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|a Educational Innovation in Economics and Business III
|h [electronic resource] :
|b Innovative Practices in Business Education /
|c edited by Richard G. Milter, John E. Stinson, Wim H. Gijselaers.
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|a 1st ed. 1998.
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|c 1998.
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|v 3
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|a I: Bridging Academia and Business -- Setting the Parameters for Training -- Joint Ventures in Management Development -- The Future of Economics -- Roles of Economics in Business and Management Education -- Thv. Action Learning Partnership (ALPS®) Model -- II: Restructuring Single Courses or Focused Approaches -- Group Dynamics and Unconscious Organizational Behavior -- Organization-As-Classroom Approaches to Management Education -- Longitudinal Assessment of Case-Based Teaching in the Required Undergraduate Cost Accounting Course -- The Delivery of Accounting in the Problem-Based Learning Environment -- III: Undergraduate Learning Methods -- Learning Across Functional Silos -- Business 20/20: Ohio University’s Integrated Business Core -- Project-Based Learning in Leisure Management Training -- The Postmodern Challenge to 16–19 Business Education in the United Kingdom -- A Collaborative Approach to Improving Students’ Critical Thinking on Business Undergraduate Courses in the UK and US -- IV: Graduate Learning Methods -- The Problem Solving Buffet -- Open Learning Versus Lecturing -- Application of Problem-Based Learning Pedagogy to Management Education -- V: Use of Technology -- Computer-Based Education in a Student-Centered Curriculum -- Low Cost Multi-Media for Distance Learning -- Bread and Butter Multimedia Business Cases.
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|a Almost thirty years ago a friend involved in the education profession told me that in his estimation much more was "caught" by students outside of classrooms than was "taught" within those hallowed walls. This statement has stuck with me through years of personal schooling, working as a high school teacher, working in management, serving as a management consultant and trainer, and facilitating learning on university campuses across the US, eastern Europe, and Asia. Learning by doing is certainly something most people have experienced. But the fact that there is more opportunity to learn more things today as never before (with knowledge doubling every 20 months) makes learning by doing more complicated. As organizations move to respond to the rapid changes in their environments, people within those organizations must face the uncertainty and ambiguity that comes with such conditions. The one thing most futurists agree on is that the future will be very different than the present. Exponential change has become commonplace. Companies used to worry about redefining their goals and specific describing their place in an industry. Today, in order to survive, they must be constantly addressing the issues inherent in redefining their industries.
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|a Milter, Richard G.
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|a Stinson, John E.
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|a Gijselaers, Wim H.
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|a Educational Innovation in Economics and Business ;
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| 830 |
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|a Springer eBook Collection.
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://doi.org/10.1007/978-94-017-1388-7
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