Participative Approach and Experiential Learning Approaches for the Students of Economics and Business (original) (raw)

The Quest for Optimal Fusion of Learning, Teaching and Evaluation for Improving Student Classroom

Proceedings of the 1ST International Scientific Conference »Teaching Methods for Economics and Business Sciences«, 2017

The basis of the Bologna process is a change in philosophy and pedagogy; a movement from 'inputs' to 'outcomes' which impacts upon the role and responsibilities of faculty, no longer just lecturers but a wider remit of being facilitators of student learning. The definition of level descriptors which overarch the whole process, lead to the definition of Intended Learning Outcomes (ILOs). Student performance is measured by the attainment of ILOs in relation to successful completion of assessment tasks. Assessment tasks and marking/grading schemes should be consistent with the level of demand of the ILOs and clearly identified as being diagnostic, formative or summative. A student's progress is measured in credits defined by a university or by state decree, where 1 credit is based upon 'x' Notional Learning Hours. Faculty need to recognise that NLT includes more than class contact hours (inputs) and that 'all relevant learning' should be considered.

Pedagogical changes towards the implementation of the Bologna Process: indicators’ structure of measurement

Journal of Further and Higher Education, 2013

The transition into the twenty-first century brought about important changes in society, including the areas of education and teaching. The establishment of the European Higher Education Area represents an effort to face these changes together in Europe. The changes in the teaching and learning models in higher education led to the institutional promotion of extensive interventions in order to alter the status quo that has prevailed for decades. The need for a cultural renewal of the teaching staff involved in higher education, attending to the centrality of student's learning rather than knowledge per se, is also a challenge to be overcome. This study intends to highlight the central elements concerning the Bologna Process and the topics connecting the objectives and their intrinsic principles. This initial approach is the basis for the design of a proposal for monitoring the implementation of the Bologna Process in an institution of higher education in Portugal. The results suggest a proposal consistent with the needs in terms of monitoring the implementation of the Bologna Process. This proposal allows, in addition to static analysis relative to a specific academic year, dynamic analysis between academic years, uncovering best practices and areas for improvement.

The Bologna process and student expectations

2006

This article argues that seven years after the signature of the Bologna Declaration, the key ideas behind the establishment of the European Higher Education Area are still as compelling as in 1999. Despite progress on many fronts, the main objectives of the Bologna process – better quality, more mobility, greater attractiveness of European higher education and better employability of European students{ XE "students" } – are still in the process of being achieved. From the student perspective, the key ‘problem areas’ still lie in the area of quality assurance, including the modernisation of curricula, the need for learner-focused teaching and of systematic skills development. Another area of concern remains the continued under-financing of higher education, with the related questions of access and student welfare.

LMS as Bologna Process Support at the Faculty of Economics in Osijek

2008

The Bologna process is under way in all the Croatian universities, which has meant "reengineering" of the entire higher education system. Faculties of social sciences have to deal with specific issues and dynamic changes such as post-transition, the EU harmonisation process, problems on the labour market (relatively high unemployment rate), high enrolment (which impedes communication), and low student mobility. Given all this, the indispensable teacher-student interaction is usually modified or even completely absent. The Faculty of Economics in Osijek, as part of J.J. Strossmayer University in Osijek, emphasizes the need to improve the interaction between a professor (head of the teaching team) and individual students. The aim is to build a personal approach to each student and thus contribute to educating high quality professionals capable of competing in turbulent and demanding EU market conditions. One of the possible approaches is to make additional investments in ord...

REALISING PEDAGOGICAL POTENCIAL OF THE BOLOGNA PROCESs THIRD CYCLE

Journal of Technology and Science Education, 2011

The European Higher Education Area (EHEA) has been established, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post graduate studies. As part of this reconceptualisation, the roles of teachers and students need to be reconsidered. Achieving an enhanced doctoral experience for the next generation of PhD students represents a measurable practical outcome of the Bologna Process. This paper is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with attention paid to collaboration and competition, and language and writing. We identify the main challenges of the emerging EHEA regarding third cycle students in order to capture the pedagogical essence of what has been, until date, just a structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that need be acknowledged and addressed.

The course of development of learning outcomes in the Bologna Process: the current situation in Greece in terms of legislation

2019

The aim of this paper is to delve into the issue of learning outcomes in the development of the European Higher Education Area (EHEA). Section 1 explores the issue of their definition based on the related bibliography in an attempt to highlight the importance of its content. Section 2 places learning outcomes in the Bologna Process by emphasizing the importance of their introduction and their central role in the completion of the EHEA. Section 3 explores the current situation of their implementation in the Greek case in terms of legislation. The concluding section discusses learning outcomes as a priority policy tool in the Bologna Process pointing to some challenges associated with them for the future.

Realising pedagogical potential of the Bologna Process third cycle

Journal of Technology …, 2011

The European Higher Education Area (EHEA) has been established, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post graduate studies. As part of this reconceptualisation, the roles of teachers and students need to be reconsidered. Achieving an enhanced doctoral experience for the next generation of PhD students represents a measurable practical outcome of the Bologna Process. This paper is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with attention paid to collaboration and competition, and language and writing. We identify the main challenges of the emerging EHEA regarding third cycle students in order to capture the pedagogical essence of what has been, until date, just a structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that need be acknowledged and addressed.

Student progress and self-assessment in economics

Journal of Economics and Economic Education Research, 2017

The study follows up on previous studies and provides insights into the factors that best explain student success in economics and appropriate pedagogic intervention such as selfassessment is suggested. Undergraduate third year economics students’ results are taken as the yardstick both for monetary and public economics. The findings suggest that the final marks of macro and microeconomics have a significant impact on the results of third year economics. Other factors such as assignment marks, module repeats, full or part-time studies and age also played a role. The results re-affirm the importance and influence of macro and microeconomics as base knowledge for undergraduate and future graduate work. Blended and e-learning interventions such as vodcasts were added as remedy and selfassessment is suggested to supplement assignments for future classes.