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Добірка наукової літератури з теми "VU School of Business"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "VU School of Business"

1

Mallon, William T. "Medical School Expansion: Déjà Vu All Over Again?" Academic Medicine 82, no. 12 (December 2007): 1121–25. http://dx.doi.org/10.1097/acm.0b013e318159cca6.

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2

Galassi, John P., and Patrick Akos. "Déjà Vu and Moving the Conversation." Counseling Psychologist 32, no. 2 (March 2004): 235–44. http://dx.doi.org/10.1177/0011000003261359.

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Romano and Kachgal argue for greater collaboration between counseling psychology and school counseling. Although their proposal has considerable merit, a variety of barriers to collaboration—including professional jealousies and turf, the lack of knowledge and interest of most counseling psychologists in schools, and the availability of benefits to sustain the partnership for all parties—must be addressed. We argue that adopting shared conceptual frameworks that return to and extend the roots of both disciplines is needed to foster and sustain the proposed partnership. Three conceptual models are presented.

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3

Haiduk, Paul. "Déjà vu or returning to graduate school at age 52." 3C ON-LINE 1, no. 1 (October 1994): 11. http://dx.doi.org/10.1145/381867.381875.

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4

YANO, E. "Double School and Business School." Sangyo Igaku 35, no. 2 (1993): 73. http://dx.doi.org/10.1539/joh1959.35.73.

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5

Örtenblad, Anders, Riina Koris, Maris Farquharson, and Shih-wei ‘Bill’ Hsu. "Business school output: A conceptualisation of business school graduates." International Journal of Management Education 11, no. 2 (July 2013): 85–92. http://dx.doi.org/10.1016/j.ijme.2013.02.001.

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6

Jordan, K. Forbis, and L. Dean Webb. "School Business Administration." Educational Administration Quarterly 22, no. 3 (August 1986): 171–99. http://dx.doi.org/10.1177/0013161x86022003007.

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7

Marco, Luc. "Le marketing vu par les ingénieurs américains (1942-1960)." Market Management 6, no. 2 (2006): 69. http://dx.doi.org/10.3917/mama.032.0069.

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8

Pagell, Ruth A., and Edward J. Lusk. "Benchmarking Academic Business School Libraries Relative to Their Business School Rankings." Journal of Business & Finance Librarianship 7, no. 4 (June 2002): 3–33. http://dx.doi.org/10.1300/j109v07n04_02.

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9

Hunt, James G., and George E. Dodge. "Leadership déjà vu all over again." Leadership Quarterly 11, no. 4 (December 2000): 435–58. http://dx.doi.org/10.1016/s1048-9843(00)00058-8.

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10

Bartoshesky, Florence. "Business Records at the Harvard Business School." Business History Review 59, no. 3 (1985): 475–83. http://dx.doi.org/10.2307/3114008.

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The preservation and study of unpublished business records has long been one of business history's most distinctive contributions to scholarship. To provide a forum for archivists and historians to share their knowledge of specific archival collections, the Review has commissioned a series of essays on archival history and research opportunities. In this essay, the first in the series, Ms. Florence Bartoshesky, curator of manuscripts and archives at the Harvard Business School's Baker Library, reviews the history of this major collection of business records.

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Дисертації з теми "VU School of Business"

1

Couturier, Luc. "Le franchisé vu sous une dimension entrepreneuriale /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1992. http://theses.uqac.ca.

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2

Averback, Sheila R. "School business partnerships : the school board's perspective /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10808425.

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3

Gonzalez, M. F., Y. Cohen-Charash, K. Busse, M. L. Ambrose, D. E. Gibson, A. R. Grotto, R. E. Johnson, Lorianne D. Mitchell, J. I. Sanchez, and L. M. Steele. "Psych’d Up for Business School: Preparing I-O Psychologists for Business School Careers." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8310.

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4

Brachet, Champsaur Florence. "Créer c'est avoir vu le premier. Les Galeries Lafayette et la mode (1893-1969)." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH069.

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Cette thèse étudie la place des Galeries Lafayette dans l’échange marchand entre l’offre et la demande, au cœur du système de la mode. Elle réévalue le rôle de la distribution en général et du grand magasin en particulier comme intermédiaire créateur de valeur dans la relation entre le producteur et le consommateur. Au tournant du XXe siècle, sur le marché de la nouveauté et le segment émergent de la confection, l’enseigne répond aux attentes des consommateurs qui cherchent à se distinguer et se différencier en suivant de près les phénomènes de mode. Alors que les maisons de couture exercent un monopole sur les tendances, et limitent leur diffusion en France à un cercle de clientes privilégiées, les Galeries Lafayette ont fait « entrer la mode dans le grand magasin ». Elles fabriquent et vendent sous leur propre marque des modèles inspirés de ceux des couturiers. Cette appropriation efficace de la création construit la légitimité de l’entreprise en tant qu'intermédiaire ainsi que le pouvoir prescripteur de la marque sur le marché de la mode. Elle fait aussi des Galeries Lafayette un acteur de l’économie de la contrefaçon, au centre des enjeux de l’industrie du vêtement dans l’entre-deux-guerres. La thèse montre cependant qu’il existe plusieurs régimes de management de la création aux Galeries Lafayette. A travers l’analyse des investissements de l’entreprise dans les industries créatives et en particulier les cas des Parfums Chanel, des maisons Madeleine Vionnet et Jean Patou, elle se saisit pour la première fois de la question du financement de la couture et décloisonne l’étude des principaux acteurs du système de la mode. La période couverte, de la fin du XIXe aux années 1960, rend compte des transformations de l’industrie du vêtement, mais aussi de la plasticité de la stratégie et des structures de l’organisation. Après la Seconde Guerre mondiale, l’intégration verticale de la fabrication laisse progressivement la place à de nouvelles modalités de construction de l’offre. Dans un contexte marqué par la modernisation de la filière habillement, la « révolution » du prêt-à-porter, et l’émergence de nouvelles capitales de la mode, la centrale d’achats élargit ses approvisionnements aux marques et à l’international. La mise en place pionnière d’un bureau de style au début des années 1950 est centrale dans cette transformation pour faire le lien entre les créateurs, les industriels et les clients avec lesquelles les Galeries Lafayette sont en contact direct.Une partie des développements est consacrée aux associations professionnelles internationale qui sont le véhicule privilégié des transferts transatlantiques mais aussi de la construction d’un réseau européen favorisant la circulation des idées et des marchandises. Ces échanges montrent que la diffusion des méthodes nouvelles d’organisation, importées et adaptées des États-Unis, ne s’est pas limitée à l’industrie. Les efforts des Galeries Lafayette pour rationaliser l’organisation sont une nouvelle démonstration de la nécessité de réévaluer le rôle de la distribution et des intermédiaires du système de la mode longtemps négligés au profit de la figure du créateur
This thesis researches the role of Galeries Lafayette at the heart of the French fashion system. It re-evaluates the role of retail and department stores as value-creating intermediaries in the relationship between producer and consumer. Additionally, the research highlights the innovative capacity of a family business and shows that the introduction of new organizational methods in retail trade along the 20th century, imported and adapted from the United States, was as much present as in manufacturing enterprises. In the first part, the thesis looks at the foundation of the company, its competitors and its customers. To differentiate themselves, Galeries Lafayette manufactured and sold models inspired by those of the couturiers under the store private label. At the turn of the twentieth century, while fashion houses claimed a monopoly on trend setting, Galeries Lafayette introduced fashion in department store. This effective appropriation of fashion design built the legitimacy of the company as an intermediary, and posited the prescribing power of the brand in the fashion market. It also made Galeries Lafayette a player in the economy of counterfeiting, a major issue for the apparel industry in the inter-war period. The thesis shows, however, that various management regimes for design exist at Galeries Lafayette. In a second part, we analyze the investments of the company in the creative industries and in particular the cases of Chanel Perfumes as well as Madeleine Vionnet and Jean Patou fashion houses. In doing so, for the first time, the thesis analyzes the financing of fashion houses thus unbundling the study of the main actors in the fashion system. In a third part, the thesis studies competitive and market change from World War II onwards: the modernization of the clothing industry, the ready-to-wear revolution, and the emergence of new capitals of fashion besides Paris. The dismantling of the vertical integration in manufacturing, the opening of central purchasing to new suppliers, the pioneering establishment of in-house fashion forecasting office in the early 1950s induced a new organization and changes in the link between creators, designers, industrialists and customers for Galeries Lafayette

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5

McGreevy, Jeanette Sue. "No school business official left behind School business officials, superintendents, and role theory--Association of school business officials (ASBO) international professional standards and job proficiency /." [Ames, Iowa : Iowa State University], 2006.

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6

Beverungen, Dirk Armin. "Whither Marx in the business school?" Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8202.

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In this thesis I read critical studies of management reading Marx. I explore the inheritance of Marx in the business school through a symptomatic reading of labour process theory and critical management studies. In Part I I explore the conditions of this thesis. The university-based business school is introduced as the context in which this thesis is written, and as an institution concerned with management as object of theory and its relation to capital. I outline a symptomatic reading which explores how particular theories or problematics focus on particular objects, such as management or capital. In Part II I read works in labour process theory to demonstrate how Marx is inherited in these discourses and how labour process theory seeks to constitute a study of management within a Marxist problematic, before abandoning the Marxist problematic and establishing a new problematic of management. In Part III I read works in critical management studies to demonstrate the ways in which Marx and a problematic of management is established. Here a variety of both theoretical and political positions emerge, from a Marxism to anti-Marxism in theory, and a for and against management in politics. The symptomatic reading demonstrates that overall a particular reading of Marx leads critical studies of management away from a clear position within a Marxist problematic, to moments in which Marx is no longer read and in which capital emerges as a symptom that is not accounted for theoretically. This is followed by a return to a reading of Marx in the business school, which seeks to account once again for capital. This thesis contributes to the work of inheritance in the business school, and the conclusion points to current moments in this work, which leave the question "whither Marx in the business school?" contested.

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7

Martin, Gregory M. "Revitalizing a Dying School-Business Partnership." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/37650.

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The notion of business involvement in helping to improve public schools is not new. Although business involvement faded somewhat in the 1960s and 1970s, a resurgence in business involvement began in the late seventies and early eighties. School-business partnerships have been steadily on the rise from around 40,000 in 1983 to over 200,000 by the mid-1990's. When schools and businesses become involved in partnerships certain conditions must be present for the partnerships to succeed. Those conditions include awareness, clear and measurable goals and objectives by both partners, the necessity of identifying potential resources and talent, reciprocal benefits for participants, and the ability to carry out formal evaluation of the program. The purpose of this study was to attempt to save a school-business partnership that had the potential to make a significant contribution to both a middle school and a large employer in Southside Virginia. By identifying the variables involved in both the erosion and revitalization of a school-business partnership, the information could prove valuable to others who may be struggling to maintain or renew partnerships in their schools or businesses. This study was conducted in two phases. The first phase involved the identification of the variables which contributed to the disintegration of a school-business partnership. The second phase involved using a 12-step partnership development process created by the National Association for Partners in Education to revitalize the partnership. A series of interviews, surveys, and questionnaires, as well as a search of current school data were used to determine the variables present in both phases. In phase I of the study, a serious lack of communication, perhaps even miscommunication, appeared to lead to the total shutdown of the partnering process. This breakdown in communication prevented other possibilities for success. The absence of goals or a formal agreement on the nature of the partnership also appeared to be one of its major downfalls. Phase II of the investigation involved partnership renewal. The major ingredients necessary for partnership development were communication; awareness; reciprocal benefits to participants; mutually acceptable, clear goals and objectives; the ability to carry out formal, on-going evaluation of the partnership; continuous recognition of good works by the stakeholders; and the use of the National Association for Partners in Education 12-step process as both a diagnostic and prescriptive resource for partnering. School-business partnerships, like all other human endeavors, require understanding, nurturing and support. By attempting to understand and embrace the needs of each partner, the true promise of this very human endeavor may be realized. Developing and revitalizing school-business partnerships is not only possible, but essential if we hope to create the type of learning communities necessary to the total education of children.
Ed. D.

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8

Paugh, Mary Jo. "Predictors of successful school/business partnerships." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382636456.

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9

Campbell, James K. "Bridge leadership in school resource management: school business administrator perspectives." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/3925.

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Understanding technical skills of financial resource management is clearly one of the most important aspects of the school business administrator‟s job. Less clear is their understanding of the collaborative role played in addressing issues of equity and low achievement of marginalized students, and how decisions made about use of resources advances social justice and equity or perpetuates oppression within the school setting. This study examines the perceptions of school business administrators about how they can work most effectively with school leadership teams to leverage district funds to best support student achievement and equitable educational practices, while minimizing the detrimental effects of nationwide budget cuts. Emergent research is necessary to connect the position of the school business administrator to resource management practices supporting equal opportunity for all learners, advance issues of social injustice and inequities within school systems, and establish the school business administrator‟s knowledge of resource allocation in the context of social justice and equity. The theoretical framework for this qualitative study merges social critical theory, leadership for social justice theory, and the construct of bridge leadership to elevate the leadership role a school business administrator can play in contributing to the overall effectiveness of education and instruction. The researcher interviewed 14 school business administrators across the U.S. and used the constant comparative method to analyze data. Implications from the research include the need to better connect leadership to required school business official technical skills and improve SBO training and professional development
Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership

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10

Demeulemeester, Julien Marcel. "Déjà vu : o Brasil e a revitalização de uma condição histórica de dependência motivada pela ascensão chinesa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/147462.

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O presente trabalho tem como objetivo principal estudar os impactos que a ascensão chinesa e o estreitamento das relações sino-brasileiras imprimem no Brasil, utilizando como suporte teórico o pensamento desenvolvimentista latino-americano e depositando especial atenção no período pós-2001. A escolha deste marco teórico se deve ao fato de que a evolução da dinâmica do relacionamento sino-brasileiro traz à tona uma série de características estruturais de dependência caracterizadas pelos pensadores desenvolvimentistas latino-americanos. A hipótese do presente trabalho é que a ascensão chinesa e o estreitamento das relações sino-brasileiras imprimem externalidades contraditórias sobre a economia brasileira, cujos efeitos transitam entre as dinâmicas cooperativa/complementar e competitiva/concorrente. Argumenta-se que, no curto prazo, a crescente demanda por bens primários e o aumento do influxo de investimentos tem trazido dinamismo à economia brasileira, ao financiar um ciclo virtuoso de crescimento com baixa vulnerabilidade externa. Porém, no longo prazo, a China alimenta o risco de uma tendência regressiva de especialização da estrutura produtiva brasileira em produtos primários e uma concorrência ao setor manufatureiro do Brasil, que tem percebido ameaça crescente tanto em seu mercado doméstico quanto em suas exportações para terceiros mercados. Essas perspectivas caracterizam dois lados da mesma moeda, envolvendo uma tensão entre o otimismo e a angústia que o rápido aprofundamento das relações sino-brasileiras produziu. O presente trabalho contribui para a literatura ao utilizar a perspectiva da Economia Política Internacional para aproximar as dimensões econômicas e políticas, além de considerar as perspectivas da literatura chinesa sobre o tópico, no intuito de alcançar uma compreensão mais completa da dinâmica das relações sino-brasileiras. estudo justifica-se pela gravidade dos riscos oriundos dos impactos que o Brasil vem sentindo em decorrência da ascensão chinesa e pela necessidade de maior reflexão sobre estes impactos em razão de seus potenciais efeitos sobre as perspectivas de desenvolvimento de longo prazo do país.
This dissertation aims to assess the impacts that China’s rise and the strengthening of sino-brazilian relations has brought to Brazil, using the Latin-American developmentalism school thought as a support and focusing on the post-2001 period. The choice of this theoretical framework is due to the fact that the evolution of the sino-brazilian relations is following a pattern that closely resembles to the structural dependence characteristics portrayed by the developmentalism school. The hypothesis that guides the research is that China’s rise and the expansion of sino-brazilian relations draws contradictory externalities on the Brazilian economy, whose effects navigate between cooperative/complementary and competitive/concurrent dynamics. This dissertation argues that, in the short-term, the increasing demand for primary goods and the expansion in the inflow of investments has brought dynamism to the Brazilian economy, while it contributes to a virtuous cycle of growth with low external vulnerabilities. However, in the long-term, the pattern of relations developed with China intensifies the risk of a tendency of regressive specialization of the Brazilian productive structure in primary products, while it also poses a risk of increasing competition to the manufacturing sector, both in the domestic market and on its exports to third markets. These perspectives characterize two sides of the same coin, as it involves a tension between the optimism and the pessimism of the rapidly expanding relations between China and Brazil. This dissertation contributes to the literature by adopting an International Political Economy approach, seeking to bridge the gap that separates the political and economic dimensions of most analyses on the topic, whilst also taking into consideration the perspective of the Chinese literature, in order to achieve a broader and more comprehensive understanding of the dynamics of the sino-brazilian relations. The research is justified by the severity of the risks that may arise from China’s rise and by the necessity of further reflection of the potential impacts brought to Brazil and their effects on the long-term developments of the country.

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Книги з теми "VU School of Business"

1

1930-, Jordan K. Forbis, ed. School business administration. Beverly Hills [Calif.]: Sage Publications, 1985.

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2

Owen, Jo, ed. Tribal Business School. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781119206385.

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3

Harvard Business School Research Colloquium (1989). Harvard Business School Research Colloquium. Edited by Cash James I and Nunamaker J. F. Boston, Mass: Harvard Business School, 1989.

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4

Quality Assurance Agency for Higher Education. London Business School: May 2003. Gloucester: Quality Assurance Agency for Higher Education, 2003.

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5

School, Business. Business School examination papers 1996. Pontypridd: University of Glamorgan, 1996.

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6

1947-, Stefkovich Jacqueline Anne, ed. Ethics for school business officials. Lanham, Md: ScarecrowEducation, 2005.

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7

Miller, Andrew. Building effective school-business links. London: Westex Publications Centre, 1993.

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8

United States. Food and Nutrition Service. School lunch is big business. Washington, DC]: U.S. Dept. of Agriculture, Food and Nutrition Service, 1990.

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9

Diana, Senechal, and Vault (Firm), eds. The business school buzz book. New York, N.Y: Vault, Inc., 2004.

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10

School, Business. Business School examination papers 1996. Pontypridd: University of Glamorgan, 1996.

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Частини книг з теми "VU School of Business"

1

Claas, Babette, and Bettina Bork. "business@school." In Digitalpakt – was nun?, 389–96. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-25530-5_44.

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2

Boddewyn, Jean J., and Gopalkrishnan Iyer. "International-Business Research: Beyond Déjà Vu." In Management International Review, 161–84. Wiesbaden: Gabler Verlag, 1999. http://dx.doi.org/10.1007/978-3-322-90991-6_9.

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3

Klikauer, Thomas. "Business School Education." In Management Education, 81–111. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40778-4_4.

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4

Nissen, Volker, Bruno Klauk, Thomas Deelmann, and Michael Mohe. "Cologne Business School." In Studienführer Consulting, 259–67. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-8349-4466-5_18.

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5

Onukwuba, Henry O. "Lagos Business School." In Alumni Leadership and University Excellence in Africa, 31–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78289-8_3.

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6

Reding, Colleen. "Harvard Business School." In Grad's Guide to Graduate Admissions Essays, 107–8. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-26.

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Reding, Colleen. "London Business School." In Grad's Guide to Graduate Admissions Essays, 79–86. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-21.

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Reding, Colleen. "Harvard Business School." In Grad's Guide to Graduate Admissions Essays, 57–60. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-16.

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9

Polman, Paul. "Business School Education." In Responsible Management Education, 415–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003186311-35.

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10

Jeannet, Jean-Pierre, and Hein Schreuder. "Transforming a Business School." In From Coal to Biotech, 31–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46299-7_2.

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Тези доповідей конференцій з теми "VU School of Business"

1

Hejlová, Helena. "Educational charakteristics of a pupil under cooperation among a university teacher, a primary school teacher and a student." In Konference ČPdS 2019: Vysokoškolský učitel - vzdělávání, praktiky, pozice. Tomas Bata University in Zlín, Faculty of Humanities, 2019. http://dx.doi.org/10.7441/vu.2019.9.

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Sri Zulaihati, Sri, and Santi Santi Susanti. "School Cooperatives Management of Business Vocational High School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.16.

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3

Sobandi, A., and Udin S. Saud. "Principal Leadership, School Climate, and School Productivity at Vocational School in Bandung." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.99.

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4

Chimgee, D., L. Naranchimeg, A. Enerel, A. Bolor, Sh Erdenebileg, and A. Bilguun. "Integrating SAP in Business School." In ICEIT 2020: 2020 9th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383923.3383941.

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5

Teja, Adrian. "The Future of Business and Business School Pedagogy Reconvergence." In 3rd International Seminar and Conference on Learning Organization. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isclo-15.2016.10.

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Rosborough, Julie, Alex Hiller, and Adam Smith. "BUSINESS SCHOOL MSC CONSULTANCY PROJECTS: STUDENTS SUPPORTING BUSINESS OR BUSINESS SUPPORTING STUDENTS?" In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1700.

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Warmenhoven, Robert. "GVT Challenges At Arnhem Business School." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.80.

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Chimgee, D., A. Bolor, A. Enerel, J. Erdenechimeg, and S. Oyunsuren. "Integrating GIS into Business School Curricula." In ICEIT 2019: 2019 8th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3318396.3318436.

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Mahony, Carolanne, and Andrew Pope. "Integrating industry into Business School education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.12.

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Анотація:

There is pressure on Business Schools to offer value to multiple stakeholders, including students, employers and society. To this end, Business Schools need to undertake and combine three key activities: 1) research, 2) teaching theory, and 3) experiential learning (Hubbard, 2019). Creating links between academia and industry is one method to facilitate this process (Hardaway, Harryvan, Wang, & Goodson, 2016). Though the benefits of academic/industry collaboration are well accepted, operationalising such partnerships can be problematic. This research seeks to establish guidelines and best practice to enhance the likelihood of success. As part of the MSc in Design and Development of Digital Business, a mix of industry and community representatives were invited to engage with students. This presentation will discuss how external stakeholders were integrated into the master’s program. Our main discussion will be focused on the insights we gained from using outside stakeholders to help provide information systems students with experiential learning.

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Hoxha, Dashamir. "Moodle for Every School." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.195.

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Звіти організацій з теми "VU School of Business"

1

Regnier, Cindy, and Kevin Settlemyre. The business of high performance: The USC Darla Moore School of Business. Office of Scientific and Technical Information (OSTI), October 2013. http://dx.doi.org/10.2172/1167564.

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Gabriel, Stuart, Owen Hearey, Matthew Kahn, and Ryan Vaughn. Public School Quality Valuation Over the Business Cycle. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22668.

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McGowan, Dennis M. Marketing the Joint Naval Postgraduate School of Business and Public Policy and University of Maryland, Robert H. Smith School of Business, Defense Focused Masters in Business Administration To Active Duty Military Officers. Fort Belvoir, VA: Defense Technical Information Center, December 2004. http://dx.doi.org/10.21236/ada429314.

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Brook, Douglas A., and Shu S. Liao. Summary of Research 2001, Graduate School of Business and Public Policy. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada409971.

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Willis, Larkin, and Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, January 2023. http://dx.doi.org/10.54300/756.774.

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To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.

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Dierdorff, William. A Validation Study of Components Necessary for the Professional Development of School Business Officials. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1196.

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Lerner, Josh, and Ulrike Malmendier. With a Little Help from My (Random) Friends: Success and Failure in Post-Business School Entrepreneurship. Cambridge, MA: National Bureau of Economic Research, March 2011. http://dx.doi.org/10.3386/w16918.

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Research Institute (IFPRI), International Food Policy. The impact of a farmer business school program on incomes of smallholder farmers: Insights from central Malawi. Washington, DC: International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/1037800837.

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Azhgaliyeva, Dina, Ranjeeta Mishra, Trinh Long, Peter Morgan, and Wataru Kodama. Impacts of COVID-19 on Households’ Business, Employment and School Education: Evidence from Household Survey in CAREC Countries. Asian Development Bank Institute, August 2022. http://dx.doi.org/10.56506/spwh1535.

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Burman, Rex, and Anthony R. Coca. Benchmarks for Enhanced Network Performance: Hands-On Testing of Operating System Solutions to Identify the Optimal Application Server Platform for the Graduate School of Business and Public Policy. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada531473.

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