Teaching innovation: equipping students to overcome real-world challenges

Foster, Jamye; Yaoyuneyong, Gallayanee

doi:10.1080/23752696.2015.1134195

Cited by 44 publications

(30 citation statements)

References 16 publications

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“…The different cultural contexts in different universities are also challenges to be overcome, as they influence the teaching-learning situation, the relation studentteacher/ student-student (Sava, Danciu, 2015, European Union, 2014, Hoare, 2013. Also, the students even are not very optimistic about added value on the labor market, considering that the employers will not necessary appreciate higher an international master, they value such master offer mainly for their personal development, as they are concern with a better understanding of the global issues, as other studies are also underlining (Soria, Troisi, 2014, Lehtomäki, Moate, Posti-Ahokas, 2015, Foster, Yaoyuneyong, 2016, with implications on their level of competence and expertise at the future working place as well.…”

Section: Discussionmentioning

confidence: 99%

“…Irrespective we talk about promoting mutual understanding, about international awareness, international competence and international expertise (Sawir, 2013), about critical (self-)awareness, respect for diverse interpretations of practices and the use of inclusive dialogue, about intercultural sensitivity, http://dx.doi.org/10.15405/epsbs.2017.05.02.53 Corresponding Author: Simona Sava Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 434 and an international understanding (Perry, Southwell, 2011, Odağ, Wallin, Kedzior, 2016, Foster, Yaoyuneyong, 2016, as key principles and different levels of developing and understanding the cultural competence (Trede, Bowles, Bridges, 2013), these different levels of learning outcomes differentiate in the same time various kinds of curriculum internationalization (Trede, Bowles, Bridges, 2013, Sridharan, Leitch, Watty, 2015, Yamada 2014, Odağ, Wallin, Kedzior, 2016. Different concepts have been developed, and different research work was done for measuring the intercultural competences.…”

Section: Introduction: Facets Of Internationalization In Higher Educamentioning

confidence: 99%

See 1 more Smart Citation

International Studies: Added Value For Professionalization?

Nuissl¹,

Sava²,

Maliţa³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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In this paper we answer the question: How do MA-Students and Postgraduates in the field of Adult Education consider the added value of internationality for their professionalization? More and more the pedagogical qualification needs to incorporate a wider, international dimension, in the interconnected world. A lot of effort is done by the European Union and the member states, to reach a European dimension in the academic qualification of their professionals. The opinion of the students qualifying as professionals in adult education helps to identify the effects of such effort. Studying with an international dimension, partly in a foreign language, to gain international competences needs a lot of motivation. In our exploration we find some plausible explanations -related to the labor market, to the personal development, the interest in intercultural communication, the widening of the horizon and the building up of international networks. We summarize with recommendations on how these views of the students can be used for a further development of international aspects in the study programs

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Section: Discussionmentioning

confidence: 99%

Section: Introduction: Facets Of Internationalization In Higher Educamentioning

confidence: 99%

International Studies: Added Value For Professionalization?

Nuissl¹,

Sava²,

Maliţa³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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“…Adopting active learning for this LTRA approach to EfBS can drive learning from participation in meaningful activities (Dale, 1969;Prince, 2013) and offer a learner centred approach as learners think about what they are doing whilst they are doing it (Bonwell and Eison, 1991). Together these can enhance learning outcomes of sustainability knowledge and appropriate employability skills needed to promote sustainable development (United Nations, 2017), meet the needs of current employers (Foster and Yaoyuneyong, 2016) and increase retention and improved employment prospects (Christenson, Reschly &Wylie, 2012;Drayson, 2015). Active learning can also challenge students' preferences for just in time learning by requiring them to investigate and apply information, which is increasingly abundant and easily available, rather than simply acquiring it.…”

Section: Education For Business Sustainability: Landt In the Student Enmentioning

confidence: 99%

“…Despite these limitations, the author considers the innovative leaning platform for EfBS presented in this paper may be of interest to educators as it delivers a range of benefits to students, employers and educators. The findings suggest a sustainability audit offers an effective hands-on approach to EfBS that can deliver the process and outcome of learning through auditing identified by Corcoran and Wals (2004. Conducting a sustainability audit of a simulated real-world case study company can immerse students in real-world learning recommended by Rieckmann (2011), Docherty (2014), Molthan-Hill (2014) and Wiek et al, (2014) and create learning experiences that equip participants with sustainability and employment skills that meet employers' expectations and deliver the needs of the changing job market (Foster and Yaoyuneyong, 2016). The learning environment created can enable students to connect and communicate constantly (Taylor and Parsons, 2011) with peers, sustainability practitioners and tutors to develop and critically assess knowledge through peer-to-peer learning and interaction with experts (Dunleavy & Milton, 2009) which can deliver career and life skills and overcome low levels of student engagement and attendance.…”

Section: Practical Implications and Impactsmentioning

confidence: 99%

Can sustainability audits provide effective, hands-on business sustainability learning, teaching and assessment for business management undergraduates?

Emblen-Perry

2019

IJSHE

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Purpose This paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional company presented as a case study as the focus of learning, teaching and assessment. It evaluates the user’s ability to provide the active learning called for in education for sustainability literature and hands-on learning that business management students prefer. Design/methodology/approach This study explores students’ qualitative and quantitative responses to pre- and post-module surveys and module evaluations to establish the effectiveness of focussing learning, teaching and assessment on a sustainability audit. The study, undertaken over a two-year period, adopts four indicators of learning and teaching effectiveness to synthesise, evaluate and present the findings as follows: development of sustainability knowledge and skill, employment skills, career and life skills and engagement. Findings The study finds that a sustainability audit can develop students’ knowledge and skills in all four indicators of learning and teaching effectiveness. In addition, the findings suggest it can raise students’ learning awareness and recognition of their role in the learning process. Research limitations/implications This paper reports the findings of a small scale, two-year study. As such, it presents indicative findings rather than generalised conclusions. Practical implications Designing a pedagogical approach to education for sustainability within the business curriculum around the completion of a sustainability audit can offer hands-on learning experiences that meet students’ preferences for interactive, experiential and collaborative learning within real-world environments, employers’ demands for employment-ready graduates and educators’ hopes for sustainability advocates. Originality/value This study builds on the existing pedagogic discourse of pedagogic means and methods for education for sustainability within the business curriculum. It provides insight into effective hands-on education for sustainability within the business curriculum and offers experience-based guidance to educators seeking to develop immersive, active and experiential, real-world pedagogical approaches.

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“…It should be noted that the task of training students with skills appropriate to modern conditions is inherent in the education of any country in the world. Foster & Yaoyuneyong (2016) note that globalization continues to shape national and international marketplaces, employers' workforce needs are constantly changing (Foster & Yaoyuneyong 2016). According to Geissler, Edison, and Wayland (2012), today's employees must be able to communicate and work effectively in cross-functional teams.…”

Section: Russiamentioning

confidence: 99%