Maintaining Relevance in Business Education. A Framework for Exploring Alternative Teaching Paradigms
Relevance has become a critical factor in business education programs. Such programs must deliver the skills and knowledge that enable participants to learn and thrive in a context of change, growing business complexity and technological sophistication. This paper explores the need to realign our te...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Proquest
2000
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| In: |
International journal of value-based management
Year: 2000, Volume: 13, Issue: 3, Pages: 273-295 |
| Further subjects: | B
Leadership
B Action Learning B learning space B Collaboration B technology and learning |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | Relevance has become a critical factor in business education programs. Such programs must deliver the skills and knowledge that enable participants to learn and thrive in a context of change, growing business complexity and technological sophistication. This paper explores the need to realign our teaching approach to the new demands of business managers in pursuit of maintaining relevance. It considers the changes this requires in the learner: teacher relationship, and the way in which information communication technologies have a powerful role to play in developing and managing this new relationship. A model is proposed to explore the alternative teaching paradigms associated wich might be best described as seismic shifts in the learning landscape. For educators it suggests a change in teaching values that emphasise stronger attention to process skills, less teacher autonomy, direction and control, and a more creative use of technology to encourage diversity, dialogue and distributed team learning. |
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| ISSN: | 1572-8528 |
| Contains: | Enthalten in: International journal of value-based management
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| Persistent identifiers: | DOI: 10.1023/A:1007887129610 |