Educational Innovation In Economics And Business Ii

This volume consists of the revised versions I of a selection of papers of the second EDINEB conference, held in Uppsala from 17-19 August 1995. As with the fIrst edition, the conference and these proceedings are rooted in the participant's involvement with 'EDucational INnovation in Economics and Business'. The thematic focus is quality audit, quality assessment and quality improvement, all of them collected in the theme 'In Search of Quality'. For the fIrst EDINEB conference, which took place in Maastricht, December 1993, 'Problem-Based Learning' was chosen as leading theme. The introduction of problem-based learning in the curriculum of any faculty is to be regarded as a major innovation in the educational system. In contrast, the dedication to the search of quality in education resulted in a large variety of case studies and theoretical contributions on educational innovations aiming at increasing the quality of teaching and learning. This contrast between the one major step and the many small steps has been the decisive factor for the editors to compose these proceedings as a kind of allegory of Robert M. Pirsig's famous novel 'Zen and the art of Motorcycle Maintenance, an Inquiry into Values' (ZAMM). Of course, on top of the very obvious reason that the conference had been saddled with a theme that is identical to the title that many critics (probably those who aren't so fond of motorcycling) used to rename ZAMM.

The Information and Communication Technology revolution results in profound changes to the heart of business and economics. Changes in the workplace, new communication technology, new organizational structures, and new production technologies force business educators to renew their focus on the curricula of business schools. There is no doubt these changes influence business education and instructional technology. But change will go far beyond the mere introduction of technology in the classroom. Alliances between the corporate world and business education are no longer fictitious but are necessary to establish stronger bonds between educational systems and the workplace. The fifth volume in the series Educational Innovation in Economics and Business contains a unique selection of articles addressing various issues on how business education should adapt to changing needs of the corporate world. It is meant for educators in corporate training centers, and for teachers in further and higher education.

Like previous volumes in the "Educational Innovation in Economics and Business" series, this one is genuinely international in terms of its coverage. It reflects the worldwide interest in, and commitment to, innovation in business education with a view to enhancing the learning experience of both undergraduates and postgraduates. It should prove of value to anyone engaged directly in business education.

Almost thirty years ago a friend involved in the education profession told me that in his estimation much more was "caught" by students outside of classrooms than was "taught" within those hallowed walls. This statement has stuck with me through years of personal schooling, working as a high school teacher, working in management, serving as a management consultant and trainer, and facilitating learning on university campuses across the US, eastern Europe, and Asia. Learning by doing is certainly something most people have experienced. But the fact that there is more opportunity to learn more things today as never before (with knowledge doubling every 20 months) makes learning by doing more complicated. As organizations move to respond to the rapid changes in their environments, people within those organizations must face the uncertainty and ambiguity that comes with such conditions. The one thing most futurists agree on is that the future will be very different than the present. Exponential change has become commonplace. Companies used to worry about redefining their goals and specific describing their place in an industry. Today, in order to survive, they must be constantly addressing the issues inherent in redefining their industries.

The fourth volume in the series, Educational Innovation in Economics and Business, brings together sixteen articles to reflect the way in which educational thinking in higher education has undergone a rapid change. The book is divided into four sections. The first section `Learning Objectives and Programme Structures' addresses the theme of the book. It examines how to ensure that the objectives and structures employed are appropriate in the modern environment. The second section `The Structure of the Learning Environment' is a continuation of the first section but focuses on how the learning environment is designed to facilitate the student's learning. The third section `Information Technology in the Learning Environment' contains two articles examining the use of Information Technology as a learning tool. The final section `Evaluating Student Skills' deals with the important issue of developing the student's skills and how they can be evaluated. This volume addresses issues faced by teachers in higher and further education, but also those involved in programmes of study for continuing professional development.

Like previous volumes in the "Educational Innovation in Economics and Business" series, this one is genuinely international in terms of its coverage. It reflects the worldwide interest in, and commitment to, innovation in business education with a view to enhancing the learning experience of both undergraduates and postgraduates. It should prove of value to anyone engaged directly in business education.

Business education and business research has often been criticized by the business community, which claims that much of it is mainly directed at the establishment of teachers and researchers themselves, instead of distributing their knowledge to the business community. It may seem that many universities and other research institutions have turned into mere `knowledge manufacturers', where the emphasis is more on the output volume than on quality of relevance, with little or no consideration for the end users. As universities and corporations attempt to prepare management to be alert to future changes, improved and even brand new teaching methodologies are required. The main focus of the present volume is on the distribution and selection of new knowledge. How can business educators deliver new knowledge to students and the business community more rapidly than before? How should we define the core business curriculum when new knowledge becomes old knowledge?