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Journal articles on the topic 'Business education – France'
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1
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.
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Samoilikova, Anastasiia, Oksana Zhylinska, Zsolt Pal, and Daniel Kuttor. "«Business-Education-Science» Coopetition and Innovation Transfer for Sustainable Developmen." Marketing and Management of Innovations 2, no. 1 (2022): 220–30. http://dx.doi.org/10.21272/mmi.2022.2-20.
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Today «business-education-science» coopetition is an innovative approach to achieving sustainable development goals on different levels of economy and in various spheres of human life. In particular, there is great potential in the context of the fourth, eighth, and ninth sustainable development goals. That is why the article aims to analyze key trends and empirically prove and formalize the impact of «business-education-science» coopetition on sustainable development. The key directions of multidisciplinary study on «business-education-science» coopetition for sustainable development are determined by bibliometric analysis of 6035 documents for 38 years using the Scopus database tools and VOSviewer software. The obtained results allowed to form 7 clusters of multidisciplinary studies on this issue. A comparative analysis of Ukraine and the top 10 countries' levels of sustainable development, innovation development, and business-education competition were conducted. Besides a dynamic analysis of sustainable and innovation development in Ukraine, a dynamic analysis of business and education coopetition in Ukraine, Finland, Denmark, and Sweden was made for 2012-2021. The sample from the top 10 countries in the Sustainable Development Rating in 2021 (Finland, Denmark, Sweden, Norway, Austria, Germany, France, Switzerland, Ireland, and Estonia) are formed for 10 past years (2012-2021) to investigate the relationship between the level of «business – education – science» coopetition and the level of sustainable development, in particular the scores of University-Industry Collaboration Indicator and Sustainable Development Index. The Shapiro-Wilk test for normal data and Pearson / Spearman correlation analysis was used at the first stage of empirical confirmation of the hypothesis about the impact of «business – education – science» coopetition on sustainable development. In the second stage, the regression model of system dynamic panel-data estimation (The Arellano–Bover / Blundell–Bond model) is built to formalize and determine this impact. Then Arellano-Bond test for zero autocorrelation in first-differenced errors is made to show that there is no present evidence that the model is misspecified. It is proved that if the level of «business – education – science» coopetition (on the example of the score of the University-Industry Collaboration Indicator) increases by 1%, the level of sustainable development (in particular, the score of the Sustainable Development Index) will increase on 0,04% too. The obtained results could be useful for business, education, science institutions, and governance for further research and strengthening sustainable and innovation development levels.
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Naatus, Mary Kate, Katia Passerini, Kevin Pon, and Mark Somers. "Do we know what they know? Comparing US and French undergraduate students’ knowledge of core business concepts." Journal of Management Development 34, no. 8 (August 10, 2015): 922–40. http://dx.doi.org/10.1108/jmd-05-2014-0040.
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Purpose – The purpose of this paper is to compare knowledge of business concepts acquired at the end of undergraduate studies of management in France and the USA. Design/methodology/approach – Mind maps were used to examine what knowledge students retained toward the end of their undergraduate studies in business and management. Data were collected from two groups of students, one in France and one in the USA and they analyzed on computer software. Findings – The results indicate that the learning process may be influenced not only by the structure and content of the program but also by the environment in which such content is assimilated. This study provides examples of how culture can influence the way we learn and represent core business knowledge. Research limitations/implications – The research was based on a number of undergraduate students and cannot therefore be generalized to other subjects or other levels of studies at the present time. Originality/value – The paper moves away from traditional manners of collecting data through questionnaires and surveys in order to study the impact of management education and what students learn at undergraduate level.
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Le Deist, Françoise. "Compétence: conceptual approach and practice in France." Journal of European Industrial Training 33, no. 8/9 (September 25, 2009): 718–35. http://dx.doi.org/10.1108/03090590910993599.
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Simendinger, Earl, Abdul-Nasser El-Kassar, Maria Alejandra Gonzalez-Perez, John Crawford, Stephanie Thomason, Philippe Reynet, Björn Kjellander, and Judson Edwards. "Teaching effectiveness attributes in business schools." International Journal of Educational Management 31, no. 6 (August 14, 2017): 780–800. http://dx.doi.org/10.1108/ijem-05-2016-0108.
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Purpose Determining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain reputation and accreditations, and place their alumni in the competitive job market. The purpose of this paper is to examine students and faculty perceptions of teaching effectiveness in five culturally disparate countries: Colombia, France, Lebanon, Sweden, and the USA. Design/methodology/approach A survey was designed based on previous research complemented by an extensive literature review as well as personal communications with faculty in different international business schools. The survey considered 39 teaching attributes related to three specific dimensions: class delivery, class preparation and design, and instructional traits and personal characteristics. The survey targeted students and faculty from seven business schools located in five countries. Findings This study offers new conceptual and analytical analyses from a cross-country comparative perspective. Rankings of the importance of perceived teaching attributes for both major groups involved in the teaching of business, faculty and students, are reported. The attributes are also ranked by teaching taxonomy and examined across countries. Practical implications This study provides practical results that can be useful to instructors wishing to increase their teaching effectiveness and to universities considering revising their student evaluation forms. Originality/value This study includes data collected from faculty and students from several schools located in culturally disparate countries and, thus, increases the applicability of the results in a cross-cultural manner and provides implications for practice internationally.
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Debych, Mariia. "The Triggers for Internationalization and Quality Enhancement in Higher Education of France." International Scientific Journal of Universities and Leadership, no. 1(9) (August 7, 2020): 3–14. http://dx.doi.org/10.31874/2520-6702-2020-9-1-3-14.
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The article analyzes the internationalization strategies and the quality assurance systems of France and Université de Lorraine. It has been found out that the goals, proposed in the national and institutional internationalization strategies, include strengthening policies to improve the reception of international students, young researchers and staff.
It has been noted that Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Université de Lorraine are partners in the project «Implementation of Education Quality Assurance System via Cooperation of University-Business-Government in Higher Education Institutions» (EDUQAS Project), aiming at improving education quality assurance systems through the development of efficient internal quality standards leading to graduates’ better employability in partner countries.
Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Commission des Titres d’Ingénieur are authorized to conduct international accreditations of study programs. Université de Lorraine Délégation à l’Aide au Pilotage et à la Qualité promotes a culture of continuous improvement and organizational development based on the tools of quality management and process control.
It has been noted that participation in EDUQAS Project stimulates further development of QA systems at the national and institutional levels; wider participation of stakeholders in higher education quality enhancement and internationalization; higher education quality monitoring through stakeholders’ surveys; monitoring graduates’ career paths in partner countries.
The legislative basis, internationalization strategies and quality assurance institutions at the national and institutional levels, networks of stakeholders involved in internationalization and quality assurance processes, participation in the international projects have been identified to be triggers for internationalization and quality enhancement in higher education of France.
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Pon, Kevin, and Anne-Laure Duncan. "Networks and alliances – business schools’ answer to mergers and acquisitions?" Journal of Management Development 38, no. 10 (November 11, 2019): 773–95. http://dx.doi.org/10.1108/jmd-05-2018-0164.
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Purpose The purpose of this paper is to examine the state of French medium sized business schools in the Grandes Ecole sector of education and how networks and alliances help business schools survive in an ever-changing and global environment. Design/methodology/approach The material for empirical research for this paper was gathered by using a case study method of four small to medium sized provincial Institutions of Management Education in France. Findings The paper demonstrates that all of the business schools studied rely on networks and alliances to face globalisation and internationalise their strategy and seems to follow the three typologies of mergers and acquisitions set down by Napier (1989): extension mergers, collaborative mergers and redesign mergers. At present, the networks and alliances are used on a marginal or peripheral way by networking only a part of the institution at one time. Research limitations/implications Further research at a later date needs to be carried out in order to observe if the pattern will remain or if there may be networks which will start from the core of the institution since the organisations will in the future have more of an international or global culture. Originality/value The value of this paper is to demonstrate that medium-sized business schools can compensate their limited resources and compete in the global education market. Alliances and networks appear as key ways in achieving goals of sustainability and survival.
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GUNPUTH, Rajendra Parsad. "Low Cost Tertiary Education: The Price to Pay for Knowledge-Business Hub-The Mauritius Transitional Education Case Study." Journal of Education and Vocational Research 5, no. 4 (December 30, 2014): 154–64. http://dx.doi.org/10.22610/jevr.v5i4.164.
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Most United Kingdom (UK) universities are franchising fast with foreign universities affording low cost tertiary education. Most students and graduates in Mauritius have their degree and other awards from local, Indian or British universities. However, in the recent couple of years UK universities are franchising more and more with local institutions (University of Mauritius and University of Technology Mauritius) with large campuses on the small island of the Republic of Mauritius. Of both French (1715-1810) and British colonisation (1810-1968) until its independence in 1968 the young Republic of Mauritius (12 March 1992) is one of the leading countries in Africa where secondary education is free with a relative weaker fee to enter in tertiary institutions like the University of Mauritius. In a contextualised approach the study that shall follow explain the actual situation transition education in Mauritius where local students are less and less reluctant to go to the UK to have a degree. In return UK universities instead are mushrooming around the island attracting local students who cannot afford to pay high cost tertiary education in countries like the USA, France or the UK. Actually, UK universities are recruiting local academics to lecture on their programmes in Mauritius for local students who despite their high profile cannot afford to pay the fees in the USA or UK. UK universities are also sending their staff to lecture in Mauritius and local students have the same award they would receive in the UK. Indeed, the research reflects to what extent students are willing to remain in Mauritius to avoid obstacles and harassment they would probably face in the UK or the USA in terms of visas, accommodation, job facilities just to name a few. But there is still a cost to pay.
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Boulianne, Emilio, Leanne S. Keddie, and Maxence Postaire. "(Non) coverage of sustainability within the French professional accounting education program." Sustainability Accounting, Management and Policy Journal 9, no. 3 (July 2, 2018): 313–35. http://dx.doi.org/10.1108/sampj-09-2017-0119.
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Purpose This study seeks to identify how professional accountants in France are educated in sustainability; we examine the French accounting programs in regard to sustainability accounting education recommendations. Design/methodology/approach We analyze a variety of documents to ascertain what comprises the typical accounting education program in France. Additionally, we conduct five interviews of various stakeholders to understand the importance of sustainability accounting and education in the French context. Findings We note an interesting paradox in the French context: while the government requires the reporting and auditing of corporate sustainability information, we find that sustainability is not greatly present in the government-funded French accounting education program. We determine that the government’s power in setting the education agenda combined with its budget restrictions and ability to defer responsibility to other parties has resulted in this paradox in the French setting. Practical implications This research draws attention to the consequences of society ignoring sustainability education for professional accountants. Social implications This paper contributes to the discussion on how to educate responsible professional accountants and the implications for the planet if accountants are not trained in sustainability. Originality/value This research contributes to the important domain of sustainability accounting education. We also explore additional implications for the accounting profession and the general public.
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Bannikov, K. V., N. K. Radina, O. A. Smirnova, and D. V. Shavarova. "Electronic petitions in France on the material of Change.org, a non-governmental e-petition platform." Digital Sociology 5, no. 3 (September 6, 2022): 45–56. http://dx.doi.org/10.26425/2658-347x-2022-5-3-45-56.
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The article presents the results of an empirical study on electronic petitions posted on the Change.org French-speaking segment, geographically linked to France. The relevance of the topic is due to the intervention of modern information and communication technologies in political reality and the need for scientific reflection of the consequences of digital changes in political processes. The authors of the article analyse the regional particularities of the online petition activity by the inhabitants of France on the material of 15 887 electronic petitions (January 2015 – October 2017), 570 of which are petitions with the status of “victory” (4 %). The authors note that the European territories of France form three main groups of online petition activity (with low, medium and high petition activity). Residents of France most often relate to social problems (social security, health care and education) in electronic petitions. In addition, Change.org is actively registering electronic petitions on issues related to crime and terrorism, discrimination, the environment, the economy and animal welfare. Electronic petitions about problems of culture, sports and problems of confessional relations are recorded relatively rarely. The greatest response from the recipients of the petition is caused by problems in the social sphere, education and health. The French society, through the prism of activity on the non-governmental Internet resource Change.org, appears as a modern society with post-industrial values, preoccupied with security issues, in an active and relatively productive dialogue with its political and business elite.
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Mughal, Jahanzeb. "Multiculturalism In France: Overview, Problems, Conditions Of International Immigrants And Second Generation Youth In French Societies." Pakistan Journal of Humanities and Social Sciences 3, no. 1 (June 30, 2015): 16–24. http://dx.doi.org/10.52131/pjhss.2015.0301.0009.
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The world has become a global village and all nationals have got opportunity to visit various parts of the world due to advancement of travelling and communication technologies for the purpose of trade, education, business or trade. Somehow, the main reason to travel for majority of population stands to earn a good earning that is creating trouble for many nations and France is among top of the list. France has emerged as a multi-cultural nation and many of its societies have been based on multi-cultural intruders. The country is thinking to tackle the issue but all in vein and inacceptable by the concerned. The illegal immigrants are demanding to be issued permanent residence of France and identification cards as per the country rules but most injured nation stands the Muslim societies. The whole Europe looks at Muslims with an eye of hatred and consider them threat to their safety especially after the 9/11 attacks on twin-towers of New York City. Our article depicts highlight on the history of establishment of France as a Multi-cultural nation and the challenges it is being faced with.
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Borredon, Liz, Sylvie Deffayet, Ann C. Baker, and David Kolb. "Enhancing Deep Learning: Lessons From the Introduction of Learning Teams in Management Education in France." Journal of Management Education 35, no. 3 (April 21, 2010): 324–50. http://dx.doi.org/10.1177/1052562910368652.
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Ding, Yuan, Gary M. Entwistle, and Hervé Stolowy. "Identifying and Coping with Balance Sheet Differences: A Comparative Analysis of U.S., Chinese, and French Oil and Gas Firms Using the “Statement of Financial Structure”." Issues in Accounting Education 22, no. 4 (November 1, 2007): 591–606. http://dx.doi.org/10.2308/iace.2007.22.4.591.
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In a globalized business world it is often necessary to compare companies across national boundaries. This comparison often includes an examination of financial statements. While the harmonization of accounting standards continues to progress, there still remain differences in how accounting information is reported between companies located in different countries, especially with regard to the format used to present the balance sheet. It is consequently important that students be able to both identify these differences, and have a method for coping with them. Using three oil and gas firms from three different countries (Exxon in the United States, Sinopec in China, and Total in France), this paper provides a setting for students to identify differences in balance sheet formats across countries. The paper then introduces a standardizing model—the Statement of Financial Structure—that enables students to cope with these differences. In working with this Statement, students develop their financial analysis skills. In particular, the concept of working capital is reinforced, as is the importance of understanding the local business environment in order to interpret the numbers and ratios within the proper context.
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Sánchez Hormigo, Alfonso. "Las pasiones y los intereses: La educación sentimental de Gustave Flaubert." Studies of Applied Economics 32, no. 1 (March 3, 2020): 153. http://dx.doi.org/10.25115/eea.v32i1.3205.
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In Sentimental Education, Gustave Flaubert carries out a penetrating analysis of the behavior of a whole generation born during the second and third decades of the nineteenth century that will live, at a very young age, the introduction of the Orleanist regime whose bourgeoisie captained the first steps of the industrial boom of France. This generation will likewise attend the 1848 revolution, the birth of the Second Republic and the coup of Louis Napoleon. The world of big business, financial speculation and banking, along with the social response in the form of conspiracy and criticism is reported in this work. Through the story of a young provincial student moving to Paris as background, the passions and interests permanently confronted on the stage of the mid-nineteenth century France are collected.
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Vergauwen, Philip G. M. C., and Frits J. C. van Alem. "Annual report IC disclosures in The Netherlands, France and Germany." Journal of Intellectual Capital 6, no. 1 (March 2005): 89–104. http://dx.doi.org/10.1108/14691930510574681.
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Solitander, Nikodemus, Martin Fougère, André Sobczak, and Heidi Herlin. "We Are the Champions." Journal of Management Education 36, no. 3 (December 28, 2011): 337–63. http://dx.doi.org/10.1177/1052562911431554.
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As the number of institutions adopting the United Nations’ Principles for Responsible Management Education (PRME) initiative grows, there is an overhanging risk that many of them will merely add “responsibility” as a topic to the existing curriculum. The authors contend that a serious reading of PRME should instead entail thinking in terms of a gradual transformation of management education. Such a serious reading poses a number of organizational learning (and unlearning) challenges. By relying on their own experiences at two PRME signatory business schools in France and Finland, they describe how faculty champions may face these challenges in implementing PRME, and specifically how they may overcome strategic, structural, and cultural barriers. The authors particularly emphasize political challenges at every level and the role of champions inducing reflexivity in overcoming some of the barriers. They argue that although faculty champions are not the most powerful actors within the business school, they are still well positioned to inspire and instill the needed transformation of management education. They conclude that faculty champions need to creatively “make do” within the constraints imposed by their organizational context.
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Tregaskis, Olga, and Françoise Dany. "A comparison of HRD in France and the UK." Journal of European Industrial Training 20, no. 1 (February 1996): 20–30. http://dx.doi.org/10.1108/03090599610105255.
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Pedrabissi, Luigi, J. P. Rolland, and M. Santinello. "Stress and Burnout Among Teachers in Italy and France." Journal of Psychology 127, no. 5 (September 1993): 529–35. http://dx.doi.org/10.1080/00223980.1993.9914889.
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Dorocki, Sławomir, and Paweł Brzegowy. "Regionalne zróżnicowanie kształcenia we Francji w aspekcie rozwoju przedsiębiorczości departamentów zamorskich." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 229–58. http://dx.doi.org/10.24917/20833296.8.18.
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Regional policy concerning territorial development of the country, while reducing disparities in regional development in France has existed for nearly half a century. It beginnings reach 1963 when DATAR – an institution coordinating regional development of France was established (Délégation à l'aménagement du territoire et à l'action régionale). Additionally, European institutions have started to work, particularly from the 90s of the 20th century, on implementing the cohesion policy at the regional levels. Regional policy covers the entire territory of the Republic of France, including its former colonial territories of DOM: French overseas departments (départements d'outre-mer). DOM includes: Guadeloupe, French Guyana, Martinique and Reunion. These regions despite undertaken actions aiming at their economic development are still struggling with various issues. The most significant are the natural and historical constrains, economic dependence on France and the EU financial assistance, supremacy of agriculture, tourism and housing, unemployment and poverty of society and finally the social problems associated with multiculturalism. Actions undertaken by national and regional authorities are predominantly focused on developing the infrastructure and stimulating business development through knowledge transfer and investments in human capital. Recognizing the fact that investing in human is the most essential factor in the growth and socio-economic progress, the aim of this paper is to analyze regional differences in educational level and structure of the population of overseas and mainland France as well as its changes since the 90s basing on statistical data. The second part presents the regional comparison of the selected indicators of human capital development in the French economy with selected data showing the quantitative changes in the education of France.
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Chumpitaz, Ruben, and Nicholas G. Paparoidamis. "The impact of service/product performance and problem-solving on relationship satisfaction." Academia Revista Latinoamericana de Administración 33, no. 1 (March 2, 2020): 95–113. http://dx.doi.org/10.1108/arla-11-2018-0266.
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PurposeThe purpose of this paper is to merge service and product quality concepts as well as problem-solving capabilities and relationship satisfaction into an integrative model and empirically test it in business-to-business (B2B) context.Design/methodology/approachHypothesis testing was performed using a structural equation model based on a LISREL approach applied to a sample of 1,218 industrial buying centers producing and marketing food and beverage products for industrial use in Belgium, France and Holland.FindingsThe model allows a comparison between the relative efficacy of product quality, service and sales quality as well as problem-solving in driving relationship satisfaction. The results demonstrate the relative effectiveness of sales team quality while also emphasizing the importance of problem-solving in building relationship satisfaction.Originality/valueThis study makes theoretical and empirical contributions providing a better understanding of the impact of service/product quality and problem-solving in building relationship satisfaction in a B2B context.
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Streltsova, Yana R. "Features of Emmanuel Macron's Migration Policy." DEMIS. Demographic research 1, no. 1 (2021): 97–105. http://dx.doi.org/10.19181/demis.2021.1.1.11.
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During the migration crisis faced by Europe, European countries began to develop national strategies to solve the problems caused by the crisis. In this sense, the practice of modern migration policy of France is relevant, where despite the long history of immigration, the issues of integration of immigrants have not yet been fully resolved. Moreover, the country is forced to find answers to them in a situation of radicalization of society, caused, among other reasons, by the factor of the clash of different cultures and worldviews, to which the current migration policy has led. The article discusses the main directions of migration policy of Emmanuel Macron. It analyzes the policy statements of French president, as well as the laws and government decisions adopted in France in recent years, such as the Law “For controlled immigration, effective right of asylum and successful integration” (August 2018) and “20 measures to improve policy in field of Immigration, Asylum and Integration” (November 2019) which shape modern French migration policy. It is about the policy of France regarding the admission of refugees, student immigration, immigration on the status of “talents”, as well as professional and scientific personnel, the integration of immigrants. Attention is drawn to innovations related to introduction of quotas in labor immigration, as well as to strengthening cooperation with French citizens living outside France, expansion of French education system abroad. The article identifies the features of Macron’s migration policy which distinguish it from the measures taken earlier by his predecessors. It is about policy of admitting refugees, their access to health insurance, professional training, labor migration – the introduction of quotas, the expansion of preferences in student migration and in the status of “talents”. The projects of high importance for the President of France are projects aimed at strengthening France’s position worldwide in culture, education, science and business, and realizing the underestimated potential of compatriots abroad for this purpose as well.
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Vara-Miguel, Alfonso. "Cross-National Similarities and Differences between Legacy and Digital-Born News Media Audiences." Media and Communication 8, no. 2 (April 16, 2020): 16–27. http://dx.doi.org/10.17645/mac.v8i2.2733.
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The decline of the news business model for print newspapers in many Western countries and the digital disruption caused by the Internet have influenced the rise of digital-born news media. These new media are different from legacy brands in terms of business models, distribution strategies, corporate organisation, and editorial priorities. It would be expected that the different nature of both legacy and digital-born news media has driven to two types of significantly different audiences. This article aims to analyse whether there are significant differences between the users of these two types of media, by comparing the online audiences of five European countries’ (United Kingdom, Germany, France, Spain, and Italy) legacy and digital-born media brands in 2015 and 2019. The article will focus on four aspects: demographic and socioeconomics profiles (sex, age, income and level of education); interest in news; payment for online news; and media trust.
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Sussex, Roland, and Peter White. "Electronic Networking." Annual Review of Applied Linguistics 16 (March 1996): 200–225. http://dx.doi.org/10.1017/s0267190500001513.
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In Physical terms, the Net—a term used generically—is a global system of computer linked by optical cable, telephone connections, microwave, and satellites. It comprises a number of individual networks, from LANs (Local Area Networks in individual institutions) to the largest, the Internet. (See Appendix Glossary for terminology explanations.) In January 1993, the Matrix News estimated that the Net comprised 2,152,000 host computers and 18,150,000 users. Now, in mid-1995, these figures are 3,500,000 host computers and 55 million users world-wide. From its beginnings in the U.S. military establishment, it now reaches into education, research, business and commerce, government, and private use. France is connecting its entire education system to the Internet. And the U.S.A. is leading the way not only in numbers of connections to the Internet, but also in providing access for non-university education fields. The Net is arguably the most dramatic new communications technology of the latter part of the 20th century.
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Cooper, John. "Industrial Training in France (with Reference to the New Micro‐electronic Technology)." Journal of European Industrial Training 10, no. 5 (May 1986): 26–31. http://dx.doi.org/10.1108/eb002207.
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Birch, Chris, Jessica Lichy, Gary Mulholland, and Maher Kachour. "An enquiry into potential graduate entrepreneurship." Journal of Management Development 36, no. 6 (July 10, 2017): 743–60. http://dx.doi.org/10.1108/jmd-03-2016-0036.
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Purpose In today’s global economy, high in talent but low in growth, the capability and skills mismatch between the output of universities and the demands of business has escalated to a worrying extent for graduates. Increasingly, university students are considering alternatives to a lifetime of employment, including their own start-up, and becoming an entrepreneur. The literature indicates a significant disconnect between the role and value of education and healthy enterprising economies, with many less-educated economies growing faster than more knowledgeable ones. Moreover, theory concerning the entrepreneurial pipeline and entrepreneurial ecosystems is applied to graduate entrepreneurial intentions and aspirations. The paper aims to discuss these issues. Design/methodology/approach Using a large-scale online quantitative survey, this study explores graduate “entrepreneurial intention” in the UK and France, taking into consideration personal, social and situational factors. The results point to a number of factors that contribute to entrepreneurial intention including social background, parental occupation, gender, subject of study and nationality. The study furthers the understanding of and contributes to the extant literature on graduate entrepreneurship. It provides an original insight into a topical and contemporary issue, raising a number of research questions for future study. Findings For too long, students have been educated to be employees, not entrepreneurs. The study points strongly to the fact that today’s students have both willingness and intention to become entrepreneurs. However, the range of pedagogical and curriculum content does not correspond with the ambition of those who wish to develop entrepreneurial skills. There is an urgent need for directors of higher education and pedagogues to rethink their education offer in order to create a generation of entrepreneurs for tomorrow’s business world. The challenge will be to integrate two key considerations: how to create a business idea and how to make it happen practically and theoretically. Clearly, change in the education product will necessitate change in the HE business model. Research limitations/implications The data set collected was extensive (c3500), with a focus on France and the UK. More business, engineering and technology students completed the survey than others. Further research is being undertaken to look at other countries (and continents) to test the value of extrapolation of findings. Initial results parallel those described in this paper. Practical implications Some things can be taught, others need nurturing. Entrepreneurship involves a complex set of processes which engender individual development, and are highly personalised. Higher Education Enterprise and Teaching and Learning Strategies need to be cognisant of this, and to develop innovative and appropriate curricula, including assessment, which reflects the importance of the process as much as that of the destination. Social implications The global economy, propelled by the push and pull of technology, is changing at a speed never before seen. This is having profound political, social and economic effects which necessitate fundamental change that we organise ourselves and our activities. Current models and modus operandi are proving increasingly unfit for purpose. Nurturing and encouraging agile mindsets, creativity, supporting the testing of new ideas and ways of doing things and adapting/adopting to innovation are all critical future employability factors. Our future prosperity and well-being will be dependent on creating new learning models. Originality/value This work builds on an extensive literature review coupled with original primary research. The authors originate from a variety of backgrounds and disciplines, and the result is a very challenging set of thoughts, comments and suggestions that are relevant to all higher education institutions, at policy, strategy and operational levels.
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Toumi, Nadia, Ramzi Benkraiem, and Amal Hamrouni. "Board director disciplinary and cognitive influence on corporate value creation." Corporate Governance 16, no. 3 (June 6, 2016): 564–78. http://dx.doi.org/10.1108/cg-09-2015-0123.
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Purpose This paper aims to investigate board director disciplinary and cognitive influence on corporate value creation. Design/methodology/approach Fixed-effect regressions are used to check whether gender diversity, education, independence and size of the board of directors affect measures of corporate value creation. Findings The empirical results show that corporate value creation is positively influenced by the cross effect of the board independence and the presence of women. They also point out a positive impact of the cross effect of board independence and management education. They reveal that the board of directors contributes significantly to corporate value creation, particularly when there is a mix of independent, female and management-qualified directors. Originality/value The evidence presented and discussed in this paper should be of interest to managers and regulators. The methodological approach and the empirical results extend the existing literature. They enrich the limited empirical research devoted to this theme, especially in a continental European context, i.e. France. They shed light on the effect of board of directors’ disciplinary and cognitive influence on corporate value creation.
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Minin, M. G., E. V. Politsinskaya, and V. G. Lizunkov. "Readiness of Technical University Students to Entrepreneurship Activity." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 83–95. http://dx.doi.org/10.31992/0869-3617-2019-28-10-83-95.
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The article raises the problem of the formation of entrepreneurial competencies in response to the current situation in the country’s economy, which arose due to the lack of specialists capable of organizing innovation and technology business in the Territories of advanced socio-economic development (TOSED).The authors have analyzed the professional preferences of graduates of the National Research Tomsk Polytechnic University (Russia), the University of Zagreb (Croatia), and the University of Lyon (France) and identified the reasons why graduates do not create their own business. In order to determine the necessary cluster of entrepreneurial competencies of university graduates with basic technical education, a survey involving the representatives of Russian and foreign companies working in Russia, including TOSED residents, was conducted. As a result, the authors have received a list of key entrepreneurial competencies necessary for entrepreneurial activities and the formation of graduate competence in the field of management and business.The authors believe that for the formation of entrepreneurial competence, certain conditions must be created in the educational process for preparing a student for entrepreneurial activities, in particular a number of disciplines (entrepreneurship, technological entrepreneurship, project management, business planning) should be included in the curricula; interactive design training methods aimed to develop graduate’s readiness to create their own business should be applied. It is also necessary to provide an the interaction between universities and business structures, which are mostly the residents of TOSED.
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Lovin, Daniel, Alexandru Căpățînă, and Denis Bernardeau Moreau. "Adaptation, integration and acculturation of foreign athletes in sports organizations in Romania and France." Quality in Sport 7, no. 2 (June 7, 2021): 7–23. http://dx.doi.org/10.12775/qs.2021.007.
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We live in an increasingly globalized and culturally diverse society, in which individuals with different cultural backgrounds, different education, different personalities and different values must work together and achieve optimal results. Moreover, these cultural differences are noticeable even within a group of people of the same nationality. At the same time, lately there are more and more bicultural individuals, who belong simultaneously to different cultures. Nowadays, sport has an enormous impact on society, being an extremely popular phenomenon on a global scale and which has become a business in which huge sums are spent. Sport can have both a unifying effect, bringing together different individuals, but at the same time it can emphasize cultural differences and deep ethnic differences. All these arguments justify the increased interest in multiculturalism in general, and in multiculturalism in sport in particular. Using SPSS software, this study proposes a quantitative comparative analysis of how the country in which athletes evolve, namely Romania and France, influences adaptation, self-confidence, team integration and market share of athletes.
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Errington, A. "The intergenerational transfer of managerial control in the farm-family business: A comparative study of England, France and Canada." Journal of Agricultural Education and Extension 5, no. 2 (September 1998): 123–36. http://dx.doi.org/10.1080/13892249885300241.
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Igwe, Paul Agu, Mahfuzur Rahman, Paschal Ohalehi, Amarachi Amaugo, and Julian Amalachukwu Anigbo. "Responsible education: what engages international postgraduate students – evidence from UK." Journal of Global Responsibility 11, no. 4 (August 28, 2020): 363–76. http://dx.doi.org/10.1108/jgr-03-2020-0036.
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Purpose Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students’ experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of “belongingness” is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings The findings indicate that international students measure their experience by “sense of belonging”, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students.
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Elgán, Elisabeth. "Sexualpolitikens genus i Frankrike och Sverige." Tidskrift för genusvetenskap 20, no. 3 (June 16, 2022): 18–30. http://dx.doi.org/10.55870/tgv.v20i3.4447.
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This comparative study, inspired by Marc Bloch, deals with the abortion and contraception politics of Sweden and France during the first half of the XXth century from a gender perspective At a discursive level the resemblance between the two countries is clear: this is the main result of this study. At this time many western countries, restricted the diffusion of contraceptives in some way and passed more efficient and abortion legislation thus increasing surveillance. The dominant view in Sweden and France, although the explicit motives for these policies were different in the two countries, was that sexuality was man's business and that it was men who were to be protected from contraception "propaganda" or to be led on the straight path to marriage and fatherhood. Nature intended women to be primarily mothers and they were therefore not seen as sexually active but instead in need of close protection, i.e. a repressive abortion law, to help them to fulfil they nature. This discourse dominated the political debates and was taken up by women politicians and women's organisations as well. The exception was the small circle of neo-malthusians and supporters of birth control. The church seems to have played very little role in these debates at this time in both Sweden and France. The discourse with respect to gender is then the same in Sweden and France, but there are some other differences that need explaining. A comparison highlights the particularities of the two countries. One of the differences is the important role played by eugenics in Sweden. The fascination exercised by medical science on politicians seems to have been particularly strong on the left wing where it was seen as a potential ally and as providing legitimisation in the struggle for a progressive social policy. Scientific thought in Sweden also seern to have been invaded by eugenics. It was very different in France where the scientists resisted eugenic ideas and stayed attached to an older belief that milieu was more important than inheritance. This belief coincided with that of the rather socially progressive and democratic French political regime of the time who hoped that upbringing and education would realise the famous dream of Liberté, Egalité, Fraternité.
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Chen, Tzung-wen. "Vaccine innovations in an age of uncertainty: BCG in France." Technology in Society 27, no. 1 (January 2005): 39–53. http://dx.doi.org/10.1016/j.techsoc.2004.10.004.
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Boys, Celine du. "Is payout policy part of the corporate governance system? The case of France." European J. of International Management 3, no. 1 (2009): 42. http://dx.doi.org/10.1504/ejim.2009.022633.
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Corvino, Antonio, Francesco Caputo, Marco Pironti, Federica Doni, and Silvio Bianchi Martini. "The moderating effect of firm size on relational capital and firm performance." Journal of Intellectual Capital 20, no. 4 (October 11, 2019): 510–32. http://dx.doi.org/10.1108/jic-03-2019-0044.
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Purpose The purpose of this paper is to contribute to the ongoing debate regarding the relationship between relational capital (RC) and firm performance, by investigating the moderation effect of firm size and its key role in defining conditions for competitive advantage. Design/methodology/approach The paper uses the interpretative lens of the resource dependence theory, and refreshes consolidated studies rooted in RC. It identifies a set of variables to measure the influence of RC on firm performance, including the cost of goods sold, interest expenses and earnings per share. Content analysis was used to capture specific features of corporate disclosure tools using 51 items pertinent to RC. The authors used a specific disclosure index drawing on data collected from 73 listed firms in France, Germany, Italy and the UK. Data covering the period from 2011 to 2013 were analyzed using six regression models. Findings Firm size has a moderating effect on the relationship between RC and some variables linked to firm performance. Originality/value The study combines an internal and external perspective to investigate the interplay between firms and market environments, and therefore, enriches the ongoing debate concerning the relationship between RC and firm performance. It outlines possible ways through which RC can become an effective source of competitive advantage.
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Lasfargues, Gérard, Pascal Jacquetin, Nathalie Vongmany, Claire Chauvet, and Quentin Durand-Moreau. "O5E.1 Data on acknowledgment and costs of work-related mental diseases in france." Occupational and Environmental Medicine 76, Suppl 1 (April 2019): A49.1—A49. http://dx.doi.org/10.1136/oem-2019-epi.132.
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ObjectiveTo report data concerning the reality of work-related mental diseases (WRMD) in France, their acknowledgment as occupational diseases and some socio-economic data.MethodsData were collected from the French National Health Insurance Fund (NHIF) and from the database of the French national occupational surveillance and prevention network (rnv3p). Rnv3p collects data from French Occupational Disease Centers to identify and describe risks and/or emerging work-related diseases.ResultsData from NHIF indicate that the number of requests for acknowledgment of WRMD has increased significantly from 2012 to 2017 (200 to 1500). About 50% are acknowledged and compensated as occupational diseases. Within these affections, the share of depressions is the majority. Durations of work stoppages (more than 400 days on average) were much longer than for other occupational diseases.Mental disorders related to psychosocial risk factors may also be compensated as work injuries. In 2016, NHIF compensated over 10 000 mental disorders as work injuries, mostly caused by external events or inadequate working conditions. The proportion of people with permanent disability was 4.6%. Finally, the management of WRMD acknowledged will have represented € 230 million for the Work Injuries-Occupational Diseases branch of the NHIF.Rnv3p data are globally consistent with NHIF concerning compensated occupational mental diseases, highlighting the increase of WRMD in some sectors such as public administration, health and social action, retail business and education. Over 18000 WRMD (33% men, 67% women; mean age=46.0±8.9) were recorded in the database between 2010 and 2016, and 1833 cases of burnout situations currently non acknowledged as occupational diseases by the NHIF. Rnv3p data also illustrate the importance of under-reporting of WRMD as occupational diseases.ConclusionThen, RNV3P provides important data to assist in the acknowledgment of WRMD and to carry out preventive actions in the sectors and enterprises most concerned.
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Kravchenko, Tetyana, and Iryna Saienko. "WORLD EXPERIENCE OF PROCESS QUALITY MANAGEMENT OF TEACHER TRAINING IN HEI." Baltic Journal of Economic Studies 6, no. 4 (November 24, 2020): 90–97. http://dx.doi.org/10.30525/2256-0742/2020-6-4-90-97.
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The quality of higher education is the main feature of HEI. There are several approaches to assessing the performance of educational institutions. One of the leading process approaches is based on the principles of TQM (Total Quality Management) and the requirements for quality management systems of the International Organization for Standardization ISO. The basis for assessing the quality of higher education and training, as well as the quality of HEI’s activities are educational standards. The Ukrainian standards include: state standard, industry standards, HEI’s standards. The international standards of ENQA education quality guarantees include: standards for internal quality assurance of HEI, standards for external quality assurance of HEI, the European standards for external agencies of quality assurance. There are several models of education quality management systems: model of quality management system according to the international standard ISO 9001:2000 (DSTU ISO 9001:2001); the model of the European Foundation for Quality Management (EFQM) and its modifications for HE; the model of the Center for Higher Education Policy Studies (CHEPS) of the University of Twente (Netherlands); model of the Association of Universities in the Netherlands (VSNU); Belgian-Dutch model (Expertgroep HBO); Malcolm Baldrige National Quality Award in the field of education; benchmarking model for Australian universities and others. According to most researchers, there are some advantages in creating a quality management system of higher education institution in the context of the TQM ideology, which involves the application of process and systemic principles. The comparative characterization of factors influencing the quality of education in comparison with the principles of TQM, EFQM’s criteria and the requirements of the international standard ISO 9001:2000 and interdependent business processes. In the universities of the USA, France, Great Britain and other developed countries, the problems of general process quality management are considered in three planes. The study of the positive experience of developed countries, HEIs of which are included in the world rankings, and graduates are in demand in the labor market, allows to form a mechanism for implementing the TQM principles both at the state and regional levels.
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P, Vijay, and Vijayakumar M. "Dissolution of Cultural Diversity, Morality and Immigrants’ Dreams in John Lanchester’s Capital." World Journal of English Language 12, no. 5 (May 18, 2022): 128. http://dx.doi.org/10.5430/wjel.v12n5p128.
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Immigrants from colonised countries live in many European countries, including Portugal, England, Germany and France. The prime reason for their immigration is to make money. Many post-colonial novels reflect the terrible condition of the immigrants in the world. In general, they highlight the ruin of multi-culturalism, morality and kindness in the prevailing society. The European countries focus on the fundamental needs and their expectations. They fail to protect the young immigrants and their aims. John Lanchester’s Capital boastfully describes the impact of the inevitable immigration of Asians and Africans to London. It is observed from the study that some immigrants are attracted by the life of aristocratic Londoners. This influences them to involve in criminal and immoral activities to live a luxurious life. As a result, London becomes a place of immorality. The dreams and cultures of the immigrants are entirely dissolute. On the one hand, the immigrants are considered to be slaves and criminals and on the other hand, they are exploited in sports, education and business contexts. This article brings out the condition of the immigrants in Europe with special reference to John Lanchester’s Capital through a qualitative study.
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Ніфатова, Олена М., and Владислав В. Святецький. "АНАЛІЗ МІЖНАРОДНОГО ДОСВІДУ ПЕРЕДАЧІ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ ВІД УНІВЕРСИТЕТІВ ДО ПІДПРИЄМНИЦЬКОГО СЕРЕДОВИЩА." Bulletin of the Kyiv National University of Technologies and Design. Series: Economic sciences 155, no. 1 (September 2, 2021): 67–77. http://dx.doi.org/10.30857/2413-0117.2021.1.8.
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The article seeks to explore best international practices of innovation technology transfer from higher education institutions to business environment from the position of an expanded approach to understanding the concept of "technology transfer" in world practice which is used to cover a wider range of activities (in particular, through boosting technology transfer practices in universities as a separate activity type within the traditional knowledge triangle: education – research – business. In this context, technology transfer is viewed as a process of knowledge exchange, including consultancy, joint research, contract-based research as well as other forms of joint new knowledge creation. The study offers insights into best practices in the four top 20 world countries by the highest payment rates for the use of intellectual property which contributes to better understanding of the pathways to develop an effective system of technology transfer in Ukraine. It is argued that Ukrainian universities should create targeted centres for technology transfer with government support and implement best international experience of building similar systems in the developed countries (USA, Japan, France, Spain, etc.). The research findings have revealed that in most developed world countries with the highest royalty rates for the use of intellectual property, the best way to ensure an effective technology transfer is to create an organisational network where at a regional or at the national level a centre is established that accumulates not only financial and human resources but also generates information database and accumulates best practice to enhance and spur the effective commercialization of university R&D. In the context of the key strategic guidelines in technology transfer development for Ukrainian universities, it is suggested they should focus on the following priorities: promoting innovation research and development to respond to market demands; establishing research centres and science parks; increasing the motivation of academic staff for more active research and startup project engagement following the principle of "education through research", as well as the creation of a full-service centre that will carry out a full cycle of activities to support research commercialization, both in universities and at the government level.
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Wirsing, B., A. Traude, J. Steffens, M. Sheen, B. Löffler, D. de Lapparent, C. Broadfoot, and J. L. Alonso-Gonzalez. "Becoming an Entrepreneur for a Trial Period: The Pre-Incubation Experience." International Journal of Entrepreneurship and Innovation 3, no. 4 (November 2002): 265–77. http://dx.doi.org/10.5367/000000002101299312.
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In most member states of the European Union a major failing of the innovation system is that inventions generated at universities and other higher education institutes are too rarely commercialized by the creation of new, innovative firms. One reason for this can be found in the accumulation of obstacles that prevent academic researchers with a technology-based business idea from setting up their own company. Such obstacles include a lack of knowledge in business management and negotiation skills, the unknown market potential of products and services, high financial risks and the widespread fear of failure. In this article a new and innovative support scheme is described, based on the concept of ‘pre-incubation’ and set up by the Institute for Innovation Transfer at the University of Bielefeld. The core of the concept is a university-associated facility, the pre-incubator, which is a new device for managing the spin-off process. The innovative feature of the pre-incubator is a specific management, legal and insurance structure that allows academic researchers to test the feasibility of their business ideas before they take the risk of setting up a company. The legal entity of the pre-incubator forms an umbrella under which potential entrepreneurs, guided and controlled by the management staff, can test their products on the market, thus gaining valuable business experience. This experience, in addition to continuous training and coaching, is expected to increase the sustainability of the future company. In addition the article outlines how the concept of pre-incubation is currently implemented at the Universidad Politecnica de Valencia in Spain and the Ecole Polytechnique in France within the framework of the EC-funded innovation project USINE (University Start-up of International Entrepreneurs). An analysis from the University of Strathclyde in Scotland, which monitors the transfer process of the pre-incubation scheme within the project, concludes the article by identifying the features of the pre-incubator that set it apart from other tried and tested mechanisms. The adaptability of the model to different national contexts is also discussed, as are the benefits and costs to stakeholders and the ways in which they can measure ‘success’.
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Marzai, Elda. "Bancassurance in a digital era." Proceedings of the International Conference on Business Excellence 12, no. 1 (May 1, 2018): 601–11. http://dx.doi.org/10.2478/picbe-2018-0054.
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Abstract The implementation of bancassurance activity in the banking field contributes to the strengthening of the competitive environment, the development of new products in insurance and the higher satisfaction of the consumer's needs. The strategic priorities of banks are to increase business protection by adding new products to their portfolios, according customer's needs. The distribution of insurance in the bancassurance system is a future solution and will continue to develop on the Romanian market as well. Bancassurance is the main distribution channel in many countries, accounting for more than 50% of life insurance products (eg France, Italy, Spain, Austria), in Portugal the share goes up to 80% and in Romania is around 30%. Among the aspects needed to develop this service, bank representatives propose both the diversification of types of insurance sold through banks, as well as the growth of consumer financial education development and digitalization. This paper aims to highlight different perspectives to relaunch bancassurance activity according to changes from customer behavior and the identification of factors which contributing to the sustainability of bancassurance in digital environment. In addition, will be presented a comparison of the internet penetration rate in the world, the categories of clients using online banking services.
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Jacques, Sébastien, Sébastien Bissey, and Arnaud Martin. "Multidisciplinary Project Based Learning Within a Collaborative Framework: A Case Study on Urban Drone Conception." International Journal of Emerging Technologies in Learning (iJET) 11, no. 12 (December 8, 2016): 36. http://dx.doi.org/10.3991/ijet.v11i12.5996.
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Multidisciplinary project-based learning (PBL) allows multifaceted real-world problems to be resolved with solutions addressing scientific, technical, business, and social aspects. However, such a method can be very challenging in terms of project management (including planning, coordinating, and management of human, material and financial resources) and time-consuming, especially when involving several partners (academic and industrial partners).
This paper provides firsthand experience of multidisciplinary PBL implemented in France in engineering education through a case study on urban drone conception. This research project has been proceeded within a collaborative framework in which 3 specialties (electrical energy systems, industrial computing, and mechanics and systems design) of a graduate school of engineering and a start-up company are jointly involved for the first time.
This article discusses knowledge and skills that engineering students are expected to acquire at the end of the research project, and the methods of assessment. The designing, manufacturing, and experimental validation of the urban drone are described. The various steps in the project management, and the interactions with the students and partners (teachers and industrial partner) are particularly highlighted.
Qualitative and quantitative data have been collected through questionnaires, student logbooks and reports. The results demonstrate that this experience is overwhelmingly positive since it empowers and enhances student learning.