Educational Excellence in der Wirtschafts- ingenieur-Ausbildung

2020 ◽  
Vol 34 (11-12) ◽  
pp. 44-47
Author(s):  
Volker Reichenberger ◽  
Harald Augustin
Keyword(s):  
Business School ◽  
Educational Excellence ◽  
Operational Excellence

Für Educational Excellence muss die Ausbildung angehender Akademiker den Spagat zwischen Wissenschaft und Praxis meistern. Einfache Praktika u. a. klassische Ansätze reichen für Educational Excellence, angelehnt an die Anforderungen der Operational Excellence, nicht aus. Vorgestellt wird das an der ESB Business School der Hochschule Reutlingen seit vielen Jahren in der Wirtschaftsingenieurausbildung für Produktion und Logistik in einem Projekt-Masterstudiengang mit vielen Industriepartnern praktizierte kooperative Modell der Educational Excellence.

Creating Educational Excellence

2018 ◽  
Author(s):  
Shailendra Raj Mehta
Keyword(s):  
Business School ◽  
Business Schools ◽  
Indian Institute ◽  
Asia Pacific ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
Educational Excellence ◽  
The World ◽  
World Class

This chapter looks at the process of creation of a culture at the Indian Institute of Management – Ahmedabad (IIMA), India’s leading business school, and one of the highest ranked business schools in the Asia-Pacific region and in the world. The chapter also talks about the manner in which the experience of IIMA can be replicated to create world-class institutions in India.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

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