Design of “Business Informatics” Study Program Model, Curriculum and Perspectives

Korczak, Jerzy; Mach, Maria; Nowicki, Adam; Owoc, Mieczysław L.

doi:10.28945/1460

Cited by 3 publications

(2 citation statements)

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“…The curriculum of "Business Informatics" (BI) at the Wrocław University of Economics, Poland, was presented during the conference InSITE in Novi Sad (Korczak et al, 2011). In 2011 we began to work on an English edition of the Bachelor diploma in Business Informatics.…”

Section: Introductionmentioning

confidence: 99%

Novelties in “Business Informatics” Education: Towards Apprenticeship and Interdisciplinarity

Korczak

Owoc

2013

InSITE Conference

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This paper presents the development of a study program in "Business Informatics" at the Wroclaw University of Economics, Poland and its educational evolution since the InSITE2011. Gathering experiences and having strong cooperation with software companies, we decided to redesign our program including two aspects of education: practice and compacting courses into more problem oriented topics. Additionally, education effects are discussed in the National Framework of Qualification context. The new structure of subjects taught and the organization of the curriculum for bachelor's and master's levels are detailed. The authors discuss also potential direction of professional education based on participation of partners interested in our graduates: IBM Poland, Oracle Poland, SAP Poland, and Volvo. Examples of common initiatives with our partners are presented.

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Section: Introductionmentioning

confidence: 99%

Novelties in “Business Informatics” Education: Towards Apprenticeship and Interdisciplinarity

Korczak

Owoc

2013

InSITE Conference

Self Cite

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“…In this spirit, most Business Informatics courses are designed upon the principles of Informatics, Statistics, Finance and Business Administration (Korczak et al, 2011;Kuz'mina et al, 2020;Martz et al, 2011;Paul et al, 2017;Pavlicevic et al, 2015;Tumbas et al, 2019;Zabukovšek et al, 2020). Such courses are designed to provide students with the requisite theoretical framework in the previously mentioned fields, helping them to apply the respective knowledge to solve real enterprise problems (Kuz'mina et al, 2020;Korczak et al, 2011;Martz et al, 2011;Pavlicevic et al, 2015;Tumbas et al, 2019;Zakopoulos, 2022). Getting perspective on things, case studies drawn from real enterprise experiences, and project simulations are transformed into learning activities (Bower & Hedberg, 2010).…”

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confidence: 99%

A Framework to Identify Non-Achievers in eLearning Business Informatics Lab Courses

Zakopoulos,

Georgakopoulos,

Dalakouras

et al. 2024

JCBAR

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Learning Management Systems store valuable data in their repositories. Analyzing such data could contribute to identifying non-achievers in eLearning courses. This study presents an integrated framework (encompassing stages from a risk management process) to predict non-achievers in eLearning Business Informatics Lab Courses through a discriminant function analysis of student engagement data. In detail, data regarding with student interaction with the learning activities were elicited from the Moodle LMS log files. The paper also presents a specific eLearning Business Informatics Lab Course, designed upon Business Informatics competencies, tailored to a Business Informatics Curriculum for undergraduate Accounting Students. A discriminant function analysis was used to develop a competent prediction model. Linear discriminant functions were generated for achievers and non-achievers respectively. Students were classified into non-achievers or achievers according to the maximum score of the discriminant functions. The high classification percentage of our model indicates that our framework could be used to identify non-achievers in any eLearning Business Informatics Lab course sharing the same structure. A linear discriminant analysis (LDA) was also employed to indicate the training potential of our model. The evaluation metrics of our trained model indicate that our model could potentially be used to develop an alert system.

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Wzorcowy program studiów licencjackich kierunku Informatyka ekononomiczna – koncepcja wstępna

Korczak¹,

Abramowicz²,

Gołuchowski³

et al. 2014

Informatyka Ekonomiczna

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Streszczenie: Artykuł jest próbą naszkicowania wzorca programów nauczania informatyki ekonomicznej na studiach licencjackich krajowych uczelni ekonomicznych. Jest to przedsięwzięcie pionierskie dla informatyki ekonomicznej, nie istnieje bowiem żaden opracowany standard międzynarodowy programu nauczania w tej dziedzinie. Informatyka ekonomiczna, nawet w wielu krajach o wysokim poziomie ICT, nie jest formalnie uznana jako wyodrębniona dyscyplina naukowa w obszarze nauk społecznych. W artykule przedstawione zostaną aktualne ramowe programy nauczania informatyki ekonomicznej w wiodących uczelniach ekonomicznych w kraju. Podane zostały też aktualne sylabusy kluczowych przedmiotów, które powinny się znaleźć w przyszłym programie wzorcowym.

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Design of “Business Informatics” Study Program Model, Curriculum and Perspectives

Cited by 3 publications

References 4 publications

Novelties in “Business Informatics” Education: Towards Apprenticeship and Interdisciplinarity

Novelties in “Business Informatics” Education: Towards Apprenticeship and Interdisciplinarity

A Framework to Identify Non-Achievers in eLearning Business Informatics Lab Courses

Wzorcowy program studiów licencjackich kierunku Informatyka ekononomiczna – koncepcja wstępna

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