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In response to the adoption of Agile practices and processes by businesses, IT/IS educators are working to add Agile content to their courses. Teaching students about Agile involves teaching them about the history, mindset, and values of Agile, along with an introduction to the practices and processes used in an Agile product. Along with this, it is essential that students gain experience using Agile in a project setting. This paper discusses an Agile practice project where students use all aspects of Agile to address a problem and build a solution using Legos. The use of Legos, along with a project that students can easily see themselves using, the practice project allows students to focus on developing their Agile skills and mindset. The project serves as a useful transition from traditional classroom instruction about Agile to a project for a real-world client.

As the demand for business intelligence (BI) professionals continues to grow, educators need to calibrate their instruction to accommodate the demand of practitioners for specific technical skills while also providing college students with a broader foundation that includes a general understanding of BI concepts and problem-solving skills that are applicable across disciplines. This paper describes a pedagogical method called report-oriented learning which seeks to combine the established methods of problem-based learning and case-based learning. Report-oriented learning requires students to reflect on the knowledge gained during the conceptual parts of the course and use critical thinking and storytelling skills as they prepare and present several comprehensive reports in class. We applied the report-oriented method in a business intelligence course that consists of four instructional approaches: (1) section preview, (2) lectures and quizzes on basic concepts, (3) application of concepts and development of practical skills with hands-on projects, and (4) comprehensive reflection and inquiry in the form of reports. We surveyed students with anonymous questionnaires in the report-oriented BI courses from 2021-2023. The results indicate that the method was effective and perceived by students as having improved their critical thinking and practical skills related to the application of BI techniques and the professional presentation of their findings.

Project-based experiential business education seeks to provide students with lessons that are meaningful, practical, and enduring. While previous research has sought to understand how students and faculty members react to such educational experiences, it is also important to understand the perceptions of the business clients who engage with programs employing project-based education. The aim of this study was to better understand the experiences of business clients with whom students engaged as part of an undergraduate business capstone course. Two hundred fifty-three previous clients were surveyed with a 22.4% response rate. Responses were subjected to content analysis to cluster replies into representative themes, which were subsequently checked by comparison with responses from a focus group comprised of five of the original respondents. Sentiment analysis was then utilized to compare the prevalence of positive and negative statements associated with the themes. Responses related to working with the students and student learning were substantially positive (89% and 73% of statements, respectively). Student contributions were positively noted by many clients, with 86% reporting that changes were made based upon student recommendations. Seventy-seven percent reported that student engagement resulted in value creation for the client's organization. Notably, 71% of the clients reported long-term, positive impact from the engagement with the students. These responses indicate that the business clients perceive engagement with students in project-based experiential learning to have substantial value. When coupled with previous research, these results suggest a mutually beneficial experience for the clients, students, and faculty for project-based, experiential learning.

Embedded system is an interdisciplinary, profound foundation and practice-oriented course; at present, in the traditional teaching mode, embedded systems in colleges and universities generally have problems such as disconnected theory and practice, outdated assessment methods, and low enthusiasm of students. Arming to cultivate compound embedded development talents that meet the needs of enterprises, based on CDIO engineering education mode, this paper analyzes the characteristics of the "Embedded System" course, and takes engineering project development practice as the dominant idea to discuss the course system, teaching material construction and teaching method reform of "Embedded System." By designing a complete project teaching system, closely combines the theoretical teaching and practice of the course. Multiple rounds of teaching practices show that through the project-driven teaching method, students' engineering practice ability can be significantly improved, so that students can deeply master the basic principles of embedded systems, and possess the engineering development ability of embedded products at the same time, thus meeting the needs of enterprises for innovative and interdisciplinary talents.

The urgency of the current climate crisis emphasizes the need for university graduates equipped with relevant knowledge and skills to tackle environmental and social problems such as material consumption, environmental degradation and inequality at all spatial scales. Geographic and spatially sensitive concepts and approaches to sustainability and greening are particularly relevant as best practices and success models are not easily transferable across different contexts. But how can students learn the necessary skills to connect theory with practice? Based on a third-year geography module at a British university that teaches green economy concepts, this paper presents insights from a problem- and project-based group learning exercise designed to help students translate conceptual approaches into practice highlighting the strength of geographic thinking. As part of the exercise, students work in groups to develop a green project that they present in a green dragons' den-style ideas pitch to an expert panel for evaluation. Students are tasked to develop innovative, feasible and applicable proposals that address specific sustainability challenges. Findings from five consecutive years of teaching illustrate the value of project- and problem-based learning to students through the diversity of practical applications, the need for critical thinking and context-dependent assessments and enhanced transferable skills.

Purpose: The purpose of this study is to address the challenges of teaching sustainable development to computer engineering students. Part of the problem is that they perceive the topic as irrelevant for their future profession. Design/methodology/approach: To address this challenge, we introduced a project element into a course on sustainable development where the students developed applications for sustainable mobility together with the local public transport authority, an academic institution and a multinational telecom company. Findings: The findings conclude that the course changes improved the overall student satisfaction while succeeding in anchoring sustainable development in a context which the students can relate to. The collaboration was also perceived as fruitful by the external stakeholders who encouraged the students to stay in touch for their bachelor theses and internships. Research limitations/implications: The theoretical implication is a first attempt in integrating sustainable development education with entrepreneurial experiences, whereas the practical implication is a description of how the integration can be realized. Practical implications: The contribution is therefore of value for both educational researchers to open novel research opportunities and for teachers to describe new possibilities for sustainable development education. Originality/value: The contribution describes how entrepreneurial experiences can be used to motivate engineering students in mandatory courses on sustainable development and ethics. The approach is novel in that the approach has not been described earlier in this context.

Leading change is a significant element of a management career, and therefore, discussions on change management are integral to leadership and organizational behavior courses in business programs. However, given their limited work experiences with organizational transitions, most business students fail to appreciate the challenge involved in getting others to accept and implement the change. This classroom activity serves to help students better understand the concerns of change recipients when a top-down change is mandated. The assignment involves students watching an organizational change video in class, discussing in groups, identifying the different change readiness sentiments, and responding to a brief questionnaire. Students find the activity both challenging and exciting, and it gives the students an opportunity to appreciate various concerns related to change implementation. This exercise can be used with a range of courses in management curricula, both undergraduate and graduate, and in other leadership training modules.

This paper presents a hands-on simulation that is conducted in an introductory integrated supply chain management course using enterprise resource planning concepts associated with the Cash-to-Cash Manufacturing Operating Cycle. More specifically, this activity simulates the activities in the procure-to-pay, plan-to-produce, and order-to-cash business processes to provide participants the opportunity to learn integration of key business processes in a purchasing, operations, and supply chain management context. The hands-on simulation is called Business Process Integration Simulation, or BPIsim. Participants collaborate on a five-member supply chain team comprised of an end-user, a distributor/dealer, a manufacturer (OEM), and two suppliers. While partaking in the simulation, participants actively experience the exchange of tangible resources (e.g., preprinted documents; prop cash money; packaging; and component, raw, semi-finished, finished, and trading goods inventories, etc.) and construct tangible products for the benefit of the customer. When the simulation is complete, the participants will have learned major ERP concepts and the five major activities associated with plan, source, make, deliver, and return management processes that are prominently highlighted in the seminal Supply Chain Operations Reference (SCOR) Model. Quantitative and qualitative data indicate that the hands-on simulation is not only intuitive, engaging, and fun, but also a highly-effective experiential learning activity to improve understanding of key business processes that span across five key supply chain members.

The purpose of this case study was to examine the success factors of a leadership development program using action learning for self-governance members in the city of Bucheon in Korea, as well as the distinctive features of action learning for community development in comparison with action learning for business. To that end, we conducted 22 semi-structured interviews with stakeholders (action learning participants, practitioners, and facilitators) and a survey with 39 participants from 2016 to 2018. Based on the analysis of qualitative and quantitative data, we identified four themes: outcomes, advantages, success factors, and suggestions. We found that action learning for community development requires us to factor in the importance of understanding its unique contextual differences compared to action learning for business. We provide implications for research and practice as well as the study limitations.

The recession of 2008 and the demise of established financial firms served as a reminder that effective corporate governance is important to ensure that businesses remain as going concern. One key area is the implementation of effective enterprise-wide risk management practices. The resulting regulatory oversight enacted through the Dodd Frank Act placed additional responsibility on organizations to develop effective risk management practices. However, business risks are evolving and are now reflected in data breaches and defective parts recalls. Business students, especially accounting majors, must have a working knowledge of risk assessment practices prior to entering the work force. The risk management project was developed to help provide students with this opportunity. It has been used over several semesters at a regional university, and results shows that students are able to identify business risks and perform a basic risk assessment. Students now have a better understanding of the enterprise risk management process and will be more productive as they enter the workforce.

One of the main goals of many educational courses at various colleges, especially those which focus on applied economics and management, is the development of students' entrepreneurship skills. It is usually accomplished through various project-oriented tasks. The development of the students' entrepreneurship skills is also the primary objective of the E-commerce course offered by our Faculty of Economics. This course combines theoretical knowledge and practical skills. Students work on a number of practical exercises with the aim to create a functional e-shop. They have to look for business opportunities, understand economic processes, work within a team, and be able to promote their ideas, strategies, and procedures. Finally, yet most importantly, they must not be afraid to present and defend their solutions. This study examines whether and to what extent this approach contributes to the development of skills which are usually associated with entrepreneurship. The exploration was performed based on students' evaluation. Means-end chain model and hierarchical value map approach were chosen as a research method. The results of this research show that entrepreneurship skills are being developed except for a motivation of students to accept a risky business competitive environment. However, the propensity to take risk is one of the basic traits of successful entrepreneurs. Our future effort will aim therefore at modifying our educational content. Greater emphasis will be placed on how to teach students to accept competitive environment which is risky and mostly unpredictable.

Fundraising traditionally involves selling. This paper explores the merits of selling technology services provided by a technology oriented student club to members of a campus community. This club activity puts into practice learning theories presented in the literature. Beyond fundraising, this activity yields many additional benefits to the students and the institution. Student benefits include an active learning experience, intellectual synthesis joining theory and applications, and practical work experience. Institution benefits include student retention, technology repair services for the campus community and increased learning by the students involved. This fundraising activity gives participating students real-world experience that merits inclusion on their resumes and practice applying recently learned classroom knowledge in a realistic business setting.

Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations in the areas of business, finance and economics. This model for creating games and simulations can be successfully integrated into the process of developing efficient tools that create positive learning outcomes.

This study examined the extent to which student engagement is associated with a traditional assessment of student knowledge. In this study, ETS Business Major Field Test (MFT) scores were compared to student's self-reported survey responses to specific questions on the National Survey of Student Engagement (NSSE). Areas of the NSSE survey such as Level of Academic Challenge, Active and Collaborative Learning, Enriching Educational Experience, Higher-Order Thinking, Integration of Diversity into Coursework were included in the study. Grade Point Average (GPA) was also compared to MFT scores and NSSE items. While the sample size was small from one institution (41 students), a number of measures of student engagement were showing signs of linkages to higher MFT scores.

Purpose: This paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement. Design/methodology/approach: Students' reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Results are explored through three frameworks, namely, the multifaceted student value model, the dimensions of engagement framework and the UK higher education authority (HEA) framework for engagement through partnership. Findings: Research findings suggest the SSG provides game-based learning within EfS that delivers "edutainment" within an active, collaborative and experiential learning environment that the students value. It is also able to challenge thinking and emotionally engage students with the fundamentals of business sustainability. Reflection-on-action and the students' role as co-researchers in game development allow students to become active participants in their learning as well as knowledge producers and evaluators. These outcomes deliver the UK HEA's core facets of student engagement through partnership. Research limitations/implications: This practice-focused study presents the self-reported results of a one-time, small study which does not offer generalised, independently validated responses. However, the findings may be of interest to educators considering the adoption of game-based learning and those seeking new learning cultures for EfS. Practical implications: Game-based learning and teaching approaches can achieve a learner-centred active, collaborative learning environment that enhances student engagement with business sustainability. Originality/value: Experiences gained from this study should assist others in the implementation of game-based learning to engage students in business sustainability.

The new political dispensation and socio-economic transformation in South Africa do not, unfortunately, guarantee jobs for those who wish to enter the labour market after school. Indications are that only between 5-7% of successful Grade 12 candidates in the country find employment in the formal sector. The problem of unemployment and ways to improve the employability of learners therefore need to be urgently addressed. Reasons for the low employability levels of new entrants to the labour market include the structural change in the economy towards a more knowledge-based service sector; the lack of entrepreneurial skills and orientation among new entrants to create new business; and teachers with low morale who do not actively prepare learners for the job market. Strategies to increase the employability of learners include the successful implementation of the new FET curriculum from 2006 with the aim of increasing the employability of learners exiting in 2008, by encouraging a more learner-centred and activity-based approach to education; teachers who are well informed regarding current requirements in the labour market and prepare their learners accordingly; and continuous involvement by the private sector in the design of curriculum.

The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of project- and problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as "flipped PBL." Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the successful implementation of the models. While still in its infancy, the nature of this research and some of the preliminary findings are detailed here.

This paper responds to the need for a greater integration of energy and environment themes in the higher education curriculum. We explore the practical implications of empowering students towards the implementation of individual action research projects focused on investigating and addressing insufficient or wasteful energy consumption among households and businesses. The paper scrutinizes a series of teaching and assessment activities within this domain, undertaken during 6 consecutive academic years--between 2008 and 2013--within a third-level undergraduate course unit at the University of Birmingham in the United Kingdom. Using questionnaire surveys, assessed projects and interviews with the students, we have found evidence to suggest that the action research projects contributed to the emergence of constructive alignment in the entire teaching process, while opening the space for informal action learning "sets" leading to the generation of new problem-solving skills useful in the job market.

Teachers of business and economic journalism are developing creative approaches to attracting students and educating them in a field many find daunting. To recruit, some avoid using the terms "business" or "economic" in course titles, preferring "financial basics" and "financial literacy." Many use novel classroom techniques: to educate students about stock markets, for instance, some set up competitions where students vie to develop the most profitable portfolio. Provocative videos, cleverly developed assignments and trips to business-news sites are highlights in some courses. This article reviews approaches by a broad array of teachers.

Informed, critical business journalism is vital to a well-functioning society. But students are typically reluctant to study business journalism, often finding the topic intimidating. This article outlines how the author has taught a business journalism course in New Zealand and the United States. The course uses a variety of methods to help the students learn and remain engaged with the material. The course has been successful, with students--who often have no business backgrounds--subsequently becoming business journalists. The article reports on student and industry responses to the course and reflects on what could be done to enhance it further.

Within the context of the telecom industry, this teaching case is an active learning analytics exercise to help students build hands-on expertise on how to utilize Big Data to solve a business problem. Particularly, the case utilizes an analytics method to help develop a customer retention strategy to mitigate against an increasing customer churn problem in a telecom company. Traditionally, the forecast of customer churn uses various demographic and cell phone usage data. Big Data techniques permit a much finer granularity in the prediction of churn by analyzing specific activities a customer undertakes before churning. The authors help students to understand how data from customer interactions with the company through multiple channels can be combined to create a "session." Subsequently, the authors demonstrate the use of effective visualization to identify the most relevant paths to customer churn. The Teradata Aster Big Data platform is used in developing this case study.

The aim of this paper is to provide sufficient detail that other members of the IS community can incorporate the business game "Flowers for the World" (or FFTW for short) into their IS teaching portfolio. The game promotes experiential (active) learning and has been used to support discussions or project work in such diverse subjects as analysis and design, database development, and advanced programming, as well as Masters-level courses on the strategic use of information systems. Examples of how experiences from the game can be used to support later learning and discussion is provided.

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

This article explores existing attempts to design a comprehensive and complex taxonomy framework for an educational business game intended to categorize and evaluate various properties. The identified missing elements in the current proposed taxonomies were used as a starting point for the design of a new category that addresses the game's educational properties. The content of the proposed taxonomy category is presented and the properties selected are explained with regard to their merit in achieving the learning outcomes. The usability of the new category is illustrated with an assessment of two use cases, that is, simulation games taken from the area of project management. The results obtained with a survey and a teacher's and student's evaluation are presented and discussed.

The College, Career, and Civic Life (C3) Framework from the National Council for Social Studies (NCSS) features an inquiry approach to teaching K-12 social studies in which social studies standards are organized into an "inquiry arc." Inquiry in elementary economics is often underused in practice (Laney 2001). This study describes how a class of fifth-grade students engaged in the inquiry arc in economics through the One Hen unit, a curriculum in which students create social businesses. Students learned concepts and skills in economics, math, and language arts while developing questions, evaluating evidence, and presenting results of their work helping homeless youth in their community.

Service-marketing education provides students customer service skills sought by employers who recognize the relationship between service and profit. Students in service marketing benefit from active-learning activities with actual organizations to apply customer service frameworks taught in the course. The purpose of this paper is to describe an experiential team project taught through collaboration with a local Better Business Bureau (BBB). Descriptions of the class project address challenges with group and experiential-learning projects. The paper provides suggestions for working with a local business organization for service marketing team projects.

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with additional knowledge and skills in e-commerce. In this paper, the authors focus on the practical implications of the project-based learning approach on the teaching and learning of introductory e-commerce in the business context. Results indicate that students are interested in the proposed approach, particularly in learning by doing. In conclusion, the authors describe in this paper the successful development of a project-based teamwork game environment for the teaching and learning of e-commerce in schools. This environment can enrich learning and the pedagogical use of development tools in the academe. Finally, the paper puts forward two propositions that can guide hypothesis generation in future research.

In today's unstable market economy, individuals have to be skilled to work efficiently in constantly changing and complex situations. Thus, graduate students have to be trained to cope with unpredictable situations before they enter the workforce. They need to exercise occupational skills, such as leadership skills, during higher education. Simulation gaming opens up possibilities for active learning of the leadership and other occupational skills needed in complex work environments. The aim of this study is to explore if participation in business simulation gaming sessions can make different leadership types visible and if the simulation gaming sessions provide students with experiences beneficial for the development of leadership skills. In the experiment, a group of multicultural graduate business students (N = 41) participated in gaming sessions with a computerised business simulation game. The participants played the game in virtual teams; some teams had a "satellite member" geographically distant from the rest of the team members. Data consist of the teams' observations during the simulation game and students' reflective essays written after the gaming sessions. The results indicate that in the business simulation gaming environment, certain leadership characteristics emerged spontaneously. Experiences about leadership varied between the teams and were dependent on the role individual students had in their team. However, it can be concluded that simulation gaming environment has the potential to be used in higher education to exercise the leadership skills relevant in real-world work contexts. (Contains 2 figures.)

Engaged students are committed and more likely to continue their university studies. Subsequently, they are less resource intensive from a university's perspective. This article details an experiential second-year marketing course that requires students to develop real products and services to sell on two organized market days. In the course, students participate as both consumers and marketers in a simulated world. The current article explores the effectiveness of this experiential assessment in terms of its ability to engage students. Comparing student engagement to a traditional lecture course and National Survey of Student Engagement benchmarks, the results suggest that the use of a simulated marketplace is capable of engaging students. Specifically, the assessment reported encourages more active learning and collaboration, is more academically challenging, and permits more student--faculty interaction than a traditional lecture-based course. The course structure outlined in this article permits the dynamics of a live marketing environment to be introduced into the classroom. The authors provide practical advice for educators seeking to design and implement engaging pedagogy. (Contains 4 tables and 3 figures.)

Research indicates that for many multinational companies, the global skills shortage has made it difficult to attract competent workers to some international locations. In developing economies, business leaders often cite poor business acumen and little real-world experience as serious shortcomings in the domestic pool of applicants. In addition to the skills shortage, businesses are currently confronting a global economic crisis, which has seen many economies slump into recession. Despite this economic downturn, Australia has continued to thrive as a destination of choice for international students. As the reputation of Australia's work-integrated learning (WIL) expertise grows, so too does its international following. Offering some of the more robust project-based learning experiences, Australian universities have become the first choice for many international students seeking to enhance their workplace readiness. Two Australian institutions attracting attention for their approaches to WIL are Griffith University, with its flagship Industrial Affiliates Program (IAP), and Queensland University of Technology (QUT), which has funded an in-depth learning and teaching project designed to facilitate the embedding of authentic real-world learning experiences across the entire curriculum. This paper uses a case study approach to highlight the experiences of Griffith University's IAP students and considers QUT's current research projects. It also explores the implications for Australian tertiary institutions seeking to work with organisations to produce graduates who can respond to the changing economic circumstances and who can add value to global organisations in periods of uncertainty. (Contains 2 tables and 1 figure.)

Corporate trainers and business leaders recognize the importance of competition and the importance of motivating employees to connect with the company's mission. Instructors in many business disciplines have included games, simulations, and contests in their courses. The QuizBowl Quest is designed to apply established motivation and active learning principles with contest events that (1) motivate students to increase study time devoted to a law course; (2) gain appreciation for the role of law; and (3) provide a forum for connections with and recognition by alumni, faculty, and prospective employers. The Quizbowl Quest is also designed to avoid the pitfalls of competitions in which students are graded relative to the performance of other students by using objective grading criteria. The QuizBowl Quest strives to meet these goals with active learning strategies throughout the semester and final contest events that give students the opportunity to synthesize their knowledge and skills. The purpose of this article is to describe the elements of the QuizBowl Quest. Because motivational theory is an underlying premise, Part I briefly reviews motivational theory and practices. Part II discusses why the QuizBowl Quest was developed and the overall flexible design that enables the project to work for multiple sections of the same course or within a single classroom. Part III describes the final contest events. Finally, Part IV discusses the results and practical lessons learned. The results indicate that the true gold is in the excitement generated for the students about the subject of business law. (Contains 99 footnotes.)

America is a nation of entrepreneurs. Whether engaged in a start-up operation, managing a family business, or as part of an entrepreneurial venture within a larger entity, American entrepreneurs have provided the vision and energy that have powered the U.S. economy for the last century. Educating entrepreneurs presents special challenges, particularly in the context of legal studies class. Entrepreneurs thrive in an active environment that uses experience to integrate theory and application. This article introduces the Ice Cream Project, an activity that asks students to take a holistic view of contracting by integrating the operational concerns of an entrepreneurial venture with the legal concepts presented in class in the context of a procurement contract. By permitting students to "discover" how the law provides tangible solutions to business problems, the Ice Cream Project helps to concretize the importance of contract law to entrepreneurial enterprises. The Ice Cream Project is the capstone activity of the legal studies course and is designed to be completed in approximately five weeks, with a number of informal milestones. It requires students to perform three interrelated activities: (1) a factual analysis; (2) a legal analysis and application; and (3) drafting. Instructions on how to implement the project are presented. (Contains 64 footnotes.)

This case provides a real-world semester long project-oriented case study for students enrolled in an electronic commerce course that has a significant development component. The case provides the technical framework in the form of functional requirements for students to design and build a fully functional transaction processing e-commerce Web site over the course of a semester based on the company, products and/or services, content, and graphic images they choose. The case is divided into three assignments. The first assignment is a basic e-commerce Web site that emphasizes site layout, navigation, text formatting, inserting graphics, and the content necessary to market products and services online. Additional complexity is added in the second assignment, an enhanced e-commerce Web site. In this assignment students will create their own graphics images, menus, and image maps, use JavaScript to create image rollovers and image swaps, dynamically generate Web pages based on the contents of a database, and use a form to send data to an email address. The third assignment is a full-fledged transaction processing e-commerce Web site with a virtual shopping cart and checkout processing procedures. The case can to be used in a course where the students have little or no prior programming or relational database experience. The case was written so that the creation of the student's e-commerce Web site is not dependent upon the student's e-commerce development software, graphics tool set, Web server, Web programming environment, or relational database management system. Teaching notes containing suggested instructions, possible development environments, Web server configurations hints, individual assignment objectives, and a sample solution to the final assignment are provided. (Contains 4 figures and 3 notes.)

Collaborations between business and academia provide valuable opportunities for students to connect classroom learning with practical work experience. To effectively reach a significant number of students, one approach is to meld a real-world business project and classroom assignment into a realistic business scenario that can be addressed by students within an academic course. This paper describes the process, challenges, and results encountered in a collaborative effort between a major health insurance provider and a local university to implement components of a business project as the final assignments in courses for introductory and advanced database systems. The approach generated significant enthusiasm among the student participants and promoted an improved awareness of current technological skills needed by business organizations.

This study fills a gap in the current HRD [human resource development] literature of return on investment (ROI) analysis of technology-based learning interventions. Using a Type IV control group method as defined by Wang (2002), the study empirically analyzed and measured the learning effectiveness and the business impact of an e-learning system implemented in General Electric Company. The e-learning system under study demonstrated significant economic returns in regard to reduced learning response time and reduced project cycle time. The study shows that e-learning, as a means of technology-based HRD intervention, can be highly effective as a performance support learning mechanism, although the results also suggest that e-learning alone is not sufficient to replace the traditional face-to-face learning platforms. (Contains 4 tables and 3 figures.)

Effective teaching arises when each class accommodates all types of learners. Individual students have different learning styles, and an effective classroom presentation should mix different teaching methods in order to accommodate these individual differences. In order to help Maori students improve their academic performance, cooperative and active learning activities were used to match the learning style preferences of the students. The supply/demand simulation permits students to become actively involved in a market scenario. The simulation gives students a real experience and makes economic theory more meaningful. (Contains 2 tables and 1 figure.)

This study explores the influence of Entrepreneurial Orientation (EO) dimensions on the performance of Micro, Small, and Medium Enterprises (MSMEs) in economically affected regions of Indonesia. Using PLS-SEM analysis, data from 1,161 MSMEs across West Java, Central Java, East Java, and South Sulawesi were analyzed to assess the effects of innovativeness, risk-taking, proactiveness, and strategic networking on business performance. Findings reveal that while innovativeness, risk-taking, and strategic networking positively impact business performance, proactiveness showed a surprising negative influence. This suggests challenges in cultivating proactive behaviours among MSME owners, who struggle with effectively identifying and leveraging new business opportunities. Additionally, factors such as education and age positively affect EO, whereas business experience and family background do not show a significant impact, reflecting a trend among necessity-driven, first-generation entrepreneurs in Indonesia. The study highlights the need for targeted government support, including entrepreneurship training, business incubation, networking opportunities, and technology adoption incentives, to bolster MSME resilience and growth. These findings contribute to strategic policy development to improve Indonesia’s entrepreneurial landscape, particularly in the post-COVID-19 era.

El objetivo principal de este artículo es explicar la experiencia educativa del evento Pecha Kucha Day en la asignatura Marketing Financiero, y su integración al proceso de enseñanza-aprendizaje de metodologías ágiles. La experiencia se desarrolla en el marco de un proyecto de innovación educativa que se basa en la implantación y desarrollo de metodologías activas innovadoras para la enseñanza-aprendizaje en marketing, aplicadas a escenarios reales empresariales y situando en el centro al estudiantado. Para analizar los resultados se ha realizado un análisis cuantitativo exploratorio y descriptivo del feedback proporcionado a las 28 exposiciones Pecha Kucha realizadas en el evento. Asimismo, al finalizar la asignatura se ha realizado una encuesta al estudiantado, alcanzándose una muestra de 91 estudiantes, del total de 115 personas matriculadas en la asignatura. La mayoría de las exposiciones Pecha Kucha son visuales, tienen un contenido coherente y bien definido y un estilo expositivo adecuado. Las valoraciones del estudiantado muestran que la educación ágil tiene una influencia muy positiva sobre su compromiso, su satisfacción y su desarrollo de habilidades blandas.

Teaching at university level has evolved in recent years towards teaching methodologies in which the student has an increasingly active role in their learning, being the protagonist together with the teaching staff. The use of techniques in which students put into practice and reflect on the theoretical contents has benefits both for the acquisition of knowledge and for the development of competences. In the field of business administration, business reality is a continuous source of information for putting this type of methodology into practice. Therefore, the objective of this paper is to achieve, through the case method, that the students of the subject " Organizational Structure and Behavior" of the degree in Business Administration and Management assimilate, understand and put into practice the concepts acquired in the theoretical classes, favoring autonomous learning, cooperative learning, dialogue and peer learning. Specifically, lectures have been replaced by a set of individual and group activities around a business case study designed by the teaching staff. The use of the case method has been adequate to achieve the objectives set at the beginning of the activity. Students have expressed a high satisfaction with the learning process, a higher perceived quality of learning, and increase of digital competences and an improvement of the evaluation processes. In addition, this methodology has increased their interest in the subject and its contents and has improved their autonomy in the learning process.

The massive amounts of monitoring data in network applications bring an urgent need for intelligent operation in large distributed systems. The key problem is precisely detecting anomalies in multivariate time series (MTS) monitoring metrics with the awareness of different application scenarios. Unsupervised MTS anomaly detection methods aim at detecting data anomalies from historical MTS without considering the out-of-band information (including user feedback and background information like code deployment status), which leads to poor performance in practice. To take advantage of the out-of-band information, we propose ACVAE, an MTS anomaly detection algorithm through active learning and contrast VAE-based detection models, which simultaneously learns MTS data’s normal and anomalous patterns for anomaly detection. We also use a learnable prior to capture system status from the background information. Moreover, we propose a query model for VAE-based methods, which can learn to query labels of the most useful instances to train the detection model. We evaluate our algorithm on three different monitoring situations in eBay’s search back-end systems. ACVAE achieves a range F1 score of 0.68~0.96 with only 3% labels, significantly outperforming the best competing methods by 0.18~0.50, and even better than a supervised ensemble method designed by domain experts in eBay. [ABSTRACT FROM AUTHOR]

The learning process at the university demands more and more active participation from students and a greater approximation to the reality that is the object of learning. In the case of creation of companies and entrepreneurship courses, it is common for teaching to be actively organized around the development of a business plan (project-based learning) developed in a group (cooperative learning). However, in many cases, the communication dimension of the business plan, an essential task in any process of setting up a business, is not worked or it is limited to the presentation of the project to be evaluated by lecturers. In this context, this paper presents two internationalization actions developed in entrepreneurship courses with the objective of teaching how to communicate a business project, all of them with an international scope. Furthermore, the initiative objectives include the improvement of students' communication skills and competences, increase their participation in learning and evaluation processes, and facilitate them a multicultural vision of entrepreneurship provided by lecturers from other universities. The results have shown a greater involvement of the students, not only in the task of communicating their business project, but also in the interest, attention and feedback provided to the business plans of their peers, thus increasing learning through this cooperation. In addition, the participation of international lecturers has been an incentive to students to improve their communication actions.

Contribution: In this article, an experience applying three role-playing games in the context of an Entrepreneurship final project is presented, discussing the challenges, and the lessons learned. Background: Soft skills have been expounded repeatedly as a crucial factor to thrive in the workplace, as opposed to mere knowledge of content only, since the increasingly importance of practitioners being able to adapt to new situations. Also, soft skills have the ability to categorize specific career attribute which an individual has, such as team spirit, written and oral communication, leadership, teamwork, and problem-solving skills. Literature provides evidence of areas in which graduates most frequently do not meet industry expectations, including technical and also soft skills. Intended Outcomes: Considering the aforementioned scenario, an active learning strategy was adopted aiming to foster soft skills, particularly, oral communication, and negotiation in an Entrepreneurship course. Application Design: The course final project comprised the development of fictional business plans, their corresponding minimum viable products, and also negotiation rounds with fictional potential investors. Among the active learning strategies, role-playing games were chosen as they have shown to be useful in similar contexts. Findings: This experience shows that active strategies, especially role-playing games, support the development of soft skills and engage students as active participants in their learning process. [ABSTRACT FROM AUTHOR]

El objetivo del artículo, partiendo de la caracterización de la Industria 5.0 y su implícita Educación 5.0, es tratar experiencias con ingenieros industriales en formación, en el contexto universitario cubano, asociado a las competencias a desarrollar en el proceso de “aprendizaje activo”, en el tránsito hacia una industria 5.0 en Cuba. Esa Educación 5.0 implica dos vertientes de competencias: las de alta cognición de tecnologías o procesos de trabajo y las de gestión organizacional. Las mismas se desarrollarán mediante la Educación 5.0 asociadas a las tecnologías habilitadoras de esa Industria 4.0 evolucionada o 5.0. Como método se utilizó la observación, abarcando tanto el análisis documental como la participante hecha por profesores y estudiantes en el “aprendizaje activo”. Como resultados de la investigación se expresan las características de esa Industria con su Educación 5.0 y las peculiaridades que se evidencian en la formación de ingenieros industriales.

We argue service-learning pedagogy and the associated educational experiences provide a partial solution to the significant problem of narrowness in business education. Service-learning pedagogy seeks to balance academic rigor with practical relevance, set in a context of civic engagement, which furnishes students with a broader and, we argue, richer, educational experience. We present four specific critiques of business education: (1) the business curriculum focuses on functional and discrete rather than cross-functional and holistic knowledge; (2) coursework emphasizes practical problem-solving "tool kits" rather than deep theoretical knowledge; (3) the underlying paradigm of business education views humanity and human interactions in purely transactional terms; (4) the grounding morality of business education asserts the supremacy of shareholder wealth. Based on our collective experience with service-learning, we believe that the pedagogy presents a needed counterpoint to the narrow focus of business education. The four Rs of service-learning: Reality, Reflection, Reciprocity, and Responsibility each yield a broader educational and experience base for students. [ABSTRACT FROM AUTHOR]

Currently the Philippines is the last country in Asia implementing a ten-year education plan providing education until tenth grade before students reach university level. The education change will aid future Filipino professionals to compete globally since it is the recognized standard throughout the world. However, with expanding pressure for EFL teachers to implement new programs and systems it has left a gap between students being proficient academically and communicatively at the same time. The issue continues to increase since inappropriate implementation of activities leave students perceiving the communicative approach as frivolous and unproductive. As a result, students do not appreciate an active learning environment in the classroom.