دانلود رایگان مقاله لاتین سخنرانی آموزش مدیریت از سایت الزویر
عنوان فارسی مقاله:
درک دانشجویان از نقش سخنران در آموزش مدیریت: کسب دانش و توسعه مهارت
عنوان انگلیسی مقاله:
Students' perceptions of the lecturer's role in management education: Knowledge acquisition and competence development
سال انتشار : 2016
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بخشی از مقاله انگلیسی:
2. Knowledge acquisition and competence development in management education
Education is relevant because it allows students to learn and acquire skills and knowledge that will fundamentally shape their behavior (Haveman & Wolfe, 1984). The right acquisition of the right knowledge by students enables them to perform activities and face their professional careers with a more successful approach. Higher education has a qualifying function for the world of work and some other personal spheres, and it is responsible for knowledge transmission and for providing an environment that is conducive to enhancing students’ competences (Teichler, 2007). 412 L. Hernandez-L opez et al. / The International Journal of Management Education 14 (2016) 411 e421 In the context of the EHEA, the concept of competence has been shown to be a cornerstone of the success of the education process. Competence can be understood as a behavioral potential adapted to a given situation (De Miguel Díaz, 2006). Therefore, learning outcomes should be a set of competences, with each of them including knowledge and skills that the student is expected to dominate and use in an environment different from the learning context (Gonzalez & Wagenaar, 2003). In this regard, several authors argue that the educational context is now broader, and students should be capable of handling knowledge, updating it, and selecting what is appropriate for any given context (e.g., Fern andez, Carballo, & Galan, 2010; Gonz alez & Wagenaar, 2003). In this regard, Botma et al. (2015, p. 501) consider that, based on constructivist approaches to learning and experiential learning theory, the debate on learning outcomes “has shifted from content to competence”. An important aspect to consider is that the concept of competence in education is strongly linked to professional competence, which may be defined as an effective capacity to successfully carry out a fully identified working activity (Riesco Gonz alez, 2008). In fact, as Tynjal € a et al. (2003) € pointed out, the differences between school learning and workplace learning are becoming more diffuse. This is reflected by the fact that in recent years the role of universities has gained prominence in corporate training programs, and new pedagogical models (e.g., problem-based learning, collaborative learning) used in higher education have characteristics that simulate authentic working life situations (Tynjal € a et al., 2003 € ). Moreover, the students' competence development can be analyzed from the perspective of knowledge transfer, but always keeping in mind that learning cannot be defined as a mere transmission of knowledge (Fernandez et al., 2010 ). Knowledge transfer is one of the central processes of knowledge management, along with knowledge creation (Nonaka & Takeuchi, 1995). Knowledge management can be conceptualized as the panoply of procedures and techniques used to get the most from an organization's knowledge assets (Teece, 2000). Davenport and Prusak (1998) offer a definition of knowledge transfer that involves two actions: transmission (sending or presenting knowledge to a potential recipient) and absorption by the recipient. Likewise, Brachos, Kostopoulos, Soderquist, and Prastacos (2007, p. 32) consider that ‘knowledge transfer actually occurs when received knowledge is used by recipients and this use results in changing their behavior’. As this discussion has attempted to show, the processes described by the literature on training and knowledge management have many connections with the educational process. These literatures agree that the key to success is for the student to change his/her behavior by acquiring knowledge and the skills to be able to do something with it: in other words, s/ he develops a set of competences. However, they also agree that in order for this to happen, the student must previously have assimilated this knowledge. These arguments lead us to propose the first hypothesis: H1. The level of knowledge acquisition achieved by the student will be positively associated with his/her competence development.
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کلمات کلیدی:
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