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Добірка наукової літератури з теми "Business education"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 29 липня 2024

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Статті в журналах з теми "Business education"

1

Murgatroyd, Stephen. "Business: Business, education, and distance education." American Journal of Distance Education 4, no. 1 (January 1990): 39–52. http://dx.doi.org/10.1080/08923649009526690.

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2

Kainova, E. "Business Education." Russian Education & Society 43, no. 7 (July 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, no. 4 (2015): 476–85. http://dx.doi.org/10.22495/jgr_v4_i4_c4_p5.

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Анотація:
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., and Raymond M. Jones. "Internationalizing Business Education." Journal of Teaching in International Business 8, no. 2 (September 20, 1996): 57–75. http://dx.doi.org/10.1300/j066v08n02_04.

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Yeoh, Poh-Lin. "International Business Education." Journal of Teaching in International Business 13, no. 2 (July 30, 2002): 7–27. http://dx.doi.org/10.1300/j066v13n02_02.

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Hall, Sarah, and Lindsey Appleyard. "FINANCIAL BUSINESS EDUCATION." Journal of Cultural Economy 5, no. 4 (November 2012): 457–72. http://dx.doi.org/10.1080/17530350.2012.691894.

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Molisa, Pala. "White Business Education." Critical Perspectives on Accounting 21, no. 6 (August 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, no. 3-4 (December 1985): 91–106. http://dx.doi.org/10.1300/j105v07n03_09.

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Shrivastava, Paul. "Greening Business Education." Journal of Management Inquiry 3, no. 3 (September 1994): 235–43. http://dx.doi.org/10.1177/105649269433003.

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Cavusgil, S. Tamer. "Internationalizing Business Education." Journal of International Marketing 1, no. 2 (June 1993): 115. http://dx.doi.org/10.1177/1069031x9300100210.

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Дисертації з теми "Business education"

1

Tucker, Emily C. "The accounting education system : is it broken? /." Staten Island, N.Y. : [s.n.], 2004. http://library.wagner.edu/theses/business/2004/thesis_bus_2004_tucke_accou.pdf.

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2

McLachlan, Marian. "Further education as a business?" Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508384.

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3

Gallacher, J. "Business models and higher education." Thesis, Nottingham Trent University, 2010. http://irep.ntu.ac.uk/id/eprint/318/.

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Анотація:
The researcher believes that the wide ranging use of the term business model in academic and practitioner arenas suggests that the clarification of its use rhetorically, strategically or managerially or lack of use would be of interest to both academics and management practitioners. Universities face increasingly challenging economic conditions and the identification of the use within higher education of business models using interview data, cross-referenced to institutional success, measured by a variety of metrics, may allow inferences to be drawn about the relationship of the relative success of institutions and the role, if any, of business models which may then inform future decision making. The researcher suggests that a business model approach, whilst not introducing new concepts is a useful descriptive and analytical tool for both practitioners and academics. In a discursive sense the term can act as a useful short hand whilst as a framework for value propositions it can aid the identification and development of the underlying economic reality of business activity. Furthermore, business models when viewed in the context of competing value propositions and business model innovation provide a link to and an aid in, the development of strategy. The researcher found that the term business model was frequently described in interview as inappropriate and no evidence of significant explicit usage of the term business model was found in university strategic plans. Further evidence from interview and the analysis of strategic plan documentation highlights the use of business-like language and practices suggesting that implicit, rather than explicit, business model approaches are being adopted in universities for decision making purposes. No evidence of a correlation between the use of business models, business like terms or reference to Hefce strategic aims and financial or league table success was noted. Whilst relative institutional income levels remained largely static over the period 1994-95 – 2006-07, the income patterns of institutions interviewed indicated that as the level of success as measured by researcher increased, as a proportion of total income grant and fee income reduced and research and other income increased. In addition the top twenty-five universities measured by average surplus over the period 1994-5 to 2003-04 tended to have a higher than average proportion of their total income represented by research and other income. To aid the realisation of potential benefits to be gained by universities from the adoption of a more explicit business model approach the research findings suggest the consideration of three factors. Firstly the clarification of the location of business models in relation to the more traditional management tools of strategy development and resource planning. Secondly, the lack of appetite for the explicit adoption of a business model approach, in at least some parts of the sector, suggests that the language of business models needs adapting to a higher education context. The researcher suggests the language of social enterprise which would explicitly recognise the societal dimension of university activity. Finally, but related to the second point is that the constrained economy of higher education needs to be recognised in the development of a business model approach with complex stakeholder relations recognised in value propositions and outcomes and financial sustainability as a necessary facilitator rather than primary driver.
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Gallagher, John. "Business models and higher education institutions-looking for business models in the higher education landscape." Thesis, Nottingham Trent University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511413.

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Andersson, Pernilla. "The Responsible Business Person : Studies of business education for sustainability." Doctoral thesis, Södertörns högskola, Miljövetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29400.

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Анотація:
Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.
I kölvattnet av den finanskris som kulminerade 2008 och växande uppmärksamhet för olika miljö- och hållbarhetsutmaningar, som exempelvis klimatförändringar, har uppmaningar till integrering av ’hållbar utveckling’ i ekonomiutbildningar ökat internationellt. Miljö och hållbarhetsfrågor har sedan tidigare varit framskrivna i gymnasieskolans styrdokument men i samband med den senaste gymnasiereformen 2011 skrevs begreppet hållbar utveckling tydligare in i Företagsekonomiämnets ämnesplan. Denna avhandling undersöker integrering av hållbarhetsfrågor inom ramen för undervisning i företagsekonomi och närliggande ekonomiämnen på gymnasienivå. Utifrån ett poststrukturalistiskt perspektiv är det övergripande syftet att identifiera vilka företagarroller som artikuleras i läromedeloch undervisning, och även att diskutera i vilken utsträckning dessa roller förbereder de studerande, som framtida företagare, att hantera hållbarhetsfrågor. Avhandlingen består av fyra delstudier som baseras på analyser av läroböcker, lärarintervjuer och klassrumsobservationer. Tre kategorier av företagarroller, som rymmer olika förväntningar på en ansvarstagande företagare har identifierats. Dessa olika roller innebär att en företagare förväntas antingen: anpassa sig till etiska värden som uttrycks i lagar och regler, addera etiska värden som efterfrågas av andra, eller skapa etiska värden. Rollerna skiljer sig åt huruvida en företagare: skall hålla egna känslor för hållbarhetsfrågor åt sidan (anpassande rollen), har utrymme för egna känslor (adderande rollen) eller måste involvera egna känslor (skapande rollen), vid fattande av affärsbeslut. Dessa roller jämförs med de företagarroller som impliceras i Dryzeks miljödiskurser och Pellizzonis ansvarsregimer. Utifrån Dryzeks och Pellizzonis argument om vilka kvaliteter som är viktiga för att hantera hållbarhetsfrågor dras slutsatsen att de studerande kan bli: icke rustade (den anpassande rollen), illa rustade (den adderande rollen) eller bättre rustade (den skapande rollen), att hantera osäkra och komplexa hållbarhetsfrågor, beroende på hur hållbarhetsfrågor integreras i företagsekonomiundervisningen. De fyra artiklarna innehåller detaljerade exempel på hur och i vilka situationer specifika företagarroller artikuleras eller privilegieras. Exemplen visar också i vilka situationer utbildningen tilltalar de studerande och potentiellt blivande företagarna som moraliska subjekt och ger utrymme för de studerandes subjektivitet (som inbegriper förnuft och egna känslor).Dessa exempel kan användas av (bl a) lärare som utgångspunkt för kritisk reflektion i syfte att förstärka de studerandes förmågor att som framtida företagare hantera osäkra och komplexa hållbarhetsfrågor, samt för att utveckla utbildningens kvalitet avseende dess subjektifierande funktion.
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Прищепа, Наталія Петрівна, Natalia Pryshchepa, Наталья Петровна Прищепа, Анна Петрівна Жеглова, Ann Zhehlova, and Анна Петровна Жеглова. "Advantages of business education in Ukraine." Thesis, Національний Авіаційний Університет, 2018. http://er.nau.edu.ua:8080/handle/NAU/39213.

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Анотація:
Here are some interesting facts about this kind of education in Ukraine and about the opportunities it offers for managers and those who have already thought about such training, but have not yet decided to start. Histoiy and statistics.
It's never too late to learn. This statement proves once again the fact that it is almost impossible to build a successful business without the experience and necessary knowledge that is given in business schools in our country. The knowledge and skills of a professional leader obtained in the MBA business school will help to form a qualified and talented manager.
Ніколи не пізно вчитися. Це твердження ще раз підтверджує той факт, що практично неможливо побудувати успішний бізнес без досвіду та необхідних знань, які надаються в бізнес-школах нашої країни. Знання та навички професійного керівника, отриманого в бізнес-школі MBA, допоможуть сформувати кваліфікованого та талановитого менеджера.
Учиться никогда не поздно. Это утверждение еще раз подтверждает тот факт, что практически невозможно построить успешный бизнес без опыта и необходимых знаний, которые даются в бизнес-школах в нашей стране. Знания и навыки профессионального лидера, полученные в бизнес-школе MBA, помогут сформировать квалифицированного и талантливого менеджера.
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Finley, Lacey. "Undergraduate business students perceptions of teaching presence in online business courses." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32640.

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Анотація:
Doctor of Education
Curriculum and Instruction Programs
Rosemary S. Talab
The purpose of this case study was to explore Teaching Presence in the undergraduate online Business course environment. This study explored the following three Research Questions: 1. How do undergraduate Business students perceive Teaching Presence in online courses? 2. What Teaching Presence components do undergraduate Business students find valuable in online courses? 3. How do exemplary undergraduate online Business course faculty demonstrate Teaching Presence in online instruction? The population of this study consisted of 20 undergraduate Business students and 3 student-nominated Business faculty. Participants included Business students enrolled in online Business courses. Based on the student interviews, the faculty most often nominated by the students as demonstrating effective methods of Teaching Presence in online Business courses served as faculty participants. Interviews of students and faculty were conducted during the Fall 2015 semester. There were 101 units identified for Research Question 1, with 46 units for the theme of "Direct Instruction", 36 for the theme of "Discourse Facilitation", and 19 units for the theme of "Design and Organization". The major findings from these research questions were that undergraduate Business students perceived online course Teaching Presence most through Direct Instruction. Students perceived prompting student engagement in discussions and encouraging student participation as important elements of the "Discourse Facilitation" theme. Students perceived good course design methods as being important to Teaching Presence. There were 245 units identified for Research Question 2, with 93 units for the theme of "Design and Organization", 88 units for "Discourse Facilitation" and 64 units for Direct Instruction". The major findings were that the "Design and Organization" theme was found to be most valuable to undergraduate Business students in the form of designing methods and establishing time parameters. Setting a climate for learning within the "Discourse Facilitation" theme and confirming understanding within the "Direct Instruction" themes were important to students when discussing what Teaching Presence components they found valuable in online Business courses. There were 81 units identified for Research Question 3, which consisted of faculty interviews focused on how exemplary online Business course faculty demonstrated Teaching Presence. The themes that were found in the faculty interviews were 30 units for the "Design and Organization" theme, 26 units for the "Discourse Facilitation" theme and 25 units for the "Direct Instruction" theme. The major findings were that the "Design and Organization" theme was found to be of the utmost importance to exemplary faculty when discussing the demonstration of Teaching Presence in online Business courses. Within the "Discourse Facilitation" theme, faculty emphasized the importance of drawing in participants and prompting discussion. Confirming understanding was found to be the most important aspect of the "Direct Instruction" theme. Recommendations for the research setting were in the areas of learning activity clarity, the use of integrated video lectures, enriched student-instructor interaction strategies, and technological tools to identify student comprehension struggles. Recommendations for future research including a study of Teaching Presence in different academic disciplines and in different academic environments, the efficacy of various technologies in enhancing Teaching Presence, and instructor attributes influencing Teaching Presence.
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8

Irving, Rosalind. "The role of a transnational education service business in higher education." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715296.

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There is percieved to be an increasing role for private actors in education in different sectors and locations. This is seen as an effect of the increasing role of markets, competition and choice in policy activity. This study explores this from two perspectives: firstly, as an intrinsic case study that aims to shed light on the behaviour of a specific organization. The case examined is that of Pearson which is the largest education company globally. The global reach and extensive nature of Pearson’s diverse activities suggest it may play an important role in education and is of value as an object of study. Secondly, the study examines business behaviour in relation to social policy theory and education policy. Theory suggests that businesses are models and vehicles for efficient service provision. One aim of this research was to discover how this might happen in practice. How might a business actually behave and how does this relate to what theory and policy assumes? The issue is approached through three core aspects of Pearson’s business: globalization, digitization and higher education as they evidence policy themes of markets, competition and choice. The research was framed as a case study using two data types: documentary research and interviews with subjects connected to Pearson. It uses the lens of business practices to examine strategies as they are assumed to relate to other companies, to products, as involvement in education policy emanating from the UK and as practices at subject level. The research finds that Pearson seeks opportunities to manipulate neoliberal policy themes to its advantage. The fact of being a publicly traded company has a significant impact on the organization’s behaviour, which exhibits a monopolizing tendency, and is key to understanding Pearson’s involvement in education.
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Hartley, Richard Dunsby. "The business of teaching the teaching of business : using social constructivist techniques to teach business-orientated advanced GNVQs." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=110.

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Jennings, Carol L. Schmidt B. June. "An update of the chronology of business education /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-12302008-063827/.

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Книги з теми "Business education"

1

Pierce, Joseph A. Negro Business and Business Education. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1073-8.

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Powell, Philip, and Bhabani Shankar Nayak, eds. Creative Business Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10928-7.

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Marques, Joan, Satinder Dhiman, and Svetlana Holt, eds. Business Administration Education. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137087102.

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4

Enterprise, Scottish, ed. Education business partnerships. Glasgow: Scottish Enterprise, 1993.

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5

Rhôna, Seviour, ed. Business education assignments. Harlow: Longman, 1987.

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6

Institute, Edison Electric, ed. Business-education partnerships. [Washington, D.C: Edison Electric Institute, 1990.

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7

Community, Business in the, ed. Education business partnerships. London: Business in the Community, 1989.

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8

Medley, S., N. Cafferillo, and J. Bohlen. Business education center. Denver, CO: National Audio Video, 1997.

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9

Lambeth, (London England) Education. Lambeth Education Business Partnership business plan. London: London Borough of Lambeth, 2002.

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10

Great Britain. Department for Education. Education means business: Private finance in education. London: DFE, 1994.

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Частини книг з теми "Business education"

1

Farnsworth, Kevin. "Education, Education, Education or Business, Business, Business?" In Blair's Educational Legacy, 45–64. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115330_3.

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Klikauer, Thomas. "Business School Education." In Management Education, 81–111. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40778-4_4.

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Wightwick, Jane, and Mahmoud Gaafar. "Education and business." In Mastering Arabic 1, 245–61. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-38046-3_18.

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Wightwick, Jane, and Mahmoud Gaafar. "Education and business." In Activity Book, 74–77. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-38048-7_19.

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Polman, Paul. "Business School Education." In Responsible Management Education, 415–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003186311-35.

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Medinskaya, Olga, and Henk R. Randau. "Education: Quality and Quantity." In Russia Business, 265–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64613-4_31.

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Scapp, Ron. "Getting Down To Business." In Reclaiming Education, 35–49. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-38843-8_3.

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Furnham, Adrian. "Education for life." In The People Business, 63–64. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230510098_20.

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McVicar, Malcolm. "Education Policy: Education as a Business?" In Public Policy under Thatcher, 131–44. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20855-5_10.

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Hazzan, Orit, and Ronit Lis-Hacohen. "Education." In The MERge Model for Business Development, 13–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6_4.

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Тези доповідей конференцій з теми "Business education"

1

Resele, Liene, Dace Stefenberga, Agnese Jekabsone, Elina Erkske, and Madara Krisjane. "Business education excellence." In 20th International Scientific Conference "Economic Science for Rural Development 2019". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2019. http://dx.doi.org/10.22616/esrd.2019.078.

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Berta, Doraanca. "BUSINESS IINTELLIGENCE IN EDUCATION." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-101.

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In order to steer their internal organization, companies are experiencing mountains of data need to obtain information about the processes and people within the organization, the companies’ environment, and other factors that influence their business. Business Intelligence (BI) provides support for delivering this information and helps organizations achieve this focus giving the complete vision to learn from the past, monitor the present and gain an inside into the future. Nowadays, on the market there is a wide range of software rather included in the term "umbrella", products that are nothing but a combination of decision support systems, query and reporting tools, online analytical processing (OLAP) and also, forecasting and data mining systems. To discover at first hidden informations that are received from a data warehouse, BI uses a variety of algorithms to establish relationships between different data and variables. The effectiveness of these tools is quite high given that have began to appear BI solutions that not only serve the economic profile organizations but also other types of organizations to which we wouldn’t think, like education. In this article we propose to prove that Business Intelligence solutions can be successfully used also in education. Educational environment need this software because Business Intelligence combines data gathering, data storage, and knowledge management with analytical tools to present complex, useful and competitive information about students, results, performance and interesting correlations between different educational variables. BI solutions include the latest and most advanced technologies to support decision making and covers all information resources necessary to support decisions. They allow the models offered to make calculations and highlight the knowledge, while the final decision-maker appreciates reporting to reality and taking decision, even in education.
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3

Sánchez, Guzmán, Francisco José, and Sang-Myung Lee. "Education, Culture and Entrepreneurship." In Business 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.126.04.

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4

Baloh, Peter, Talib Damij, and Peter Vrecar. "Marketable Unique and Experiential IT-Skills Education for Business Students." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2987.

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Educational programme for lab-lectures of Business Information Systems module is presented. There, first year undergraduate business students of Faculty of Economics Ljubljana University Business School acquire important hands-on knowledge, which is expected from them by future employers in business practice and by lecturers during their studies. The programme evolved over a course of years of instructors performing both seminars and consulting in real-life businesses and performing lab lectures in afore mentioned institution. The content is strategically rooted in combination of market- and resource-based view of the programme, and nature of performing the lectures is based on experiential education. Content of the programme along with mode of delivery (experiential learning) are presented.
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Kirby, Mike. "Education is Everyone's Business." In World Environmental and Water Resources Congress 2007. Reston, VA: American Society of Civil Engineers, 2007. http://dx.doi.org/10.1061/40927(243)125.

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Nguyen, Lan Thi Mai, Linh Thi My Nguyen, and Gary Tan. "Gamification in Business Education." In ICMET '20: 2020 the 2nd International Conference on Modern Educational Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3401861.3401867.

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Cekule, Laila, Andrejs Cekuls, and Margarita Dunska. "The role of education in fostering entrepreneurial intentions among business students." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16159.

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Entrepreneurial intention is a critical aspect of the creation of new businesses and the development of an entrepreneurial culture. It is considered to be the strongest predictor of an individual's behavior towards entrepreneurship. The present study aims to examine the role of education in promoting entrepreneurial intentions among business students and understand how educational programs, initiatives and experiences can impact the development of an entrepreneurial mindset. The study was conducted using focus group discussions to gather views and attitudes of individuals. The results suggest that in order to cultivate entrepreneurial intentions among business students, education must provide exposure to successful entrepreneurs, encourage hands-on experience, offer entrepreneurship-focused classes and workshops, provide access to funding and mentorship, foster a supportive and inclusive environment, emphasize the development of critical thinking and problem-solving skills, and encourage continuous learning. The findings of this research provide valuable insights for educators, policymakers, and stakeholders to enhance entrepreneurial education and foster a supportive environment for the development of entrepreneurial skills and mindsets among business students.
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Mrva, Miloš, and Peter Marcin. "Business Plan – a Business “Must Have”?" In Contemporary Issues in Business, Management and Education. VGTU Technika, 2015. http://dx.doi.org/10.3846/cibme.2015.13.

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The business plan is seen as a complex structured document, which provides logical and factual answers to individual questions about the business. These questions are key to a successful start-up and implementation of longterm business activities. However, there has been a growing opinion in recent years, that a business plan is an inapropriatte tool considering the turbulent environment of nowadays. The aim of our studies is to identify the extent of use of a business plan as an important planning document in SMEs. There are many business owners who do not have a business plan and pay little attention to their planning activities. To better understand how the Slovak entrepreneurs perceive planning, we conducted a questionnaire survey. This reveals very interesting findings about the attitudes of Slovak businessmen to planning and planning documents. Survey results and recommendations are key parts of our article.
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Sidorcuka, Irina. "MULTIDISCIPLINARY PROJECT IN BUSINESS EDUCATION." In 35th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.935.043.

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Haque, Waqar, and Erin M. Lutzer. "Intelligent Analytics for Business Education." In Technology for Education / Software Engineering and Applications. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.754-007.

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Звіти організацій з теми "Business education"

1

Warberg, William. An Analysis of the Ability and Achievement of Business Education Students Compared to Non-Business Education Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1526.

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2

Khiem, Hoang. Viet-Nam business education; a proposal for development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.932.

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3

Bloom, Nicholas, Renata Lemos, Raffaella Sadun, and John Van Reenen. Healthy Business? Managerial Education and Management in Healthcare. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23880.

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4

Mintii, Iryna S., and Vladimir N. Soloviev. Augmented Reality: Ukrainian Present Business and Future Education. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2673.

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The aim of the study: analysis of the current state and prospects for the development of augmented reality in Ukraine in business and education. The objectives of the study: to analyze the experience of using the augmented reality in advertising, marketing, education of Ukraine; to investigate the problems existing in this direction. The object of the study: the process of using augmented reality in advertising, marketing, education. The subject of the study: specific projects using the augmented reality in advertising, marketing, education. The used method of study was theoretical that included analysis of articles and materials of conferences on the research problem. The results of the study: nowadays, the augmented reality is used primarily in the field of advertising and marketing of Ukraine. As an example is the advertisement of Kyivstar (virtual tour around Ukraine, augmented reality quest), some of the Ukrainian companies have certain results in in this direction, for example, Augmented Pixels, Simo AR (in the development of a browser with augmented reality, the Kontramarka ticket service is implemented), Live Animations (such projects as Wonderland AR, My Yeti, Live Coloring, Gapchinska, Live Photo are already implemented). Among the problems that exist with the introduction of these technologies in education, first of all, we should note the shortage of specialists in the preparation of such educational projects and the uncoordinated actions of business and education in this direction. Main conclusions and recommendations: in order to disseminate research results it is necessary to hold thematic events of the all-Ukrainian level.
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5

Gray, Obra L. Supply and Demand for Business Education in Naval Aviation. Fort Belvoir, VA: Defense Technical Information Center, June 2005. http://dx.doi.org/10.21236/ada435692.

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6

England, Lauren. Crafting Professionals: craft higher education & sustainable business development. University of Dundee, 2020. http://dx.doi.org/10.20933/100001183.

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7

Castillo-Ruiz, Paz. Women in Business. Inter-American Development Bank, August 2011. http://dx.doi.org/10.18235/0009024.

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Women account for 66% of the global workforce and earn 10% of the income. They produce 50% of the food globally and own 1% of the property. Besides, women represent the majority of the global poor, 70%, and it has been proven that ownership is one of the most effective means of improving their economic well-being. Therefore, promoting women economic opportunities and equal participation in the labor market is the right thing to do. But it is also good business. This reference note discusses the role that gender plays in labor market participation, access to finance, training and education, and other legal and social barriers. This document then goes on to describe policies and promising practices for promoting real economic opportunity for women.
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Volkova, Nataliia P., Nina O. Rizun, and Maryna V. Nehrey. Data science: opportunities to transform education. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3241.

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The article concerns the issue of data science tools implementation, including the text mining and natural language processing algorithms for increasing the value of high education for development modern and technologically flexible society. Data science is the field of study that involves tools, algorithms, and knowledge of math and statistics to discover knowledge from the raw data. Data science is developing fast and penetrating all spheres of life. More people understand the importance of the science of data and the need for implementation in everyday life. Data science is used in business for business analytics and production, in sales for offerings and, for sales forecasting, in marketing for customizing customers, and recommendations on purchasing, digital marketing, in banking and insurance for risk assessment, fraud detection, scoring, and in medicine for disease forecasting, process automation and patient health monitoring, in tourism in the field of price analysis, flight safety, opinion mining etc. However, data science applications in education have been relatively limited, and many opportunities for advancing the fields still unexplored.
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Bertlin, Julian. Climate & environment assessment: Business case for better education statistics for improved learning (BESt). Evidence on Demand, September 2013. http://dx.doi.org/10.12774/eod_hd086.sept2013.bertlin.

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Crawford, Claire, Rowena Crawford, and Wenchao (Michelle) Jin. The Outlook for Higher Education Spending by the Department for Business, Innovation and Skills. Institute for Fiscal Studies, November 2013. http://dx.doi.org/10.1920/re.ifs.2013.0086.

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