Stakeholder Relationships within Educational Ecosystems – a Literature Review

Karalash, Maria; Baumöl, Ulrike

doi:10.18690/978-961-286-280-0.7

Cited by 3 publications

(4 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the same time collective responsibility for improving the education ecosystem comes to the fore: social development in a specific territory becomes the responsibility of partner networks, which include educational service providers (Kremneva et al, 2020). The partnership education ecosystem type implies the presence of such important aspects as knowledge transfer in an open environment, and fair allocation of results across the entire ecosystem (Karalash, Baumöl, 2019).…”

Section: Genesis Of the Ecosystem Approach In Educationmentioning

confidence: 99%

Untitled

2023

Foresight and STI Governance

View full text Add to dashboard Cite

This study aimed to investigate the impact of open data implementation as part of data governance initiatives on entrepreneurial attitudes in Europe and Central Asia. Such has never been determined or investigated in a measurable form. Using regression (OLS) analysis of secondary data on the open data implementation index from the Open Data Barometer (ODB) and the Entrepreneurial Attitude index from GEI, this study investigates the impact of open data implementation (as a national data governance strategy) on entrepreneurial attitudes in Europe and Central Asia. This study introduces a novel approach that advances our understanding of sustainable development goals. The study establishes a causation of the 32% impact of open data implementation on entrepreneurship attitudes toward recognizing opportunities in Europe and Central Asia.This study advocates for the establishment of a comprehensive national open data initiative as a catalyst for fostering entrepreneurial attitudes within Europe and Central Asia. Moreover, it emphasizes the importance for entrepreneurs to cultivate the necessary attitudes for achieving their business objectives successfully. The study recommends further investigation using a recent dataset. The study's findings improve the understanding of how to induce entrepreneurial attitudes in Europe and Central Asia in pursuit of post-pandemic economic development.

show abstract

Section: Genesis Of the Ecosystem Approach In Educationmentioning

confidence: 99%

Untitled

2023

Foresight and STI Governance

View full text Add to dashboard Cite

show abstract

“…At the same time collective responsibility for improving the education ecosystem comes to the fore: social development in a specific territory becomes the responsibility of partner networks, which include educational service providers (Kremneva et al, 2020). The partnership education ecosystem type implies the presence of such important aspects as knowledge transfer in an open environment and the fair alloca-tion of results across the entire ecosystem (Karalash, Baumöl, 2019).…”

Section: Genesis Of the Ecosystem Approach In Educationmentioning

confidence: 99%

Genesis and Predictive Ability of Ecosystem Approach in Education

Koroleva,

Khavenson,

Tomasova

2023

Foresight and STI Governance

View full text Add to dashboard Cite

The landscape of education is progressively diversifying, characterized by an influx of various new participants, products, technologies, and institutional configurations. The concept of a comprehensive educational ecosystem is increasingly invoked. Yet, our understanding of the educational ecosystem phenomenon remains fragmented and lacking structure. This limitation poses obstacles to both engaging in a scholarly discourse and fully harnessing the predictive potential inherent in the ecosystem approach. The objective of this article is to delineate the practices involving interaction, knowledge exchange, and the diffusion of innovation among participants and strata within the educational realm. These practices serve as the foundation for the processes underpinning its development and transformation, culminating in the educational sphere acquiring ecosystemic attributes. This paper contributes to the conceptualization of an educational ecosystem founded upon the principles of an open and dynamic social system. It emphasizes the coevolution of stakeholders, a high degree of resource and competency complementarity, and collaborative competition in the creation of novel educational products. We expound upon the evolutionary origins of the educational ecosystem concept, attributing its development to the emergence of new actors and the expansion of communication capabilities for information dissemination and interactive linkages.We also underscore the continuity of the educational ecosystem concept concerning the triple, quadruple, and five helix models. Consequently, we propose a methodology for applying the ecosystem approach to conduct foresight studies and engage in co-design endeavors aimed at realizing the Sustainable Development Goals within the realm of education. This methodology aligns with the foundational principles articulated in the UN Sustainable Development Goals for Education until 2030 (Strategic Development Goal 4 - SDG4). The ecosystem approach is harnessed in the selection of source materials, the interpretation of prospective indicators, and the description of foresight subjects. In doing so, we affirm the predictive capacity of the ecosystem approach in modeling novel forms of stakeholder interactions, delineating the coevolution of social, economic, technological, and cultural trajectories, and identifying equitable and collectively significant priorities for the advancement of the educational milieu.

show abstract

“…Pearce and McCoy (2007) describe the term "educational ecosystem" as the intersection of the domains of teaching/learning, research/discovery, and cognition/engagement, where the assets and interests of all stakeholders converge in order to achieve a win-win synergistic effect. Karalash and Baumöl's (2019) definition of an educational ecosystem consists of three key components: the environment and stakeholders (1), the educational community (2), and the interaction and interdependence between these actors (3).…”

Section: The Case Methods As An Educational Ecosystemmentioning

confidence: 99%

“…Interaction and dependency is the third component of Karalash and Baumöl's (2019) definition of an educational ecosystem. Within the case ecosystem, the interaction between different stakeholders is organized around three key factors from the students' perspective: (1.)…”

Section: Interactions and Dependencies Between Actorsmentioning

confidence: 99%

Application of the Case Method in the Field of Skills Development — The relationship between a transformative teaching method and skills development in business education

Ábrahám

View full text Add to dashboard Cite

My doctoral research examines the relationship between the case method and skills development in the context of business education. The main question of the article-based doctoral dissertation is looking for an answer to “What forms of application the case method do exist in the field of skills development?”. The scientific articles in the dissertation are further investigating three sub-questions, and the individual publications are focusing on each of these questions. The historical development and evolution of the case method can be divided into six stages. By today, a case ecosystem has been developed around the method. Based on the learning environment and learning outcomes, four main application forms of the case method - case discussions (1), case assignments (2), extracurricular case discussions (3) and case competitions (4) - can be identified using the case method map. The introductory article presented the example of the Business Economics Pyramid of Corvinus University of Budapest and the Central European Case Competition and also confirmed that case-based education is driven by case instructors, talents and representatives of companies. Nowadays, case competitions are getting more complex and aim to simulate real business problems. The complexity of case competitions is also increasing and there are more and more competitions that take different formats. The majority of events are based on more live and strategic cases. The second article of the dissertation deals with case-based skill measurement. Case-solving students can acquire new knowledge and improve their problem-solving skills through case-solving. Case solvers can gain new problem-, functional area-, company-, industry-, and country-specific knowledge by solving a case study. During the case-solving, they can develop 21 skills, which can be divided into four categories: problem-solving (create), project management (conduct), collaboration (collaborate) and communication (communicate). The case study-based skills measurement identified four different university talent management strategies. The third article of the dissertation reviews the application of the methodology in public education through a seven-factor, lesson- and subject-based criteria system. History, geography and value-based subjects are best suited to the application of case method in primary and secondary public education.

show abstract

Stakeholder Relationships within Educational Ecosystems – a Literature Review

Cited by 3 publications

References 16 publications

Untitled

Untitled

Genesis and Predictive Ability of Ecosystem Approach in Education

Application of the Case Method in the Field of Skills Development — The relationship between a transformative teaching method and skills development in business education

Contact Info

Product

Resources

About