高校电子商务专业课程设置的思考

本文探讨了当前高校电子商务专业的设置问题,指出计算机和网络课程应该是专业课程体系的核心。然后,本文详细叙述了相关计算机和网络课程的背景和主要内容,并提出了应该开设哪些文科课程的建议。     

提升学生核心能力科学构建计算机网络技术专业学习领域课程体系

网络技术专业的就业领域可分为软件业、硬件业和通讯服务业。本文依据当今企业对网络技术人才的需求和计算机网络技术专业的人才培养目标,提出高职院校计算机网络技术专业应该以就业领域需求为导向,以职业岗位能力为目标进行专业课程体系建设。提出了课程设置、校企合作、课程建设和教学资源四方面的建设措施。     

计算机网络专业课教学方法的研究

本文根据计算机网络基础课程及中职学校学生的特点,针对如何提高中职学校计算机网络专业学生对计算机网络基础课程的学习兴趣和解决实际问题的能力,提出了改进计算机网络基础课程教学的方法,并对其实践进行了进一步的讨论。     

浅析中职学校《计算机网络技术》的课程教学

本文作者结合自己在中职学校《计算机网络技术》课程教学过程中出现的问题,从课程的特点出发,对网络课程的教学方法进行分析和探讨,提出中职学校计算机网络课程教学的一些建设性参考意见。     

"计算机网络"课程实验教学探讨

在20世纪90年代,在高等院校开设了计算机网络课程,目前该课程是计算机专业的核心基础课程.开设该课程的目标是使学生认识到计算机网络的基本概念及其原理,并且能够运用所学知识建设、配置、管理和维护网络.针对计算机网络课程的教学办法,笔者认为实验教学是重要的环节,但是就目前的形势来看,实验教学还存在着很多问题,比如:教学内容单一、缺乏实验设备等.在本文中笔者的思路是按照优化实验教学内容、创新实验教学方法方面入手,探讨了计算机网络课程实验教学的改革问题,为今后培养高素质网络技术人才奠定基础.     

网络教学环境下探讨计算机网络课程教学改革

迅猛发展的现代教育技术产生了网络教学的新教学模式，本文针对高等院校计算机网络课程教学过程中出现的问题，结合教学实践，提出在网络教学模式下提高高等院校计算机网络课程教学水平的可行性和几点建议。     

以“能力本位”课程论为主导构建高职计算机网络技术专业课程体系

此文根据当今三网融合、信息安全、企业管理信息化等社会需求背景和计算机网络技术专业的人才培养目标,提出高职院校计算机网络技术专业应该以IT行业需求为导向,以岗住能力和核心能力为依据进行专业课程体系建设。在能力本位课程论主导下,努力做到课程设置模块化、课程评价导向化、课程建设项目化和专业教材特色化的建设思路,并对建设措施进行了具体的实践和积极的探索。     

浅谈如何利用计算机网络做好高等院校教学工作

伴随互联网技术的快速发展,计算机网络已经成为人们生活中的一个重要部分。尤其是在高等院校教学领域中,利用计算机网络能有效提高教学工作质量。本文通过分析计算机网络在高等院校教学工作中的作用,从充分利用计算机网络资源、实行课程上网、合理设置计算机网络课程和建立计算机网络教学资源库四个方面提出了利用计算机网络提高高等院校教学工作的对策。     

《计算机网络》课程教学创新研究

随着网络技术的发展，应用领域的延伸，计算机网络被誉为“近代最深刻的技术革命”。《计算机网络》作为计算机和通信专业的重要课程，适应当前网络发展需求，开发《计算机网络》的创新教学模式，将培养学生的专业技能和创新能力渗入到日常的教学模式中，成为一种必然的教学趋势。本文主要针对中职学校《计算机网络》课程教学的模式创新进行了探讨。     

电子信息工程专业计算机网络教学思考

如今,大多数院校的电子信息工程专业都开设了计算机网络课程。但是,在计算机网络的教学过程中还存在着很多问题。所以,面对这些问题,教育工作者们应该找到造成问题的原因,采取必要的改革措施,有利于提高学生的积极性,达到更好的教学效果。     

Incorporating International Accounting into the MBA Curriculum: Exploring Implications of the Financial Reporting Crisis of 2001–2009

Recent developments in the global business environment have led to important changes in accounting/auditing regulations, and have implications for the business school curriculum. While many of these issues are covered in advanced accounting courses, generally taken only by majors, the issues are sufficiently important that nonaccounting majors, at both the graduate and undergraduate level, should be aware of these issues as well. Recent developments favoring the adoption of International Financial Reporting Standards (IFRS) in the United States provide an overall compelling context for incorporating these standards into the business curriculum. The purpose of this article is to provide a road map for such incorporation.     

Manager Perspectives on Embedding Workplace Spirituality into the Business Curriculum: Bridging the Gap

The purpose of this article is to share findings from an Australian qualitative study (n = 40) about the perspectives of managers and professionals around embedding workplace spirituality into the business curriculum. Academics are now publishing work that addresses workplace spirituality in the business curriculum, but few studies exist that focus on the perspectives of managers and professionals in the field. This article seeks to bridge that gap. Analysis revealed that managers as participants constructed rationales focusing on why workplace spirituality should or should not be addressed in the business curriculum and issues about how it might occur. Some of the perceived complexities of embedding workplace spirituality into public university programs were also identified. The findings of the paper would be particularly relevant to business schools considering the inclusion of workplace spirituality into their curriculum and structuring discussions to incorporate stakeholder perspectives from the business community. © 2015 Wiley Periodicals, Inc.     

Are Ethical Consumers Happy? Effects of Ethical Consumers' Motivations Based on Empathy Versus Self-orientation on Their Happiness

Some business schools have come under considerable criticism for what observers see as their complicit involvement in the corporate scandals and financial crises of the last 15 years. Much of the discussion about changes that schools might undertake has been focused on curriculum issues. However, revisiting the curriculum does not get at the root cause of the problem. Instead, it might create a new challenge: the risk of decoupling the discussion of the curriculum from broader issues of institutional purpose. In this article, we argue that the most pressing need facing business schools is not to teach new courses to be responsive to social demands and stay relevant. Instead, it is to revisit their basic mission—the principles and beliefs on which they were founded—and then to re-evaluate their curriculum design choices in this light. We contrast the Spartan and Athenian educational paradigms as a way of shedding light on the nature of a coherent response.     

Analyzing the Structure of the International Business Curriculum in India

This article analyzes the structure of the international business curriculum through a questionnaire-based survey among current students and young managers who are studying or have studied international business courses in one of the top B-Schools of India. Respondents have the opinion that international business is more than internationalization of different functional areas and is to be treated as a separate academic discipline. In the context of pedagogy, respondents feel the need for more elective courses on international business and prefer learning through different methods such as foreign country visits, simulation, and role playing activities.     

A Commentary on “Business Marketing in Master's Programs: A Part of the Fabric”: Cut from the Same Cloth?

ABSTRACT

The authors of this article and their colleagues at the Richard Ivey School of Business at the University of Western Ontario are to be commended not only for this well-crafted article but also for their efforts to elevate and incorporate essential knowledge of business marketing into the fabric of their school's master's program. The provocative argument that the authors make is that business marketing behaviors, concepts and topics should not be the focus of just one elective course but that they should serve as a foundation of a school's entire master's program. According to the authors, that foundation can be built around four pillars or business marketing essentials-organizational buyer behavior, relationship marketing, customer value, and business markets. In this article, they present not only a process and guidelines for imbedding these pillars into a master's program but also recommend specific topics and cases for various master's level courses. For these reasons, this article is a “must read” for marketing scholars who seek not only to create and/or improve elective courses business marketing but also to enhance the prominence of the study of business marketing at their respective universities.     

The attitudes of business majors toward the teaching of business ethics

Business majors were tested for their attitudes toward the teaching of business ethics in university business education. Respondents indicated that they considered ethics an important part of a business curriculum and that they preferred integrating ethics into a number of different courses rather than taking a separate compulsory or elective ethics course. Ethical business practices were seen by respondents as increasing profit and return on investment and creating a positive work environment and public perception of the organization.Karen Stewart is an Assistant Professor at Richard Stockton College of New Jersey. She has taught undergraduate business courses for over ten years and has published in the areas of educational marketing, business school accreditation, marketing by nonprofit agencies, and business ethics.Linda Felicetti is a Professor of Marketing at Clarion University of Pennsylvania. She has published in the areas of retailing, educational marketing, marketing of nonprofit organizations, and business ethics.Scott A. Kuehn is an Assistant Professor in the Department of Communication at Clarion University of Pennsylvania. He earned his Ph.D. in Communication in 1987. His research interests include the study of computer communication and the educational application of computers in higher education.     

物流管理专业核心课程体系构建

黑龙江省长期物流管理专业人才,是物流管理专业核心课程体系构建的根本原因。在物流管理专业核心课程建设方面,应打破原有的学科型课程体系,构建基于物流业务流程的学习领域式课程;按照行为过程组织现场教学,培养学生独立工作能力;建设校内外物流实训基地,满足现场教学的需要;对于核心课程应采用新的能力等级评价标准,注重对工作过程的考核。     

物流管理专业核心课程体系构建

黑龙江省长期物流管理专业人才,是物流管理专业核心课程体系构建的根本原因。在物流管理专业核心课程建设方面,应打破原有的学科型课程体系,构建基于物流业务流程的学习领域式课程;按照行为过程组织现场教学,培养学生独立工作能力;建设校内外物流实训基地,满足现场教学的需要;对于核心课程应采用新的能力等级评价标准,注重对工作过程的考核。