Catálogo de publicaciones - libros

Grenoble Ecole de Management (GEM) was created in 1984. Since its creation, considerable focus has been placed on the use of Information and Communication Technologies (ICT), which now is an integral part of the “culture” of most faculty members and students. As a matter of fact, laptops became mandatory for students 18 years ago.

Digital Media U (DM-U) is a European Union assisted project, run by MITER^26 at Manchester Metropolitan University (MMU). It responds to the demand for skills development in Digital Media, a sector considered vital to the economy of the North West^27 of England. Project partners include IBM, FD Learning, and Macromedia.

The Instituto Tecnologico y de Estudios Superiores de Monterrey (ITESM or Tec de Monterrey) is an educational institution with the goal of contributing to the development of the country and its society. In order to accomplish this, every ten years the ITESM gives an opinion poll to various companies, the ITESM graduates, the alumni employers, and the professors. Considering the national and international context, the employment situation in the country, the international education tendencies, and the most recent technological advances, the ITESM System establishes its mission.

Web-based instruction is this century’s most-talked about educational and training media. In an attempt to actualize the power of this tool, organizations are experimenting with innovative methods to improve their learning processes (Yoo, Kanawattanachai, & Citurs, 2002). The resulting courses offered over corporate and educational Intranets   also called Webbased instruction or WBI   present what can be a cost-effective alternative to face-to-face training (Fornaciari, Forte, & Mathews, 1999; Phillips, Phillips, Duresky, & Gaudet, 2002; Roberts, 1998).

This chapter reports on a research study that looked at the differences between online students and traditional classroom students taking a quiz. The study examined differences in actual test performance, perceived performance, test satisfaction, study habits, and time pressure.

In the field of professional, continuous, and corporate education (PCCE)^37 there is a recurrent complaint concerning the effectiveness of the educational process (Mintzberg, 1988; Mintzberg, 1996; Schön, 1983). Effectiveness is “the ability of a system to produce what it must produce.” Therefore, in an effective PCCE system people should learn to do what they must do when working in their companies. Unfortunately this is not what one can observe; actual PCCE systems produce people who get a lot of knowledge but who are unable to put it into practice.

Surrounded by complicated issues, globalization is heavily debated. Some critics, for instance, equate it with worldwide capitalism and focus on the unrestricted movement of capital and the increasing domination of nationstates by global financial markets and multinational corporations (Greider, 1997; Soros, 2002). They also warn against market values infiltrating domains of social practice where they do not belong, and ultimately against cultural homogenization resulting in the gradual disappearance of local cultures. What the critics envisage is a strong form of globalization that asks for the production of similar kinds of human beings on a global scale (Friedman, 1994).

This chapter reports on collaborative learning and innovation in the social sector in the Netherlands. It is aimed at the design of a methodology to better combat social exclusion and poverty. The research comprises a literature study on innovation and culture in the private sector. The transformation to the public sector leads to the concept of social entrepreneurship (Thompson, Alvy, & Lees, 2000; Thompson, 2002). The research is supported by an experiment in the area of social services for the poor in the Netherlands. This experiment is part of a longitudinal study on social entrepreneurship and culture change in the social services sector.

Breda Business School is one of seven faculties in Hogeschool Brabant, an institution providing education for nearly 12,000 students. The Business School offers a broad, practically oriented education to students wishing to prepare for middle and senior executive positions in both business and notfor-profit organizations.

Within higher education it would appear that a consensus is emerging which suggests that traditional methods of teaching and assessment are failing to impart to students the skills and abilities that they need to be effective employees in the modern world. Most careers in the modern economy place considerable emphasis on the application of knowledge rather than mere possession of that knowledge. Thus, staff who work in higher education need to find means of promoting learning that equip their students with the ability and confidence to apply their knowledge in a variety of circumstances. Problem-based learning (PBL) has evolved within this context. It is based on the understanding that the range of qualities required by students includes individual hard skills such as the ability to communicate effectively, to have confidence in manipulating numbers, and to use modern tools of information technology. In addition to these hard skills, attributes desired of graduates include taking responsibility for one’s own personal development, working with and for other people, and the ability to solve problems in a systematic way. It is the last attribute that is seen as particularly important for students in higher education since they are the people who are most likely to move into positions that will require them to develop innovative solutions to complex problems.