scholarly journals Una tarea para la escuela de negocios del siglo XXI: estudiantes computacionalmente competentes - [A task for business school in the 21st century: competent computationally students]

2021 ◽  
Author(s):  
M. Consuelo Calafat ◽  
Ana Debón ◽  
M. del Mar Marín ◽  
Rosa Puertas ◽  
F. Javier Ribal
Keyword(s):  
21St Century ◽  
Business School

scholarly journals STATE, MARKET AND CIVIL SOCIETY AS ACTORS OF DEVELOPMENT: the Challenge of Sustainability in the 21st Century. Interview with Lecturer Heike Doering, PhD

Revista Foco ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 153
Author(s):  
Priscila De Nadai
Keyword(s):  
Civil Society ◽  
21St Century ◽  
Emerging Economies ◽  
Business School ◽  
Regional Government ◽  
Research Projects ◽  
Sustainability Management ◽  
Espírito Santo ◽  
The Past ◽  
Espirito Santo

In this edition, professor Priscila De Nadai interviewed Heike Doering, PhD in Sociology from Cardiff University (United Kingdom), lecturer at Cardiff Business School and researcher of the Centre for Local and Regional Government Research, also from Cardiff University. In the past few years,  she has conducted research about reginal development and sustainability management, in emerging economies. One of her research projects is being developed in Espírito Santo in partnership with researchers from our State. In this interview, profesor Heike Doering will tell us about her trajectory as a researcher, about her studies and the specific research she is currently conducting in Espírito Santo. 

scholarly journals Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University

2013 ◽  
Vol 10 (1) ◽  
pp. 52-67
Author(s):  
Fernanda P. Duarte ◽  
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
21St Century ◽  
Business School ◽  
Teaching Practice ◽  
Real Life ◽  
Good Teaching ◽  
Valuable Resource ◽  
Early 21St Century ◽  
Good Teaching Practice

This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. It is based on a qualitative study that explored their perceptions on what constitutes ‘good teaching’. Resonating with existing research on good teaching practice, the findings suggest that good teachers tend to embrace constructivist principles, and are committed to facilitating learning that is deep, engaged, experientially-based, empowering, reflective, and life-long. The real-life examples of good teaching practice provided by the participants are a valuable resource to higher education teachers, in particular those beginning their careers.

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