18th Annual Conference Abstracts
Flexible learning, flexible working: What might this mean for Higher Education in the 21st century?
Dr Alison Le Cornu, FHEA, FSEDA
Academic Lead, Flexible Learning, Higher Education Academy, UK
As Europe faces significant economic challenges, so the HE sector is perceived as playing an important role in contributing to addressing them. One key dimension now being emphasised is the way in which institutions can and should contribute to economic growth, not least by ensuring that graduates are properly and well prepared not just for employment in general, but for specific employment. Considerable effort has already gone into creating opportunities for work-based learning, as well as developing a strong employer engagement agenda. This paper explores the increasingly important notion of flexibility, as applied to both higher education and employers, looking at how this is interpreted and what ‘flexible learning’ might offer to students, employers and institutions alike. It explores three key dimensions of flexible delivery: flexibility in the pace, place and mode of delivery, and suggests that both educational and business institutions and organisations face similar challenges. Successfully addressing these may go some way to meeting current political and economic agendas.
Bahrain education towards quality and excellence
Manolo L. Anto, Ph.D
AMA International University – Bahrain
In pursuance of social and economic development, the Bahrain Economic Vision 2030 envisioned a knowledge-based economy emphasizing the significance of education and a change from oil industry. A reform at the national level was launched to change the entire educational system of the Kingdom. It brought about marked changes in the area of quality control of higher education. For nationalizing the labour market through education, Bahrain initiated quality assurance processes. The steps undertaken by the higher education authorities to impose a culture of quality provides quality assurance networks a platform for research to develop initiatives, and continuously cooperate with the stakeholders.
How Cultural Differences Affect Co-operation in Business Education: Case Study of Germany, France and Russia
Plekhanov Russian University of Economics
The paper considers the issue of bridging business cultures in joint international educational projects. Authors examine various spheres of co-operation and explore operational and cultural areas that potentially transform the educational paradigm in business education. Authors also highlight main directions in transformation of managerial technologies used in administering joint Master Degree programs in Management. The process of transformation is based on the concept of shifting from single-nation model to multifaceted nature of education, which has an impact on decision-making practices, student and faculty recruitment, reward systems, information systems, and even work structures.
Learning Business across Cultures: Multiple Benefits for Management Students
Olga A. Almabekova,
Siberian Federal University, Krasnoyarsk, Russia
Learning and working in a global world is a present-day reality for Business students in Russia. Getting prepared to working internationally can become easier with Business across Cultures course taught as a selective for master students in Siberian Federal University. Learning and learner oriented reflective approaches and problem-solving tasks, self-management techniques are in the tool of kits for student learning and teacher conducting classes. Qualitative research methods – interviews with students, questionnaires and peer observations proved multiple benefits for students: cross-cultural knowledge and skills, critical thinking and self- management abilities being developed in an English-spoken environment can make a synergy effect providing better speaking and writing in English, improving cross-cultural awareness in general and in global business communication in particular.
Writing Case Studies for International Teaching
Perry Haan, Tiffin University
Michelle Dietrich, Tiffin University MBA Graduate
Laura Mays, Tiffin University
Faculty members who teach outside of their home countries have opportunities to engage in research leading to case studies that can be used in the host country in which she/he is teaching and/or in the home country of the faculty member. Writing case studies based on information collected during teaching trips abroad could help with another dilemma faced by these faculty members. Should a faculty member use cases from his/her own country or from the country in which he/she is teaching? As of now it can be difficult to locate cases in English that are based on organizations in the host country. While it is assumed that the students in the host country want to learn from the experiences of the professor from her/his home country, students also want to apply this information to their own situations in their countries or at least be able to compare and contrast situations between countries. This paper presents an example of a case written by collecting information from a former student of a US MBA program in Romania now living in Poland. While the case is explores the decision making process of an US ex-pat it could also be applied to ex-pats from any country. The paper concludes with recommendations for how faculty members might get started in this case writing process.
Entrepreneurial Readiness of Students in the Kingdom of Bahrain: Toward Global Competitiveness
AMA International University – Kingdom Of Bahrain
The importance of entrepreneurship has been recognized in the Kingdom of Bahrain. It has become a trend among business schools to incorporate Entrepreneurship into their curricula. Courses are now available in business programs to develop young entrepreneurs. It has been observed that graduates in general prefer to be employed rather than engage in entrepreneurial activities. This paper used the descriptive-normative survey approach in its attempt to answer the problems raised in the study. It analysed the entrepreneurial characteristics and readiness of business students and the perceived relevance of their learning experiences. The respondents were the Third and Fourth year business students of the different Universities in the Kingdom. This study is to be used as the basis for the enrichment of the business curriculum.
The Internationalization of Higher Education in the Global Economy
Elena Y. Krasovskaya
Alfred Nobel University
The given article is devoted to the problems of internationalization of the higher education as a result of globalization of the world economy. The present level of development of the global educational market has been analyzed, the main processes of higher education internationalization have been studied, the modern trends of internationalization of higher education in 21 century have been determined.
Internationalising cooperation of state, universities and business in education
Zoya. A. Vasilyeva,
Olga A. Almabekova,
Russia, Krasnoyarsk, Siberian Federal University
This article considers the issues of state, university and business interrelationships in conditions of open national economic borders. New trends and changes in the educational environment, and great differences in consumer preferences, in business education, have led to the need to internationalise cooperation to achieve higher results.
Global Academic Partnerships: An Examination of an International Online Dual Graduate Certificate in Sport and Martial Arts Management
Dr. Bonnie Tiell
Tiffin University (USA)
Horizons University (France)
International collaboration in higher education offers the possibility to infuse globalization into the academic mission of universities. There are numerous challenges to global academic partnerships, but the benefits to students, faculty, and the institution typically outweigh the trials associated with creating sensible logistical processes or overcoming concerns for sustainability. This paper addresses an example of a recent joint venture to globalize sport curriculum which has resulted in a unique partnership between institutions belonging to the European Council of Business Education (ECBE). Tiffin University (TU) in the United States and Horizons University (HU) in Paris, France have agreed through a memorandum of understanding that a combined curriculum can result in a student earning dual graduate certificates. The relationship between Tiffin University and Horizons University has been nourished by the commitment of interested faculty members and administrators who share an entrepreneurial approach to program development. The resulting international dual graduate certificate program has the potential to become a model for other institutions to craft similar global academic initiatives.
The Transformation of the Russian Higher Education System as a Condition for the Development of Integration Processes in Modern Manager Training
Siberian Federal University
The strategic priorities of social and economic development of Russia associated with modernization and technological breakthroughs make the modern manager training issue an important resource for the new economy. The adaptation to new social challenges requires creativity and new ideas that generate a meaningful context for a modern educational paradigm, which includes business education. The paper considers the problem of bridging the gap between the professional management requirements and the state of modern management education. The directions in the Russian system of higher education transformation that facilitate the development of effective integration processes in modern manager training are pointed out.
Professionally oriented education as a new element in the system of tertiary education in the Czech Republic
Marek Vochozka, firstname.lastname@example.org
Zuzana Rowland email@example.com
The Institute of Technology and Business
Institute of Technology and Business in ?eské Bud?jovice
?eské Bud?jovice, Czech Republic
The Institute of Technology and Business in ?eské Bud?jovice represents an MBA program with the possibility of qualitative growth in the field of European professionally oriented education in contrast to the more theoretically oriented model more familiar to the European academic community. The first MBA program for which our institute intends to obtain accreditation is Management of an enterprise and innovation because such a program is missing in the Czech Republic. The program focuses on the acquisition of knowledge and skills that the students will be able to apply in their practice and confront with their current professional experience. In addition we are planning to develop a joint MBA program with the Plekhanov Russian University of Economics. The development of the joint program should test each other’s ability to cooperate and of course the necessary reliability. The Institute of Technology and Business will through the MBA programs tie its teaching experience with corporate practice and the professional orientation will not only represent the major idea, but the philosophy of the higher education institution. This paper will be a comparison of the practical versus theoretical model that will seek to explore which is the most advantageous to students.
Global Business Education through cooperation between different campuses on different continents: A case of GAU
Dr. Sualp Davut
Girne American University, North Cyprus
As the global Business industry is developing rapidly, likewise so is Global Business Education. At the same time, there is tough competition among the global education systems multinational corporations, international chains and universities. Operating companies are facing some advantages / opportunities as well as challenges in the countries in which they operate. These challenges are mainly related to the culture of the land / people, qualified (experienced) HR, marketing / promotion, PR etc. In order to overcome these challenges universities are trying to update their curriculum and content of the courses, through internship opportunities, joint research projects and exchange programs for faculty and students) with partners and local universities to exchange their expertise and experiences, using the advantages of IT, particularly in business education. This practice is sometimes costly, sometimes difficult, sometimes ineffective, and sometimes not possible at all. However, if you as a university are able to have your own campuses in different countries then it would be much easier, effective and successful to get the most benefit out the effort to overcome the global challenges in International Business Education.
There are many examples of the cooperation among different universities within the same continent as well as between the continents. (i.e. within EU or between EU and US universities or US and Far East universities) Girne American University (GAU) is a global university with a unique model in the region in terms of operating with its own 5 campuses in three different continents. This study analyses the effectiveness and the success of the global networking practices in Business education for GAU.
A vision of future collaboration possibilities – use a working model of internet empowered collaboration
Institut Européen de Management International
This presentation is a brief review of current educational collaborations within the European Union. It compares these collaborations to the model used by TED Talk. It points out the online location for in-depth details of the TED model for participants who wish to use it and employ its vision for future collaborative efforts.
? Brief review of current academic collaborations – focus on EU
? A TED Talk presentation of net based, successful global collaboration
? Comparision of TED Talk collaboration model to today’s academic needs
? Online location of indepth details for participants wishing to employ the ‘vision’ of future collaboration.
Unlocking Human Potential in Europe. Case Study: Singidunum University, Serbia
Assistant Professor Gordana Dobrijevic, PhD
The author addresses the subjects of global education and entrepreneurship. This paper builds on seven pillars of unlocking human potential in Europe, a Manifesto published by the World Economic Forum’s Global Education Initiative, and an analysis of Singidunum University’s compliance with these pillars. The widening of the gap between jobs and skills asks for the collaboration between academia and business in the new era of entrepreneurship and global education in the globalized world.
Changing Dynamics of Management Education Landscape in Emerging Economies: The Need for an Alternative Approach
Prof. Bhavna Nagpal, Director
Krupanidhi School of Management
Bangalore, Karnataka, India
The global management education has seen a spectacular growth and achieved far-reaching influence on the global economy than ever before. The ever changing process of globalization, innovations in the technology, ever changing demography and vibrant socio-cultural factors have necessitated the reinvention of management education across the different continents. Since, no other country and economy is similar to each other in terms of factor endowments, industrial infrastructure, entrepreneurial spirit, trained manpower it becomes imperative to customize the basic contents of management education according to the needs of the local economy. This is more so, in case of transition economies like Brazil, Russia, China and India (BRIC Countries), which are witnessing a sudden rush of new set of challenges, opportunities, potential risks and rewards associated with their rapid transition of economies. The empirical evidences and the current academic literature highlight the irrelevance of Anglo-Saxon Model of Management Education for the developing countries. Therefore, the present study seeks to probe and evaluate the relevance and utility of Anglo-Saxon Model of Management Education and recommends the fresh and alternative approach considering the existing diversities between the advanced and developing countries.
Distance Education, the future of higher education
Scandinavian Art and Business Institute (SABI)
Finland, France and Asia
Successful international businesses are now using new age technologies to promote and improve their businesses. Accordingly, there is no reason that higher education institutes should not follow this same method that has rendered success to other business fields. A new age student should not be required to travel to receive knowledge from other parts of the world. The distance should only be one click away, something that is not possible using solely the latest technology, but rather something that requires a worldwide network, an advanced ecampus and an understanding of the needs and demands of the new generation. In brief, the future of higher education belongs to those institutes that operate globally, not only by providing their local education to other parts of the world but by promoting and broadcasting other nations’ scientific and professional achievements to the students wherever they are, reducing unnecessary expenses and improving quality. This can only happen using the latest technology, with continual updates and accessibility for everyone wherever they are.
Abstracts from conference papers are freely available for access by the general public.
17th Annual Conference European Council for Business Education
Proposed Model of E-learning Acceptance
AMA Bahrain International University
This study aims to proposed models of e-learning acceptance to identify some of the main factors that affect students’ intention to adopt e-learning systems. The paper proposed two models that report the results of group interviews with students and tutors studying and teaching at AMA University. Content analysis was used to analyze qualitative data obtained from the interviews. The main categories used to analyse the data were derived from prior studies using the technology acceptance model (TAM) and the literature on IT systems acceptance in general and in the specific e-learning domain. The main categories that were used to analyze qualitative data were ease of use, perceived usefulness, subjective norms, prior Internet experience, system interactivity, self-efficacy and the availability of technical support.
The Impact of new technology on business education: The quest for relevance
American University in Bulgaria
The impact of information technology in higher education is changing. Those responsible for instructing the next generation of management professionals have responded with computing curricula which add information technology applications to the traditional business disciplines: accounting, finance, management and marketing. However these hybrid courses fail to provide students with real experience. This indisputable gap between “theory” and “practice” is widening. This is due to the relative lack of practical knowledge and experience of the faculty pool, rendering the hybrid courses inadequate as they fail to address the depth and speed of the changes in practice in the field .If business training is to remain relevant alternative curricula need to be developed to satisfy businesses’ emerging analytical requirements. Academia can not afford to wait, as they did with activity-based-costing. Proper applications of available new technology need to be seen and exercised on campus. Curriculum bridges need to be built linking the traditional business school material with newly relevant business information systems.
MBA On-Line Training Events Management
College of Tourism, Hotels and Spa
The paper deals with the problematic point of the synchronous on-line events and actions during the MBA studies. The progress in IT technologies has facilitated the separation of teaching and learning processes. There was achieved easily the bridging between offand on- line education, but synchronous events need not only effective hard and software tools, but also sophisticated managerial skills of provider. This article is describing experience with MBA – on-line training and formulating limits, rules and standards for good performance of MBA trainer and provider.
Designing and Managing Open Learning
Roy Williams, Dept. Mathematics, University of Portsmouth, UK
Jenny Mackness, Independent Education Consultant, Lancaster, UK.
Simone Gumtau: Dept. Art, Design and Media, University of Portsmouth, UK
It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized and micro-managed, in the belief that this supports employability as well as the management of educational processes, resources and value. Meanwhile, people have embraced interactive, social, participatory, collaborative, innovative, and diverse modes, sites and networks for living and learning. The question is no longer whether learning can be open and emergent, but rather what we need to do about it. We need to rethink the way we design and manage learning, to incorporate the best of what we have been doing with the best of what we are now able to do. This paper uses a case study to map out 3D ‘footprints’ of the practices of emergent learning, and to create a framework for designing and managing more open learning in the world of Web2.0 and beyond.
Theoretical and Practical Considerations for Implementing E-learning Technologies
Daniel T. Mays
Laura Silvestro Mays
Tiffin University, USA
Tiffin University has implemented an experimental programme that is designed to enhance student e-learning as part of its online MBA curriculum. This paper examines one course that has been implemented using advanced technology. The theoretical basis for the “Global and Transnational Management” online MBA course is described, according to social cognitive and constructivist learning theories. Major elements of the course are then examined, with particular emphasis on the practical issues involved in implementing the technology. Elements examined include: 1) a video lecture series; 2) synchronous classroom interaction via the Elluminate Class Live platform; 3 )interactive group project activities with or without Elluminate; and 4) management and grading of case studies and a theoretical paper using eCollege tools.
Globalizing Higher Education by Using New Technology
Prof Adlan Parsa, PhD
President, Scandinavian Academy of Business and Industry
Successful Globalized businesses using new age of technologies to promote and improve their businesses. Therefore, there is no reason that higher education institutes do not follow the same method which has made other fields successful. At the Scandinavian Art and Business Institute (SABI), we try to synchronize the world of education by connecting students, wherever they are, with knowledge and experiences from around the world. A new age student should not travel to receive knowledge from other part of the world. The distance should be far as one click, and this is not possible only by using the latest technology, but it requires worldwide network, advanced e-campus and understanding of needs and demands of new generation. We have been tried to understand the core of technology and adapt it with high quality higher education to organize courses in classrooms broad as the globe. By this method, the institute will increase the quality of education and decrease operation costs. This make private education accessible to wider group of people from different social classes. We define SABI, Simple, Advanced, Broad-minded and Innovative because we believe that there are the principles of future of higher education. Briefly, the future of higher education belongs to those institutes that operates globally, not only by providing their local education to other parts of the world but by promoting and broadcasting other nations’ scientific and professional achievements to the students wherever they are; reduce unnecessary expenses and improve the quality. This could happen only by using the latest technology, keep itself updated and make it accessible for everyone wherever they are.
Transformation of Educational Technologies in Training Master Students in Management
Gennady F. Kayachev
Zoya A. Vasilyeva
Irina S. Bagdasaryan
Siberian Federal University, Russia
This article considers the issue of bridging professional training and professional labour via changing educational technologies and transformation of the educational paradigm in business education. The authors highlight the main directions in transformation of educational technologies used in training master students in Management. The process of transformation is based on the concept of transformational teaching treating a learner as a personality to be developed while being professionally trained in the environment of new social challenges. Particular attention is given to interactive methods and technologies.
Students’ Perceptions on the E-learning Systems in the Kingdom of Bahrain
AMA International University – Kingdom Of Bahrain
The rapid growth of the internet has resulted in enthusiastic claims for technology’s ability to provide high quality in education. The World Wide Web integrates text, audio and video, and provides means for both real-time communication and asynchronous interaction. This combination of factors has created a climate in which investors and entrepreneurs have identified electronic learning (e-learning) as a major market area of the future. E-learning has spread too many countries, and become an important part of most modern educational systems. E-learning illustrates well the relationship between the use of technology and the need to re-organize to maximize its benefits. It also illustrates the capacity to reach new target groups, and to expand the range of educational provisions, through the use of technology, when properly organized and structured. The purpose of this study is to evaluate the students’ perceptions of the elearning systems in the Kingdom of Bahrain that uses a high performance Information communication technology (ICT). This will leads to comprehensive understanding of the students’ perspectives and assists the evaluation and the performance of the e-learning systems.
The Role of Technology in Quality Planning at Higher Education Institutions for Sustainable Competitive Advantage and Growth: A Paradigm Shift Towards Market Orientation
J. Bey El-Mourhabi
University of Applied Sciences and Technology, Lebanese French
A new technological mainstream: the direction of transforming the content and format of vocational training in the economics of knowledge
Ludmila K. Vitkovskaya,
Elena V. Dvinskikh
Siberian Federal University, Krasnoyarsk
The transition from post-industrial economics to the economics of knowledge places new demands on the system of professional training in terms of its content, format and educational methods. The report considers: A. The need for strengthening multidisciplinary knowledge content and how this can be directed by the designing of competences through a semantic search of new knowledge and information depending on concrete practical tasks; B. The development of competencies connected with planning activity in post-industrial economics via the introduction of modular-design educational formats; C. The creation of a special educational environment for collective and individual training based both on web-technologies and using and networked virtual resources.