Competencies in business degrees: A face-to-face and online comparative study

Ferreras-Garcia, Raquel; Ribas, Carme Besson; Sales-Zaguirre, Jordi; Serradell-López, Enric

doi:10.1080/08832323.2020.1751025

Cited by 13 publications

(7 citation statements)

References 45 publications

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“…These results are the initial benchmark that the majority of respondents claim to be more satisfied with face-to-face learning methods compared to the online learning they have experienced. This is in line with the results of research conducted by [11] who get better face-toface learning results compared to online learning in the ethical aspects of competence. However, this is different from the research result [12] which implies that students are interested in online learning because it is seen as more dynamic and not monotonous.…”

Section: A Satisfaction Toward Learning Processsupporting

confidence: 90%

Student Satisfaction toward Quality of Online Learning in Indonesian Higher Education During the Covid-19 Pandemic

Surahman

Sulthoni

2020

2020 6th International Conference on Education and Technology (ICET)

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This study aims to measure the level of student satisfaction with online learning services in higher education. The research method used is a survey, it is to meet the data needs on a large scale. The study population was students of higher education at the undergraduate level from 26 universities. Samples were taken randomly with due observance of campus representatives from all regions of Indonesia (N = 224). The data collection tool used an online learning satisfaction questionnaire that was developed and validated. The questionnaire contains 19 statements. The data analysis used was descriptive statistical analysis techniques. The results of data processing showed a very satisfying level of 19%, 41% satisfied, 30% dissatisfied, and 10% very dissatisfied. Several factors causing dissatisfaction include limited internet access, and low lecturer's attachment and guidance. The findings are expected to be input to higher education leaders and lecturers in order to improve the quality of online learning services according to the needs of students.

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Section: A Satisfaction Toward Learning Processsupporting

confidence: 90%

Student Satisfaction toward Quality of Online Learning in Indonesian Higher Education During the Covid-19 Pandemic

Surahman

Sulthoni

2020

2020 6th International Conference on Education and Technology (ICET)

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“…Although many different and varied teaching typologies exist (Lautenschläger and Haase, 2011; Pittaway and Edwards, 2012), the most prevalent typology currently in use includes the development of business plans (Carrier, 2009; Honig, 2004). The benefits and effectiveness of this business plan-based pedagogy on developing and improving entrepreneurial competencies have been shown by previous research (Ferreras-Garcia et al , 2019, 2020a, b; Honig, 2004; Nowiński et al , 2019; Peterman and Kennedy, 2003; Sánchez, 2011; Tounés et al , 2014).…”

Section: Literature Review and Research Modelsupporting

confidence: 64%

Developing entrepreneurial competencies in higher education: a structural model approach

Ferreras-Garcia

Sales-Zaguirre

Serradell-López

2021

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PurposeThe aim of this article is to propose and test a structural model of relationships between generic and specific competencies and entrepreneurial competencies in order to assess students' learning.Design/methodology/approachThe study was carried out on a sample of 337 students enrolled on the entrepreneurship specialisation of the final bachelor's degree project course on the Bachelor's Degree in Business Administration and Management at the Universitat Oberta de Catalunya. A questionnaire was designed to gather information on students' perception of their level of acquisition of the different groups of competencies. The partial least squares (PLS) multivariate technique was used to analyse the model.FindingsThe results confirm that there are significant relationships between the different groups of competencies. Specifically, it shows that generic competencies influence specific competencies and that there is a strong relationship between systemic and professional competencies and entrepreneurial competencies. It also shows that the experience variable contributes positively to different competency groups, while the gender and age variables have no effect on the development of entrepreneurial competencies.Practical implicationsThe study provides relevant information to the academic world on different factors that affect competency development.Originality/valueThe analysis provides an innovative research and contributes knowledge on entrepreneurial competency acquisition, providing an answer to whether generic and specific competencies influence entrepreneurial competencies.

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“…Higher education institutions have experimented with different learning environments (Ferreras-Garcia et al, 2020) and how to best deliver quality learning and instruction through face-to-face, online, blended and multi-modality of asynchronous and synchronous components. In other words, distance education, remote teaching, and online instruction are not new approaches to pedagogy or curriculum design, but have taken on new salience (Williamson et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Different meta-analyses comparing face-to-face and online learning finds that online learning and classroom based teaching have no significant differences in learning outcomes while others find face-to-face is more effective. (Ferreras-Garcia et al, 2020). However, this largely depends on what outcomes are assessed.…”

Section: Hospitality and Tourism Pedagogymentioning

confidence: 99%

Educational Distancing: A Mixed-Methods Study of Student Perceptions in the Time of Coronavirus

Baker

2021

Journal of Hospitality & Tourism Education

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COVID-19 has necessitated the largest and quickest transformation of pedagogy ever seen in contemporary education. This research addresses the gaps surrounding teaching in the time of coronavirus by examining student perceptions before and after the coronavirus pandemic using mixed-methods. Study 1 qualitatively content analyzes student responses to the most and least effective aspects of teaching before and after the transition. Study 2 quantitatively analyzes differences in student pedagogical perceptions for the most effective and least effective courses before and after the transition. The results find that student performance and engagement have the most significant decrease for the most effective course, while the technical delivery was also a significant issue for the least effective course. Results also find that supportive and compassionate teaching is critical. The results build upon the gaps in crisis management, blended learning, and synchronous and asynchronous content by examining the student perspective.

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Competencies in business degrees: A face-to-face and online comparative study

Cited by 13 publications

References 45 publications

Student Satisfaction toward Quality of Online Learning in Indonesian Higher Education During the Covid-19 Pandemic

Student Satisfaction toward Quality of Online Learning in Indonesian Higher Education During the Covid-19 Pandemic

Developing entrepreneurial competencies in higher education: a structural model approach

Educational Distancing: A Mixed-Methods Study of Student Perceptions in the Time of Coronavirus

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