By Alessandro Biscaccianti, Michel Feron (auth.), Tor A. Johannessen, Ansgar Pedersen, Kurt Petersen (eds.)
Business schooling and enterprise learn has usually been criticized via the company group, which claims that a lot of it's quite often directed on the institution of academics and researchers themselves, rather than dispensing their wisdom to the enterprise group. it will possibly appear that many universities and different examine associations have changed into mere `knowledge manufacturers', the place the emphasis is extra at the output quantity than on caliber of relevance, with very little attention for the top clients.
As universities and companies try and arrange administration to be alert to destiny alterations, stronger or even fresh educating methodologies are required. the focus of the current quantity is at the distribution and choice of recent wisdom. How can company educators bring new wisdom to scholars and the enterprise group extra quickly than sooner than? How may still we outline the middle enterprise curriculum whilst new wisdom turns into outdated wisdom?
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Additional info for Educational Innovation in Economics and Business VI: Teaching Today the Knowledge of Tomorrow
Presentation and discussion of articles. The articles are taken from various sources of periodicals and newspapers. The objective is to let the students find the link between the problem, theoretical framework and solution. The students task is to analyze the problem in the article, evaluate the theory being used, and try to draw some practical marketing implications. Group discussions. When the groups meet problems when working with the project they contact the teachers for help and discussions.
1989, p. 19). The need for this exercise in definition at the Congress, and the cumbersome outcome, provide evidence of the difficulty of finding an accepted and all-encompassing definition of action-research. However, McNiff (1988) has specifically targeted education when she describes action- research as: . . an approach to improving education, by encouraging teachers to be aware of their own practice, to be critical of that practice, and to be 1 Lewin in the 1940s first developed what have become four, widely-agreed elements in the action-research cycle: plan changes, act and observe results, reflect on the outcomes, and revise the plan (Elliott, 1982; Kemmis and McTaggart, 1988; Lewin, 1952).
On a PBL course with our format we need to collaborate with a company that can deliver a marketing problem that is real and fresh. The collaborating company must also be willing to operate as an important resource for the students in their problemsolving process. See section 7. Access to resources. A PBL course needs certain kinds of resources different from what is needed in SBL courses. It is therefore important that the institution itself has a positive attitude towards PBL and shows willingness to place the necessary PBL resources at the students' disposal.
Educational Innovation in Economics and Business VI: Teaching Today the Knowledge of Tomorrow by Alessandro Biscaccianti, Michel Feron (auth.), Tor A. Johannessen, Ansgar Pedersen, Kurt Petersen (eds.)