Global Alliance Approach for Effectiveness of Higher Education in Business Studies -- A Case Approach

2013 ◽  
Author(s):  
Arup Barman
Keyword(s):  
Higher Education ◽  
Global Alliance ◽  
Business Studies

scholarly journals Fostering the employability of business studies graduates

2015 ◽  
Author(s):  
Shairn Hollis-Turner
Keyword(s):  
Higher Education ◽  
Qualitative Data ◽  
Business Administration ◽  
Learning Opportunities ◽  
Delphi Panel ◽  
Corporate Sector ◽  
Business Studies ◽  
Delphi Approach ◽  
Workplace Experience ◽  
Work Integrated Learning

Higher education is under pressure to enhance the employability of graduates by ensuring that they acquire competencies that make them employable in the labour market. This research project investigated the contribution of higher education towards the employability of graduates within a business diploma programme. A Delphi approach was employed with the Delphi panel consisting of three types of professionals – employers within the corporate sector, academics in the field of business studies, and graduates with workplace experience in the corporate sector. Both quantitative and qualitative data were obtained from three rounds of surveys. The findings show that disciplinary knowledge of Information Administration, Business Administration, Communication and Personnel Management, and the simulation of workplace practices as well as work-integrated learning opportunities are significant to enhancing the employability of office administrators and office managers. These findings provided academics with the opportunity to make improvements to the curriculum to foster the employability of the graduates.

scholarly journals The Business Studies University: Turning higher education into further education

2016 ◽  
Author(s):  
Patrick Ainley
Keyword(s):  
Higher Education ◽  
Undergraduate Student ◽  
Further Education ◽  
The Other ◽  
Student Choice ◽  
Disciplinary Knowledge ◽  
Business Studies

This paper argues that changes to both further and higher education that are already well underway are clarified by what can be called the model of the Business Studies University (BSU). The BSU elevates undergraduate student choice of equivalent level modular courses to the 'heart of the system' (DBIS, 2011). This is rejected by those few institutions not part of the current competition to cram in funded students; instead, they adhere to traditional academic disciplinary knowledge. As a result, at one pole of a bifurcating hierarchy higher turns into further education, with 'cramming' for academic higher education at the other.

scholarly journals Contribución de la educación superior a los Objetivos de Desarrollo Sostenible desde la docencia

2020 ◽  
pp. 89
Author(s):  
Débora Isabel Ramos Torres
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Case Studies ◽  
International Association ◽  
Global Alliance ◽  
The Sustainable Development ◽  
World Survey ◽  
Development Goals ◽  
Teaching Function ◽  
The One

The Sustainable Development Goals (SDGs) have become entrenched in higher education institutions (HEIs) for their commitment to training people with relevant key competencies to address them. The article examines how teaching has been configured as the dimension with the greatest potential to incorporate sustainable development and how, together with research, it is considered one of the main areas of contribution to the achievement of the SDGs, concretized in the integration of these objectives to the study plans of the official degrees that, as a training action, are carried out. From the review of the Report of the Second World Survey of the International Association of Universities on Higher Education, Research and Sustainable Development, the annual Report of the Agreement on the SDGs of the Global Alliance and the Dossier of the Spanish Network for Development Sustainable, each SDG analyzes the relevant actions of integration of these Global Objectives in the teaching function and references to experiences as case studies. The analysis of the results shows a high variability between the universities regarding the degree of approach of each of the SDGs and the tendency to identify as well-established work, the one carried out with SDG 4, as a priority from teaching. The case studies analyzed show a significant differentiation regarding the types of actions they carry out and their trends. The use of surveys such as those analyzed are insufficient to observe the development of integration in the curricula, more experiences such as that developed by REDS are needed, as well as online platforms in which teachers present their experiences of curricular redesigns and incorporation from the SDGs to the curricula and mapping of the new degrees that are emerging.   

scholarly journals Editorial Leadership for Transformation in Tourism Education

2020 ◽  
Author(s):  
Christian Schott ◽  
Ulrike Gretzel
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Education Policies ◽  
Business Studies ◽  
Tourism Education ◽  
Market Driven ◽  
University Level ◽  
Industry Needs ◽  
Job Prospects

In light of ever greater financial and philosophical attacks on tourism higher education across the world, it is critical to contemplate the role of tourism education at university level and its place in modern societies. This need for reflection is given urgency by increasingly neoliberal education policies, market-driven universities, and ‘consumers’ with distinctive demands that are able to choose from a growing variety of educational ‘products’. Often relegated to an area of specialization within business studies, tourism is increasingly under pressure to demonstrate its value, which is commonly interpreted as producing graduates with industry-ready skills and good immediate job prospects. This focus has led to tourism higher education that seeks to cater to industry needs and is fundamentally vocational. In doing so it is at the mercy of an industry that still largely subscribes to the dream of the self-made leader/entrepreneur, who emerges in a senior managerial position at the end of a career path that starts with washing dishes and/or cleaning toilets, rather than actively promoting and rewarding formal education.

The Role and Contribution of Higher Education in Family Entrepreneurship

2021 ◽  
pp. 296-314
Author(s):  
Jesús Manuel Palma-Ruiz ◽  
Unai Arzubiaga
Keyword(s):  
Higher Education ◽  
Family Business ◽  
Business Education ◽  
Family Firms ◽  
Higher Education Institutions ◽  
Education Programs ◽  
Business Studies ◽  
Family Smes ◽  
Extended Type ◽  
High Level

Driven by increasing awareness of the importance of family firms in most countries, the interest in family business studies is growing at a rapid pace. The entrepreneurial potential of family-owned businesses has been gaining even more attention among scholars and institutions since the 1980s and 90s. This fact joined to the fact that family firms are the most extended type of businesses all around the world has pushed a growing number of higher education institutions to introduce family business education programs in their curricula. Family business education at prominent universities provides high-level support for family SMEs due to such complexities of a family and their needs to the dynamics of a competitive business which can be quite challenging. It is therefore attractive to investigate and compare what characterizes the family business education programs in USA and Spain, including an overview of the most recent offerings among the most prominent higher education institutions.

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