curso contribui para o desenvolvimento das competências que o currículo pretendia. A estratégia metodológica utilizada nesta pesquisa pode ser caracterizada como um estudo de caso, quantitativa com abordagem descritiva, já que pretendia estudar e descrever características da realidade pesquisada. A coleta de dados da pesquisa foi realizada por meio de dois questionários estruturados. O questionário I foi destinado aos egressos que estão atuando na profissão e, está dividido em quatro partes. O questionário II foi dirigido para os egressos que não estavam atuando na profissão contendo dois blocos. Como principal resultado contatou-se que a maioria dos egressos do curso de Administração da UFSM não está desempenhando a profissão para a qual foram preparados ao comparar com o estudo realizado em 1976. Esta constatação pode ser em decorrência da expressiva expansão das Instituições de Ensino Superior - IES em Administração no Brasil. Outro motivo do não exercício da profissão, com base nos dados da pesquisa é o fato da grande maioria dos que não estão exercendo a profissão terem obtido trabalho em atividade diferente da graduação ou se mantém no emprego que exerciam antes de concluir o curso. Os resultados apontam ainda o desenvolvimento das competências sugeridas pelas diretrizes curriculares nacionais propostas para o Curso de Administração durante a graduação.
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Tordino, Claudio Antonio. "Formação em administração em prospectiva: a graduação em administração no Brasil no quarto de século." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23092009-135533/.
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O objeto deste estudo é a formação profissional em Administração, a inseri-la como unidade de análise no bojo da Educação Superior no Brasil, com o objetivo de colocá-las e à profissão sob escrutínio para identificar suas dificuldades e potencialidades. Pesquisa de abordagem qualitativa em vertente interdisciplinar, na área temática de Cultura, Organização e Educação, é, ao mesmo tempo, bibliográfica, ao recorrer à produção intelectual das disciplinas de História, Antropologia, Sociologia, Política, Economia, Educação, Administração, e documental, pela utilização de dados de fontes de variada procedência, mas a privilegiar aqueles de organismos internacionais e nacionais que mereçam credibilidade. O modelo analítico-propositivo é sistêmico, para configurar a formação em Administração como sistema e inseri-la no âmbito maior da educação superior do país e este no concerto da educação superior mundial, enquanto, reversamente, ao assumir a centralidade da ordem econômica internacional, abordá-la como sistema-mundo conformador do sistema de desenvolvimento social, que em si abarca o de educação e seu subsistema de educação superior. Ao valer-se da prospectiva, o estudo busca discutir tanto a formação profissional do administrador como seu papel social e importância política, independentemente das áreas de atuação em que possa militar, a ter como horizonte temporal este quarto de século, já que a dinâmica do capitalismo avançado, ao engendrar modos de vida e alternativas de organização da produção, responsivas, acomodatícias e confrontadoras dessa dinâmica, está a instituir novos contextos, exigentes de outro tipo de formação. A identificação de fatores que contribuam à compreensão das características desejáveis de projetos formativos na área de graduação em Administração pode levar à diversificação ou ao aprofundamento dos conhecimentos sobre o tema e contribuir à evolução do campo, além de servir de ponto de reflexão sobre o papel da Educação Superior na formação econômico-social do Brasil.Focusing the professional formation in the business administration field, this study aims to scrutinize the undergraduated courses in order to identify its barriers, potentialities and role among the Brazilian Higher Education. The research, under a qualitative approach, recurs to multiple bibliographic sources, once it is based on several disciplines - History, Anthropology, Sociology, Politic, Economy, Education, Administration - and documental pieces, using data from varied provenance, but relaying on those from international and brazilian bodies that deserve credibility. The analytical-propositive model is systemic, in order to shape a formation in management as a system and insert it in the wider higher education system, in the country and worldwide. In a reverse way, relying on the international economic order, taking it as a world-system, within him and under its aegis, refer to the social development system, which covers the education system and its subsystem of higher education. Based on prospective, the study aims to discuss both the professional role of the manager, as its social role and political relevance, regardless of the areas of action that can act, to have as their horizon this quarter of the century, once the dynamics of capitalism, engendering ways of life and alternatives for organization of production, responsive, adaptable and critics of such dynamics, introduces new contexts, possibly demanding of another type of formation. The identification of factors that contribute to the understanding of desirable characteristics of projects for formation in the area of Administration may lead to diversification or the deepening of knowledge about the theme and to contribute to professional formation in the field, besides serving as a point of reflection on the role of Higher Education in the brazilian economic-social formation.
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Simão, Bácima Eliana Alves. "Perfil empreendedor dos alunos concluintes do curso de administração de uma Instituição de Ensino Superior Privada: Contribuições para o aprimoramento do Projeto Pedagógico de Curso." Universidade do Oeste Paulista, 2012. http://bdtd.unoeste.br:8080/tede/handle/tede/114.
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Previous issue date: 2012-08-30The purpose of this study was to analyze the entrepreneurial profile of students graduating in the Business Administration course of a Private Institution of Higher Education for identifying the need to improve the Pedagogical Project of the Course and consequent actions of its faculty in the formation of entrepreneurial students. The research has as methodological support the quali-quantitative or mixed approach, characterized as a descriptive exploratory study. For quantitative data collection, were utilized a questionnaire and a test of entrepreneurial tendency (TED), and for qualitative data collection, a semi-structured interview and document analysis. .The questionnaire and the test were applied to 30 students graduating in Business administration and an interview was conducted with six of these students and another with three professors of the course. The application of the test of entrepreneurial tendency revealed that the students were classified near the expected parameter in the dimensions need for achievement and tendency to have autonomy and independence , below the parameter in the dimensions tendency to take risk and creative tendency and only above the parameter in the dimension tendency to tale initiative and determination . Through the document analysis of the Administration Course, only brief mentions related to the entrepreneurial formation of students were found in the general objective of the course and in the professiographic profile of the graduating, and the presence of a discipline about Entrepreneurship and New Business Creation in the curriculum program. The professors interviewed, in an isolated attitude, informed that they promote discussions about the subject, but this is not a standard procedure, because it is not a systematized practice established in the course pedagogical project, in the teaching plans and in the teaching plans. The students interviewed manifested expectation related to the formation focused on entrepreneurship, but did not perceive specific instruments in the course destined to the development of entrepreneurial characteristics, neither an integrating effort of the disciplines for awakening and stimulating them to initiate their own business. It was concluded that the structure of the course under analysis should be reevaluated with the purpose of promoting interdisciplinarity and increasing the content of courses directly related to the subject in order to provide students the development of the needed entrepreneurial skills for increasing their success chance in undertaking their own business.
O objetivo desta pesquisa foi analisar o perfil empreendedor dos alunos concluintes do curso de Administração de uma Instituição de Ensino Superior Privada a fim de identificar a necessidade de aprimorar o Projeto Pedagógico de Curso e a atuação consequente de seu corpo docente na formação empreendedora dos alunos. A pesquisa teve como suporte metodológico a abordagem quanti-qualitativa, caracterizando-se como um estudo exploratório-descritivo. Para a coleta de dados quantitativos foram utilizados um questionário e um teste de tendência geral empreendedora (TEG) e, para a coleta de dados qualitativos, entrevista semiestruturada e análise documental. Os dados quantitativos foram coletados junto a 30 alunos concluintes e os dados qualitativos, junto a seis alunos e três professores do curso de Administração. A aplicação do teste de tendência empreendedora revelou que os estudantes se situaram próximos do parâmetro esperado nas dimensões necessidade de realização e tendência a ter autonomia e independência , abaixo do parâmetro nas dimensões tendência a assumir riscos e tendência criativa e apenas acima do parâmetro na dimensão tendência a ter iniciativa e determinação . Por meio da análise de documentos relativos ao curso de Administração, apenas foram constatadas referências breves sobre a formação empreendedora do estudante no objetivo geral do curso e no perfil profissiográfico do egresso, bem como a presença de uma disciplina sobre Empreendedorismo e Criação de Novos Negócios na matriz curricular. Os professores entrevistados, em atitudes isoladas, informaram que promovem discussões sobre o tema, mas esse não é o procedimento padrão, pois não existe uma prática sistematizada prevista no projeto pedagógico do curso, nos planos de ensino e na prática docente. Os estudantes entrevistados manifestaram expectativa quanto à formação focada no empreendedorismo, contudo não perceberam instrumentos específicos no curso destinados ao desenvolvimento de características empreendedoras, tampouco um esforço integrador das disciplinas para despertá-los e estimulá-los a empreender seu próprio negócio. Concluiu-se que a estrutura do curso em questão deve ser reavaliada com a finalidade de promover a interdisciplinaridade e incrementar os conteúdos das disciplinas diretamente ligadas ao tema, além de introduzir outros relacionados ao assunto a fim de proporcionar aos estudantes o desenvolvimento das habilidades empreendedoras necessárias para aumentar sua chance de sucesso ao empreenderem seus próprios negócios.
Books on the topic "Business Administration course"
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Cohen, Cary. Effective communication in contract administration: Course manual. [Washington, D.C.] (1120 20th St., N.W., Washington 20036): Federal Publications, 1990.
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Australia, Parliament House of Representatives Standing Committee on Employment Education and Training. Setting the course: Report on the efficiency and effectiveness of institutional practices in the higher education sector : report of the House of Representatives Standing Committee on Employment, Education, and Training. Canberra: Australian Govt. Pub. Service, 1988.
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McMahon, Anthony. The relevance of total quality principles to higher education with specific reference to the Master of Business Administration (M.B.A.) course offered at the University of Ulster at Jordanstown. [s.l: The Author], 1993.
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Nadyeina, Tatyana, Lyubov Goncharova, Oskar Goykhman, and Mariya Koshlyakova. Business communication in the service: documentary, speech, branding, and advertising technologies. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24602.
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Comprehensive study guide includes the basic content of a number of disciplines of the professional cycle, necessary for development of skills of referencing, annotating and composing business texts with the aim of providing intellectual services in the course of internal administration and promotion of the organization in the process of external communication.
Meets the requirements of Federal state educational standard of higher education of the last generation.
Designed for bachelors and masters in training areas "Service", "Advertising and public relations"; may be used when training in similar areas and obtaining additional education, as well as those who would like to work or works in the area of provision of services of an intellectual nature as administrators (secretaries and office managers), secretaries, assistants supervisor, speech writers or image-makers.
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Pracko, Gennadiy. Legal support of professional activity. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02047-0.
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This course book is devoted to the issues of legal support of various types of professional activity. Each chapter allows you to master basic knowledge in various legal areas – the textbook examines the basics of the theory of law, constitutional, environmental, administrative, labor and civil law, as well as the basics of business activity, economic disputes and forms of their resolution.
The course book is produced in accordance with state educational standards of higher education and is intended for students and everyone interested in relevant legal issues related to a multifaceted professional activity.
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Pracko, Gennadiy. LEGAL SUPPORT OF PROFESSIONAL ACTIVITY. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01869-9.
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This course book is devoted to the issues of legal support of various types of professional activity. Each chapter allows you to master basic knowledge in various legal areas — the textbook examines the basics of the theory of law, constitutional, environmental, administrative, labor and civil law, as well as the basics of business activity, economic disputes and forms of their resolution.
The course book is produced in accordance with state educational standards of secondary vocational education and is intended for students and everyone interested in relevant legal issues related to a multifaceted professional activity.
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Science, Department of Education &. Business administration courses leading to national vocational qualifications in further education colleges: A report by HMI. Stanmore: Department of Education and Science, 1991.
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Basovskiy, Leonid, and Viktor Protasyev. Quality management. ru: INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/18003.
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The book represents a modern professional course of quality management. Contains a statement of teoretiko-methodological fundamentals of science about quality management. Covers all complex of problems, methods and instruments of quality management of goods, services and works, processes and control systems.
Conforms to requirements of the Federal state educational standard of the higher education of the last generation for the Management direction 38.03.02 and the requirements which have developed at the universities conducting in world educational space.
For students, graduate students, teachers of the economic, administrative and engineering directions of higher education institutions, students of business schools and practical workers.
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Nozdrachev, Aleksandr, Mariya Vasil'eva, Elena Galinovskaya, Dmitriy Gorohov, Sergey Zyryanov, Anastasiya Kalmykova, Nikolay Kichigin, Mihail Ponomarev, Dmitriy Sivakov, and Yuliya Shuplecova. Commentary to Chapter 8 of the Code of the Russian Federation about administrative offenses from December 30, 2001 № 195-FZ "Administrative offense in the sphere of environment protection and natural resources" (article by article). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1080399.
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The commentary discusses the features of application of measures of administrative responsibility
for different types of offenses in the field of environmental protection, as well as in various fields of environmental management. Special attention is paid to the analysis of criteria of differentiation of the components of administrative offences and related criminal offences under the Criminal code of the Russian Federation. Taking into account all the changes and additions made to Chapter 8 of the Code of the Russian Federation on administrative offences as of November 1, 2019, are examples of administrative and judicial enforcement, as well as a synthesis and recommendations contained in the resolutions of the Plenum of the Supreme Court of the Russian Federation.
For practitioners - judges, prosecutors, environmental agencies, leading
proceedings for environmental offences, the police and other law enforcement agencies, attorneys, and administrative staff of business structures, experts of self-regulating organisations, academics, teachers, graduate students, undergraduates and law students and faculties.
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1899-1964, Landis James McCauley, ed. The business of the Supreme Court: A study in the Federal judicial system. New Brunswick, NJ: Transaction Publishers, 2007.
Find full textBook chapters on the topic "Business Administration course"
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van Reeken, Anton J. "Variations To Problem-Based Learning Due To Course Requirements." In Educational Innovation in Economics and Business Administration, 316–23. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-015-8545-3_35.
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Fratantuono, Michael J. "Students’ Assessment Of The Effectiveness Of The Various Activities In A Non-Traditional Course." In Educational Innovation in Economics and Business Administration, 268–76. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-015-8545-3_30.
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Figuera-Gazo, Pilar, Mercedes Torrado-Fonseca, Juan Llanes-Ordóñez, and Soledad Romero-Rodríguez. "Equity and Course Advancement in University Students: The Case of Business Administration and Management." In International Perspectives on Research in Educational and Career Guidance, 95–111. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26135-1_6.
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Hinner, Michael B. "Integrating Cultural Conceptualization and Communication Courses into Business Administration Curricula." In Second Language Learning and Teaching, 227–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43336-9_13.
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Piasecki, Stefan. "Digitized Public Administration." In Business Management and Communication Perspectives in Industry 4.0, 226–50. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9416-1.ch013.
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Digitization affects all areas of modern societies. It influences education, industrial production, workplaces, and of course, leisure activities. Its impact can be witnessed in communication, workflow organization, and many other fields. International companies have been the forerunners of digitization efforts, but recently, public administration in Germany has caught up on the development. Being bound to laws and political guidance, public administrations are less flexible to adapt to new changes than privately held companies. Public administration is engaged in a constant fight for the best employees since payment is often lower for comparable work in private economy. Still, citizens expect a level of service and engagement they have learned to know from privately owned businesses. Public administration needs to motivate its employees just like companies have to. To do this, different strategies have been suggested. This chapter attempts to highlight common challenges and possible benefits of using gamification techniques in enhancing motivation in public administration.
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Nightingale, Jennifer P. "Changing a Business School Corporate Culture." In Computing Information Technology, 191–200. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-752-0.ch012.
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This chapter introduces the concept of an Academic Management System, which is designed to enhance communication among faculty, staff, students, and administration. Using an Academic Management System, built within a Course Management System, has the potential to improve communication, reduce administrative costs, and allow 24-hour access to information. The experience of one university that integrated these technologies has had a positive effect throughout campus and, as a result, several other programs are now developing similar sites for their faculty, staff, students and administration.
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Rivera, John J., Richard S. Colfax, and Joann C. E. Diego. "Reinforcing Responsible Learning." In Advances in Educational Marketing, Administration, and Leadership, 66–80. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7438-5.ch005.
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This chapter reviews the common business practice of providing an employee handbook to new employees, which should guide employee behavior. The expectations and responsibilities of employees are accepted and documented using an employee acknowledgement statement. These real-world practices are introduced to the college human resource management classroom through the course syllabus and a document called a “Course Start Contract” or “Acknowledgement of Syllabus and Course Requirements” developed by the authors. The Course Start Contract explains and reinforces the need for college students to accept responsibilities in the classroom in the same way that employees must accept responsibility and comply with organizational requirements in the workplace.
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Ktoridou, Despo. "Cultivating Entrepreneurial Thinking through a Management of Innovation and Technology Course." In Advances in Educational Marketing, Administration, and Leadership, 114–33. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2116-9.ch006.
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In recent years, the concept of entrepreneurship and the idea of entrepreneurship education are not novel. Entrepreneurship education at the university level is mostly taught in business schools. Entrepreneurial skills, though, are not only necessary for students who become entrepreneurs. Science and Management Information Systems (MIS) specializations are preparing students to effectively integrate into the competitive working environments of the 21st century. Nevertheless, a common observation is that it is often difficult for students to see any motivation in cultivating mainly entrepreneurial thinking through a course of Management of Innovation and Technology. Academics and practitioners, who teach related topics, especially to multidisciplinary classes, continuously seek innovative teaching and learning approaches to impose more learning responsibility on students, mainly to cultivate their entrepreneurial thinking and acting. This chapter examines the impact of Student-Centered Learning (SCL) introduced in the new multidisciplinary undergraduate course MGT370 Management of Innovation and Technology at the University of Nicosia. The study shows that students and lecturer effectively adopted SCL and commented on its worth for their teaching and learning. Further, the study confirms the implementation of SCL as a significant contribution in cultivating students’ entrepreneurial thinking in meeting the needs of the 21st century.
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Silva, Paulino L., J. Freitas Santos, and Isabel Vieira. "Teaching Accounting and Management Through Business Simulation." In Business Education and Ethics, 424–39. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch023.
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Everyday accounting and management teachers face the challenge of creating learning environments that motivate students. This chapter describes the Business Simulation (BS) experience that has taken place at the Polytechnic Institute of Porto, Institute of Accounting and Administration (IPP/ISCAP). The chapter presents students' perceptions about the course and the teaching/learning approach. The results show that pedagogical methods used (competency-oriented), generic competencies (cooperation and group work), and interpersonal skills (organisational and communication skills) are relevant for future accounting professionals. In addition, positive remarks and possible constraints based on observation, staff meetings, and past research are reported. The chapter concludes with some recommendations from the project implementation.
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Silva, Paulino L., J. Freitas Santos, and Isabel Vieira. "Teaching Accounting and Management through Business Simulation." In Green Technology Applications for Enterprise and Academic Innovation, 33–47. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5166-1.ch003.
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Everyday accounting and management teachers face the challenge of creating learning environments that motivate students. This chapter describes the Business Simulation (BS) experience that has taken place at the Polytechnic Institute of Porto, Institute of Accounting and Administration (IPP/ISCAP). The chapter presents students' perceptions about the course and the teaching/learning approach. The results show that pedagogical methods used (competency-oriented), generic competencies (cooperation and group work), and interpersonal skills (organisational and communication skills) are relevant for future accounting professionals. In addition, positive remarks and possible constraints based on observation, staff meetings, and past research are reported. The chapter concludes with some recommendations from the project implementation.
Conference papers on the topic "Business Administration course"
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"Construction of Business Administration Practice Course Based on Intelligent Business Analysis." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.188.
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Li, Jinying, Tao Pan, and Fan Wu. "Study on the Practice Course System of Business Administration." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.7.
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Sinkus, Tatjana. "Development of Business-Related Competences in a Case Study-based Professional English Course in Business Administration Studies." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.033.
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A professional English course in business administration studies at the university should lay emphasis on the specific demands and interests of students studying in this programme and requirements of English language knowledge imposed by the business domain. Development of business-related competences in the professional English course is essential for future entrepreneurs who will use English in multiple business contexts to run a successful and competitive business. The aim of the study was to develop and to approbate such business-related competences as business management and personal management in a professional English course in business administration studies. The author of the article emphasizes the idea that the development of business-related competences can be enhanced if the case study method is applied. The results of the study were obtained in a pedagogical experiment involving business administration students in case study modules within a professional English course. Participating in the professional English case study-based course the students developed business related competences comprising business management and personal management and the article describes the process of these competences’ practical acquisition.
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Xiong, Yan. "Research on the case teaching model of business administration specialty in undergraduate course." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.92.
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Chen, Jingling. "Study on the Application of Participatory Case Teaching in Business Administration of Undergraduate Course." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.44.
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Sinkus, Tatjana. "Development of Transversal Competences in Case Study-based Professional English Course in Business Administration Studies." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.017.
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D. Haney, John, and Mary Bowers. "Integration of Upper Division Business Core Classes: A Lesson in Informing Science." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2498.
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In an effort to provide knowledge and skills essential for successful careers, the College of Business Administration (CBA) designed and offered a course in Fall 2000 consisting of four classes (marketing, management, computer information systems, and business communication) taught together in a block by a faculty team. The overarching goal of this course format was to present business as an interdisciplinary process, to link concepts to practice. The course was named BizBlock. The BizBlock experiment for the 2000-2001 academic year showed that misinformation that leads to unfulfilled expectations results in general student dissatisfaction. The imbalance and lack of integration among the four disciplines contributed to high dissatisfaction based on unfulfilled student expectations. The results of student feedback regarding BizBlock indicate that when properly informed, people consider even an unsatisfactory experience acceptable if it is what was expected.
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Lopez-Zafra, Juan M., Ricardo A. Queralt-Sanchez de las Matas, and Sonia De Paz-Cobo. "Admission tools and academic performance: evidence from a first course in a bachelor’s degree in business administration." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9301.
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Admission tools have become imperative means for private schools to handle both limited space and the search of excellence. We use a supervised algorithm to predict the score of admitted students in a private-run Spanish business school. The main target is understanding the effects of the features defined in the admission process to assess both the validity of the process and the final ranking of the student after one year in the school, trying to ascertain what is the best mix of the variables in place to forecast the final score of the students when ending their first year in the BBA; along with the mix, we also want to define the decision rules allowing the best prediction. The results will prove that the present admission process in place is working properly even if some fine tuning could be set in place for an even better performance.
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Rathswohl, Eugene. "Information Literacy: A Community Service Learning Approach." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2381.
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Business, academic, and government leaders have spoken out for professional education to integrate solid knowledge and skills with a spirit of volunteerism and community service (Briscoe, 1998; Hayes, 1997; Small/Venkatesh, 1998). This paper describes an example of how community service-learning has been applied in an information systems course that emphasizes information literacy required in a Bachelor of Business Administration degree.
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Kalogerou, Victoria. "The development of Business English courses using online technology to address the emerging needs in the Cypriot context." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10144.
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The global financial crisis, the implosion of the local economy in Cyprus as well as European and global trends pertaining to the modernization of Higher Education, have urged educational administrators, departments and faculty members to rethink the mode of delivery of their traditional face-to-face courses and redesign them with the support of electronic online platforms, Moodle is a case in point, in blended learning mode or entirely in Distance Learning mode and thus increase student enrollement and satisfaction as well as minimize costs for their respective institutions. Towards these goals the utilization of the Moodle Learning Management System has been gradually widely accepted, which has been increasingly gaining popularity at the European as well as at the global level in helping converting traditional courses into online ones apart from introducing options for blended learning. In this paper, I present initially the rationale behind the need to redesign and deliver a Bachelor degree in Business Administration in Distance learning mode in the first language of the majority of the enrolled students, Greek. Then I move on to describe the steps taken in order to offer for the first time the course BADM231 (Business Communicaions) in Greek using the Moodle Learning Platform to convert the traditionally taught course while I also present and discuss the associated challenges prior to launcing the course in entirely Distance Learning Mode in Spring 2018. Finally I briefly report on the solutions saught and their implementation and I close by etting the goals for the future.