Artigos de revistas: "Business education"

1

Murgatroyd, Stephen. "Business: Business, education, and distance education". American Journal of Distance Education 4, n.º 1 (janeiro de 1990): 39–52. http://dx.doi.org/10.1080/08923649009526690.

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2

Kainova, E. "Business Education". Russian Education & Society 43, n.º 7 (julho de 2001): 42–50. http://dx.doi.org/10.2753/res1060-9393430742.

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3

Rivera, Isaias. "Business ethics education". Journal of Governance and Regulation 4, n.º 4 (2015): 476–85. http://dx.doi.org/10.22495/jgr_v4_i4_c4_p5.

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This paper makes the review of the literature dedicated to relevant social issues that have been addressed by business practices and the business ethics literature, especially during the past century. The review of practical literature is undertaken from the perspective of the practitioner and demonstrates that the business ethics literature has been lax in the sense that it mostly addresses specific managerial problems and personal ethics within the business environment.

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4

Kashlak, Roger J., e Raymond M. Jones. "Internationalizing Business Education". Journal of Teaching in International Business 8, n.º 2 (20 de setembro de 1996): 57–75. http://dx.doi.org/10.1300/j066v08n02_04.

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5

Yeoh, Poh-Lin. "International Business Education". Journal of Teaching in International Business 13, n.º 2 (30 de julho de 2002): 7–27. http://dx.doi.org/10.1300/j066v13n02_02.

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6

Hall, Sarah, e Lindsey Appleyard. "FINANCIAL BUSINESS EDUCATION". Journal of Cultural Economy 5, n.º 4 (novembro de 2012): 457–72. http://dx.doi.org/10.1080/17530350.2012.691894.

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7

Molisa, Pala. "White Business Education". Critical Perspectives on Accounting 21, n.º 6 (agosto de 2010): 525–28. http://dx.doi.org/10.1016/j.cpa.2010.01.009.

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8

Dyer, Esther. "Business and Education". Collection Management 7, n.º 3-4 (dezembro de 1985): 91–106. http://dx.doi.org/10.1300/j105v07n03_09.

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9

Shrivastava, Paul. "Greening Business Education". Journal of Management Inquiry 3, n.º 3 (setembro de 1994): 235–43. http://dx.doi.org/10.1177/105649269433003.

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10

Cavusgil, S. Tamer. "Internationalizing Business Education". Journal of International Marketing 1, n.º 2 (junho de 1993): 115. http://dx.doi.org/10.1177/1069031x9300100210.

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Cavusgil, S. Tamer. "Internationalizing Business Education". Journal of International Marketing 1, n.º 3 (setembro de 1993): 115. http://dx.doi.org/10.1177/1069031x9300100310.

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12

Kolchugina, M. "Education and Business". World Economy and International Relations, n.º 7 (1990): 30–40. http://dx.doi.org/10.20542/0131-2227-1990-7-30-40.

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13

Hench, Thomas, e John Betton. "The Business of Education: Bad for Business, Bad for Education". Journal of the World Universities Forum 3, n.º 6 (2010): 31–42. http://dx.doi.org/10.18848/1835-2030/cgp/v03i06/56719.

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14

Chan, Chi-Fai, Chan-Leong Chan e Wai-Lam Cheng. "Business Education in Hong Kong". Review of Pacific Basin Financial Markets and Policies 01, n.º 04 (dezembro de 1998): 555–68. http://dx.doi.org/10.1142/s0219091598000338.

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There is a big demand for business talents in Hong Kong. Nevertheless, business schools are not producing what businesses in the Special Administration Region (SAR) need. For this reason, administrators in business schools should adopt a strategic approach when they formulate their educational goals and strategies. Several key elements which are essential to the success of business schools are discussed in this paper: customer orientation, capabilities development, and relationship and network marketing. Based on the strategic approach, a number of recommendations are made: namely, the initiation of a student intake campaign, and the emphasis on better curriculum design, extra-curricular activities, alumni activities, and the adoption of an internal marketing approach.

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15

Lebby, Andrew M. "The business of education and the education of business: Three reviews". Human Resource Development Quarterly 2, n.º 2 (1991): 189. http://dx.doi.org/10.1002/hrdq.3920020212.

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16

Shetty, Pushpa. "Ethical Leadership: Need for Business Ethics Education". International Journal of Advances in Management and Economics 1, n.º 1 (2 de janeiro de 2012): 14–19. http://dx.doi.org/10.31270/ijame01012012/03.

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17

Waddock, Sandra A. "Business and Public Education". Proceedings of the International Association for Business and Society 2 (1991): 1597–620. http://dx.doi.org/10.5840/iabsproc1991264.

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18

Litz, Reginald A. "Business and Society Education". Proceedings of the International Association for Business and Society 5 (1994): 1215–25. http://dx.doi.org/10.5840/iabsproc19945110.

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19

SAVELYEVA, M. V., O. I. GRUKHVINA e K. A. KALYUZHNAYA. "GAMES IN BUSINESS EDUCATION". EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, n.º 8 (2021): 139–44. http://dx.doi.org/10.36871/ek.up.p.r.2021.08.02.016.

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The article shows the role of games (gamification) in increasing the effectiveness of teaching students and listeners, as well as increasing their involvement in this process. The essence of the game, its types and effects obtained as a result of its use in the educational process are revealed. The authors identified the stages of creating this learning tool and the key skills and abilities necessary for training games. The study conducted by the authors on the basis of conducting games among students during training is described, the results are given.

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20

Pereira, Pedro Álvaro Correia, Irene García Medina e Patricia Margarida Farias Coelho. "Business Entrepreneurship And Education". Revista Organizações em Contexto 17, n.º 33 (31 de agosto de 2021): 211–24. http://dx.doi.org/10.15603/1982-8756/roc.v17n33p211-224.

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This study is a review of the literature regarding business entrepreneurship and education. The main aim is to study the social and educational factors affecting the creation of self-employment for young people as a contribution to the development of local entrepreneurship, reducing unemployment and leveraging economic development. Of the various social influencers, it was important to understand the role of the family, especially of the parents, in motivating and sustaining the creation of one's own job and in the actions of entrepreneurship. In the same sense, at the educational level, to perceive the consequences of access to new resources that expand and support knowledge and skills acquisition useful for creating one's own job and reducing risk aversion of business activities. Finally, to understand the role of endogenous factors such as intelligence and individual motivation in the pursuit of entrepreneurship activities and their relationship with social and educational influencers.

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21

Kolchugina, M. "Business Education in Russia". World Economy and International Relations, n.º 2 (2008): 61–69. http://dx.doi.org/10.20542/0131-2227-2008-2-61-69.

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22

Takács, Viktor László, e Katalin Bubnó. "Mathability in Business Education". Acta Polytechnica Hungarica 19, n.º 1 (2022): 9–29. http://dx.doi.org/10.12700/aph.19.1.2022.19.2.

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23

Morris, Christine Ballengee, e Morgan Green. "Business of Art Education". Art Education 65, n.º 2 (março de 2012): 4–5. http://dx.doi.org/10.1080/00043125.2012.11519161.

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24

Seal, Craig R. "Advancing Business Ethics Education." Academy of Management Learning & Education 8, n.º 4 (1 de dezembro de 2009): 616–17. http://dx.doi.org/10.5465/amle.2009.47785482.

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25

&NA;. "Education Objectives; Business Outcomes". Journal for Nurses in Professional Development 29, n.º 2 (2013): 90–91. http://dx.doi.org/10.1097/nnd.0b013e318286f32a.

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Orr, David W. "The Business of Education". Conservation Biology 6, n.º 3 (setembro de 1992): 315–17. http://dx.doi.org/10.1046/j.1523-1739.1992.06030315.x.

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27

Zhuplev, Anatoly V., e Asylbeck B. Kozhakhtnetov. "Business Education in Kazakhstan". Journal of East-West Business 3, n.º 3 (11 de dezembro de 1997): 67–89. http://dx.doi.org/10.1300/j097v03n03_04.

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28

Lee, Sang M., e Silvana Trimi. "Transforming Albanian business education". International Journal of Entrepreneurship and Small Business 2, n.º 1 (2005): 27. http://dx.doi.org/10.1504/ijesb.2005.006068.

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McLean, Paula A., e D. G. Brian Jones. "Machiavellianism and Business Education". Psychological Reports 71, n.º 1 (agosto de 1992): 57–58. http://dx.doi.org/10.2466/pr0.1992.71.1.57.

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The Mach IV test was administered to 206 undergraduate university students to compare business with nonbusiness students and to compare business students majoring in different fields, such as Marketing, Human Resource Management, and Accounting and Finance. Analysis partially supported the common stereotype that business students, and marketing students in particular, are more Machiavellian than are nonbusiness students.

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30

Rosanova, N., e E. Savitskaya. "Economics in Business Education". Voprosy Ekonomiki, n.º 11 (20 de novembro de 2005): 116–29. http://dx.doi.org/10.32609/0042-8736-2005-11-116-129.

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The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.

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31

Buysse, Lieven, Karoline Claes e Erwin Snauwaert. "Languages in Business Education". Languages in Business Education: Introduction 161 (1 de janeiro de 2011): 5–9. http://dx.doi.org/10.1075/itl.161.01buy.

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32

Bennett, James C. "Research in Business Education". Journal of Education for Business 63, n.º 8 (maio de 1988): 366–68. http://dx.doi.org/10.1080/08832323.1988.10117322.

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33

Wilson, John F., Robert R. Locke, Rolv Petter Amdam, Nuria Puig e Tamotsu Nishizawa. "Roundtable on Business Education". Business History Review 82, n.º 2 (2008): 329–58. http://dx.doi.org/10.1017/s0007680500062838.

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A consideration of Rakesh Khurana's From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession (Princeton, 2007).Khurana's book is an examination of the development of the university-based business school in the United States from the nineteenth century to today. He asserts that while the original goal of these schools was to train a professional class of managers in the mold of doctors or lawyers, university business schools no longer strive for this ideal. Instead, Khurana believes that business schools have become purveyors of a product –the MBA–sold to student-consumers. People should therefore not be surprised at corporate misconduct when managers are considered responsible only to shareholders. Khurana calls for a renewal of the professional ideal in the business school, in which future business leaders are trained to take their place as moral leaders in society. We asked each of the following authors to comment on the book and see if business education underwent a similar transition in other countries.

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34

Lock, Andrew. "Accreditation in business education". Quality Assurance in Education 7, n.º 2 (junho de 1999): 68–76. http://dx.doi.org/10.1108/09684889910269551.

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35

Wallich, Paul. "The Business of Education". Scientific American 267, n.º 4 (outubro de 1992): 117. http://dx.doi.org/10.1038/scientificamerican1092-117.

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36

Ogawa, Rodney T., e Ruth H. Kim. "The business‐education relationship". Journal of Educational Administration 43, n.º 1 (fevereiro de 2005): 72–85. http://dx.doi.org/10.1108/09578230510577308.

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37

Burch, Gerald F., John H. Batchelor, Jana J. Burch e Nathan A. Heller. "Rethinking family business education". Journal of Family Business Management 5, n.º 2 (12 de outubro de 2015): 277–93. http://dx.doi.org/10.1108/jfbm-02-2015-0007.

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38

Lagowski, J. J. "Education: Business as usual?" Journal of Chemical Education 70, n.º 5 (maio de 1993): 347. http://dx.doi.org/10.1021/ed070p347.

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39

Mutch, Alistair. "Rethinking Undergraduate Business Education". Management Learning 28, n.º 3 (setembro de 1997): 301–12. http://dx.doi.org/10.1177/1350507697283003.

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40

Shabanova, M. A. "Business Education in Russia". Russian Education & Society 52, n.º 4 (abril de 2010): 36–62. http://dx.doi.org/10.2753/res1060-9393520403.

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41

McLEAN, PAULA A. "MACHIAVELLIANISM AND BUSINESS EDUCATION". Psychological Reports 71, n.º 5 (1992): 57. http://dx.doi.org/10.2466/pr0.71.5.57-58.

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42

Chambers, DW. "The continuing education business". Journal of Dental Education 56, n.º 10 (outubro de 1992): 672–79. http://dx.doi.org/10.1002/j.0022-0337.1992.56.10.tb02686.x.

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43

Yurasova, M. V. "Education in business organizations". Moscow State University Bulletin. Series 18. Sociology and Political Science 29, n.º 3 (17 de julho de 2023): 166–96. http://dx.doi.org/10.24290/1029-3736-2023-29-3-166-196.

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44

Redmond, Janice, e Beth Walker. "Environmental Education and Small Business Environmental Activity". Australian Journal of Environmental Education 27, n.º 2 (2011): 238–48. http://dx.doi.org/10.1375/ajee.27.2.238.

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Environmental education is seen as a key driver of small business environmental management, yet little is known about the activities small business owner-managers are undertaking to reduce their environmental impact or in what areas they may need education. Therefore, research that can identify environmental management activities being undertaken in small businesses may provide potential targets for education. As intention to behave in a particular way is often predicated on some sort of planning, extending the research questions to ascertain if planning is occurring and its impact on environmental behaviour in small businesses is also seen as critical. The results revealed that, overall, the level of environmental activity in small business was low and that less than a quarter had an environmental plan. In addition, reducing greenhouse gas emissions and purchasing green energy are not areas of engagement for most small businesses and are recommended as potential targets for education.

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45

Obayi, O. U., Georgina C. Kalu e Rose Yeyeda Nwosu. "Empowering business education graduates through entrepreneurship education". Journal of Professional Secretaries and Office Administrators 23, n.º 1 (31 de dezembro de 2015): 75–84. http://dx.doi.org/10.69984/jopsoa.v23i1.10.

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The researchers empirically investigated empowering business education graduates through entrepreneurship education in Nigeria. Accordingly, the researchers raised two (2) research questions and one hypothesis. A survey design was used in the study. 610 business education students from two government owned colleges of education in Enugu state formed the population of the study out of which a sample size of 162 students was selected using simple random sampling technique. The instrument was validated by three experts and was trial-tested, obtaining reliability co-efficient of .78. The instrument was administered directly to the respondents by the researchers and their research assistants. Both descriptive and inferential statistics tools were used in analysing the data. The findings revealed that entrepreneurship education have relevance in entrepreneurship. It also revealed that skills and entrepreneurship education have influence on economic development, and that there was no significant difference between the perception of male and female business students on the relevance of entrepreneurship education. One of the recommendations was that government should provide loans and other advances to help provide the initial capital with which a beneficiary can have a good take-off.

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46

Jain, Subhash C. "Enhancing International Business Education Through Restructuring Business Schools". Journal of Teaching in International Business 20, n.º 1 (janeiro de 2009): 4–34. http://dx.doi.org/10.1080/08975930802671216.

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47

Alsop, Ronald J. "Business Ethics Education in Business Schools: A Commentary". Journal of Management Education 30, n.º 1 (fevereiro de 2006): 11–14. http://dx.doi.org/10.1177/1052562905280834.

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48

Schoenfeld, Deeni. "Project Business: The Bridge Between Business and Education". Social Studies 83, n.º 4 (agosto de 1992): 148–51. http://dx.doi.org/10.1080/00377996.1992.9956221.

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49

Menzies, Teresa V., e Joseph C. Paradi. "Entrepreneurship Education and Engineering Students". International Journal of Entrepreneurship and Innovation 4, n.º 2 (maio de 2003): 121–32. http://dx.doi.org/10.5367/000000003101299474.

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A 15-year cohort of graduates of an engineering degree programme at a major Canadian university who had taken either one (1EES) or three (3EES) elective entrepreneurship course(s) and a randomly stratified comparison group are the subjects of this paper. Career path, business start-ups, ownership, performance and satisfaction with their entrepreneurship education are examined. Being male and taking one or more courses in entrepreneurship proved to be a strong predictor of business ownership. Significantly more of the 1EES group had started businesses (48% had owned a business at some time since graduation) than those in the comparison group (26% had owned a business at some time since graduation). However, business performance was not significantly different according to group. Taking one or more courses in entrepreneurship was also a strong predictor of later reaching top management status. Significantly more of the 1EES group, who were not business owners, were employed in top management positions. This study also provides information on the time lag from graduation to venturing, on business characteristics, and on the desire for an entrepreneurial career in the future. Findings are important for educators and policy makers.

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hefni, hefni. "Vocational Education Transformation Toward Maturity and Business Motivation". mamangan 8, n.º 1 (junho de 2019): 1–7. http://dx.doi.org/10.22202/mamangan.4155.

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Artigos de revistas sobre o tema "Business education"

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