A Human Capital Strategy for Competing in World Markets

Golladay, Fredrick L.; Berryman, Sue E.; Avins, Jon; Wolff, Laurence

doi:10.1007/978-1-349-26137-6_8

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…These requirements have been further accentuated in recent years, especially following the rising levels of political instability and socio-economic turmoil, resulting from the “Arab Spring” uprisings and their aftermaths in the region (Becheikh, 2021). Consequently, it is more urgent than ever for higher education institutions, especially in the business discipline, to rethink the currently predominant lecture-based teaching approach where students are passive learners attending school to know the “right” answers from their professors, and shift gradually toward student-centered learning approaches where students are actively engaged in the learning process, assume responsibility for their learning, and are stimulated to think creatively and critically to find alternative solutions to complex problems (Golladay et al, 1995; Heyneman, 1997).…”

Section: The Context Of Business Higher Education In Menamentioning

confidence: 99%

Promoting Case-Based Learning in Business Higher Education in the Middle East and North Africa Region

Becheikh

Mourad

Tolba

2021

Journal of Management Education

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The case method has made inroads as a pedagogical tool that can sharpen students’ analytical skills and better prepare them for the reality awaiting them professionally. Despite its deep-seated origins in the West, the case method remains underused in the Middle East and North Africa (MENA) region. The purpose of this study is to explore the main challenges that MENA business higher education institutions face in effecting case-based learning and the key initiatives that may help in addressing them. Building on our extensive experience with case studies production and teaching in the MENA context, and a pioneering exploratory research involving 40 instructors, students, and administrators from three leading business schools in Egypt, Morocco, and Tunisia, we shed new light on the skills and contextual challenges that MENA business higher education institutions encounter when implementing the case method. We also propose a framework that integrates a wide range of initiatives to promote case-based learning in MENA. At the heart of this framework is the “community building” effort advocated as a catalyst to support case writing, teaching, solving, and publishing, as well as the development of a culture conducive to an effective deployment of the case method in the specific MENA context.

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Section: The Context Of Business Higher Education In Menamentioning

confidence: 99%

Promoting Case-Based Learning in Business Higher Education in the Middle East and North Africa Region

Becheikh

Mourad

Tolba

2021

Journal of Management Education

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“…. Se presentan, usan y comprenden ideas, principios y hechos dentro de un contexto significativo Fuente:Golladay et al, 1996 …”

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Educación secundaria en América Latina y el Caribe: Los retos del crecimiento y la reforma

Wolff,

Castro

2000

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Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la I Reunión Hemisférica celebrada los días 5 y 6 de diciembre de 2000. La educación secundaria es fundamental para el éxito de lasnaciones en este nuevo entorno. Para competir con efectividad, los países latinoamericanos y del Caribe deben enfrentar el reto de ofrecer un mejor acceso a la educación secundaria y, a la vez, mejorar su calidad y pertinencia. En este documento se presenta una síntesis oportuna de estos temas, problemas, investigaciones y mejores prácticas que se adelantan actualmente en la región y en otros lugares. El artículo estima las necesidades fundamentales de recursos cuantitativos, financieros y humanos para los próximos diez años, e identifica una serie de estrategias para enfrentar estos retos de maneras que resulten eficientes en cuanto a los costos. Con base en lo anterior, el presente informe puede ser una guía útil para quienes diseñan políticas educativas.

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The Tunisian Educational Reform: From Quantity to Quality and the Need for Monitoring and Assessment

Akkari

2005

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A b d e l j a l i l A k k a r i The Tunisian education system, like that of many other Southern nations of intermediate wealth, finds itself pulled in opposing directions. While quantitative advances at different levels of instruction have been easily achieved, a reorientation towards qualitative matters is nowadays more than ever necessary. Reforms at the secondary level, and the perspectives that they open up in terms of an improvement in the quality of educational services for young people, will receive special attention in this article. Radical changes in the traditional status of school inspectors are needed. Furthermore, a new national agency for monitoring and evaluating studentsÕ outcomes and schoolsÕ performance is indispensable. I n t r o d u c t i o n : q u a n t i t a t i v e a c h i e v e m e n t s The general improvement in the level of education for the Tunisian population is clearly reflected in Tables 1 and 2. Nevertheless, this tendency has not been reflected in a Original language: English Abdeljalil Akkari (Tunisia)

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A Human Capital Strategy for Competing in World Markets

Cited by 5 publications

References 3 publications

Promoting Case-Based Learning in Business Higher Education in the Middle East and North Africa Region

Promoting Case-Based Learning in Business Higher Education in the Middle East and North Africa Region

Educación secundaria en América Latina y el Caribe: Los retos del crecimiento y la reforma

The Tunisian Educational Reform: From Quantity to Quality and the Need for Monitoring and Assessment

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