‘MultiCreation’ – Participatory Learning Approach for Business – Academia Collaboration

Abstract

The author of the first paper explores how students perceive various types of active learning techniques. The second paper identifies the teaching methods that are accepted by Generation Y students. The author of the third paper addresses the characteristics of contemporary students and their implications for teaching strategies. The fourth paper explores the effects of interdisciplinary problem-based learning on the development of students' knowledge, skills, and competences. Gamification as a teaching strategy is discussed in the fifth paper. The sixth paper addresses the challenge of merging disciplines of entrepreneurship and finance in one study program. The approaches to increasing students' focus in learning financerelated subjects are discussed in the seventh paper. In the eighth paper authors expose the value of practical higher education as a response to the perceived phenomena of financial illiteracy and financial exclusion. The role of research results transfer into university teaching of transport economics discusses the author of the ninth paper. The authors of tenth paper explore the relevance of mastering Spanish for students of economics and business disciplines. The last paper discusses the authors' 2 TEACHING METHODS FOR ECONOMICS AND BUSINESS SCIENCES. PROCEEDINGS OF THE 3 RD INTERNATIONAL SCIENTIFIC CONFERENCE.in the field of teaching Generation Y students. The paper describes the characteristics of this generation and suggests the types of teaching methods and exercises that are accepted by students. The third paper, authored by Ewa Wójcik, discusses the influences of the constantly changing environment on students' learning style and the importance of educators' role in this regard. The author addresses the characteristics of contemporary students and the implications of these characteristics for teaching strategies. Interdisciplinary problem-based learning founded on university-business collaboration is explored by Renata Petrevska Nechkoska and Monika Angeloska Dichovska who, in the fourth paper, show how this type of learning helps students develop their knowledge, skills and competences for contemporary complex, dynamic and information-rich global society. Gamification as a teaching strategy based on contemporary informationcommunication technology and aimed at the development of students' problemsolving skills and capabilities to engage in real-life social activities is discussed by Lyudmyla Remnova and Khrystyna Shtyrkhun in the fifth paper. The sixth paper, which was authored by Grzegorz Głód and Izabella Steinerowska-Streb, addresses the challenge of aligning theory with practice by discussing the achieved synergies that arise from merging two disciplines -entrepreneurship and finance -in one study program. The approaches to increasing students' focus in learning financerelated subjects by incorporating real examples from the world of finance into lectures and tutorials are discussed by Wojciech Kaczmarczyk in the seventh paper. Focusing on the discipline of finance, Tomasz Zielińsk...

Engaging Economics and Traffic Engineering Students in Community Issues Using the MultiCreation Approach

“…Establishing functional bridges among disciplines, industries, countries, students, domains, subjects, applications, and diverse stakeholders is an ongoing process -and the goal to facili-tate university students to apply their learnings in a guided manner has been our motivation to take up an approach already applied in practice that helps achieve these goals -the MultiCrea-tion approach by (Petrevska Nechkoska and Angeloska Dichovska, 2020). We retained the problem-based and participatory learning, situated learning Wenger, 1991, 1996), but shifted the positioning of the problem towards traffic safety of children in primary schools -incorporating economical, projectbased, managerial, traffic engineering, logistical, regulato-ry and governance issues.…”