PL EN


2018 | 5 (376) | 131-138
Article title

Skomplikowane problemy praktyczne i procesy dydaktyczne: identyfikacja problemów i kierunki badań

Content
Title variants
EN
Complicated (Wicked) Practical Problems and Teaching Management at University: Identification of Problems and Directions of Research
RU
Сложные практические проблемы и дидактические процессы: указание проблем и направления исследований
Languages of publication
PL EN RU
Abstracts
PL
Celem artykułu jest przedstawienie stanu wiedzy i luki w badaniach zależności między treściami procesów dydaktycznych i rozwiązywaniem praktycznych problemów menadżerskich. Artykuł został przygotowany na podstawie przeglądu literatury. Na podstawie problemu zidentyfikowanego w niniejszym artykule, autorzy realizują serię badań procesów dydaktycznych łączących wykłady i ćwiczenia z pracami studentów nad wyzwaniami projektowymi sformułowanymi przez przedsiębiorstwa z Wrocławskiego Parku Technologicznego, współpracujące w projekcie pt. Innowacje rynkowe – projektowanie i wdrażanie”. Wyniki tych badań zostaną przedstawione w kolejnych artykułach.
EN
The goal of the article is to present the current state of knowledge and to identify the gap in knowledge of didactic processes in teaching management at the higher education level, when taking into account the category of complicated (wicked) problems. The article was prepared on the basis of literature review. Based on the problem identified in this article, its authors carry out the research on didactic processes that combine lectures and exercises with students’ work on project challenges formulated by enterprises from the Wroclaw Technology Park, cooperating in the project “Market innovations - design and implementation”. The results of particular investigations will be presented in subsequent articles.
RU
Цель статьи – представить состояние знаний и пробел в изучении зави- симостей между содержанием дидактических процессов и решением пра- ктических менеджерских проблем. Статья подготовлена на основе обзора литературы. На основе проблемы, выявленной в статье, ее авторы осуществ- ляют серию исследований дидактических процессов, объединяющих лекции и упражнения с работами студентов по проектным задачам, сформулирован- ным предприятиями из Вроцлавского технологического парка, сотруднича- ющими по проекту «Рыночные инновации – проектирование и внедрение». Результаты исследований будут представлены в очередных статьях.
Year
Issue
Pages
131-138
Physical description
Contributors
author
author
References
  • Batie S. (2008), Wicked problems and applied economics, “American Journal of Agricultural Economics”, Vol. 90, No. 5.
  • Biggs J., Tang C. (2007), Teaching for quality learning at university (3rd ed.), Society for Research into Higher Education & Open University Press, Maidenhead.
  • Brown A. (2015), Twenty-First Century Managers and Intuition: An Exploratory Example of Pedagogic Change for Business Undergraduates, “Decision Sciences Journal of Innovative Education”, Vol. 13, No. 3.
  • Buchanan R. (1992), Wicked problems in design thinking, “Design Issues”, No. 8.
  • Burgman M.A., McBride M., Ashton R., Speirs-Bridge A., Flander L., Wintle B., Fidler F., Rumpff L., Twardy Ch. (2011), Expert status and performance, PLoS ONE, 6, e22998, http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0022998 [dostęp: 12.11.2017].
  • Chen K-Ch., Chuang K.W. (2016), Building cooperative learning environment in a flipped classroom, “Academy of Educational Leadership Journal”, Vol. 20, Iss. 2.
  • de Eyto A., Mc Mahon M., Hadfield M., Hutchings M. (2008), Strategies for developing sustainable design practice for students and SME professionals, “European Journal of Engineering Education”, Vol. 33, No. 3.
  • Desmet P.M.A., Hekkert P. (2007), Framework of product experience, “International Journal of Design”, No. 1(1).
  • Edwards M., Campkin B., Arbaci S. (2009), Exploring roles and relationships in the production of the built environment, “CEBE Transactions”, No. 6(1).
  • Gibbs G. (2012), Implications of ‘Dimensions of Quality’ in a Market Environment (HEA Research Series), Higher Education Academy, York.
  • Goltz S.M., Hietapelto A.B., Reinsch R.W., Tyrell S.K. (2007), Teaching teamwork and problem solving concurrently, “Journal of Management Education”, March, DOI: 10.1177/1052562907310739 Grint K. (2008), Wicked problems and clumsy solutions: The role of leadership, “Clinical Leader”, No. 1(2),
  • http://www.charity-works.co.uk/wp-content/uploads/2013/04/Short_Wicked_Problems_and_Clumsy_Solutions_22.pdf [dostęp: 12.11.2017].
  • Harris K.D., James H.S., Harris A., (2017), Cooperating to compete: turning toward a community of practice, “Journal of Business Strategy”, Vol. 38, Iss. 4.
  • Hussein B.A. (2015), A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway, “Educaction Sciences”, No. 5.
  • Lasserre P. (2009), Adaptation of team-based learning on a first term programming class, Proceedings of the 14th Annual ACM SIGCSE Conference on innovation and Technology in Computer Science Education, Paris, France, July 06.09., ITiCSE ‘09, New York, NY.
  • Lawton D., Gordon P. (1993), Dictionary of education, Hodder and Stoughton, London.
  • Levy S. (2011), In the plex: how Google thinks, works and shapes our lives, Simon and Schuster, New York.
  • McGregor S.L.T. (2011), Complexity economics, wicked problems and consumer education, “International Journal of Consumer Studies”, August, http://onlinelibrary.wiley.com/doi/10.1111/j.1470-6431.2011.01034.x/pdf [dostęp: 12.11.2017].
  • Miller M., Hadwin A. (2015), Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL, “Computers in Human Behaviour”, No. 52, DOI: http://dx.doi.org/10.1016/j.chb.2015.01.050 [dostęp: 12.11.2017].
  • Noguera I, Guerrero-Roldan AE., Maso R. (2018), Collaborative agile learning in online environments: Strategies for improving team regulation and project Management, “Computers & Education”, No. 116.
  • Norman D. (2013), The Design of Everyday Things, Basic Books, New York.
  • Osborne J., Dibben M. (2017), ‘Over the Edge of the Wild’: Lessons of Discovery Through Developing Transdisciplinary (Breadth) Units in Blended Courses, “Journal of Open, Flexible and Distance Learning”, No. 21(1).
  • Pine B.J., Gilmore J.H. (2013), ‘The experience economy: past, present and future’, (w:) Sundbo J., Sorensen F. (Eds.), Handbook on the experience economy, Edward Elgar Pub, DOI: 10.4337/9781781004227.00007.
  • Powell L.M., Wimmer H. (2016), Evaluating Students’ Perception of Group Work for Mobile Application Development Learning, Productivity, Enjoyment and Confidence in Quality, “Information Systems Education Journal, No. 14(3).
  • Rambocas M., Musti K.S. Sastry (2017), Teaching Business Management to Engineers: The Impact of Interactive Lectures, “IEEE Transactions on Education”, Vol. 60, Iss. 3.
  • Ratanaolarn T. (2016), The Development of a Structural Equation Model of Graduate Students’ Statistics Achievement, “International Journal of Behavioral Science”, Vol. 11, Iss. 2.
  • Ryan S., Neumann R (2013), Interdisciplinarity in an era of new public management: a case study of graduate business schools, “Studies in Higher Education”, Vol. 38, No. 2, DOI: http://dx.doi.org/10.1080/03075079.2011.571669 [dostęp: 12.11.2017].
  • Sahin A., Top N. (2015), STEM Students on the Stage (SOS): Promoting Student Voice and Choice in STEM Education Through an Interdisciplinary, Standards-focused, Project Based Learning Approach, “Journal of STEM Education”, Vol. 16, Iss. 3.
  • Stanton A., Zandvliet D., Dhaliwal R., Black T. (2016), Understanding Students’ Experiences of Well-Being in Learning Environments, “Higher Education Studies”, Vol. 6, No. 3.
  • Temple P., Callender C., Grove L., Kersh N. (2016), Managing the student experience in English higher education: Differing responses to market pressures, “London Review of Education”, Vol. 14, No. 1.
  • Tseng H., Yeh H. (2013), Team members’ perceptions of on-line teamwork learning experiences and building teamwork trust: A qualitative study, “Computers & Education”, No. 63.
  • Turner J., Mulholland G. (2017), Enterprise education: Towards a framework for effective engagement with the learners of today, “Journal of Management Development”, Vol. 36, Iss. 6.
  • Wilson S., Zamberlan L. (2012), Show Me Yours: Developing A Faculty-Wide Interdisciplinary Initiative In Built Environment Higher Education, “Contemporary Issues In Education Research – Fourth Quarter 2012”, Vol. 5, No. 4.
  • Wrigley C., Straker K. (2015), Design Thinking pedagogy: the Educational Design Ladder, “Innovations in Education and Teaching International”, Vol. 54, Iss. 4, DOI: 10.1080/14703297.2015.1108214.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-1f6d338f-4605-4701-98b2-d13d5f5985a8
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.