Simulation-based training as a teaching and learning tool for management education

Neriz, Liliana; Núñez, Alicia; Fuentes-Caceres, Veronica; Ramis, Francisco; Jerez, Oscar

doi:10.1080/14703297.2019.1631874

Cited by 5 publications

(4 citation statements)

References 30 publications

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“…The first topics that appear in Figure 5 are related to the internal aspects of universities and the development of the EHEA. We find two clusters that contain issues in this line: “active learning” (MacVaugh and Norton, 2012; Neriz et al , 2020) and “academic performance.” Topics in these clusters address the implementation of new methodologies and teaching innovations (Fernandez-Sainz et al , 2016; Rienties et al , 2012). In the first cluster, studies are focused on the exploration of blended methodologies such as flipped classrooms (Price and Walker, 2021) or problem-based learning (Garnjost and Brown, 2018) and approaches such as collaborative learning (Lambić et al , 2018).…”

Section: Discussion: Trends and Opportunities In Education In Busines...mentioning

confidence: 95%

Section: Knowledge Structure Of the Field: Co-word Analysismentioning

confidence: 95%

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Sustainability and entrepreneurship: emerging opportunities for business and management education

Ortiz‐de‐Urbina‐Criado

Mora-Valentín

Sánchez

2022

JEEE

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Purpose Agenda 2030 for Sustainable Development defines 17 goals with 169 targets in economic, social and environmental fields to guarantee human rights. Universities and companies are two driving forces for achieving these Sustainable Development Goals (SDGs). In this context, university research and, specifically, business and management studies should include this new economic-social panorama. Focusing on business and management education, this study aims to analyze who can help to implement the SDGs and how. Design/methodology/approach A descriptive examination of the evolution of documents and journals on business and management education was performed. Next, a co-authorship analysis, studying the collaboration among researchers, was performed. Finally, a co-word analysis that identifies the main topics and relationships between them was developed. Findings This study’s results suggest the necessity of expanding collaboration networks between countries and institutions. The analysis also reveals two emergent topics: entrepreneurship and sustainability. Then, three lines for teaching business and management according to the SDGs are proposed: two regarding university-firm relationships – job creation and entrepreneurship – and the third regarding universities effects on society – including sustainability principles and actions in higher education. Originality/value The main contribution is to show the important role that universities, in general, and business and management education, in particular, play in achieving the SDGs. Universities must mobilize their managers, professors and students because implementing the SDGs is possible through coordinated and integrated participation.

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Section: Discussion: Trends and Opportunities In Education In Busines...mentioning

confidence: 95%

Section: Knowledge Structure Of the Field: Co-word Analysismentioning

confidence: 95%

Sustainability and entrepreneurship: emerging opportunities for business and management education

Ortiz‐de‐Urbina‐Criado

Mora-Valentín

Sánchez

2022

JEEE

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“…Education is carried out over a long period of time compared to training activities, education teaches students, while training involves professionals (Kyoo-Man Ha, 2016). Currently, the job market is characterized by changing challenges that make the work ecosystem more complex and uncertain, requiring a workforce with practical experience through training activities to acquire new skills and abilities (Neriz et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

The Implementation of Non-Formal Education and Training Programs to Encourage the National Economy Concerning the Unemployment Rate in Southeast Asia

Engriyani,

Madhakomala

2023

IJSSHR

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This research raises the topic of comparing the implementation of non-formal education and training after the COVID-19 pandemic to encourage the national economy through economic recovery policies on the concerning issue with the unemployment rate in the Southeast Asia region. The aim is to compare the implementation of non-formal education and training for workers in Indonesia, Malaysia, and Singapore which have been organized by the national government, namely: "Kartu Prakerja" from Indonesia, "SkillsFuture" from Singapore and "Upskill" from Malaysia. Each country has a similar background in handling educational programs after the COVID-19 pandemic, but it has differences in implementing the workforce programs. A qualitative approach is used with data sources obtained through literature studies in the form of official documents, websites, press releases from state governments and journals based on their relevance. Data analysis was carried out comparatively. The results of the research show that the implementation of non-formal education and training includes two aspects of management; organizing and implementing, each country has differences and similarities adjusted to the beneficiaries and the actualization of non-formal education and training programs that have been carried out in the country.

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“…A central argument in this space is the risk that students of business school programmes could be ‘ill‐equipped for the challenges of the real world’ (Chia & Holt, 2008, p. 471). Debates surrounding education in the context of the relevance problem are far‐reaching, with some authors proposing specific suggestions to fill knowledge and skill gaps (e.g., Calma, 2021; Cole & Snider, 2019; Neriz et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

The relevance and impact of business schools: In search of a holistic view

Redgrave

Grinevich

Chao

2022

Int J Management Reviews

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The degree to which business schools are relevant and impactful for society has been disputed. Critics that engage in the so-called 'relevance problem' have argued that business schools are preoccupied with academic rigour at the expense of practical relevance, resulting in a lack of societal impact. This systematic literature review synthesizes the fragmented body of knowledge pertaining to the relevance and impact of business schools. Appreciating the contributions of both research and education, this review offers a holistic view that acknowledges the multidimensional nature of business schools. Based on an analysis of 266 journal articles, we present the four main literature streams in this domain.We find limited evidence of cross-fertilisation between discussions of research and education. However, by acknowledging the contribution of applying a multidimensional lens to the study of business schools, we develop a holistic thematic framework that provides theoretical directions for the future. Using this, we demonstrate four avenues for advancing the business school literature. First, we emphasise the potential of an institutional logics perspective to viewing business schools. Second, we offer a novel proposal for understanding the bridge between research and education. Third, we emphasise the application of a value co-creation theoretical lens when considering how business schools engage with stakeholders in research and education. Finally, we propose an all-encompassing stakeholder-centric definition of relevant and impactful knowledge and advocate for this inclusive definition to conceptually bridge the fragmented discussions of research and education.

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Simulation-based training as a teaching and learning tool for management education

Cited by 5 publications

References 30 publications

Sustainability and entrepreneurship: emerging opportunities for business and management education

Sustainability and entrepreneurship: emerging opportunities for business and management education

The Implementation of Non-Formal Education and Training Programs to Encourage the National Economy Concerning the Unemployment Rate in Southeast Asia

The relevance and impact of business schools: In search of a holistic view

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