From Benevolent Dictator to Constitutional Monarch

O'Connell, Jeremiah J.

doi:10.1300/j066v08n04_03

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…In this part of the paper, we consider the features of entrepreneurial education in Europe, including the gender aspect. As noted in the work of J.J. O"Connell, the term "European" itself in the context of entrepreneurship education requires decoding: most often, by default the continental Europe is referred, especially its north-western part [9]. A high degree of institutionalization affects the introducing and implementation of educational programs in the field of entrepreneurship.…”

Section: A Teaching Entrepreneurship In the Countries Of The Europeamentioning

confidence: 99%

Teaching Entrepreneurship and Gender Based Assessment of Entrepreneurial Competences

2019

IJRTE

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This paper considers innovations and trends in the development of entrepreneurial education for women. The high competitiveness of educational European programs is to be noted. Subregional and gender features of entrepreneurial education are analyzed on the case of Northern and Eastern Europe. The similarity of the problems faced by European countries is highlighted. The case study shows gender differences in the assessment of entrepreneurial competencies and readiness to receive entrepreneurial education. This work emphasizes the importance of integrating entrepreneurial education with European models of entrepreneurial education, the value of real-life business activities through interaction with entrepreneurs including women-entrepreneurs in developing training programs and their implementation, as well as developing a core of entrepreneurial competencies. The integration of entrepreneurial education, is concluded to be most completely manifested in the creation of international and interregional network models for entrepreneurship education, including network models for teaching women entrepreneurship.

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Section: A Teaching Entrepreneurship In the Countries Of The Europeamentioning

confidence: 99%

Teaching Entrepreneurship and Gender Based Assessment of Entrepreneurial Competences

2019

IJRTE

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Teaching Real-World Political Economy: Simulating a WTO Negotiation

Steagall

Jares

Gallo

2012

Journal of Teaching in International Business

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If free trade is a no-brainer, why isn't trade free?" Students often express such sentiments at the conclusion of a typical international trade course, during which they have learned that free trade is optimal, but that countries continue to restrict trade substantially. This article describes a simulation of a round of trade liberalization under the auspices of the World Trade Organization (WTO). The simulation differs from others in the literature in that it represents a substantial component of the course, but it is not the course's focal point. Because the simulation has proven beneficial to students, the article attempts to provide a blueprint that will enable other professors to implement the project with minimal start-up costs.

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Individual and Group Learning in Crisis Simulations

Borodzicz

Haperen²

2002

Contingencies & Crisis Mgmt

104

122

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Simulated crisis scenarios are frequently cited as effective tools for organisational and individual learning. The issue is raised that simulation exercises may concentrate learning outcomes for exercise designers, facilitators and observers (the consultants).In contrast, learning outcomes for players (the clients) may be more difficult to define or measure. The authors wish to challenge the notion of organisational learning as a package to be delivered fait accompli, and offer a rival argument that the role of consultants is to empower organisations to learn for themselves and continue after the consultants have left. The paper reviews contemporary theories of learning and considers the commercial and ethical questions about the relationship between consultants and the teams targeted for training. ************************* 3 For those wishing to evaluate crisis simulations, it is unlikely that the teams trained will ever be used in the same format to manage a real crisis. Crisis scenarios are for any management structure, unique events that do not fit with an organisation's history, policy or procedures, if they did then they would not be a crisis. The paper will review existing knowledge about learning as applied to simulation environments and consider how crisis simulations can most effectively add value to the learning process. Individual and Group Learning in Crisis Simulations Edward4 What is a CrisisCrisis, as a phenomenon may be viewed as amorphous. It can effect individuals, groups and organisations even nations in almost limitless contexts. The term crisis needs to be understood if it is to be effectively treated in a training environment.There is rich literature developing on the theme of crisis, but little consensus as to how the term should be defined or modelled. Often the terms emergency, disaster, catastrophe, civil emergency might be used to mean the same thing (Borodzicz, 1997, Dombrowsky, 1995.In the authors' own research, it was found to be helpful to narrow the view of crisis down to the training requirements of a particular organisation. Typically, the focus would be a particular organisation or system in crisis, requiring a group of individuals, perhaps specialists or experts, but often line managers and subordinates, to come together and manage a critical situation. A useful analogy here might be the Chinese concept of crisis, viewed as a 'turning point', containing an element of both 'danger' and 'opportunity'. Solutions to the crisis are by definition unorthodox, at least for the operational and cultural history of the organisation.It is important for scenario planning to understand 'crisis' as distinct from 'emergencies' and 'disasters'. Emergencies are situations requiring rapid applications of the organisation's existent policies and procedures. Simulated emergencies are, therefore, tests or drills, used to practice or evaluate the behaviour of key personnel in their performance. In this context both the problem and solutions are not problematic.Simulations are of value here ...

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From Benevolent Dictator to Constitutional Monarch

Cited by 3 publications

References 5 publications

Teaching Entrepreneurship and Gender Based Assessment of Entrepreneurial Competences

Teaching Entrepreneurship and Gender Based Assessment of Entrepreneurial Competences

Teaching Real-World Political Economy: Simulating a WTO Negotiation

Individual and Group Learning in Crisis Simulations

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