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1.
This exploratory research examines students' perceptions of a capstone business simulation game by identifying (a) courses that were most useful in preparing students for the simulation and (b) interpersonal skills students found most helpful when working with teammates on the simulation. Also identified are the simulation's impact on student understanding of business disciplines and additional interpersonal skills training desired by the students. By studying these later topics, faculty members can alter their course design so that students are better prepared for their capstone course simulation. Finally, connections between the simulation participation and attitudes toward employment and career success are explored.  相似文献   

2.
Most business schools have a capstone course called strategic management. Students in these courses are often required to assess organizations’ functional areas of business, including marketing. Students determine marketing strengths and weaknesses of firms, and develop strategic plans for case companies. Students formulate strategies, make recommendations, and determine the expected marketing impact of those recommendations. Although marketing plays an important role in strategic planning, the present research shows that most strategic-management textbooks provide little to no marketing coverage. In study 1, a content analysis of six leading strategic-management textbooks reveals 10 marketing topics being discussed, although scantly. In study 2, a survey of 167 business students nearing graduation examines the relative importance of the identified topics in strategic planning. Findings of this research suggest that the capstone business course needs to be more integrative. Implications for business courses, faculty, textbook authors, as well as practicing marketers and managers are discussed.  相似文献   

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The authors examine the determinants of the effective implementation of game-based learning (GBL) for experiential learning. They focus on the successful GBL initiative called Management Game (MG) and adopt the theory-driven deductive thematic analysis approach of Boyatzis along with the Matsuo model as theoretical rationale. Overall, the findings show that MG is an effective GBL that addresses the five seminal factors of the Matsuo model. Further, the study sheds light on the optimal structure of the successful GBL that allows learners to effectively acquire knowledge and skills. Several implications of the study are discussed in the conclusion together with the limitations of the study.  相似文献   

5.
    
Developing effective presentation skills is a core competence skill for business communicators. Self-report data from a survey of 1,610 2- to 12-year business alumni show that 37.1% present monthly and 27.9% present weekly in their current positions. Alumni who completed a general public speaking course, or both managerial communication and a public speaking course, reported higher current levels of confidence across 12 aspects of business presentations than alumni who took only a managerial communication course or who relied on embedded presentation assignments in disciplinary courses. Gains were reported for content skills since graduation, with less confidence handling nervousness and delivery.  相似文献   

6.
张景奇 《商业研究》2002,(14):58-60
运用战略管理的基本理论 ,在分析现行理论界关于财务管理目标的不足之处的基础上 ,提出了财务管理的新的目标———战略计划期利润最大化。  相似文献   

7.
    
Trends in master of business administration (MBA) education are favoring coursework offerings in time-compressed environments but without careful examination of learning implications. The academic literature is weak in this area, so the authors conducted a study of 558 MBA students using a behaviorally based pedagogy in management. In contrast to previous research, the authors developed arguments supporting time compression assuming certain boundary conditions. They found that students showed better behavioral learning outcomes in a shortened, 4.5-week semester versus a full 14-week semester. The authors conclude with implications for theory and practice.  相似文献   

8.
    
Critical thinking is a skill that potential employers expect all graduates to possess. Hence, most business management programs consider critical thinking as an important student learning goal. Unfortunately, there is ambiguity about how to best assess critical thinking, both as a skill and a learning outcome. The authors empirically demonstrate how they measure the critical thinking ability of their students in different settings, and how their critical thinking ability improves as they progress through the business program.  相似文献   

9.
浅析战略成本管理   总被引:1,自引:0,他引:1  
面对日益激烈的市场竞争,企业为了取得生存和发展空间,引入了战略成本管理新理念.战略成本管理是对传统成本管理的改进,它顺应企业战略管理变革的需要。实施战略成本管理,要求企业运用战略成本的方法,分析成本动因,加强成本控制,以达到降低成本,提高经济效益的目标,使企业在激烈的市场竞争中立于不败之地。  相似文献   

10.
    
College and university faculty in Family and Consumer Sciences (FCS) programs are becoming more involved in online course design and instruction. The purpose of this article is twofold. First, examples of several existing FCS online programs are presented. Many online programs are being offered in the United States, and several are offered in an international setting (e.g. British Columbia, Saudi Arabia, and Thailand). Second, four models of education that FCS instructors can draw upon for teaching online are presented. The models are positivism, constructivism, the community of inquiry approach, and experiential learning. Positivism should be utilized when the goal is to teach specific and basic knowledge, which is usually contained in lectures and readings. Other models are more appropriate when the goal is to cultivate students' higher level thinking through dynamic learning processes. Constructivism is based on the assumption that learners are active creators of knowledge and meaning. The community of inquiry approach highlights the importance of building relationships for learning. The experiential learning model involves direct participation in realistic contexts and should be followed with reflection on the general principles of the learning situation. Online teaching strategies, examples, and limitations are presented for each model.  相似文献   

11.
张燚  张锐  聂锐 《商业研究》2003,(18):20-23
随着信息网络化、经济全球化,长期以来一直指导企业发展的战略假设和前提正受到严峻挑战,有的已经成为束缚企业战略视角的谬论。对战略管理近视症的分析,有助于矫正陈旧的战略假设,树立全新的战略视角。  相似文献   

12.
This article analyzes equally weighted strategic asset allocation portfolios in Brazil between 2004 and 2016 and shows that their average returns are not always statistically greater than those of balanced funds, with significance changing in sub-periods. Fixed-income portfolios frequently outperform balanced funds, whose active management underperforms their declared benchmark portfolios. Balanced funds underperformed probably because they deviated from their investment policy. Transaction costs and other rebalancing frequencies do not change the conclusions. Robustness tests indicate that this evidence is valid out-of-the-sample. Investors can mimic balanced-fund policy and possibly do better by means of indexing according to this policy.  相似文献   

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For instructors seeking ways to provide sales students with experiential learning projects designed to develop and enhance skills in an authentic environment, corporate-academic partnerships offer a viable option. The author describes a unique and innovative corporate-academic integrated project, including course content, role plays, and corporate partner involvement, implemented in the sales management course. After reviewing the experiential learning literature and outlining the project, assessments of the project's efficacy are conducted. Based on the quantitative and qualitative results reported, implications and considerations for the classroom are offered.  相似文献   

14.
    
The authors surveyed faculty at AACSB-accredited schools regarding the learning goals and measures for their accounting programs as well as course objectives for the introductory tax course. They found over 50% of respondents were still developing their learning goals and measures and only 18% of respondents had completed 2 or more rounds of assessment. Whereas most accounting program goals are assessed with direct measures, accreditation program goals typically represent a small subset of the goals specified by professional bodies such as the AICPA. Assessment results have led to numerous changes in accounting programs and courses.  相似文献   

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The Major Field Test is a commonly used assessment instrument, but little emphasis has been put on analyzing student-level subject area indicator scores. The Educational Testing Service recently made these data available to institutions, and it is analyzed here. This analysis builds on previous work by incorporating demographic and programmatic information regarding individual students' course of study. The statistical framework employed allows the determination of drivers of student scores, and suggests likely avenues for improving future performance. The results suggest the number of courses a student takes in particular subject areas plays a role in the student's subscores and overall scores.  相似文献   

16.
    
The authors discuss the effectiveness of the Quality School model and active learning in an undergraduate classroom setting. They compare performance levels of students in two course sections of Principles of Macroeconomics and two sections of Managerial Communications. Students are given an opportunity to help shape the structure of the information covered based on their own interests and concerns. The results support predictions of improved student performance in classes where the Quality School model was implemented relative to those where it was not.  相似文献   

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Although it has been 5 years since the Association to Advance Collegiate Schools of Business (AACSB) expressed the expectation that schools should be demonstrating a high level of maturity implementing their assurance of learning programs, the authors’ results indicate that most accredited programs are in the early stages of developing their closing-the-loop practices. Among assurance of learning leaders there is disagreement as to what constitutes a closing-the-loop activity and there are serious challenges to systematically implementing curricular responses including the time necessary to develop, initiate, and then reevaluate effectiveness. Faculty ownership, a crucial feature of the assurance of learning process, is reported as the number one challenge confronting accredited programs.  相似文献   

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The Association to Advance Collegiate Schools of Business incorporates program assessment as an integral part of the accreditation process. Assessment tools created to meet assurance of learning standards, however, must go beyond grades and measure student learning directly. The author shows that an in-house assessment tool predicted student learning and correlated well with admissions criteria used to select students into an MBA program. Specifically, assessment exam scores from 182 MBA students correlated .47 with their final MBA grades. The assessment exam scores themselves were also well predicted by student GMAT scores and undergraduate grades. The results show that assurance of learning assessment tools can be useful for more than just accreditation decisions.  相似文献   

19.
    
Learning goals are central to assurance of learning. Yet little is known about what goals are used by business programs or how they are established. On the one hand, business schools are encouraged to develop their own unique learning goals. However, business schools also face pressures that would encourage conformity by adopting goals used by others. The authors examined the extent to which learning goals of business programs are unique versus similar. Their evidence suggests business schools adopt goals that are quite similar. Public schools and lower ranked schools were more likely to demonstrate such conformity. The implications of goal similarity are discussed for management education and assurance of learning.  相似文献   

20.
    
The authors propose the use of performance control charts as a useful tool for tracking student assessments that rely upon faculty administered exams and projects as well as assessing teacher performance. This quantitative, formative evaluation process can be integrated into the classroom during an actual semester and utilized as a means to improving performance in future years.  相似文献   

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