Academic literature on the topic 'Business education – France'
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Journal articles on the topic "Business education – France"
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Burns, Ceris. "Enabling New Market Exploitation by SMEs." Industry and Higher Education 10, no. 2 (April 1996): 125–27. http://dx.doi.org/10.1177/095042229601000210.
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This article provides a practical case example of the way in which international collaboration between government, higher education and business can lead to new commercial opportunities for small companies which would otherwise lack the necessary resources for the extensive market research required, and also to enhanced knowledge and understanding for all participants. The author summarizes the results of her market research in France, undertaken as part of a TCS programme of the University of Stirling and Albyn Medical, a small Scottish-based company in the medical electronics business. The six-week visit to France was the result of a TCS scholarship supported by institutions in both France and the UK.
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Árváné Ványi, Georgina, Tímea Gál, András Nábrádi, Zsolt Csapó, and Károly Pető. "Innovative training methods in business higher education." Applied Studies in Agribusiness and Commerce 7, no. 2-3 (September 30, 2013): 75–78. http://dx.doi.org/10.19041/apstract/2013/2-3/12.
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A unique business-oriented educational method was launched in 2010 at the University Of Debrecen, Hungary, in the Faculty Of Applied Economics and Rural Development; the method has existed in the JAMK University of Applied Science in Jyväskylä (Finland) since 1993, and is called Team Academy. The gist of this training is that the students learn entrepreneurship through their ‘living’ organisations with the application of the principle ‘learning-by-doing’. Besides developing the students’ entrepreneurial competencies and skills, this educational model also offers team coaching tools to develop teams of 12-13 students that can cooperate in an efficient way. The key point of Team Academy, which has been launched in several European higher education institutes over the past years (e.g. Spain, France, the Netherlands, etc.), is that the most efficient way of learning how to operate a successful company is to learn it in practice. During the professional and project trainings, the cooperation of the team and their company’s efficiency is continuously developing with the help of team coaches. A quite wide variety of team coaching tools is used in this system, e.g. 360◦ evaluation, which is a very important tool of human resource management. Feedback from students also plays an important role in developing team cooperation; the professional frame for this is also given by the above-mentioned methodology. This method is used successfully at the Debrecen Team Academy which / and (do you mean that the a) Team Academy or b) the above-mentioned methodology will be presented? If B), then write ‘and’ instead of ‘which’) will be presented in this study. A database of 150 questionnaires is analysed through qualitative research methods.
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Larsen, Eirinn. "The masculine foundation of business education: France and Norway in comparison (1870s-1940s)." Entreprises et histoire 65, no. 4 (2011): 24. http://dx.doi.org/10.3917/eh.065.0024.
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Kobrak, Christopher. "The Use and Abuse of History as a Management Tool: Comments on Eric Godelier's View of the French Connection." Enterprise & Society 10, no. 4 (December 2009): 808–15. http://dx.doi.org/10.1017/s1467222700008363.
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This short essay elaborates on two points raised by Eric Godelier's article about resolving divisions between management science and business history in France. It outlines the segmentation of French higher education, especially in the area of business studies, and discusses some long-standing debates over legitimizing historical studies.
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Durdas, Alla. "THE STRUCTURAL FEATURES OF THE HIGHER EDUCATION OF THE FRENCH REPUBLIC." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 113–20. http://dx.doi.org/10.28925/1609-8595.2018(1-2)113120.
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The article deals with the complex and multistage system of higher education in the French Republic. The main types of higher educational institutions in France and their peculiarities have been determined. A large variety of educational institutions, including specialized schools, have been emphasized in the article. The ability of French higher education establishments to be clearly oriented in the training of specialists for the requirements of the present has been specified in the article. The university education, consisting of several cycles, and the conditions for entering the institutions of higher education in France have been analyzed. The scale of grades has been outlined. A special system of French diplomas has been considered in the article. A role of grand schools in the French society has been stated. A national character of the French higher education has been specified in the article. The degrees of higher education in the French Republic and in Ukraine have been disclosed. The peculiarities and advantages of the French university education have been determined. Forms of organization of the educational process in the universities of France have been disclosed. A French analogue of the MBA has been described and the features of business education in the French Republic have been stated. The peculiarities of the specialized higher education in France have been outlined. The role and activities of the Agency for the Evaluation of Quality of Scientific Research and Higher Education in France have been determined. The regulatory bodies and the laws in the higher education systems in France and in Ukraine have been stated. A comparative analysis of the higher education systems of the French Republic and Ukraine has been carried out.
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Pence, Christine Cope, and Catharina Wulf. "Asynchronous Learning Forums for Business Acculturation." Industry and Higher Education 23, no. 4 (August 2009): 319–29. http://dx.doi.org/10.5367/000000009789346121.
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The use of IT as a facilitator for student collaboration in higher business education has grown rapidly since 2000. Asynchronous discussion forums are used abundantly for collaborative training purposes and for teaching students business-relevant tools for their future careers. This article presents an analysis of the asynchronous discussion forum series that was used in an MBA Business Ethics class in France as a facilitator to bridge cultural differences for future lifelong learning. The objective of the forum series, to facilitate the acculturation of business soft skills through online discussion of experiential cases, leads to observations of adaptation rather than the convergence of intercultural soft skills between high and low context cultures.
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Laurie, Guillaume. "How to Create Learning Communities to Increase Inclusion in Higher Education Using Appreciative Inquiry." AI Practitioner 24 (November 1, 2022): 86–92. http://dx.doi.org/10.12781/978-1-907549-53-3-14.
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In 2016, Kedge Business School in France sent two of its instructional designers, Olga Boura and Guillaume Laurie, on an Appreciative Inquiry course. Combining AI with their existing skills, they created a special one-day icebreaker course to welcome their students and create the conditions students would need to enhance their social development.
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Ashta, Arvind. "Institutional Motivations for Conversion from Public Sector Unit to a Social Business: The Case Study of Burgundy School of Business in France." Journal of Risk and Financial Management 15, no. 11 (November 2, 2022): 506. http://dx.doi.org/10.3390/jrfm15110506.
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Based on a qualitative single case study with eight interviews, this study lays the foundation for literature on the motivation for transforming from a quasi-governmental entity to a social business. The context of this case study is a spin off of business schools from the French chambers of commerce and industry. This spin off was encouraged by enabling legislation that allowed assets specific to business schools to be transferred without taxes and fees if they adopted this legal business form. This case study is on the Burgundy School of Business, one of the seven schools that have adopted the regime. The school is also a member of the Principles of Responsible Management in Education. This case study suggests that the motivation for adopting a social business form could be institutional rather than personal. International rankings influence country legislation and business form adoption in a competitive industry. This case also discusses why the school has intentionally decided not to go for a digital transformation of its core business model. This case leads to theoretical propositions that consider the conditions under which public sector enterprises may spin off units as social businesses focused on their beneficiaries, and the control mechanisms that need to be instituted by the parent enterprise.
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Ponomarenko, Elena. "Triad of innovative development: universities-municipalities-business in the development of territories based on cluster policy: case of France." SHS Web of Conferences 114 (2021): 01033. http://dx.doi.org/10.1051/shsconf/202111401033.
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Having conducted a comparative analysis of higher education and science reforms in France and in Russia in recent years, we have concluded that with obvious progress in a number of areas of reform, the link between education and science and the implementation of their innovative results in practice is significantly more successful in France. This connection is implemented within the framework of cluster policy, the development of poles of competitiveness and technopolises. They became the basis for promoting a new economic model of development based on the knowledge economy in the early 2000s. A new impetus to the rapid development of clusters in European countries was given by the processes of digitalization, which penetrated into all spheres of activity – research, education, commercialization of ideas, production of new products. The closest connection between science (University and academic science), education (higher educational institutions, their laboratories) and the development of territories (primarily cities) with the help of digital technologies is becoming an everyday reality, the engine of social progress. The growth points that appeared in different regions, expanding within the framework of projects that were selected on a competitive basis and supported by the state, showed the successful result of a targeted policy of supporting innovation, helped to find a way to get the economies of a number of European countries out of the permanent crises of the late 90s, 2008-2009. What is the secret of the success of cluster policy in France? Which role does each of the leading players in the cluster play? Who is the coordinator, connecting link – government institutions? Universities? Research laboratories? Companies? What unites clusters, poles of competitiveness and technology parks? This article is devoted to the answers to these questions.
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Weil, Amandine, and Jean Woodall. "HRD in France: the corporate perspective." Journal of European Industrial Training 29, no. 7 (September 2005): 529–40. http://dx.doi.org/10.1108/03090590510621036.
Full textDissertations / Theses on the topic "Business education – France"
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Turton, Richard. "Vocational education, training policy and business strategy, England and France." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/0107666e-c87a-4030-befe-406d54773068.
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Bamford, Jan Katherine. "Dealing with difference : developing an understanding of international postgraduate joint degree programmes in business in London and France." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10018343/.
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This thesis examines the student experience of international higher education through a case study of joint Masters degrees in business taught in two countries. The thesis explored how the ‘joint degree’ experience impacts on the way students undertake their learning and intercultural ‘negotiations’. The focus on cultural interaction, international mobility, relationality between students and the way students experience the learning environment as dimensions of their experience furthers an understanding of international higher education. The exploration of the individual students’ ‘lived reality’ demonstrates the complexity and limitations of such programmes of study as well as the importance of culture, being the fabric of meaning for individuals (Geertz, 1973) in relation to and as part of the educational experience of a joint degree. This overarching dimension of culture is given prominence in this work, not only in terms of the culture of the institutions that the students study in, but also in terms of the different national education systems, of which those institutions are part and more generally in terms of the different cultures that students have to negotiate as part of their experience. The research approach was through a case study method, relying on the use of mixed methods for data collection to provide a ‘thick’ description of the experiences of joint degrees and a triangulation of the findings for each data set. The thematic analysis of the data focussed on individuals’ construction of their reality in order to gain an understanding of that reality. The concept of ‘relationality’ is introduced to refer to the learning that occurs as a result of the recognition of the ‘other’. It denotes a learning environment where students learn with and from other students and as a result of their country mobility. As a consequence they develop their intercultural awareness. This relationality is seen as a cornerstone of the experience of joint degrees and is significant to the achievement of inter-cultural learning.
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Pon, Kevin. "An evaluation of the internationalisation process in schools of management in France : the experience of four schools of management." Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/299499.
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Due to the globalisation of the corporate world, business and management education has to respond by internationalising itself in order to prepare young graduates for the employment market. This doctoral thesis examines how four small to medium sized business and management schools in France are reacting to an ever increasing globalisation process. Evidence suggests that these schools have been experiencing an increase in their internationalisation process at the dawn of the twenty-first century which can be considered as somewhat later than the more prestigious schools both in France and elsewhere. This is due to changing balance between the traditional rationales for internationalisation and also the emerging of new rationales such as customer satisfaction and survival. A case study approach was adopted to study four business schools in different regions of France, all of which were linked to and managed by the local Chamber of Commerce. The research reveals that the timing for this internationalisation process is due to several factors which have both pushed forward and prevented international development. Even when there is a clearly defined international strategy the development is not linear since the international strategy is only one strategy amongst others within the institution and at certain times other strategies may be more important and thus prevent international development. All four schools have clearly used alliances and networks to obtain the necessary resources to carry out their internationalisation; this is seen on an academic, economic and staffing levels. As regards approach, a clear pattern has emerged in all four schools observed in that they have adopted a transitional marginal approach where the internationalisation begins slowly from the outer or peripheral part of the institution and gradually moves inward to affect the institution as a whole. This approach has given rise to several outcomes that prove to be advantageous to the institution as a whole, such as an improvement in the quality of teaching, learning and research. This transitional marginal approach has also reduced the risk of the possible forces against change which are very often present especially in the world of higher education. However, the research suggests that this was not an intended outcome of the strategy but nevertheless it is seen as a possible recommendation for other organisations to take into consideration. The findings also reveal that in the future, this model may become circular or spiral in structure since one outcome related to internationalisation is the globalisation of the institutions themselves where they are beginning to be present in other countries. This again, is seen as a marginal activity.
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Nguyen, Thi Thu Tra. "Revisiting the determinants of changes in MBA curriculum in France : the introduction of leadership-related modules in MBA, between differentiation and conformity." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1083/document.
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Dans la littérature récente en management, l’enseignement de la gestion est décrit comme une activité commerciale qui s’exerce sur un marché dont le produit phare est le MBA. En cherchant à promouvoir leurs MBA respectifs dans cet univers concurrentiel, les écoles de commerce sont ainsi amenées à renouveler ce cursus en permanence. De ce fait, l'industrie de l’enseignement de la gestion est devenue un important terrain de recherche en management.Le MBA bénéficie désormais d’une reconnaissance quasi mondiale et il a connu une croissance remarquable au cours des dernières décennies. Il est par ailleurs abondamment critiqué, notamment au regard de la teneur et l'organisation des enseignements qui y sont dispensés. Cette étude porte sur les relations et les influences croisées des parties prenantes dans le développement du cursus du MBA, en particulier en ce qui concerne l'introduction de modules liés au leadership. Cette étude qualitative longitudinale, menée sur un échantillon de MBA en France, permet de préciser les rôles stratégiques et les influences respectives des principales parties prenantes que sont les régulateurs, les fournisseurs et les « clients » dans le processus d'élaboration d’un programme MBA. La constante amélioration de ce diplôme répond en effet aux recommandations des régulateurs et à la perception des organisateurs, mais rarement aux souhaits de demandeurs. Nous proposons un modèle de croissance en spirale des parties prenantes dans l’organisation du MBA, qui met en évidence une dynamique permettant à la fois à l’industrie et à ses acteurs d’accroitre leur efficacitéIn recent literature, Management Education is frequently described as a business industry, with the MBA program as its flagship product. Whilst attempting to position their programs in an increasingly competitive market, business schools continuously develop and renew the MBA. As a result, Management Education has become a new area of management study. The MBA has enjoyed a remarkable growth in recent decades, to the point that is has become a globally recognised degree. However, it has also received considerable criticism, especially regarding its curriculum content and organization. Using a qualitative interview-based research on French MBA programs and curricula development, this study focuses on the interaction of stakeholders in the MBA curriculum development, notably in light of the introduction of leadership-related modules. Its main findings evidence the strategic role and influence of the main stakeholders, i.e. regulators, suppliers and “clients”, in the MBA curriculum development process. The continuing improvement of the MBA curriculum reflects the recommendations of the regulators as well as the perspective of the suppliers, but the influence of demanders is more limited. This research led to the identification and the specification of a spiral evolution model, for the interaction of stakeholders in the organization of MBA and Management Education creates a synergistic growth in the industry that enables both organizations and the industry to be more efficient
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Živković, Danijel. "Analyse du discours économique et commercial et son application à la didactique de la langue française dans le contexte socio-économique de la Serbie." Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0001/document.
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Dans cette thèse, nous présentons un modèle d’analyse du discours économique et commercial à différents niveaux : énonciatif, lexical, syntaxique, sémantique, pragmatique et sociolinguistique. L’analyse détaillée du corpus spécialisé dans le domaine de l’économie peut grandement contribuer à la définition des caractéristiques spécifiques du discours économique et commercial. En fonction des résultats nous proposons des moyens pour l’application des résultats d’analyse à la didactique de la langue française en proposant les tâches à effectuer dans une perspective actionnelle. Notre hypothèse part du principe qu’en améliorant et en modernisant les méthodes d’apprentissage/enseignement de la langue française, nous répondrons aux demandes et aux besoins langagiers contemporains des apprenants, des entreprises et des institutions en Serbie. L’apprentissage des langues étrangères représente une des grandes priorités pour l’Union européenne dans le cadre de la stratégie Europe 2020. Chaque entreprise, qui veut être plus efficace, plus performante et plus compétitive sur le marché mondial, a besoin d’un personnel parlant la langue du client ou du partenaire d’affaires. Par conséquent, cela nécessite l’adaptation de l’enseignement de la langue française ou plus précisément le français sur objectif spécifique (FOS) ou le français de spécialité (FS) aux conditions socio-économiques actuelles en Serbie. À cet effet, nous consacrons une attention particulière au rôle de la langue dans le travail, à la description des enjeux de la communication professionnelle et aux relations économiques entre la Serbie et la France ainsi qu’avec le monde francophoneIn this paper, we present the analytical model of economic and commercial speech on different levels: expository, lexical, syntactic, semantic, pragmatic, and sociolinguistic. Detailed analysis specified in the area of economics can greatly contribute to defining the particularities of economic and commercial speech. According to the results, we offer some ways for involvement of the analyzed results to the teaching of the French language, suggesting various tasks, which would be done in action-oriented perspective.Our hypothesis represents the idea that while enriching and modernizing current methods of learning French language, we actually respond to requests and needs of a contemporary language to ones who learn it, to enterprises, and institutions in Serbia. Learning foreign languages presents one of the biggest priorities for European Union in means of their strategy called EU 2020. Every enterprise which has a goal to become more efficient, more successful, and more competitive on the world’s market, needs a person who speaks the language of a customer, or a business partner. According to that, it demands the adjustment of learning French language, and more precisely said, French language for specific purposes, or French language for personal communication under current socio-economic conditions in Serbia. In that purpose, we pay special attention to the role of language in work, in describing parts in professional communication and economic relations between Serbia and France, as well as the relations between Francophone countries
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Vernet, Antoine. "Les disciplines de l'industrie : le patronat métallurgique et la formation organisée des travailleurs dans la région de Saint-Etienne (1865-1954)." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2122.
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La formation des travailleurs présente, à l’intersection des politiques publiques et de l’action privée, un objet potentiellement conflictuel. Le développement d’une offre différenciée s’est appuyé sur la détermination d’objectifs négociés. Les modalités de la préparation au travail divergent selon les branches professionnelles et les conceptions patronales des savoirs nécessaires à la production industrielle à à son organisation. L’offre publique et l’offre privée se sont tantôt opposées, tantôt complétées afin de répondre à l’ensemble des besoins en compétences. Le cas des industries métallurgiques et mécaniques de la région de Saint-Étienne, permet d’étudier les motivations et rapports de forces à l’œuvre. Depuis le Second Empire, l’offre de formation ne cesse de se développer. La pérennité de ces réalisations se révèle au départ fragile, par sa dépendance à l’initiative municipale ou à l’action collective privée. L’œuvre scolaire de la Troisième République modifie la donne. Le développement à partir de 1879 d’une offre municipale d’enseignement technique suscite la réaction du clan clérical, soutenu par les bourgeoisies catholiques locales. L’évolution de ces deux offres s’explique par une différence importante dans les objectifs de ces formations scolaires, entre, d’une part, savoirs scientifiques et techniques et, d’autre part, objectifs moraux et hiérarchiques. À travers les différentes stratégies patronales à l’œuvre, entre externalisation et intégration de la fonction formation, la préparation d’une élite ouvrière tend à placer la question de l’autorité au cœur du dispositif. Avec le début du XXe siècle, l’institutionnalisation des cours professionnels comme support de l’apprentissage ouvrier s’inscrit dans la continuité de la scolarisation des décennies précédentes. La montée de la conflictualité ouvrière, l’évolution des techniques de production et de leur organisation donnent une importance nouvelle aux compétences scientifiques et techniques. Le patronat, soucieux de ses prérogatives dans le domaine des relations sociales, tente de limiter l’intervention de l’État. La taxe d’apprentissage est un exemple remarquable. L’offre de formation ouvrière, publique comme privée, est confortée dans ses fonctions par le patronat métallurgique. Les innovations demeurent faibles jusqu’au développement difficile des formations professionnelles accélérées à la fin des années 1930. La Seconde Guerre mondiale confirme l’intérêt des employeurs pour des filières de formation moins engoncées dans les normes de l’Éducation nationale. L’étatisation de l’apprentissage ouvrier traduit enfin, après la Libération, le ralliement du patronat métallurgique à la forme scolaireVocational education and training presented a potentially conflicting object crossing the lines of public policies and private action. The development of a differentiated supply was based on the negociated determination of skills. The modalities of VET diverged according to professional branches. They followed different conceptions, related to the knowledge required by the industrial production and organization. Public and private VET supplies were sometimes opposed, sometimes supplemented in order to meet all needs. The case of metallurgical, metalworking and machine-building industries of the region of Saint-Étienne allows us to study the motivations and the balance of forces. Since the Second Empire, the supply for vocational training growed. The sustainability of these achievements was initially fragile. They depended on municipal initiative or private organization. The vocational schools founded during the early times of the Third Republic changed the outcome. The development of a municipal supply aroused the reaction of the clerical side, supported by local catholic bourgeoisies. The evolution of these paths was due to a significant difference in the objectives of theses courses. On one hand, VET was considered as a mean for the diffusion and scientific and technical knowledge. On the other hand, it was used as a way to diffuse moral and hierarchical principles. Through the various strategies at work, from outsourcing to integration, the training of a workers elite tended to place the question of authority at the heart of VET organization. With the beginning of the twentieth century, the initiated schooling process drove to the institutionalization of vocational courses, as a support for apprenticeship. The rise of workers’ conflictuality, the evolution of production et organization renewed the role to scientific and technical skills. Employers, willing to reinforce their leadership in the field of industrial relations, tried to limit the intervention of the state within VET. The apprenticeship levy was a remarkable example of such a resistance. The supply of workers training, both public and private, was reinforced in its functions by the metalworking employers. Institutional innovations remained weak until the tough developpement of accelerated vocational training in the late 1930s. The Second World War confirmed the interest of metalworking employers for a traning organization less squeezed into the standards of the ministry of National Education. Finally, after the Libération, the stateization of workers apprenticeship brought about the rallying of businesses to the schooling form
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Alali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.
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LARSEN, Eirinn. "Invisible strategies : gender in French and Norwegian business education, 1870-1980." Doctoral thesis, 2005. http://hdl.handle.net/1814/5875.
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Defence date: 18 January 2005Examining Board: Prof. Bo Stråth (European University Institute) - Supervisor ; Prof. Heinz-Gerhard Haupt (European University Institute) ; Prof. Anne-Hilde Nagel (University of Bergen) ; Prof. André Grelon (EHESS, LASMAS-Idl, Paris)
First made available online 09 January 2019
Books on the topic "Business education – France"
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The mature student's study guide: Essential skills for those returning to education or distance learning. 2nd ed. Oxford: How To Books, 2006.
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European Centre for the Development of Vocational Training., ed. The Role of the social partners in vocational education and training including continuing education and training: Summaries of the reports of the member states of the European Community : Belgium, Denmark, Federal Republic of Germany, Greece, Spain, France, Ireland, Italy, Luxembourg, Netherlands, Portugal, United Kingdom. Berlin: CEDEFOP, European Centre for the Development of Vocational Training, 1990.
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Rennard, M. Distance learning for heads of firms and managerial staff in the small-business sector in France. Berlin: CEDEFOP, European Centre for the Development of Vocational Training, 1989.
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Bauer, Michel. L' ENA: Est-elle une business school? : étude sociologique sur les Enarques devenus cadres d'entreprise de 1960 à 1990. Paris: L'Harmattan, 1997.
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Office, General Accounting. Budget issues: Budgeting practices in West Germany, France, Sweden, and Great Britain : fact sheet for the chairman, Committee on Government Operations, House of Representatives. Washington, D.C: The Office, 1986.
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Dawson, Catherine. Mature Student's Study Guide: Essential Skills for Those Returning to Education or Distance Learning. Little, Brown Book Group Limited, 2008.
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Engineers and Industrial Growth : Higher Technical Education and the Engineering Profession During the Nineteenth and Early Twentieth Centuries: France, Germany, Sweden and England. Taylor & Francis Group, 2022.
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Ahlström, Göran. Engineers and Industrial Growth : Higher Technical Education and the Engineering Profession During the Nineteenth and Early Twentieth Centuries: France, Germany, Sweden and England. Taylor & Francis Group, 2022.
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Locke, Robert R. The End of the Practical Man: Entrepreneurship and Higher Education in Germany, France, and Great Britain, 1880-1940 (Industrial Development and the Social Fabric). Elsevier Science, 2006.
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Poszytek, Paweł, Dariusz Brakoniecki, Rostyslav Romaniuk, Roman Kordonski, and Aleksandra Kordonska. Contemporary Challenges in Education. Foundation for the Development of the Education System, Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.47050/66515741.
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The publication contains the authors‘ vision on contemporary challenges in education. It was compiled according to the results of International Education Forum held in Lviv (Ukraine) on 16–17 September, 2021. The event was organized by the National Agency of the Erasmus+ and the European Solidarity Corps of the Foundation for the Development of the Education System (FRSE) and the Faculty of International Relations of the Ivan Franko National University of Lviv, which celebrates its 360th anniversary this year. The Forum focused on challenges in the development of educa-tion system in the face of the Fourth Industrial Revolution and COVID-19 pandemic. It also addressed the issue of quality in formal and informal education, which has a direct impact on the competen-cies of young people under the challenges of the 21st century. The Forum also covered the Erasmus+ program within the new financial perspective of the European Union 2021–2027. Internation-al educational mobility is an important instrument for the develop-ment of young people, which should be supported by governmental and non-governmental institutions, educational institutions and business. The Forum provided a platform for discussion and exchange of experience between representatives of different sectors.
Book chapters on the topic "Business education – France"
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Maclean, Mairi, Charles Harvey, and Jon Press. "Social Origins and the Education of Business Elites." In Business Elites and Corporate Governance in France and the UK, 87–122. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511736_4.
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Keskiner, Elif, Christine Lang, Ali Konyali, and Sara Rezai. "Becoming Successful in the Business and Law Sectors: Institutional Structures and Individual Resources." In IMISCOE Research Series, 79–104. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05566-9_4.
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AbstractRecent studies have highlighted the increasing number of descendants of migrants completing higher education and accessing labour market positions in higher ranks than their parents. Yet the pathways of the descendants of migrants vary across professional sectors. This chapter focuses on the pathways and experiences of members of the Turkish second generation in the business and law sectors in Germany and France. The chapter analyses the trajectories of these young people to reach their current positions and highlights the interplay between institutional structures and the resources that respondents relied on and accumulated in the different sectors and countries. The analysis is based on data collected through qualitative interviews conducted in Germany as part of the Pathways to Success Project and in France for the ELITES Project.
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Christou, Prokopis A. "Tourism during the Early Modern Period (1500-1750)." In The history and evolution of tourism, 45–55. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781800621282.0004.
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Abstract The Early Modern Period is the first third of the Modern Period and covers the period after the voyage of Christopher Columbus in 1492 and the establishment of a more global network, ending in 1750. Some people who lived towards the end of this period witnessed the development of some forms of restaurants as we know them today. Restaurante Botin, which was founded in 1725 in Madrid by a French cook named Jan Botin, cooked food that guests brought in since selling food was banned because it could damage other businesses (Marples, 2020). This era witnessed the rise of the 'Grand Tour' that was undertaken mainly by a wealthy social elite in continental Europe for a combination of culture, education and pleasure purposes. The tour often included a circuit of Europe, centred principally on France, Italy, Germany, Switzerland and the Low Countries, and was undertaken principally (yet not exclusively) by the British. This is a phase in the history of tourism which established the travel and route itinerary.
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Margaritis, Konstantinos. "Physical Education and Religious Freedom." In Advances in Business Information Systems and Analytics, 144–55. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5387-8.ch007.
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Freedom of religion has been constantly characterized as one of the foundations of a democratic society. On the other hand, the significance of physical education in the development of children's overall personality is beyond dispute. Thus, the question that arises is, What happens in a case of a conflict involving the above? The aim of this chapter is to provide an answer on the basis of the case law of the European Court of Human Rights. In particular, the fundamental cases of Dogru vs. France and Kervanci vs. France will be examined, as well as the recent case of Osmanoglu and Kocabas vs. Switzerland. Through the analysis of the cases, useful conclusions will be drawn on the possible impact of religious freedom on physical education.
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Tribe, Keith. "Models for Commercial Education." In Constructing Economic Science, 227–50. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190491741.003.0009.
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Arguments that higher education institutions should prepare the future private and public administrators of newly industrialising economies were general by the 1870s, but in all cases they involved the advocacy of commercial education. This was in fact the context in which economics developed to the 1950s in Britain outside Oxford and Cambridge, but these developments in Britain lagged those elsewhere in the world. This chapter discusses the leading international developments of the later nineteenth and early twentieth centuries, the better to locate British developments outlined in the following chapter. In the United States, university commercial education was part of the rapidly evolving higher education landscape of the late nineteenth century, although in every case courses of commercial education were created mostly using existing teaching provision. Even the creation of the Harvard Business School in 1908 did not alter this, and its ‘case study’ method only began to develop in the 1920s. In France, dedicated commercial colleges emerged in the 1860s, but these remained wedded to school curricula despite efforts to develop higher studies. Only in Germany did systematic higher business education develop before the First World War, but few outside Germany seemed aware of this.
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Heinz, Krystyna, Lubomír Nenička, and Martina Chylková. "Perspectives of the Entrepreneurial Education in the European and National Contexts." In Developing Entrepreneurial Competencies for Start-Ups and Small Business, 236–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2714-6.ch015.
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The following chapter presents the views of students who participated in the International Project Entrepreneurship and Communication in Multicultural Teams (ECMT+) within Erasmus+. The chapter focuses on the comparison of outcomes related to participants' self-reflective evaluation in the form of a self-reflective diary and an interview in two rounds of the ECMT Intensive Programs held in Wildau, Germany, in 2018 and in Roanne, France, in 2019. The goal of the chapter is to make contributions to university curricula development in terms of introducing “learning by doing” related to the selected topics identified by the Intensive Programs participants within the post-evaluation of the project. Comparing the reflection expressed in self-reflective diaries in 2018 and 2019, in the latter, it can be observed that the students are able to analyze their attitudes and reflections in a more complex way than in the former one.
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Boughton, James M. "The Education of Harry White." In Harry White and the American Creed, 19–32. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300253795.003.0003.
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This chapter reviews how Harry White had learned to run a business, served in the army in France, had married, and had embarked on a career that was modest but was emotionally satisfying. It notes Harry's lack of a proper education, beyond the one term that he had spent at the Massachusetts Agricultural College. In Harry's first year at Columbia University in New York City, he studied government, social science, English, and two courses each in French and contemporary civilization. The chapter details how Harry continued to pursue a variety of subjects, such as a course dealing with the nurture and education of children, suggesting that he might still have been considering going back to his earlier career ambition. After two years at Columbia, Harry decided to transfer to Stanford University.
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Walker, Richard, and Walter Baets. "Instructional Design for Class-Based and Computer-Mediated Learning." In Applied E-Learning and E-Teaching in Higher Education, 244–64. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-814-7.ch012.
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Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this term as an instructional approach. In this chapter, we present a working definition for blended learning that is based around a learner-centred framework, and outline three instructional models for blended course design in support of student-centred learning. We have applied these models to a series of course experiments that were undertaken at two international business schools: Nyenrode Business University (The Netherlands) and Euromed Marseille École de Management (France). Common to each course design was the use of e-tools to solicit and share knowledge for the out-of-class phase of student learning. We discuss the reception of these models by students and their relevance to Net Generation learners in promoting socially active learning through collaboration and experience sharing. Drawing together the lessons learned from these experiments, we present an instructional framework for course designers, focusing on the key phases in the delivery of a blended course and the accompanying instructional responsibilities that underpin this instructional approach.
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Nugmanova, Maigul. "Enhancing Quality of Higher Education and Employability in Kazakhstan: Gender Aspects." In Education, Human Rights and Peace in Sustainable Development. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.90340.
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How can the higher education system of Kazakhstan be improved so that graduates are in demand in the labor market and are prepared for the challenges of a changing world? This chapter provides an analysis of the quality assurance (hereinafter the QA) systems of European universities, national QA system analysis of Kazakhstan, Belgium, France, and Sweden; and survey of internal QA systems in Kazakhstani Universities. This chapter examines the possibilities and acceptability of applying the best European practices in Kazakhstani Universities and argues that educational reforms successful in Europe may be ineffective in Kazakhstan due to the different starting conditions to reform. This chapter agrees that improvement of the internal standards of the QA and the quality culture contribute to improving the education quality and graduates employability, provided that all other areas such as economy, business, and living standards shall comply with international standards. The main aspects of this research deal with the interrelation between quality of education and employability of graduates, interconnection between gender discrimination and restricted employment opportunities of women. The chapter argues that the quality of higher education and training of highly qualified and employable specialists are the important prerequisites of sustainable social and economic development of society.
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Shen, Libi. "Multilingualism in International Business." In Research Anthology on Bilingual and Multilingual Education, 858–79. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch043.
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Language situations vary in different nations. In some countries, a variety of languages are spoken; in others, a single language is used. People who have the linguistic competence to speak several languages are multilingual. What role does multilingualism play in multinational corporations? Is multilingualism a problem or a solution for international business? Does English as a lingua franca play a role in international business? How business leaders react to multilingualism or Englishization? Opinions are divided. Multilingualism has been the focus of interest in recent decades due to globalization, tourism, technology advancement, international trade, and so forth. Language barriers and linguistic diversity surfaced which may impact corporate communications in international business. Specific language policies might be needed for corporate communications. The aims of this chapter are to explore the roles of multilingualism and Englishization in international business, and to seek approaches for better corporate communications. Associated issues and problems as well as solutions and recommendations will be explored and discussed.
Conference papers on the topic "Business education – France"
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Ramboarisata, Lovasoa, and Linda Ben Fekih Aissi. "Perceptions of organizational injustice in French business schools." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11277.
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Whereas the institutional drivers of the accountability discourse and the apparatus of performance evaluation accompanying such a discourse in the neoliberal university are well documented, their implications at the individual level have received lesser interest. Our paper suggests that more attention be paid to the voices and the experiences of the “governed”. It accounts of the unfairness of the accountability regime in higher education, and more specifically in business schools, as it is perceived by scholars in France. Using insights from the institutional complexity (IC) and organizational justice (OJ) literatures, as well as an empirical analysis of the French business scholars’take on their changing work context and the metrics against which their performance is assessed, our study extends the understanding of the implications of organizations’ rewards, incentives, performance control and evaluation practices for OJ. Moreover, it deconstructs the narrative of the accountability regime by reminding that institutional complexity leaves very little room for many scholars to be star researchers, excellent program managers, innovative and inclusive pedagogues as well as impactful public servants at the same time without hindering other academic missions they value (disinterested collegiality, care, social inclusion), their quality of life, family, and or health.
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Rutkauskas, Aleksandras Vytautas, Viktorija Stasytytė, and Andrius Rutkauskas. "Reliability as Main Factor for Future Value Creation." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.075.
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The main objective of the paper is to present the solution to the problem of possibilities’ reliability management, which is an important problem of uncertainty (risk) economics. Also, the paper aims to propose adequate methods of stochastic optimization and reveal their broad implementation possibilities. Along with that, the concept of utility function is being disclosed, when we take into account not only the possibilities of prices and costs, but also their reliability, in order to achieve the highest value added in this process. The original methods of stochastic optimization are used, while searching for the optimal allocation of invested capital among the investment assets. Adequate investment portfolio is treated as theoretically sound and practically effective instrument for investment decision-making in capital and currency markets, as well as for other problems related with optimal resource allocation. The adequate portfolio supplements the modern portfolio by adding the third portfolio parameter – the reliability of return. Also, the utility function based on return, reliability and risk is used to find the optimal investment possibility for particular investor. The formed portfolio solutions were tested in the markets of NYSE, UK and France.
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Stankevičienė, Jelena, and Lidija Kraujalienė. "COPRAS Approach for Efficiency Assessment of R&D Expenditures in Technology Transfer Process." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.066.
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Higher education institutions (HEI) performance results depends not only on successful innovative technology transfer (TT) activities and university-industry cooperation, but also on governance funding, distributed by the priority for certain research and development (R&D) fields. The purpose of this article is to propose a concept to assess the efficiency of R&D funding by sector of performance in European countries. The main goal of the paper is to propose a concept to assess the efficiency of R&D funding in European countries, provide insights, recommendations, and point out tendencies for the future improvement of European funding system for HEIs. Multicriteria ranking method COPRAS – an instrument for analysis and decision-making. The empirical research is based on Eurostat data for the period of 2005–2014. Expenditures on R&D gives the fluent explication of European R&D funding (investments) emphasizing the execution of innovation and TT activities at universities. The proposed assessment model allows comparing performance results and rank countries according the efficiency of research funding. Empirical results reveal that the comparatively higher efficiency of research expenditures is in the Northern European countries, Luxembourg and France. Latter tendency slowing to move forward and enhance performance results of HEIs, as well as countries’ economic growth.
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Dimeski, Nikola. "BUSINESS ENGLISH AS THE LINGUA FRANCA IN THE MACEDONIAN COMPANIES – A STRATEGY FOR THE FUTURE." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2021. http://dx.doi.org/10.47063/ebtsf.2021.0015.
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The progress of society, in all areas, largely depends on the quality and the advancement of the companies in one country. Since the economy of a country is the primary drive for progress, the corporate world must evolve and advance in order to keep up with the trends and the constant changes in the business environment and thus continue the progress of societies. This paper aims to provide an understanding of the importance of business English as a lingua franca in advancing Macedonian businesses. Although the primary purpose for developing business English has been business interaction among English-speaking and non-English speaking companies, with time, the companies have dragged in native languages turning business English into a lingua franca in the corporate world. Therefore, not only has business English progressed into the backbone of international trade, which is crucial for the economic development of the countries, but it also became essential for the companies' internal communication, which is vital for their operation and performance. That being said, the main implication of this paper is to enlighten Macedonian society on the significance of introducing business English as the lingua franca in Macedonian companies. By discussing and analysing specific areas on how business English can improve the competitiveness of the Macedonian companies and workforce, the researcher proposes a strategy for the future based on; introduction of a Business English course in the Macedonian educational system, training of employees, employment of staff conversant with English, use of simple vocabulary and repetition of statements, and embracing language diversity.
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Stansfield, Mark, and Kevin Grant. "Barriers to the Take-Up of Electronic Commerce among Small-Medium Sized Enterprises." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2662.
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Since small-medium sized enterprises (SMEs) play a vital role within many major economies throughout the world, their ability to successfully adopt and utilize the Internet and electronic commerce is of prime importance in ensuring their stability and future survival. In this paper, initial findings will be reported of a study carried out by the authors into the use made of the Internet and electronic commerce and key issues influencing its use by SMEs. In order to broaden the scope of this paper, the results gained from the study will be compared with figures relating to businesses in the rest of Scotland and the UK, as well as the US, Canada and Japan, and European countries that include Sweden, Germany, France and Italy. The issues raised from this study will be compared with similar studies carried out in other countries such as Australia, New Zealand and British Columbia, as well as countries within the European Union in order to provide a wider meaningful international context for the results of the study.
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Dugošija, Tatjana. "Integrating the 21st Century Skills into the Business English Classroom." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.283.
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In a globalized world, characterized by the interdependence of the world’s economies, cultures and populations and therefore requiring a shared means of communication, English has obtained the status of the lingua franca in both academic and business contexts and it has been extensively used in scientific, economic and political fields. Consequently, English has become essential for the entire workforce whose career prospects on the labor market are largely dependent on their English language proficiency, the ability to communicate effectively and overcome language and cultural barriers. Being spoken by over one billion people, English is used in a wide range of settings such as international business, diplomacy, science, technology, education, travel and entertainment. The status of English as an international language and its impact on the improvement of career prospects have resulted in enormous development of English for Specific Purposes (ESP), an approach primarily focusing on developing learners’ communicative competence in specific professional fields such as business and economics, science, medicine, technology, tourism, social studies, etc. Business English (BE), as a branch of ESP, implies teaching specialized vocabulary and different skills enabling learners to effectively communicate in a business environment. However, major technological and scientific advances in the last few decades and the age of the knowledge-based economy in which we now live have caused society and the business environment to be changing rapidly. As a result, employers are looking for skills that go beyond academic qualifications and work experience, and match the requirements of the current age. These skills, variously labeled and frequently referred to as the 21st-century skills, comprise communication, critical thinking and problem solving, teamwork, creativity and innovation, decision making, digital literacy, leadership, etc. The aim of this paper is to explore how the 21st-century skills can be integrated and developed in the Business English classroom at tertiary education level since the traditionally taught skills such as giving opinions, negotiating, participating in meetings, reporting, making arrangements, telephoning and socializing in business contexts, no longer seem to meet the requirements of the current age and the contemporary labor market. Business English courses at the university level can significantly contribute to developing these skills and thus prepare students for their future careers.
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Gafni, Ruti, and Anat Goldstein. "Effects of Multicultural Teamwork on Individual Procrastination[Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4524.
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Aim/Purpose: [The full version of this paper is published in the Interdisciplinary Journal of e-Skills and Lifelong Learning (IJELL) https://doi.org/10.28945/4617] The purpose of this study is to discover usage differences in task performance by students of different cultures, by examining procrastination patterns from a national cultural perspective, exploring the effect of multicultural virtual teamwork on student’s individual procrastination. Background: This study aims to examine higher-education entrepreneurial learning in the con-text of multicultural virtual teamwork, as actually performed during participation on a Global Entrepreneurship course. Methodology: In the examined course, there were 177 participants, from 3 different countries: United Kingdom, France and Israel. The students were grouped into 40 multicul-tural virtual (not face-to-face) teams, each one composed of at least participants of two countries. This research is based on analysis of objective data collected by Moodle, the LMS used in the In2It project, in its built-in log system, from the Global Entrepreneurship course website, which offer students diverse entities of information and tasks. The primary methodology of this study is analytics of the extracted data. Contribution: This study aims to discover the effects of multicultural teamwork on individual procrastination, while comparing the differences between cultures, as there are only a few studies exploring this relation. The uniqueness of this study is also by using and analyzing actual data of student procrastination from logs, while other studies of procrastination in multicultural student teams have measured perceived procrastination, collected using surveys. Findings: Results show statistical differences between countries in procrastination of individual assignments before team working: students from UK were the most procrastinators and Israeli students were the least procrastinators, but almost all students procrastinated. However, the outcome of the teamwork was submitted almost without procrastination. Moreover, procrastination in individual assignments performed after finishing the multicultural teamwork, dramatically decreased to 10% of the students' prior individual procrastination. Recommendations for Practitioners: The results from this study, namely, the decline of the procrastination after the multicultural virtual teamwork, can be used by global firms with employees all over the world, working in virtual multicultural teams. Such firms do not need to avoid multicultural teams, working virtually, as they can benefit from this kind of collaboration. Recommendation for Researchers: These results can be also beneficial for academic researchers from different cultures and countries, working together in virtual multicultural teams. Impact on Society: Understanding the positive effect of virtual multicultural teamwork, in mitigating the negative tendency of students from diverse cultures to procrastinate, as concluded in this study, can provide a useful tool for higher education or businesses to mitigate procrastination in teamwork processes. It can also be used as an experiential learning tool for improving task performance and teamwork process. Future Research: The relation between procrastination and motivation should be further examined in relation to multicultural virtual teams. Further research is needed to explore the effect of multicultural virtual teamwork during the teamwork process, and the reasoning for this effect.