Business Simulation as a Means of Developing Intercultural Competence

Polyakova, Elena

doi:10.1016/j.sbspro.2016.12.031

Cited by 7 publications

(8 citation statements)

References 4 publications

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“…In recent decades, as Polyakova [1] states, globalization and the process of simultaneous national, international, and multicultural integration have affected all areas of life, including political, social, economic, and educational aspects. In a world in which globalization is a central element, transversal competencies are fundamental in all areas of professional activity [2], since they nuance and strengthen professional competencies [3], and it is vital for every citizen to use his transversal competencies in an international context [4].…”

Section: Introductionmentioning

confidence: 99%

Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

et al. 2019

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The purpose of this paper was to provide empirical evidence of the impact of quality assurance in higher education on two relevant higher education outcomes; students’ knowledge, skills, and competencies; and their employability. Survey data were collected from two major Romanian public universities and analyzed using a partial least-squares structural equations modeling (PLS-SEM) technique. The main results suggested that students’ competencies were positively and directly influenced by the quality of the educational process, as well as the practical and research activities. The students’ chances of employment in the labor market were positively and directly influenced only by the quality of the educational process and by the research activities. Indirect influences were also revealed. The findings of the study may be shown to have theoretical implications by proposing a model that links the features of quality management in higher education institutions with students’ competencies and chances of employment in the labor market. From a practical perspective, the results may be of interest to higher education policy makers, to evaluation and accreditation institutions, to universities, and also to students.

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Section: Introductionmentioning

confidence: 99%

Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

et al. 2019

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“…Other scientists consider simulation, especially business simulation or commercial simulation, to be an educational game [5][6][7][8].…”

Section: 1mentioning

confidence: 99%

“…To overcome this disagreement, other scientists prefer to avoid direct naming and, being interested more in practical issues than in theoretical arguments, call the process "simulationbased learning" [6][7][8][9][10][11][12].…”

Section: 1mentioning

confidence: 99%

“…The use of simulation technology allows to solve the following tasks of competencebased learning [7][8]: -awareness of the professional and personal significance of the final result; -striving to practical orientation of the exercises performed; -the possibility of self-realization and manifestation of creativity in the course of solving problems; -enhancing of the motivational and value attitude of students to the tasks performed; -expansion of ideas about the world, professional activities and culture in general, including the culture of the people of the language under study; -modernization of the content of independent educational work with the use of information technology; -implementation of control and self-control based on the assessment tools offered by simulation technologies.…”

Section: Psychological and Pedagogical Aspects Of Simulation Technology At The English Lessonsmentioning

confidence: 99%

“…At the same time, simulation technologies have not yet found wide application in the process of teaching a foreign language at the university [7,11], especially when it concerns Russian universities, since many psychological and pedagogical aspects, theory and practice of their implementation in the educational process are still not sufficiently resolved.…”

Section: Introductionmentioning

confidence: 99%

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Psychological and pedagogical aspects of simulation technology at English lessons for future engineers of the agro-industrial complex

et al. 2021

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During the period of COVID-19 pandemic when mostly all the universities have transferred to distant learning, the educational effect of many interactive methods partially reduced. However, simulation is underestimated by university professors and scarsely used in the educational process. Despite a profound interest in interactive methods, theoretical and practical issues of simulation still need examination, especially in the context of competence-based education. In present research pedagogical, psychological and linguistic issues of simulation are studied. Though, simulation is often referred to as a method or a game, we consider it to be an educational technology. Contrary to entertaining simulation, educational simulation used as technology usually is more than a case, because it has a structured scenario with a system of rules and prohibitions, which are created with a certain idea of forming specific competences. The practical part of the article contains a description of the empirical study of the simulation technology results used at English lessons at the technical university, which prove a high educational efficiency of simulation technology in the professional development of future engineers of agro-complex.

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