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Autor
Slantcheva-Baneva Vanya (College of Management)
Tytuł
Modelling for Value-added Educational Service Delivery within a First-cycle Degree institution : a Bulgarian Case
Źródło
Global Management Journal, 2010, vol. 2, nr 2, s. 102-111, tab., bibliogr. 12 poz.
Słowa kluczowe
Edukacja, Kompetencje kluczowe, Metody nauczania, Innowacje, Czynniki egzogeniczne
Education, Core competencies, Teaching method, Innovations, Exogenous factors
Kraj/Region
Bułgaria
Bulgaria
Abstrakt
The purpose of this paper is to represent a model for implementing value-added educational service delivery within a first-cycle degree institution in Bulgaria. The model has been elaborated answering two overriding questions: when and how to implement and disseminate venture model, considering both institutional environment and exogenous economic, social and environmental factors and attitudes. Although the question why appears to be rhetorical one, the author has yielded some insights, having unfolded external and internal environment settings as possible futures and their impact on the model demand. Consequently, challenges before the higher education in Bulgaria are to ensure that it has been addressing understanding and skills needed to enable learners to leave and work in a sustainable way and to take a lead in decisionmaking for sustainable future. By that reasoning the author responds to the when-question, or at what stage to implement the model. The latter question - how - has been envisioned as the essential one of the actual model implication. Approaching the education as a service of intangible actions directed at peoples' mind - both learners' and tutors' - the author represents at whom or what the service is directed, and moreover, at the categories that collectively cover the entire service arena. From profession-oriented educational perspective and by strict manipulation on the variables given, the model has been basically stated on the convergence of three pillars: 1) alert learners' segmentation, 2) curriculum innovation, and 3) education-to-business cooperation. Segmentation of the attentive learners aims at establishing a powerful body of young people who are capable to "broadcast" sustainable education patterns from inside to outside the core. Curriculum innovation has been elaborated to bridge the chasm between theory and practice when collide into real-life context, and to result in performing an educational service for life skills built-up towards sustainable education. For the big challenge in the educational service to be overcome a business model of education-to-business cooperation is to be rehearsed and applied properly. (original abstract)
Dostępne w
Biblioteka Główna Uniwersytetu Ekonomicznego w Poznaniu
Pełny tekst
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Bibliografia
Pokaż
  1. Blewitt, John (Author), Sustainability Curriculum: The Challenge for Higher Education, Earthscan Publications Ltd., 2004.
  2. Blewitt, John "Sustainability and Lifelong Learning" in Blewitt, John, Sustainability Curriculum: The Challenge for Higher Education, London, GBR: Earthscan Publications, Limited, 2004.
  3. Commission of the European Communities, Education Council: Recommendation of the European Parliament and the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, 30.12.2006, annex, paragraph 5.
  4. Commission of the European Communities: Progress towards the Lisbon Objectives in Education and Training: Indicators and benchmarks. SEC(2007) 1284.
  5. Craig, Justin B.I. and Johnson, Debra, "Establishing individual differences related to opportunity alertness and innovation dependent on academic-career training" in Ilozor, Benedict, Entrepreneurship: teaching, research and service across academic disciplines, Journal of Management Development, Vol. 25, No.1, 2006, pp. 28-39.
  6. Cullingford, C. "Sustainability and Higher Education" in Blewitt, John, Sustainability Curriculum: The Challenge for Higher Education, London, GBR: Earthscan Publications, Limited, 2004.
  7. Dake, Susan and Burns, Rebecca, Meeting Standards Through Integrated Curriculum, Alexandria, VA: Association for Supervision & Curriculum Development, 2004.
  8. Doykov, D. and Slantcheva, V."Implication of model-based learning into the higher education context: The case of the College of Management, Trade and Marketing in Bulgaria", 7th International Academic Conference "State, Economy, Society", KRAKOW, May 2007.
  9. Heinonen, Jarna and Sari-Anne Poikkijoki, "An entrepreneurial-directed approach to entrepreneurship education: mission impossible?" in Ilozor, Benedict, Entrepreneurship: teaching, research and service across academic disciplines, Journal of Management Development, Vol. 25, No.1, 2006, pp. 80-94.
  10. Sterling, Stephen "Analysis of the Development of Sustainable Development of Sustainability Education Internationally: Evolution, Interpretation and Transformative Potential" in Blewitt, John. Sustainability Curriculum: The Challenge for Higher Education. London, GBR: Earthscan Publications, Limited, 2004.
  11. Timmons, Jeffry and Spinelli, Stephen, New Venture Creation: Entrepreneurship for the 21st Century, 7th Ed., New York: McGraw-Hill, 2007.
  12. Wissema, Hans J.G., Technostarters and the Third Generation Universities, Sofia: Ecorys, 2006.
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ISSN
2080-2951
Język
eng
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