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Showing 1 - 10 of
10 matches in All Departments
Games, Simulations and Playful Learning in Business Education takes
a fresh, insightful look at original and innovative ways of
incorporating games, simulations and play to enhance the quality of
higher education learning and assessment across business and law
disciplines. Chapters cover wide-ranging business areas such as
marketing, accounting and strategy and include practical advice,
tips and thoughts on how to strengthen existing learning techniques
to include a fun element. Contributors examine the core
achievements that can be gained from playing games and simulations
and how these can be adapted to learning within the business
environment using a variety of techniques such as remote online
learning, creating a digital game application and taking part in
simulations that teach life skills for employability. The book also
highlights the value and importance of skill learning through games
alongside traditional methods to provide a more pleasurable
learning experience. Examining all aspects of teaching and
education, this book will be an invaluable resource for academics
in business and law schools based in the UK and internationally.
Business Teaching Beyond Silos focuses on the application of
business education to the teaching of other subject areas and how
other subject areas inform business teaching. It outlines the
benefits of using inter- and multi-disciplinarity to enhance
business education and to influence and inform business practice
within other disciplines. Drawing on case studies and the
contributors' own experiences, the book showcases what cross-,
inter- and multi-disciplinary learning and teaching means, and how
it impacts academia and the real world. Chapters explore
interdisciplinarity in STEM, as well as the humanities and social
science areas, examining key topics including business teaching
philosophies, cultivating business skills and team coaching.
Presenting examples of where interdisciplinary teaching has been
both successful and challenging, the book will enable practitioners
to understand and utilise the worked examples to adapt their own
practice. This practical book will be a useful resource for higher
education teachers and academics who are interested in the teaching
benefits of educating students with interdisciplinary knowledge and
skills.
Games, Simulations and Playful Learning in Business Education takes
a fresh, insightful look at original and innovative ways of
incorporating games, simulations and play to enhance the quality of
higher education learning and assessment across business and law
disciplines. Chapters cover wide-ranging business areas such as
marketing, accounting and strategy and include practical advice,
tips and thoughts on how to strengthen existing learning techniques
to include a fun element. Contributors examine the core
achievements that can be gained from playing games and simulations
and how these can be adapted to learning within the business
environment using a variety of techniques such as remote online
learning, creating a digital game application and taking part in
simulations that teach life skills for employability. The book also
highlights the value and importance of skill learning through games
alongside traditional methods to provide a more pleasurable
learning experience. Examining all aspects of teaching and
education, this book will be an invaluable resource for academics
in business and law schools based in the UK and internationally.
Within entrepreneurship education, Team Academy is seen by some as
an innovative pedagogical model that enhances social connectivity,
as well as experiential, student-centred, and team-based learning.
It also creates spaces for transformative learning to occur. This
second book of the Routledge Focus on Team Academy book series
includes chapters from contributors working with the TA methodology
in academic institutions around the world that discuss the
challenges, benefits, and approaches to embedding the TA
methodology in practice (around coaching, assessment,
transformative learning, partnerships, programme evolution, etc.).
This book is aimed at academics, practitioners, and learners
engaged in the Team Academy methodology, pedagogy, and model, as
well as those interested in the area of entrepreneurial team
learning. Readers will be inspired to innovate in their delivery
methodologies and to explore learning-by-doing approaches to
creating value. The book also aims to challenge the discourse
around entrepreneurship and entrepreneurial activities, offering
insights, research, stories, and experiences from those learning
and working in the Team Academy approach.
Within Entrepreneurship Education, Team Academy (TA) is seen by
some as an innovative pedagogical model that enhances social
connectivity, as well as experiential, student-centred, and
team-based learning. It also creates spaces for transformative
learning to occur. This fourth book of the Routledge Focus on Team
Academy book series the TA model is examined outside of the
traditional TA-based settings (industry, schools, communities of
practice, etc.) in different countries (Brazil, Japan, UK, Finland,
Argentina, Tanzania, Spain, etc.). The legacy that this has left in
learners and practitioners who have engaged with the model is also
explored. This book is aimed at academics, practitioners, and
learners engaged in the Team Academy methodology, pedagogy and
model, as well as those interested in the area of entrepreneurial
team learning. Readers will be inspired to innovate in their
delivery methodologies and to explore learning-by-doing approaches
to creating value. The book also aims to challenge the discourse
around entrepreneurship and entrepreneurial activities, offering
insights, research, stories, and experiences from those learning
and working in the Team Academy approach.
Within Entrepreneurship Education, Team Academy is seen by some as
an innovative pedagogical model that enhances social connectivity,
as well as experiential, student-centred and team-based learning.
It also creates spaces for transformative learning to occur. In
this book, the third book in the four part Routledge Focus on Team
Academy series, the contributors explore the concepts of leadership
and teams in the context of TA. Topics including the way in which
learners attempt to navigate the complexity of leadership and team
dynamics, whilst understanding their place and impact on the
processes involved, will be examined. This book is aimed at
academics, practitioners, and learners engaged in the Team Academy
methodology, pedagogy, and model, as well as those interested in
the area of entrepreneurial team learning. Readers will be inspired
to innovate in their delivery methodologies and to explore
learning-by-doing approaches to creating value. The book also aims
to challenge the discourse around entrepreneurship and
entrepreneurial activities, offering insights, research, stories,
and experiences from those learning and working in the Team Academy
approach.
Within Entrepreneurship Education, Team Academy (TA) is seen as an
innovative pedagogical model that enhances social connectivity, as
well as experiential, student-centred, and team-based learning. It
also creates spaces for transformative learning to occur. This
first book of the Routledge Focus on Team Academy book series
examines the place and purpose of the TA model in entrepreneurship
education, and indicates how and why the model has grown in
popularity and interest over the last three decades. This book is
aimed at academics, practitioners, and learners engaged in the TA
methodology, pedagogy, and model, as well as those interested in
the area of entrepreneurial team learning. Readers will be inspired
to innovate in their delivery methodologies and to explore
learning-by-doing approaches to creating value. The book also aims
to challenge the discourse around entrepreneurship and
entrepreneurial activities, offering insights, research, stories,
and experiences from those learning and working in the TA approach.
Within Entrepreneurship Education, Team Academy is seen by some as
an innovative pedagogical model that enhances social connectivity,
as well as experiential, student-centred and team-based learning.
It also creates spaces for transformative learning to occur. In
this book, the third book in the four part Routledge Focus on Team
Academy series, the contributors explore the concepts of leadership
and teams in the context of TA. Topics including the way in which
learners attempt to navigate the complexity of leadership and team
dynamics, whilst understanding their place and impact on the
processes involved, will be examined. This book is aimed at
academics, practitioners, and learners engaged in the Team Academy
methodology, pedagogy, and model, as well as those interested in
the area of entrepreneurial team learning. Readers will be inspired
to innovate in their delivery methodologies and to explore
learning-by-doing approaches to creating value. The book also aims
to challenge the discourse around entrepreneurship and
entrepreneurial activities, offering insights, research, stories,
and experiences from those learning and working in the Team Academy
approach.
Within Entrepreneurship Education, Team Academy (TA) is seen by
some as an innovative pedagogical model that enhances social
connectivity, as well as experiential, student-centred, and
team-based learning. It also creates spaces for transformative
learning to occur. This fourth book of the Routledge Focus on Team
Academy book series the TA model is examined outside of the
traditional TA-based settings (industry, schools, communities of
practice, etc.) in different countries (Brazil, Japan, UK, Finland,
Argentina, Tanzania, Spain, etc.). The legacy that this has left in
learners and practitioners who have engaged with the model is also
explored. This book is aimed at academics, practitioners, and
learners engaged in the Team Academy methodology, pedagogy and
model, as well as those interested in the area of entrepreneurial
team learning. Readers will be inspired to innovate in their
delivery methodologies and to explore learning-by-doing approaches
to creating value. The book also aims to challenge the discourse
around entrepreneurship and entrepreneurial activities, offering
insights, research, stories, and experiences from those learning
and working in the Team Academy approach.
Within entrepreneurship education, Team Academy is seen by some as
an innovative pedagogical model that enhances social connectivity,
as well as experiential, student-centred, and team-based learning.
It also creates spaces for transformative learning to occur. This
second book of the Routledge Focus on Team Academy book series
includes chapters from contributors working with the TA methodology
in academic institutions around the world that discuss the
challenges, benefits, and approaches to embedding the TA
methodology in practice (around coaching, assessment,
transformative learning, partnerships, programme evolution, etc.).
This book is aimed at academics, practitioners, and learners
engaged in the Team Academy methodology, pedagogy, and model, as
well as those interested in the area of entrepreneurial team
learning. Readers will be inspired to innovate in their delivery
methodologies and to explore learning-by-doing approaches to
creating value. The book also aims to challenge the discourse
around entrepreneurship and entrepreneurial activities, offering
insights, research, stories, and experiences from those learning
and working in the Team Academy approach.
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