Educational Innovation in Economics and Business V: Business Education for the Changing Workplace (Educational Innovation in Economics and Business, 5)

The workplace is changing drastically these days. As a consequence of the Information and Communication Technology (ICT) revolution, new economic activities emerge, the production process changes, people use different communication tools, and organizational structures are adjusted. All these changes relate to the heart of business and economics, and there is no doubt that they will also influence education in these areas. Of course ICT provides new technologies to facilitate learning, but a changing workplace also requires a renewed focus within the curriculum of economics and business education. If ICT is leading to profound change in the workplace, is innovation then only a matter of introducing more technology in education? Unfortunately, this is not necessarily true. The translation of changes in the workplace into an improved curriculum requires serious analysis of the essence of the changes at the work place, and the way technology may enable student learning. For example, relevant knowledge is changing faster and faster. Does this mean that we have to adopt the curriculum faster and faster? Perhaps not, as students will have a labor market career of 30 or 40 years. Focusing on today’s knowledge – even if it is very up-to-date – loses more and more value if the life cycle of knowledge becomes shorter. Increased speed of change also implies a decrease in the value of knowing all these things. Developing Added Value Skills Within an Academic Program Through Work Based Learning....Pages 3-15 Leadership Education in a Changing Workplace....Pages 17-30 New Training Methods: A Giant Leap of Faith?....Pages 31-55 The Economics of the Learning Organization and the Role of Economics in the Organization of Learning....Pages 57-68 The IS Department Defines the Future of the College of Business....Pages 71-84 Informatics Engineering and Business Informatics in the Ict Society: Substitutes Or Complements?....Pages 85-109 An Innovative Approach to Teaching Investments Using Information Technology....Pages 111-128 People, Knowledge, and the Internet: Redefining Categories, Concepts, and Models....Pages 129-148 Integration of Groupware Into a MIS Curriculum....Pages 149-165 Innovative Business Education:‘Problem-oriented Learning’ - Some Results....Pages 169-186 Competitions and Problem-based Learning: The Effect of an Externally Set Competition on a Cross-curricular Project in Marketing and Design....Pages 187-208 A Problem-based Learning Approach to Business Software Skills....Pages 209-219 Some Evidence on the Use of Writing Intensive Methods in the Principles of Macroeconomics Courses....Pages 221-229 Designing Assignments and Classroom Discussions to Foster Critical Thinking at Different Levels in the Curriculum....Pages 231-251 Distance Learning: Paradigm Shift or Pedagogical Drift?....Pages 255-273 The Integration Of Service Management Principles In A Business School Curriculum....Pages 275-289 Promoting the Human Element in Resource Based Learning for Undergraduate Business Education Programs....Pages 291-306 Non-prescriptive Guidelines For More Effective Learning About High Quality Leadership, In Management Education And Development....Pages 307-319 Cross-cultural Learning Practices for Business Education....Pages 321-343 Lessons Learned: The Implementation of an Innovative Core Curriculum in Business....Pages 345-362 Who Am I, What Do I Want, What Can I Do? An Assessment Centre as Part of the HBO Curriculum....Pages 365-381 The Assessment Center: Global Issues and Local Responses....Pages 383-398 Assessment & Development Centers in a Problem-based Learning Environment....Pages 399-416 What Should We Expect to be Different about How Expert Business Economists Solve Problems?....Pages 419-435 Tracking Down the Knowledge Structure of Students....Pages 437-450 The Information and Communication Technology revolution results in profound changes to the heart of business and economics. Changes in the workplace, new communication technology, new organizational structures, and new production technologies force business educators to renew their focus on the curricula of business schools. There is no doubt these changes influence business education and instructional technology. But change will go far beyond the mere introduction of technology in the classroom. Alliances between the corporate world and business education are no longer fictitious but are necessary to establish stronger bonds between educational systems and the workplace. The fifth volume in the series Educational Innovation in Economics and Business contains a unique selection of articles addressing various issues on how business education should adapt to changing needs of the corporate world. It is meant for educators in corporate training centers, and for teachers in further and higher education. -- Provided by publisher

The Information and Communication Technology revolution results in profound changes to the heart of business and economics. Changes in the workplace, new communication technology, new organizational structures, and new production technologies force business educators to renew their focus on the curricula of business schools. There is no doubt these changes influence business education and instructional technology. But change will go far beyond the mere introduction of technology in the classroom. Alliances between the corporate world and business education are no longer fictitious but are necessary to establish stronger bonds between educational systems and the workplace.
The fifth volume in the series Educational Innovation in Economics and Business contains a unique selection of articles addressing various issues on how business education should adapt to changing needs of the corporate world. It is meant for educators in corporate training centers, and for teachers in further and higher education.