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Self-Presentation of Polish Football Managers on Linkedin

of corporate dialogic uses of Facebook, Twitter, YouTube, and LinkedIn by industry type, Quality & Quantity, 48(5), 2605-2614. LUEG, K., & NIELSEN, C. (2015), Impression management as symbolic capital: An intercultural comparison of presentations by CEOs on social network sites, Communication & Language at Work, 4(4), 88-120. LINKEDIN (2019). About LinkedIn.[online: 28 April 2019], www.about.linkedin.com LOPS, P., DE GEMMIS, M., SEMERARO, G., NARDUCCI, F., MUSTO, C. (2011). Leveraging the linkedin social network data for extracting content

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Media Monitoring as an Element of Strategic Business Management

Abstract

Analysis of information published in the media is an important tool. Information that is collected and properly aggregated contributes to the assessment of companies’ projects and allows to observe and to evaluate changes occurring in the environment. This article discusses benefits that companies can achieve through professional media monitoring and its products using a practical example. The article presents the company’s media findings scope for 2017-2018 and conclusions that can be drawn in the context of recommendations for long-term decisions.

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Comparative Study on Educational Management in Public and Private Institutions in the Twin Cities of Pakistan

References Agarwal, P. (2007). Higher education in India: Growth, concerns and change agenda. Higher Education Quarterly, 61(2), 197-207. Altbach, P. G. (Ed.). (1999). Private Prometheus: private higher education and development in the 21st century (No. 77). Greenwood Publishing Group. Bevan, D., & Kipka, C. (2012). Experiential learning and management education. Journal of Management Development, 31(3), 193-197. Bloom, D. E., Hartley, M., & Rosovsky, H. (2006). Beyond private gain: The public

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Dispute about Public Relations - Between Social and Marketing Communication

References GAWROŃSKI S., Media relations. Współpraca dziennikarzy I specjalistów PR., Wydawnictwo WSIiZ, Rzeszów 2006. GAWROŃSKI S., Pozabiznesowe obszary wykorzystywania komunikacji marketingowej w warunkach polskich. Wybraneaspekty, Aspra, Warszawa 2013. GRUNIG J. E., Public relations and strategic management. Institutionalizing organization - public relationships in contemporary society, “Central European Journal of Communication”, Nr 4/2011. GRUNING J. E. , GRUNING L. A., DOZIER D. M., Das

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Features of Effective Crisis Communication Based on Public Relations Profession Research.

REFERENCES: BAUBION CH. (2013), Strategic Crisis Management, Geneva,OECD. KACZMAREK-ŚLIWIŃSKA M. (2015),Public relations w zarządzaniu sytuacjami kryzysowymi organizacji. Sztuka komunikowania się, Warszawa,Difin. ŁASZYN A. (2011), Sztuka Public Relations. Z doświadczeń polskich praktyków,Warszawa, Związek Firm Public Relations. SEITEL F.P. (1995) The practice of public relations, Englewood Cliffs, New Jersey. STOLARCZYK A. K. (2016) Etyka w PR – zawód wysokiego zaufania społecznego, [in:] Łaszyn A. Tworzydło D. (ed.), 25 lat

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Think big: learning contexts, algorithms and data science

-theory/ Box, G. E. P. (1976), Science and Statistics, Journal of the American Statistical Association, Vol.71, pp. 791-799 Ayres I. (2008), Super Crunchers: Why Thinking-By-Numbers is the New Way To Be Smart, New York: Random House Publishing Group. Blair, D. C. (2002). Knowledge management: hype, hope, or help?. Journal of the American Society for Information Science and Technology, 53(12), 1019-1028 Cameron, W. B. (1963). Informal sociology: A casual introduction to sociological thinking. New York: Random House

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Blended synchronous learning environment: Student perspectives

Abstract

Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE) can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

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Spin-offs of the Third Mission and social innovation: the case study of the research–training–intervention project of Geodata Ltd

-Grice J., & Mulgan, G. (2010). The Open Book of Social Innovation. The Young Foundation and NESTA Nussbaum, M. C. (2002). Giustizia sociale e dignità umana. Da individui a persone. Bologna: Il Mulino Pedler, M., T, Boydell, and Burgoyne, J. (1989) Towards the learning company, Management Education and Development, 20, 1-8 Phills Jr., J. A., Deiglmeier, K., & Miller, D. T. (2008). Rediscovering Social Innovation. Stanford Social Innovation Review: Fall Reason, P. (2001). Learning and change through action

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University knowledge exchange and the SKIN Project

; Users’ Views. NatCen Social Research: London. Benneworth, P. & Jongbloed, B.W.A (2009) Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorization, Higher Education DOI 10.1007/s10734-009-9265-2. Benneworth P. (2011). Towards A Strategic Management Agenda For University Knowledge Exchange. Retrieved from: http://www.eurashe.eu/ Buckingham Shum, S. & Ferguson, R. (2012). Social Learning Analytics. Journal of Educational Technology & Society, 15 (3), 3

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