scholarly journals Education and Simulation of Best Value in an International Academic Setting: A Case Study

2012 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Kristen Barlish ◽  
Kenneth Sullivan ◽  
Alberto De Marco
Keyword(s):  
Transformative Learning ◽  
Business Model ◽  
Performance Information ◽  
Cultural Backgrounds ◽  
Group Project ◽  
Applied Model ◽  
Best Value ◽  
University Level ◽  
The University

An innovative education and simulation of the Best Value (BV) business model was carried out in a Project Management (PM) course at an International Engineering University in Italy. The BV model has been applied in a variety of organizations and projects to minimize risk and increase performance; however, its use in education at the University level is less explored. The BV educational sessions held in the PM course revealed that BV is instructive because it educates students regarding PM concepts via an industry-applied model, and is transformational as it promotes a change in perspectives of the students and the instructors. The simulation was a course group project that utilized the BV concepts and tools, which revealed that BV is flexible because students realized their increased knowledge via the project, the project was easier to administer as compared to previous years, and it was multicultural as it was easily used in a course with individuals from numerous cultural backgrounds. The performance information of the course revealed that, compared to previous years, the project was clearer, evaluations saved time and limited subjectivity, and the students’ performance increased overall. The BV business model contributed to positive transformative learning experiences.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

scholarly journals Towards a Pluralistic and Experiential Teaching of Economics for the Agenda 2030. the SDSN France Textbook

2021 ◽  
Author(s):  
Thomas Lagoarde-Segot ◽  
Laurence Le Poder
Keyword(s):  
Learning Objectives ◽  
Experiential Teaching ◽  
Agenda 2030 ◽  
Teaching Of Economics ◽  
Experiential Pedagogy ◽  
University Level ◽  
The University ◽  
Significant Effort

The goals of the Agenda 2030 require a significant effort to educate and train new generations on sustainability issues. This article presents an initiative in favor of the evolution of the contents and the pedagogy of economics at the University level. We present the new “Ecological Money and Finance” textbook developed by SDSN France. We detail the assumptions, contents and learning objectives proposed in this new textbook. Then, we describe how it can be used in the framework of an experiential pedagogy of economics, taking as a case study the fundamental economics course of the Grande Ecole program at KEDGE BS.

A University of Greenwich Case Study of Cloud Computing

2015 ◽  
pp. 1140-1161 ◽  
Author(s):  
Victor Chang ◽  
Gary Wills
Keyword(s):  
Cloud Computing ◽  
Supply Chain ◽  
Business Model ◽  
Business Models ◽  
The Other ◽  
Added Value ◽  
It Services ◽  
Success Criteria ◽  
The University

This chapter proposes a new Supply Chain Business Model in the Education domain and demonstrates how Education as a Service (EaaS) can be delivered. The implementation at the University of Greenwich (UoG) is used as a case study. Cloud computing business models are classified into eight Business Models; this classification is essential to the development of EaaS. A pair of the Hexagon Models are used to review Cloud projects against success criteria; one Hexagon Model focuses on Business Model and the other on IT Services. The UoG case study demonstrates the added value offered by Supply Chain software deployed by private Cloud, where an Oracle suite and SAP supply chain can demonstrate supply chain distribution and is useful for teaching. The evaluation shows that students feel more motivated and can understand their coursework better.

The University in a Retail Context

2019 ◽  
pp. 249-267
Author(s):  
Xhimi Hysa ◽  
Vusal Gambarov ◽  
Besjon Zenelaj
Keyword(s):  
Business Model ◽  
Social Value ◽  
Social Business ◽  
Business Model Canvas ◽  
The Social ◽  
Retail Activity ◽  
The University ◽  
Case Based

On-campus retailing is a spread practice, but academia has almost underestimated its potential. Nevertheless, not every type of retail activity adds value to customers and society. When the proposed value is society-driven and sensitive to consumers' wellbeing, customers' engagement increases. One business model, through which it is possible to exploit the benefits of on-campus retailing by adding social value, is the Yunus Social Business. This is a case-based study aiming to describe, through the Social Business Model Canvas, the founding of an organic shop within a university that is supplied by administrative staff of the university that are at the same time also local farmers. Further, the shop aims to resell organic food to university staff and students. The case study is theoretically enriched by traditional Porterian frameworks and new service frameworks such as the service-dominant logic by emphasizing the role of value proposition, value co-creation, and value-in-context.

scholarly journals “Oh This Learning, What a Thing It Is!”—Putting Sustainability First in Teaching Techniques and in Content

2018 ◽  
Vol 10 (8) ◽  
pp. 2803 ◽  
Author(s):  
Joanna Gusc ◽  
Coen Heijes
Keyword(s):  
Management Accounting ◽  
Participant Observation ◽  
Teaching Approach ◽  
Learning Approach ◽  
Teaching Techniques ◽  
University Level ◽  
The University ◽  
Masters Students ◽  
Academic Year

Although sustainability has become a strategic topic at many universities, working towards a learning approach in which sustainability is the fundament underlying and permeating the entire course is hardly straightforward. This paper is a case study on the development, the teaching, and the evaluation of one specific course that aims to achieve this. Based on (participant) observation, documents, and discussion with students and other stakeholders, we describe and analyze the results of the transformation of the course ‘advanced management accounting techniques’ for Masters students at the University of Groningen, in the academic year 2017–2018. We show how the course was transformed in a way to increase both a general, a business, and an accounting awareness of the importance of sustainability, while also applying a new teaching approach, namely lemniscate learning, to support this. Our course was the first in the faculty to make this transformation, and although the majority of the students were enthusiastic, the faculty staff was cautiously positive. In presenting our findings, we aim at supporting educators and other stakeholders at universities, by supplying a case study on the transformation of our course, and by scrutinizing the problems that we encountered, the feedback, both positive and negative, that we received, and the challenges that still face us, both on a course and a university level. Thus, we hope to be a source of inspiration and advice for others and to further advance our understanding of the dilemmas, practicalities, and challenges in working towards sustainability in teaching.

scholarly journals Towards Sustainopreneurship Development at the Tertiary Level Education: A Case study on Southern University Bangladesh

2016 ◽  
Vol 7 (2) ◽  
pp. 3
Author(s):  
Kazi Nazmul Huda
Keyword(s):  
Sustainable Development Goals ◽  
Potential Model ◽  
Tertiary Level ◽  
Entrepreneurship Development ◽  
Entrepreneurial Skills ◽  
Development Goals ◽  
University Level ◽  
The University ◽  
Southern University

The concept of sustainopreneurship demands entrepreneurial actions to promote sustainable development goals and principles in business activities. The study understands the necessity of an academic curriculum that aids the business gradates to enhance their entrepreneurial skills in the light of sustainopreneurship development concepts. Key objective of the study is to propose an action-oriented model of sustainopreneurship that may enrich the existing curriculum of entrepreneurship development courses taught at the university level. The current study is based on classroom experiences at Southern University Bangladesh. The paper tries to offer a potential model of embedding sustainopreneurship in the entrepreneurship development curriculum that opens the possibility in attaining the goals of the said concept. The methodology of the study is based on qualitative research conducted through exploratory analysis. Results of the study are based on observation and the opinions of the direct stakeholders specially the students, faculties, and the management of the university. 

scholarly journals Experiential education against environmental denial in environmental ethics education: a case study

2020 ◽  
Vol 5 (1) ◽  
pp. 99-109
Author(s):  
Tomaž Grušovnik ◽  
Ana Arzenšek
Keyword(s):  
Environmental Education ◽  
Identity Formation ◽  
Experiential Education ◽  
Environmental Ethics ◽  
Ethics Education ◽  
Natural World ◽  
University Level ◽  
The University ◽  
Positive Results

Recent research shows that ‘environmental denial’ (the denial of anthropogenic impact on the natural world) plays an important role in environmental education. The difficulty in changing our detrimental habits stems from the fact that identities in our societies are bound up with consumerist practices. Because we cannot simply give up practices that shape our identity, environmental education has to fi nd ways of substituting unhealthy habits with environmentally acceptable ones. One method of achieving this is through experiential education based on experiences with the natural world and their importance for identity formation. The paper presents a case study involving experiential education in environmental ethics, implemented at the university level. Findings show that the implementation of experiential education technique (fi eld trip) yielded positive results in connection with students’ overcoming of environmental denial and consequential change of their environmental outlook.

scholarly journals Institutionalizing Transformative Learning: The Trees, then the Forest, then the Realization

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Ed Cunliff ◽  
Jeff King
Keyword(s):  
Strategic Planning ◽  
Transformative Learning ◽  
Planning Process ◽  
Authentic Self ◽  
Strategic Planning Process ◽  
Central Focus ◽  
Relevant Today ◽  
Learner Centered ◽  
The University

The Challenge Finding a sense of authentic self as an institution, a true sense of mission, and the means to live that mission were the central focus of a strategic planning process addressed by the University of Central Oklahoma about fifteen years ago. As the institution grew within a metropolitan-serving mission, the goal to transform students from adolescents to adults and find new potential in their lives led to an exciting journey that is still vibrant and relevant today. Potential Consequences The theoretical base provided within transformative learning has helped students, staff, and faculty align efforts. Description This case study provides replicable processes and specifics that may help others find a clearer path for fulfilling their mission. The study describes how the University of Central Oklahoma’s (UCO’s) transformative learning focus coalesced and became the point of distinction for a UCO education, helping to ensure that all activity supported our mission—helping students learn. Reflection The compelling, lived sense of mission developed from the initial strategic planning process has helped to strengthen the learner-centered culture of the campus while providing a structure that facilitates implementation and assessment.

scholarly journals Modelo de Gestión de Conocimiento para el Núcleo Universitario Santa Lucía

2018 ◽  
Vol 3 (1) ◽  
pp. 192
Author(s):  
Ana Muñoz ◽  
Víctor López ◽  
Vanessa Díaz
Keyword(s):  
Knowledge Management ◽  
Business Model ◽  
Intellectual Capital ◽  
Agricultural Production ◽  
Business Processes ◽  
Agricultural Sector ◽  
Point Of View ◽  
Know How ◽  
The University

The present work aims to propose a model of knowledge management for agricultural teaching based on ontologies. Through identification of the business model, business processes, intellectual capital and ontologies, the relationships between each of the parts of the model are described, and the technological elements that support it are presented. From the point of view of knowledge management and ontologies, the model that guides the innovative university is developed, where Santa Lucía Campus of the Universidad Politécnica Territorial de Mérida (UPTM) is the case study. This model describes the elements that define the knowledge of an Agricultural Production Unit from the university, so that it can incorporate the know-how of knowledge management and collaborative learning articulated with ICT applied to educational-productive management in the agricultural sector. Ontology is used as the main mechanism to represent knowledge, defining within a context or domain the meaning of the terms and their relationships. Through the model the technological bases and knowledge necessary in the teaching of agriculture in a university nucleus are structured.Keywords: Ontology, Knowledge Management, Agro-business, Business Model. 

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