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Towards Entrepreneurship: Reflections Between Theory and Practice

Abstract

The paper deals with the pragmatic need of linking theory and practice in the learning process, focusing on vocational education in economics and entrepreneurship education. In connection with selected alternative economic theories is shown the necessity of praxeological educational background and practical work experience in teaching process in entrepreneurship education. Results are based on the research, which was done in the framework of prepared dissertation thesis on the theme of entrepreneurship education from the perspectives of theory and the perspective of vocational school teachers of economics subjects. The results focus on the concept of entrepreneurship education preferred by teachers of the economical subjects at the secondary schools specialised in economics. The main aim of the research was to check, to what degree are the theoretical bases of the education of the entrepreneurship fulfilled in the reality of a secondary school specialised in economics. The results show that in the case of preferred aims of the respondents of our examination we could talk about the combination of creation of knowledge and preparation for the profession. It is confirmed that the teachers rely significantly on a prescribed list of educational topics, but at the same time the results clearly show that the respondents think about their subject and formative aspect of their classes through using of cross-sectional topic.

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Assessing students’ entrepreneurial skills needed in the Knowledge Economy

classroom”, Academy of Management Learning & Education, Vol. 13, No. 2, pp. 171-186. Bejinaru, R. (2018), “Factorial analysis perspectives upon students’ skills in the knowledge economy”, Management Dynamics in the Knowledge Economy, Vol. 6, No. 2, pp. 265-284. Bejinaru, R. (2017a), “Universities in the knowledge economy”, Management Dynamics in the Knowledge Economy, Vol. 5, No.2, pp. 251-271. Bejinaru, R. (2017b),”Knowledge strategies aiming to improve the intellectual capital of universities”, Management & Marketing. Challenges for the Knowledge

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Reconsidering the rigour-relevance gap: the need for contextualised research in risk societies

. One attempt to move the theory towards a method of investigation is provided by MacLean et al. (2002) with the first comprehensive articulation of the five key features of mode 2 enquiry in what they call their 5mode2 framework and it is from this point that we try to take up the challenge to transcend Mode 1 in our teaching and research ( Kelliher et al., 2010 ). Whether we have reached mode 1.5, Mode 2, Mode 3, Hodgkinson’s Pragmatic Science ( Hodgkinson et al., 2001: S42 ) or Pettigrew’s double hurdle (2001) is unclear. The intention of our paper is not to

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Knowledge strategies aiming to improve the intellectual capital of universities

knowledge creation”, Organization Science , Vol. 5, No. 1, pp. 14-37. Nonaka, I., and Takeuchi, H. (1995), The knowledge-creating company: how Japanese companies create the dynamics of innovation , Oxford University Press, Oxford. Nonaka, I., Toyama, R. and Hirata, T. (2008), Managing flow: a process theory of the knowledge-based firm , Palgrave Macmillan, Houndmills. Nonaka, I. and Zhu, Z. (2012), Pragmatic strategy: eastern wisdom, global success , Cambridge University Press, Cambridge. O’Dell, C. and Hubert, C. (2011), The new edge in

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Understanding the layers of a market-oriented organisational culture

, confidentiality, authorisation of access, sensitivity and good relations ( IT Carlow, 2011a , 2011b ). Limitations in the methodology of the study can be argued to include the use of the business awards list as a sampling frame as not all companies take part in industry award competitions. However, the selection of market-oriented companies was the aim and the awards list could be considered a pragmatic choice. The lack of control over the completion of self-administered questionnaires is also acknowledged although the targeting of respondents for the multi

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Management educators in practice: to be critical or not to be critical, that is the question

concept and approach underresearched generally in management education but it is also more specifically underresearched outside of these regions. Therefore, it is important to identify the experiences and challenges of embracing a critical pedagogy in management education. Consequently, the aim of this paper is to explore how criticality is perceived and translated into the everyday practices of critical management educators. Research methodology As a practitioner in management education, the research objective was to reflect critically on my own practice. The aim

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A discourse analysis of managerialism and trust amongst nursing professionals

, resulting in poor organisational performance ( Williams, 2005 ). Strategies aimed at increasing and retaining existing nursing staff and good nursing practice require work environments built on trust, respect and justice ( Laschinger and Finegan, 2005 ). The paper re-analyses, from a discourse perspective, interview material involving 39 nurses and nurse managers - collected in 2000-2002. We argue that the paper is timely, offering new perspectives still relevant in the current healthcare context. Our findings both support and extend contemporary research, demonstrating

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Balancing altruism and self-interest: GP and patient implications

people are being charged for relevant services so that the practice can actually function. (GP 28 [E]) This seemed to be less of an issue for owners, who tended to adopt a more pragmatic attitude. Owners speaking about the issue did not generally make reference to discomfort; however, neither did they view matters coldly: (W)e do expect people to pay, but when people are unable to pay, even the secretary would be told if she gets any sense that someone is in financial difficulties, that they would just give us ... nod us a wink so that we won’t be embarrassing

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