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1
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The Demise of Industrialism and What It Means to Business Education

100%
Jung B.
Kwartalnik Nauk o Przedsiębiorstwie
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2011
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vol. 18
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issue 1
32-39
EN
In the global economy work based on the creativity of the people becomes increasingly important. Thereby the conditions under which it is carried out are changing. The current model of employment shaped in the industrial age, when employees could work only in a certain place and time, does not responds more to new challenges. As a result, not only changes the style of work, but also the lifestyle of people employed in the sectors of the creative economy. Analyzing the nature of these changes the author wonders what, in turn, should be changed in the education system, in order to enable proper preparation of graduates to exercise this type of work.
2
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Edukacja studentów kierunku Informatyka na potrzeby współczesnego biznesu – wyniki badań własnych

92%
MURYJAS P.
Edukacja-Technika-Informatyka
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2013
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vol. 4
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issue 2
121-127
PL
Kariera zawodowa kadr branży IT zależy dziś w dużym stopniu od posiadania wiedzy biznesowej i umiejętności wykorzystania technologii informatycznych na rzecz rozwoju organizacji i zwiększenia jej konkurencyjności na rynku. W artykule przedstawiono wyniki badań własnych, wskazujących na potrzebę edukacji biznesowej studentów kierunków informatycznych, umożliwiającej zdobycie kompetencji niezbędnych do tworzenia systemów informatycznych wspomagających podejmowanie decyzji.
EN
The vocational career of IT staff depends today heavily on having the business knowledge and skills to use information technology for the development of the organization and increase its competitiveness on the market. The paper presents the results of own surveys which indicate the need for business education of Computer Science students and the development of their competencies necessary to build the decision making support systems.
3
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Rigour and Relevance: A PhD Student’s Perspective

92%
Management and Business Administration. Central Europe
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2015
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issue 4
113-130
EN
Purpose: This study argued that desipite what the content of the debate might suggest, there is a conflict between the two concepts of rigour and relevance and their actual relationship is a symbiotic one. Drawing on a definition of symbiosis, the study showed that the concepts of rigour and relevance are actually two separate “organisms” that are bound by a long term relationship that benefits both sides. Methodology: The study reviewed selected literature concerning rigour and relevance and presented the historical development of the debate and theoretical models of the relationship between the two concepts. Implications: The implications were presented from a PhD student’s perspective and included suggestions on how to approach the issues of rigour and relevance in the research project and how to cope with their seemingly conflicting nature. Originality: The originality of this study resulted from approaching the issue of rigour and relevance from a biology perspective and extending the definition of symbiosis to the relationship between the two concepts.
4
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Lessons University-Based Business Schools Should Learn Vicariously-Rather Than Through Experience-from University Athletics

81%
W. Miles E.
Economics and Business Review
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2017
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vol. 3(17)
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issue 1
EN
University athletic programs at times engage in cheating, dishonesty, and other practices which embarrass the university. They can promote policies that compromise the academic integrity of their universities. Much of the root cause of this trouble is based in a desire for prestige and the need for money to support that quest for prestige. The university-based business school also seeks prestige and desires increased funding in order to support achievement of that prestige. This essay outlines four pitfalls that have beset university athletics that could well happen to business schools. Some of these pitfalls seem hopelessly irreversible. University business schools would do well to learn the lessons of these pitfalls vicariously rather than suffering through them by direct experience.
5
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Gry strategiczne w edukacji przedsiębiorczej

70%
Gaweł A.
Horyzonty Wychowania
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2014
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vol. 13
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issue 26
303-325
EN
In a knowledge-based economy training supporting the development of human capital has became of the greatest importance. Strategic management games appear to be a promising training method. The players put themselves in the position of business managers in various aspects of company management. Their task is to make decisions within their area of competence, for example production, marketing, finance or human resource management. Strategic games are able to develop such skills as team-work, decision-making ability or analytical skills. To fulfil the scenario of the game should be comprehensive and clear and should reflect the business reality.
PL
W gospodarce opartej na wiedzy szczególnego znaczenia nabierają szkolenia przyczyniające się do rozwoju kapitału ludzkiego. Jedną z metod dydaktycznych szczególnie obiecujących w edukacji przedsiębiorczej są strategiczne gry zarządcze. Szkolenie z wykorzystaniem tej metody polega na tym, że osoby szkolone prowadzą wirtualne przedsiębiorstwo, podejmując w kolejnych rundach decyzje związane z wieloma aspektami prowadzenia firmy, takimi jak produkcja, marketing, finanse czy zarządzanie zasobami ludzkimi. Gry strategiczne są w stanie rozwijać takie umiejętności jak praca zespołowa, zdolność do podejmowania decyzji czy umiejętności analityczne. Aby się tak jednak stało, konieczny jest spójny, jasny i odzwierciedlający rzeczywistość gospodarczą scenariusz gry.
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The Business School in the Corporation of Higher Learning in the USA

70%
Kemp R.
Journal of Pedagogy
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2011
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vol. 2
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issue 2
283-292
EN
In The Higher Learning in America, Veblen speculated on the prospects of the schools of commerce within the American university. Specifically he postulated that (a) instruction in the field of commercial training may all into a more rigidly drawn curriculum, that diverges from the ways of scientific inquiry (b) the college of commerce would divert funds from legitimate university uses, (c) create a bias hostile to scholarly and scientific work and (d) train graduates who would have better skills to predate on the community. The Higher Learning in America is an extension of his economics and was meant to be a warning about the cumulative effect of the conduct of universities by business principles. This paper summarizes the Veblenian approach used to question the legitimacy of the business school in the modern university. The goal is to promote a re-consideration of the role of the business school with respect to a Veblenian analysis.
7

Case Study Method in Business Education in the USA

70%
Velushchak M.
Comparative Professional Pedagogy
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2014
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vol. 4
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issue 4
65-72
EN
Business Education is dynamic in nature and needs diverse information to deal with different business problems. To understand the peculiar situations and to manage them effectively, case studies are widely used. Researchers in education have already demonstrated that students' active participation in the educational process increases their learning outcomes. Methods of small group activities, case studies and cooperative student projects give the opportunity to participate actively in the learning process by talking, reading, writing and reflecting. Case-based learning is an essential part of business education as it enables students to discover and develop their unique framework for dealing with business problems. The important peculiarity of the business case study is that it introduces a slice of realism into the learning experience. The case study method helps the students in developing wisdom and gives lot of scope for knowledge application. Nowadays, business education should be much more practically oriented and has to consider the main features of a modern competitive global economy. Lectures and discussions are not any more the most effective teaching methods. As research results show, the case method is the most effective teaching technique of future career preparations and practical application skills in today's business environment as it enables students examining different business situations in various cultural and economic perspectives, opening up their minds by solving the problems of the real business situations.
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Recenzja książki „Metoda studium przypadku w edukacji biznesowej”, red. P. Ammerman, A. Gaweł, M. Pietrzykowski, R. Rauktienė, T. Williamson (Bogucki Wydawnictwo Naukowe, Poznań 2012)

58%
Drobny P.
Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie
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2013
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issue 920
111-114
PL
Recenzja dotyczy książki pt. "Metoda studium przypadku w edukacji biznesowej", która stanowi podsumowanie pracy zespołu realizującego projekt pod tytułem „Transfer of experiential and innovative teaching methods for business education” w ramach programu Leonardo da Vinci. Autor omawia książkę, wśród jej zalet wskazując przedstawienie metody case study jako innowacyjnego narzędzia edukacji ekonomicznej, które łączy w sobie teorię i praktykę poprzez koncentrację na personalnym i praktycznym wymiarze edukacji. Dostrzega także jej wady, do których zalicza brak prezentacji słabych stron case study, co wynika z braku refleksji nad znaczeniem tej metody w kontekście funkcji i zadań stawianych przed szkołami wyższymi.
EN
The text is a review of the book “Metoda studium przypadku w edukacji biznesowej” [The case study method in business education], which is a summary of the project “Transfer of experiential and innovative teaching methods for business education” done under the auspices of The Leonardo da Vinci programme. The author of the review discusses the book, pointing out among its advantages a presentation of the case study method as an innovative tool for economic education that combines theory and practice by focusing on the personal and practical dimension of education. He also recognises its disadvantages, which include the failure to present the method’s weaknesses, due to a lack of reflection on the meaning of case study methodology in the context of the functions and tasks facing universities.
9
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Edukacja dla przedsiębiorczości: pomiędzy przedsiębiorczą pedagogiką a edukacją ekonomiczną i biznesową

47%
Wach K.
Horyzonty Wychowania
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2014
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vol. 13
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issue 28
11-32
EN
Entrepreneurship education is perceived as one of the key challenges of modern education systems and socio-economic growth and development. Entrepreneurship education combines behavioral and economic sciences. Economic education (including business education and financial education) is undoubtedly an indispensable part of the broadly understood entrepreneurship education, which is much wider in scope and is supported by highly developed teaching methods - entrepreneurial pedagogy. The main objective of this paper is to systematize the views on entrepreneurship education in the broader context combining the achievements of pedagogy and business studies (economics and management). The literature review as well as its constructive criticism are the main research methods used in the paper.
PL
Edukacja dla przedsiębiorczości postrzegana jest jako jedno z najważniejszych wyzwań współczesnych systemów edukacyjnych oraz rozwoju społeczno-gospodarczego. Łączy ona w sobie dorobek nauk behawioralnych oraz nauk ekonomicznych. Jej nieodzowną częścią jest niewątpliwie szeroko rozumiana edukacja ekonomiczna (w tym edukacja biznesowa i edukacja finansowa), w swoim zakresie jest jednak dużo szersza, a wspomaga ją bardzo rozwinięta dydaktyka – przedsiębiorcza pedagogika. Głównym celem tego artykułu jest usystematyzowanie poglądów na edukację dla przedsiębiorczości w szerszym kontekście łączącym dorobek pedagogiki oraz nauk ekonomicznych. Krytyka piśmiennictwa została tu zastosowana jako podstawowa metoda badawcza.  
10
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Using a virtual world interface in business education

47%
Wankel C.
Organizacja i Zarządzanie : kwartalnik naukowy
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2009
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vol. nr 3
139-151
EN
Contemporary business students are adept in digital media and social networking technologies. Indeed, they are digital natives who will be doing business through new collaborative media in the near future. This article discusses some of the approaches and issues associated with using virtual world interfaces in business education.
PL
Współcześni studenci biznesu są mistrzami w świecie mediów cyfrowych i społecznych technologiach sieciowych. Są oni "cyfrowymi tubylcami", którzy będą w niedalekiej przyszłości prowadzić interesy przez nowe media współpracy. Niniejszy artykuł omawia kilka podejść i kwestii, związanych z wykorzystaniem interfejsu świata wirtualnego w edukacji biznesowej.
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