Diverse Issues Facing the Business Management Education: A Conceptual Journey

Khan, Mohammad Ayub

doi:10.7763/ijiet.2015.v5.518

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…La percepción pública de la educación como un bien capital ha ejercido presión sobre las organizaciones de educación superior. Esta presión se origina en su potencial de recompensa financiera con énfasis en la creación de una mano de obra cualificada, mejorando así el nivel de vida de la sociedad a través de su capital humano (Khan, 2015).…”

Section: Intelectualunclassified

Pensamiento crítico y autoconcepto académico en estudiantes universitarios

et al. 2021

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La investigación tiene por objetivo determinar la relación entre pensamiento crítico y autoconcepto académico en estudiantes de la escuela de negocios internacionales de la Universidad Nacional Mayor de San Marcos - Perú. Se adoptó un tipo descriptiva correlacional con diseño no experimental. Se afirma que, entre el pensamiento crítico y el autoconcepto académico existe una relación altamente significativa, ya que el valor de significancia es menor al 1%. Se concluye que podemos llamar también al pensamiento crítico a la capacidad del pensamiento para examinarse y evaluarse a sí mismo y el pensamiento propio o el de los otros. La capacidad para el pensamiento crítico surge de la metacognición. El crecimiento, eficacia y creatividad del pensamiento está en su capacidad para el continuo autoexamen, autocritica, autocontrol, que proporciona su capacidad crítica a partir de la metacognición.

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Section: Intelectualunclassified

Pensamiento crítico y autoconcepto académico en estudiantes universitarios

et al. 2021

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“…Among the challenges of 21st century education are to provide learning that is geared toward high level thinking skills, as well as dynamic learning spaces (KPM, 2015). Other challenges students will face are competition in employment, a workforce that requires critical thinking, flexibility, collaboration and lifelong learning skills (Khan, 2015). Therefore, educators and educational institutions need to work hard to provide sufficient skills and knowledge before students enter the work environment.…”

Section: Introductionmentioning

confidence: 99%

Elements of Modern Learning Skills Framework for Students in TVET System in Malaysia: Confirmatory Factor Analysis Approach (CFA)

Sulaiman¹,

Nashir²

2022

IJARPED

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21st century education is now facing many challenges. Among the challenges of 21st century education are to provide learning that focuses on thinking skills at a high level, and the challenges of labour after finishing school. Therefore, this study was carried out to develop the framework of modern learning skills in the technical and vocational education system in Malaysia. Respondents comprised 367 students in technical and vocational institutions in Malaysia. Random sampling is easy to use. Questionnaire instruments using Likert scales 1 to 3 are used to obtain feedback from respondents. Overall, the reliability of the acceptable questionnaire with the Alpha Cronbach value of 22 domains is greater than .70 which is .80 and meets the normality test requirements. Furthermore, the data obtained is processed through the confirmatory factors analysis to develop a modern learning skills framework. The study found that there were 12 domains that were maintained to develop the framework. The results of the study showed the equivalent index value was equivalent to p=0.000, the relative value of chi-square coincided with 3,827, for the GFI value was .914, while for the value of CFI was .941. Share the values of TLI .928 and RMSEA is .088. Therefore, the modern learning skills framework can be developed with 12 domains.

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“…As the business environment continuously changes, curriculum designers of business education must recognise emerging needs and incorporate course content that best aligns with industry expectations for potential graduates who can meet the challenges (Gonzalez, Quesada, Mueller, & Mueller, 2011). There is an opportunity for business schools to transform the current teaching and learning to integrate and connect with real business practices that emphasise the importance of group communication and teamwork (Khan, 2015). In order to pursue such educational intent, business educators must customise instructional design by assessing learners' needs as well as market requirements in order to prepare students to work collaboratively in the workplace (Jackson, 2005;Plewa, Galán-Muros, & Davey, 2015).…”

Section: Introductionmentioning

confidence: 99%

Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning

Lin

Huang

2019

AJET

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Due to the competitive and rapidly changing nature of the external business environment, university students must acquire the ability to cooperate, share knowledge, and enhance team effectiveness and learning in the workplaces of the future. Consequently, the design of business courses in higher education merits further discussion. Based on the notions of team-based learning and flipped classrooms, we proposed a business course model that consisted of three main phases: before-class, in-class, and after-class online course activities. After implementing the course models in two business courses at two public universities in Taiwan, a survey based on social learning and social exchange theories was distributed. The data collected from 218 undergraduate business students were analysed. The findings reveal that value in team members’ contributions is positively associated with team trust and each has a significant impact on knowledge sharing and team effectiveness. Knowledge sharing played a key role in this learning context and was a significant mediator between perceptions of value in team members’ contributions and team effectiveness, as well as between team trust and team effectiveness. In addition, team effectiveness was a benefit to individual learning in these classes.

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Diverse Issues Facing the Business Management Education: A Conceptual Journey

Cited by 3 publications

References 21 publications

Pensamiento crítico y autoconcepto académico en estudiantes universitarios

Pensamiento crítico y autoconcepto académico en estudiantes universitarios

Elements of Modern Learning Skills Framework for Students in TVET System in Malaysia: Confirmatory Factor Analysis Approach (CFA)

Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning

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