Embedding Enterprise: A Business School Undergraduate Course with an Enterprise Focus

2013 ◽  
Vol 27 (3) ◽  
pp. 205-215 ◽  
Author(s):  
Paul Jones ◽  
Amanda Jones ◽  
Heather Skinner ◽  
Gary Packham
Keyword(s):  
Learning Strategies ◽  
Business School ◽  
Teaching And Learning ◽  
Best Practice ◽  
Added Value ◽  
Policy Makers ◽  
University Policy ◽  
Self Employment ◽  
Key Participants ◽  
The Impact

This study profiles, through a case study of an undergraduate business programme, how a business school has embedded the theme of enterprise in its core undergraduate programme. Key participants in the development of the strategy and programme tutors and students were interviewed, to provide information for an analysis of the principle objectives and the impact of the course. The findings confirm the need to adopt a top-down strategy to identify underpinning themes that support all programme activities: the programme curriculum should focus on key themes and use innovative assessment and teaching and learning strategies, as well as added-value activities that enhance its effectiveness. The authors offer recommendations for best practice, including specific modules of study, use of guest speakers, added-value activities for developing student skills and innovative assessment strategies. It is argued that the paper will help university policy makers to construct valid programmes in which themes of enterprise and self-employment are integrated in order to enhance experiential and added-value activities.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

scholarly journals A more comprehensive approach offering instruments in one portal to facilitate higher uptake

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Rossmann ◽  
F De Bock
Keyword(s):  
Health Promotion ◽  
Best Practice ◽  
Evidence Synthesis ◽  
Good Practice ◽  
Community Setting ◽  
Comprehensive Approach ◽  
Added Value ◽  
Assessment Instruments ◽  
Policy Makers ◽  
Activity Promotion

Abstract The good practice portal of the Federal Centre for Health Education (BZgA) consists of a nationwide collection of projects and interventions to promote the health of socially disadvantaged groups at community/setting level. An exchange platform (inforo) is also offered via the operating agency, although its use is still limited. The results of the evaluation of the platform suggest that the provision of practical projects and exchange of knowledge alone is not sufficient to support policy makers and practitioners who want to promote health in the community/setting. There is a need for advice on needs assessment, selection and appropriate implementation of health promotion measures. A comprehensive approach currently being tested in the field of activity promotion for older people is the provision of a web-based “toolbox” comprising the following tools: assessment instruments for analysing the need for health promotion measures, a user-friendly intervention/project database and broader evidence synthesis documents, as well as information on project management (organisational, legal, financial). Following the example of other best practice portals, a ranking methodology was developed to make the level of effectiveness of interventions visible and the evaluation requirements transparent. Evidence synthesis documents provide an entry point to learn more generally what works in a particular area of health promotion. In order to make the “toolbox” accessible to policy-makers and practitioners, information from previous studies was used in the development with regard to content and graphical presentation. BZgA is currently working on integrating evidence into the good practice portal. The evaluation of the toolbox in a small area of health promotion will provide initial insights into the inclusion of evidence and its added value. This presentation will conclude with a discussion of possibilities for improvement, challenges and limitations of this approach.

scholarly journals A vignette model for distributed teaching and learning

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcel Chaloupka ◽  
Tony Koppi
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Best Practice ◽  
Distributed Learning ◽  
The Internet ◽  
Legacy Systems ◽  
Full Potential ◽  
Use Of The Internet ◽  
Good Learning ◽  
Business Sectors

The notion of convergence of disparate technologies has become popular with governments, computing and business sectors in the 1990s; but how has the convergence been implemented in the educational sector? One evident area of convergence in education has been the use of the Internet. But according to Gosper et al (1996), the most likely strategies for implementation are to use the Internet as a repository of reference, lecture materials and the presentation of the lectures. This could imply that the full potential of distributed learning through convergence might never be achieved. How can we implement good learning strategies following sound educational methodologies today, while not producing legacy systems or piecemeal content that could constrain future developments? In making it possible for distributed learning to occur, there are best-practice considerations applicable to most educational environments.DOI:10.1080/0968776980060107

scholarly journals Training hydrologists to be ecohydrologists: a "how-you-can-do-it" example leveraging an active learning environment for studying plant-water interaction

2012 ◽  
Vol 9 (8) ◽  
pp. 9337-9360
Author(s):  
S. W. Lyon ◽  
M. T. Walter ◽  
E. J. Jantze ◽  
J. A. Archibald
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Water Cycle ◽  
Added Value ◽  
Plant Water ◽  
Learning Approaches ◽  
Master's Students ◽  
Cornell University ◽  
Learn By Doing

Abstract. Structuring an education strategy capable of addressing the various spheres of ecohydrology is difficult due to the inter-disciplinary and cross-disciplinary nature of this emergent field. Clearly, there is a need for such strategies to accommodate more progressive educational concepts while highlighting a skills-based education. To demonstrate a possible way to develop courses that include such concepts, we offer a case-study or a "how-you-can-do-it" example from an ecohydrology course recently co-taught by teachers from Stockholm University and Cornell University at the Navarino Environmental Observatory (NEO) in Costa Navarino, Greece. This course focused on introducing hydrology Master's students to some of the central concepts of ecohydrology while at the same time supplying process-based understanding relevant for characterizing evapotranspiration. As such, the main goal of the course was to explore central theories in ecohydrology and their connection to plant-water interactions and the water cycle in a semiarid environment. In addition to presenting this roadmap for ecohydrology course development, we explore the utility and effectiveness of adopting active teaching and learning strategies drawing from the suite of learn-by-doing, hands-on, and inquiry-based techniques in such a course. We test a gradient of "activeness" across a sequence of three teaching and learning activities. Our results indicate that there was a clear advantage for utilizing active learning techniques in place of traditional lecture-based styles. In addition, there was a preference among the student towards the more "active" techniques. This demonstrates the added value of incorporating even the simplest active learning approaches in our ecohydrology (or general) teaching.

scholarly journals Pedagogical advances in business models at business schools – in the age of networks

2016 ◽  
Vol 35 (7) ◽  
pp. 889-900 ◽  
Author(s):  
Peter Lorange ◽  
Howard Thomas
Keyword(s):  
Business School ◽  
Teaching And Learning ◽  
Business Models ◽  
Business Schools ◽  
Learning Material ◽  
Learning Spaces ◽  
Interactive Teaching ◽  
Content Type ◽  
Face To Face ◽  
The Impact

Purpose – The purpose of this paper is to focus on potential advances in pedagogy and on the process of learning in business schools. It examines innovations in teaching and learning methods particularly in the context of networked organizations. Design/methodology/approach – It approaches, and examine the impact of, three key developments in business schools, namely, recent advances in IT, changes in the architecture of classrooms and learning spaces and advances in the way teaching is undertaken. Findings – The paper suggests that a blend between self-learning via distance approaches and face-to-face learning will increasingly become the norm. Face-to-face sessions might be in a “flat room” environment with a creative mix of short lectures, experiential, group learning and conceptual plenary lectures, software innovations, and digital textbooks “open plan” learning spaces would complement the instructional process. Research limitations/implications – There are clear implications for parallel IT (developments in course modules) and architectural innovations for the design of more effective and creative learning spaces. Practical implications – Improving pedagogy together with the physical design and layout of learning spaces is critical. The aim is, through enhanced participative pedagogy and “friendly” architecture, to improve learning by encouraging dialogue and closer interaction between students and professors from different disciplines and fields. Social implications – The authors argue that this model of collaborative learning and an interactive teaching framework should enable the same amount of learning material to be covered in a business school in approximately half-the-time required in conventional pedagogical approaches. Originality/value – It offers a prescription for a participative, technology enhanced and interactive teaching pedagogy that could produce more effective and efficient, teaching outcomes. This has strong implications for the sustainability, and funding capability, of many existing business schools and business school models.

scholarly journals Living and Teaching When Change is the New Normal: Trends in Theological Education and the Impact on Teaching and Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 23-36
Author(s):  
Frank M. Yamada
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Theological Education ◽  
Teaching And Learning ◽  
Educational Models ◽  
New Normal ◽  
Theological Schools ◽  
Teaching And Learning Strategies ◽  
Changing Demographics ◽  
The Impact

Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.

scholarly journals The importance of'goodness of fit' between organizational culture and climate in the management of change: a case study in the development of online learning

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Donald W. McMurray
Keyword(s):  
Organizational Culture ◽  
Organizational Climate ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Best Practice ◽  
National Education Association ◽  
Management Of Change ◽  
National Education ◽  
Education Association

The National Education Association in the USA in a recently released report entitled 'Quality on the line' (National Education Association, 2000) identified twenty-four quality measures as being essential to ensuring excellence in Internet-based learning. While establishing best practice benchmarks for the provision of quality online distance education, the report does not fully address important policy issues in relation to the role of technology in the selection of appropriate teaching and learning strategies. Furthermore, it does not address the important question of the management of organizational change in today's higher education environment. This paper explores the nexus between organizational culture and organizational climate in the management of change process by presenting a case study of an Australian regional university currently undertaking the development of online courses.DOI:10.1080/09687760108656777 

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals Development and Implementation of Curriculum Adaptation During The Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 125
Author(s):  
Muh Syauqi Malik ◽  
Sukiman Sukiman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Field Studies ◽  
Face To Face ◽  
Curriculum Adaptation ◽  
Development Teams ◽  
Research Findings ◽  
The Difference ◽  
Critical Competencies ◽  
The Impact

<p class="06IsiAbstrak">The outbreak of the Covid-19 pandemic has penetrated all people globally, including the Indonesian people who feel that the teaching and learning culture must follow health protocols. Still, the learning process must continue even though it is limited. This study aims to determine curriculum adaptation during the Covid-19 pandemic, teacher strategies, and its impact on MI Salafiyah Tajungsari and SDN Sitiluhur 02. This type of research used qualitative field studies with data sources for school principals, curriculum development teams, and teachers. Methods of data collection using observation, interviews, and documentation. Data analysis includes data reduction, data presentation, concluding, and verification. The technique of testing the validity of the data used triangulation of sources and methods. The research findings showed that MI Salafiyah Tajungsari uses an emergency curriculum with essential materials, while SDN Sitiluhur 02 uses a curriculum that simplifies critical competencies. The learning strategies used by teachers include online and offline. The difference lies offline. Offline at MI Salafiyah Tajungsari held limited face-to-face meetings, while offline at SDN Sitiluhur 02, students carried out the tasks assigned by the teacher and submitted their work to school. The impact of the adaptation curriculum has made the competency target of the school not maximally achieved.</p>

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