Towards a More Holistic Approach to Competence Development: The Case for Student-Centered Management and Business Education

2020 ◽  
Vol 2020 (1) ◽  
pp. 10010
Author(s):  
Thomas F. Hawk ◽  
Sabine Hoidn
Keyword(s):  
Business Education ◽  
Holistic Approach ◽  
Competence Development ◽  
Student Centered

scholarly journals ARTS BASED INITIATIVES AS A HOLISTIC SOLUTION IN BUSINESS EDUCATION

2016 ◽  
Vol 4 ◽  
pp. 346-359
Author(s):  
Jeļena Maleško ◽  
Olga Tjurdju
Keyword(s):  
Business Education ◽  
Personal Development ◽  
Holistic Approach ◽  
Student Centered ◽  
Economic Changes ◽  
Professional Students ◽  
Holistic Approaches ◽  
Modern Business ◽  
And Performance ◽  
Development Methods

Global economic changes have caused employers to look for multidisciplinary and value-driven leaders who can provide a holistic development solution for business. Modern business institutions are challenged with a paradigm shift towards programs of integrity in applying student-centered holistic approaches in the acquisition and development of cross-disciplinary using reflective learning. This study explores the holistic effects and arts-based value of practices, integrated into business education for personal and professional students’ development. Methods include a long-term research (3-years) involving focus groups, interviews, questionnaires, and observations that coincided with a theoretical analysis of conventional methods applicable to business education. Results show that arts based initiatives (ABIs) foster integrated development of skills that generate a strong holistic effect of multi- and inter-disciplinary. These are combined with powerful personal development, as ascertained in 360-degree reviews. It is concluded that an individual’s transformation, achieved through ABIs, can impact on team dynamics as well as the organizational strategy and performance, and generates a ‘spill-over effect’ between individual, team, organization, and community, thus ascertaining the value of holistic approach in business education.

scholarly journals Pedagogical Approaches To Intercultural Competence Development

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Venera-Mihaela Cojocariu
Keyword(s):  
Experiential Learning ◽  
Intercultural Competence ◽  
Skill Development ◽  
Interdisciplinary Approach ◽  
Holistic Approach ◽  
Explanatory Models ◽  
Competence Development ◽  
Global Community ◽  
Full Agreement ◽  
Pedagogical Approaches

The volume generously provided by Cambridge Scholars Publishing in 2020 and edited by Christine E. Poteau entitled Pedagogical Approaches to Intercultural Competence Development is organized into seven chapters. Beyond the generic theme of interest under which they come together (Pedagogical Approaches to Intercultural Competence Development) and which gives unity to the volume, each chapter is a small universe in itself, unique, interesting, topical, and attractive as a perspective of approach, design, arguments, contents, applications, implications, bibliography. Therefore, the volume can be covered in full, as a holistic approach to the phenomenon, or by chapters, depending on the interest of the reader and his area of ​​expertise. In full agreement with the theme (and, as it were, to increase the diversity of perspectives), it is proposed as a volume that brings together contributions from different geographical and socio-cultural areas (Brazil, Hawaii, Israel, Japan, USA, Ukraine), to researchers and educators with backgrounds in various fields, concerned with the same major problem (enhancing pedagogical approaches and expanding intercultural competence skill development) and finding solutions that, beyond their immediate focus can allow the emergence of suggestions with a higher degree of applicability or generation of explanatory models. That is why, although the analyses are focused on different specific aspects of the problem (in each chapter), the perspective of approach/solution is one that rises towards the global, in which the answers and proposals of the authors are related to the interdisciplinary approach (e.g.: the need to globalize curricula and identify diverse pedagogical challenges in the development of intercultural competence). One of the effects aimed at following this journalistic approach refers precisely to the development of initiatives across fields of experiential learning and the initiation of cooperation programs for a stronger global community.

Enactment of the Vet Curricula in the Work Process

2016 ◽  
Vol 27 (1) ◽  
pp. 27-41
Author(s):  
Laimutė Anužienė ◽  
Vidmantas Tūtlys
Keyword(s):  
Personal Development ◽  
Holistic Approach ◽  
Competence Development ◽  
Sociology Of Education ◽  
Work Processes ◽  
Work Process ◽  
Methodological Approaches ◽  
Development Of Students

Abstract The main goal of this article is to explore the contents of the concept of enactment of the VET curriculum in the work process and to disclose the current methodological and methodical approaches of it’s implementation in practice. The article starts with the discussing the theoretical aspects of the enactment of the VET curricula referring to the insights of psychology, sociology of education and work, as well as vocational didactics research. It is followed by the case study of the enactment of VET curriculum in the education and work processes in one initial VET centre of Lithuania aimed to disclose applied methodological approaches and their implications for the professional and personal development of students. Research provides evidence that effective and sustainable enactment of the initial VET curricula requires to apply the integrated and holistic approach to competence development and implementation of VET curriculum.

scholarly journals Teachers' Profesionalism and Challenges in Industrial Revolution Era 4.0

2019 ◽  
Vol 2 (1) ◽  
pp. 195
Author(s):  
Supriyono Supriyono
Keyword(s):  
Human Resource ◽  
Management System ◽  
Industrial Revolution ◽  
Competence Development ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Centered

This paper discusses the concept of teachers' profesaionalism and challenges in facing the industrial revolution era 4.0. In this case, teachers have a very important role at schools in utilizing various learning approaches. The traditional learning (teacher-centered) approach long implemented for years has now been considered out of date that student-centered learning replaces the approach. The teachers' role has recently shifted that teachers now become the facilitators for their learners. These shifting learning approach has become an inevitabity to anticipate that a concret action is greatly required. Educational world should be able to manage itself by making some renewals and innovations related to the management system, curriculum, Human Resource Competence Development, culture, working ethics, and facilities. This study uses references related to the nature of teachers' profesionalism, industrial revolution 4.0, and various challenges. Concrete actions need to be well prepared as well as creatively, dynamically, and innovatively made. Thus, it can be concluded that teachers should be able to maintain their professionalism in performing their daily duties and obligations.

scholarly journals Integrated Teaching: the Need of the Hour

2022 ◽  
Vol 13 (1) ◽  
pp. 79-86
Author(s):  
Siddharth P Dubhashi ◽  
Riddhima S Dubhashi ◽  
- RajatSindwani
Keyword(s):  
Test Scores ◽  
Holistic Approach ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Systemic Organization ◽  
Student Centered ◽  
Medical Study ◽  
Significant Difference ◽  
Post Test ◽  
The Difference

Integration means a systemic organization of teaching matter pertaining to different disciplines coordinating delivery of the learner to give a holistic approach to medical study. The objective of this study is to compare the effectiveness of integrated with traditional teaching. Twenty integrated and ten traditional sessions were conducted over five semesters. Duration of each session was 90 minutes. Sample sizes for integrated and traditional groups were respectively 5600 and 1400 students. Pre and post- test scores for integrated, pre and post- test scores for traditional and post-test scores for integrated and traditional teaching groups were compared. Faculty and students’ feedback were analyzed. Difference in Pre and Post-Test scores for integrated teaching was statistically highly significant. Difference in Pre and Post-Test scores in traditional teaching group, though statistically significant, was less than that observed with integrated teaching .The difference in Post-Test scores obtained in integrated and traditional teaching groups was statistically highly significant. Ninety four percent Faculties agreed that integrated teaching was an effective mode of training. Ninety percent faculties rated the program on a higher scale. Ninety five percent students liked the concept of integrated teaching. .Student-centered, patient-oriented approach is the fruitful outcome of the integrated teaching model, which will definitely help us to have a much needed “Basic Doctor.” Bangladesh Journal of Medical Education Vol.13(1) January 2022: 79-86

Business Education across Regions

2014 ◽  
pp. 238-254
Author(s):  
Mohammad Ayub Khan
Keyword(s):  
Business Education ◽  
Business Schools ◽  
Educational Programs ◽  
Student Centered ◽  
Management Culture ◽  
Strategic Actions ◽  
The World ◽  
Expatriate Managers ◽  
Corporate Alliances ◽  
Business And Management

The competences (knowledge, skills, and values) required to work in different regions of the world are different to a greater extend. The cases of failures of expatriate managers in foreign assignments and corporate alliances are found in abundance in the existing literature on international business and management. This demands that the business schools offer educational programs that are regionally focused and culturally inclusive. Even though such student-centered and culturally focused programs may cost the institutions in the short term, such strategic actions may be a source of competitive advantage for many of them. In this chapter, the human resource management culture in the Middle East is discussed to exemplify how national and corporate cultures vary from region to region and thus influence the management competences to work in a particular region, nation, or culture.

Student-Centered Approach and Active Learning in Business Education

2021 ◽  
pp. 214-227
Author(s):  
Deepak Saxena
Keyword(s):  
Active Learning ◽  
Business Education ◽  
Flipped Classroom ◽  
Virtual Learning Environment ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Teacher Relationship ◽  
Case Based Learning ◽  
Interactive Classroom

In recent years, the conception of learning has moved from a content delivery focus to experiential learning. In this regard, student-centered and active learning approaches are often recommended for fostering a meaningful experience for learners. This chapter discusses three key elements of student-centered learning—student choice, active learning, and student-teacher relationship—and notes examples from two Irish higher education institutions. Approaches like flipped classroom, interactive classroom, problem-based and collaborative learning, and case-based learning are discussed with examples from business education. Finally, the chapter concludes by offering recommendations and noting the potential of virtual learning environment tools in the post-COVID world.

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