Preparing business students for co-operation in multi-disciplinary new venture teams: empirical insights from a business-planning course

Teaching Accounting and Management through Business Simulation

“…Instrumental competencies, such as cooperation and teamwork were related with the capacity of working in groups and dealing with issues of group dynamics, time management and the decision making process. The importance of these non-technical skills, developed in BS, has (Luthje and Prugl, 2006;Prichard et al, 2006;Scofield, 2005;Larres and Radcliffe, 2000;Lane and Porch, 2002;Bhattacharjee and Shaw, 2001;Bots et al, 2009) and professional institutions (Birkett, 2002;AIPCA, 2006).…”

“…Team work is another important competency for accounting professionals as noted by Luthje and Prugl (2006). Exploring the role of team work among students with different backgrounds and the fact that prior studies had shown some relational problems among people from other disciplines, they demonstrated that their course experience provided an attitudinal beliefs' change among students.…”

“…Exploring the role of team work among students with different backgrounds and the fact that prior studies had shown some relational problems among people from other disciplines, they demonstrated that their course experience provided an attitudinal beliefs' change among students. The main reason presented for that change was communication, as the more students shared experiences with each other and the more they familiarize themselves, the stronger these effects became (Luthje and Prugl, 2006). Investigating the effects of team-skill training on collaborative learning at an university level, Prichard et al (2006) concluded that team-skill training facilitates teamwork on a collaborative learning task.…”

Sustaining Employability: A Process for Introducing Cloud Computing, Big Data, Social Networks, Mobile Programming and Cybersecurity into Academic Curricula

“…This was the starting point of our research. It was quite a challenge to define a curriculum, because non-technical students tend to avoid technical subjects [23]; however, such subjects are essential for their professional success in a world based on cyber-physical systems.…”

Social loafing in student entrepreneurship teams

“…Aspects included in a typical enterprise education course or module include idea generation, market research, product and process development, communication, negotiation, conflict management, project management and people management (Birdthistle et al 2007). Recently, amid calls for more experiential approaches to the teaching of entrepreneurship education, authors in the field have begun to focus on teaching elements including action learning (Rasmussen & Sørheim 2006;Hytti & O'Gorman 2004), career-orientation (Rae 2007), interdisciplinary teams (Lüthje & Prügl 2006), competencies (Mojab et al 2011) and learner-centric approaches (Jones 2006). While these all help the subject to evolve, the most popularly reported pedagogical practices employed remain to be the use of business plans and teamwork (Hytti & O'Gorman 2004).…”