Fig 1 - uploaded by Aleksandra Gaweł
Content may be subject to copyright.
Source publication
The aim of this chapter is to highlight the significance of entrepreneurial and managerial education in today's knowledge-based economy. The importance of knowledge for the creation and growth of enterprises is unquestionable, both in respect of the formal knowledge obtained during the educational process and in respect of the knowledge obtained th...
Similar publications
This research observes the respondents' surveillance about the private television channels'
Translation teachers are sometimes challenged by students as to why some other students get better grades than they do and in which ways are other students' translations better than theirs? Facing such questions, some teachers just can't elucidate the reasons why. With a view to setting up a convincing standard, the researcher, when grading student...
This study focuses on the language use at Gobabis Gymnasium, a small rural school located in the far eastern part of Namibia and seeks to find out about affective attitudes of learners toward English as the LoLT, as well as to what extent learners benefit form translanguaging strategies in learning contexts.
Citations
... It requires active student participation in discussing a specific marketing situation and providing recommendations (Mesny 2013). A case study is meant to be engaging and allows students to investigate organizations in detail and search for patterns that may result in developing both theory and practice (Gawel, 2012). It helps students develop a reflective and critical approach to understanding complex marketing concepts and techniques (Gill, 2011). ...
This paper seeks to introduce a novel course design method in academic literature. It uses advanced experimental designs to capture student preferences. It also makes a distinction between controllable and uncontrollable design factors and seeks to minimize the negative impact of uncontrollable design factors, ensuring a successful course introduction. We propose and test a design method that combines Taguchi experimental designs with discrete choice estimation where choice probabilities are used as input data for Taguchi's inner and outer arrays. Design efficiency is measured by calculating signal to noise (S/N) ratio, which accounts for both mean and variance of choice probabilities. Using the S/N ratio, designers were able to choose the most robust design. Test results show grading and attendance policies and experiential learning as the three most factors in students' selection of an undergraduate elective course at a business school.
... Pedagogical case study was developed as an active teaching method that supports both theory and practice within both the classroom and beyond (Gawel, 2012). Within the opportunities to investigate in detail the similarities and differences within the given case, conclusions are able to provide an increase in understanding of a phenomenon (Ambrosini & Bowman, 2010); in this case, an increased understanding of students' definitions of academic success. ...
Academic success has not been well defined consistently, and when definitions have been proposed (e.g. Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006 ; York, Gibson, & Rankin, 2015), they are not always measured consistently. Is it good grades (Parker, Summerfeldt, Hogan, & Majeski, 2004), and if so, what constitutes a good grade and what should be graded? Is it understanding the material, and if so, is understanding shown by simply completing the academic tasks (Choi, 2005)? Is it perseverance and grit (Tang, Wang, Guo, & Salmela-Aro, 2019), and if so, why do many other definitions and views focus so much on grades? Alternatively, and perhaps even more importantly, how do students define academic success? By being able to better understand how students view and define academic success, educators can be better prepared to help students succeed within the classroom by better providing them with opportunities and feelings of success rather than defeat. In this research I investigated this problem of practice using qualitative methods through a case study of students within mathematical classroom settings. Advisor: Stephanie Wessels
... It requires active student participation in discussing a specific marketing situation and providing recommendations (Mesny 2013). A case study is meant to be engaging and allows students to investigate organizations in detail and search for patterns that may result in the development of both theory and practice (Gawel, 2012). It helps students develop a reflective and critical approach to understanding complex marketing concepts and techniques (Gill, 2011). ...
Conventional marketing research have paid great attention to various positive emotions that customers may develop towards brands, including brand trust, brand commitment, brand love, etc. Recently, brand jealousy was introduced as another consumer-brand relationship construct. However, there is still little knowledge about what generates brand jealousy and what its behavioral consequences might be. This research aims to fill this gap by empirically investigating antecedents and consequences of brand jealousy.
... It is worth paying attention to the disadvantages of using the traditional case study method presented in the literature, such as low student involvement in idea development, analyzing cases that often show the situation of companies operating in a different environment than those known to students and a lack of opportunities to develop negotiating and leadership skills (Gawel, 2012;Lynch, Kamovich, Longva, & Steinert, 2019;Rasmussen & Sørheim, 2006). Referring to the results of the research, some of these disadvantages can be reduced by involving students in the process of creating a case study. ...
RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy.
THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies.
THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented.
RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them. In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students. The results of the analysis permit concluding that student-developed case studies can be commonly used and allow developing a wide range of students entrepreneurial skills.
... Do ñoù phöông phaù p naø y khuyeá n khích sinh vieâ n tìm kieá m nhöõ ng yù töôû ng, keá t luaä n vaø chieá n löôï c toá t hôn vaø traû i nghieä m nhöõ ng lôï i ích cuû a vieä c töông taù c vôù i sinh vieâ n khaù c (Peterson, Quarstein 2001). Kyõ naê ng giao tieá p cuû a sinh vieâ n sau naø y cuõ ng raá t caà n thieá t cho söï thaø nh coâ ng cuû a toå chöù c, neâ n phöông phaù p tình huoá ng coù veû raá t ñöôï c khuyeá n khích trong giaû ng daï y ngaø nh quaû n trò kinh doanh (Gawel, 2012). ...
... Maë c duø phöông phaù p tình huoá ng döôø ng nhö laø lyù töôû ng cho giaû ng daï y ngaø nh quaû n trò kinh doanh, nhöng vieä c thöï c hieä n phöông phaù p naø y cuõ ng coù nhöõ ng raø o caû n nhaá t ñònh (Gawel, 2012). Vieä c löï a choï n moä t tình huoá ng vaø chuaå n bò kòch baû n cho baø i giaû ng phuø hôï p vôù i muï c tieâ u hoï c taä p laø raá t caà n thieá t cho phöông phaù p giaû ng daï y naø y. ...
The paper analyzes the effectiveness of case method in undergraduate education and its applicability to business administration major. As a result, case method teaching meets the requirements of the subjects of this major because the introduction of real-life business situations in the teaching helps students approach closer to the practice of business administration.
... Do ñoù phöông phaù p naø y khuyeá n khích sinh vieâ n tìm kieá m nhöõ ng yù töôû ng, keá t luaä n vaø chieá n löôï c toá t hôn vaø traû i nghieä m nhöõ ng lôï i ích cuû a vieä c töông taù c vôù i sinh vieâ n khaù c (Peterson, Quarstein 2001). Kyõ naê ng giao tieá p cuû a sinh vieâ n sau naø y cuõ ng raá t caà n thieá t cho söï thaø nh coâ ng cuû a toå chöù c, neâ n phöông phaù p tình huoá ng coù veû raá t ñöôï c khuyeá n khích trong giaû ng daï y ngaø nh quaû n trò kinh doanh (Gawel, 2012). ...
... Maë c duø phöông phaù p tình huoá ng döôø ng nhö laø lyù töôû ng cho giaû ng daï y ngaø nh quaû n trò kinh doanh, nhöng vieä c thöï c hieä n phöông phaù p naø y cuõ ng coù nhöõ ng raø o caû n nhaá t ñònh (Gawel, 2012). Vieä c löï a choï n moä t tình huoá ng vaø chuaå n bò kòch baû n cho baø i giaû ng phuø hôï p vôù i muï c tieâ u hoï c taä p laø raá t caà n thieá t cho phöông phaù p giaû ng daï y naø y. ...
Case study method is considered the most effective method for teaching business administration and becoming increasingly popular because it is oriented to students, problems and teamwork. This method meets the requirements to promote new ways of thinking, new abilities and new behaviors to students. Understanding the case study teaching method will give lecturers in business administration with more options in finding and applying an effective teaching method, helping to improve the teaching quality of the faculty. and student learning
... In such a study, the students put themselves in the place of the management and explain how the management has tackled the situation (Sanchis, 2007). In this way, they can come closer to business practice (Gawel, 2012) and equip themselves with skills to handle situations in real world business practice. They can learn how the conceptual framework taught in the lecture method is employed by the management in the given case study. ...
Distinguished from the traditional forms of business, namely proprietorship and partnership, a corporation emerged as a new type of business organization in the middle of the nineteenth century in American society, which accepted it only on the understanding that the corporate managers should be professionally well trained and socially beneficial (Khurana, 2010). In order to prepare these new professionals, the business schools came into being in America and elsewhere (Khurana, 2010). However, corporate scandals and financial crises of the late 20th and early 21st centuries posed a valid question about the originally expected role of corporate managers and, in turn, their educators, the business schools. This paper is an attempt to review the post-scandal notion of a corporation and the role of the managers propounded by Canals (2009) and others like Wilson (2004), Mesure (2008), and Koch (2010). It is a qualitative research that finds inadequacies with the existing scholarships and so re-conceptualizes corporation from a holistic perspective. Within that framework, it proposes that the business schools adopt a number of measures to prepare the corporate managers who would efficiently serve the interests of the shareholders and, at the same time, of other stakeholders equally including the society as a whole.
... Developed and formalised in the late nineteenth century by Christopher Columbus Langdell, Dean of the Harvard Law School, and later adopted by the Harvard Business School, the pedagogical case study is an active teaching method supporting the development of both theory and practice in the classroom and beyond (Gawel, 2012). It 'offers the opportunity to investigate organizations in some detail, to explore the idiosyncratic contexts of individual firms, to search for patterns across case contexts. ...
... Case studies encompass a teaching objective that does not necessarily reflect the research ambitions or interests of its authors (Gawel, 2012;Gill, 2011). Research articles generally adopt a neutral, distanced and factual tone with the purpose of explaining results to peers so that they can be re-applied, tested and, ideally, reproduced (Fox, 1992). ...
Within the ongoing debate on the roles and tensions between teaching and research in higher education, this paper explores the extent to which the pedagogical case study method can contribute to bridge the gap between teaching and research. Based on an initial survey on 1,057 university academics, the results reveal the existence of five major groups of academics with varying degrees of link between the two topics and demonstrate the variations in the contributions that pedagogical case studies contribute to classroom teaching and to scholarly research for each subgroup. The implications for higher education at both the institutional level and the personal academic level are then explored.
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 główna metoda badawcza.
This paper presents the entrepreneurial profile of a group of students of the academic entrepreneurship course. The aim of this preliminary ex ploratory study is to discover the entrepreneurial profile of the students who took part in this course, identifying their socio-demographic profile in terms of sex, age, nationality (there is a high presence of foreign stu dents), and family background. Moreover they are asked to assess their entrepreneurial self-perception, the desirability, feasibility, and intent to create a company, and their
perception of risk. For this a questionnaire is used, which was validated in previous studies to discover the entre preneurial profile of students who take courses on ‘Entrepreneurship’ in different fields, contexts, and countries. The results will allow the dis covery of the entrepreneurial inclination of these students, and, in the future, to compare it with other studies and measure the possible impact of the course on the modification of the said inclination.
