Engaging Students via Online Projects: Cross-cultural Inter-university Teaching Cooperation Projects for Business Education

• Autorzy: Jakub Brdulak , Agnieszka Golińska , Stephan Schöning , Aditya Singh
• Języki publikacji: EN

Abstrakty

EN

The article describes two initiatives between higher education institutions (HEIs) in Poland, Germany, and India, which have been carried out as a response to an increasing demand for pedagogical methodologies that enable to reach a deep level of student engagement. Active learning has been implemented in order to enrich students' experience and equip them with skills that help to face contemporary labour market challenges. In the article, the case study methodology has been used. The subject of the analysis are two groups of students participating in initiatives presented by the article. The article takes an empirical approach; the evaluation surveys have been distributed and students evaluated the experience positively and would recommend participation to their peers. As benefits they emphasised mainly working in a culturally diverse environment, gaining useful skills, and carrying out interesting projects. The main challenges reported were remote and intercultural communication, time management and the data gathering process. The main limitation is the qualitative methodology - it does not allow the authors to form general conclusions.(original abstract)

Słowa kluczowe

EN

Studying; Higher education; Intercultural communication

PL

Uczenie się; Szkolnictwo wyższe; Komunikowanie międzykulturowe

• Czasopismo: Edukacja Ekonomistów i Menedżerów : problemy, innowacje, projekty
• Rocznik: 2022
• Tom: 63
• Numer: nr 1
• Strony: 7--23

Twórcy

autor

Jakub Brdulak

• SGH Warsaw School of Economics, Poland

autor

Agnieszka Golińska

• WPS University of Social Sciences and Humanities

autor

Stephan Schöning

• SRH University of Applied Sciences Heidelberg

autor

Aditya Singh

• Athena School of Management

Bibliografia

• A-Rahmane, S., Al Rubaii, M. (2004). Omani Teachers' Perception of Active LearningImpact on Classroom Practices. International Journal of Business and Apllied Social Science, 4 (10), 20-49.
• Brdulak, J. (2014). Dylematy związane z zarządzaniem jakością na uczelni. In: P. Sztompka, K. Matuszek (Eds.), Idea uniwersytetu. Reaktywacja (pp. 267-275). Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
• Burke, A., Fedorek, B. (2017): Does "flipping" promote engagement?: A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18 (1), 11-24.
• European Union (2019). About higher education policy. Retrieved from: https://ec.europa.eu/education/policies/higher-education/about-higher-education-policy_en (accessed: 15.10.2020).
• Miller, R. (2011). Beziehungsdidaktik [Relational education]. Weinheim: Beltz.
• Prensky, M. R. (2010). Teaching Digital Natives: Partnering for Real Learning. Newbury Park, CA: Corwin.
• Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93, 223-231.
• Roehl, A., Reddy, S. L., Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105 (2), 44-49.
• Rózsa, J. (2014). Participative Methods in Tertiary Education. Heidelberg: Heidelberger Hochschulverlag.

Identyfikatory

DOI

https://doi.org/10.33119/EEIM.2022.63.1