Titlebook: Educational Innovation in Economics and Business III; Innovative Practices Richard G. Milter,John E. Stinson,Wim H. Gijselaer Book 1998 Spr

熟練

流動性

cumulative

Mindfulness

Group Dynamics and Unconscious Organizational Behavior. When emotional undercurrents remain unaddressed, organizational members can not examine and intervene in behaviors that can sabotage the planned, intentional aspects of change. Rational approaches to managing change are insufficient when extensive systems change is needed (Jarrett and Kellner, 1996).

GUILT

閑聊

Corporate Psychopaths and Workload,nd varied knowledge, but based on prior experience, we predicted we might have difficulty matching our data to strategic industry business direction. This article describes a recent industry needs assessment that was specifically designed to link the training curriculum to strategic business goals within an industry consulting area.

BAIL

gorgeous

Der Prozess zum Corporate Purpose,ithin economics specialists can be unaware of what other economists have to offer and so unaware of the roles the discipline as a whole might play in business education. The resulting confusion means it is more difficult to devise ways in which business students can better learn from the discipline.

剝削

https://doi.org/10.1007/3-540-33075-5can Institute of Certified Public Accountants Education Requirements for Entry into the Accounting Profession (AICPA, 1988), various position statements of the Accounting Education Change Commission (AECC) (e.g., 1990, 1992), and the “white paper” issued by the (then) Big Eight public accounting firms (Perspectives on Education, 1989).

平息

R. Edward Freeman,S. Ramakrishna Velamurich as communications, team work and information technology, and higher education institutions (HEIs) have sought to respond accordingly. However considerably less attention has been given to the development of critical thinking skills by students.