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This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocating multi-faceted and often multilingual education, the book focuses on 'competences' and collaborative, team-oriented, project-based learning. Beginning with a set of studies on the differences in individual learning and ways of supporting students, the volume moves on to a collection of papers on learning at the level of the group, which include material on team learning, and the sharing of knowledge in problem-based learning. The editors view these factors in education as an inevitable feature of pedagogy, reflecting the fact that knowledge, and its acquisition, is increasingly collaborative in our working lives, and especially in business. A final section applies the principles developed in the first two parts at an organizational level, evaluating the enormous implications these developments in our ideas about learning have for the educational institutions charged with teaching future generations. Combining research and theory with practical factors in business education and training, the volume provides wide-ranging perspectives on developing best practice in the sector.

Core concepts in education are changing. For example, professional performance or expertise is not uniquely the fruit of specialist knowledge acquired at professional schools, but the sum of influences exerted by a complex web of continuous learning opportunities for which an individual is well (or ill) prepared by their schools and their workplace. The key contributory factors to professional expertise are how professional schools connect to professional practice, how schools prepare graduates for continuous learning, and how the workplace endorses continuous development. Thus, the question this volume addressesâ"how to design learning and working environments that facilitate the integration of these three elementsâ"is at the heart of contemporary pedagogical theory. The authors also ask a second vital question: how do we educate learners that go on to maximize their lifeâs learning opportunities by regulating their own ongoing learning? Learning at the Crossroads of Theory and Practice argues that with the theory of learning at a crossroads, this is an unprecedented opportunity for learning about learning. The book sheds light on different elements of this challenge: integrating theory and practice in business education, generating and fully exploiting workplace learning opportunities, and enriching our classrooms by coupling theoretical knowledge with the richness of real-life experience

Learning in a Changing Workplace -- Developing Added Value Skills Within an Academic Program Through Work Based Learning -- Leadership Education in a Changing Workplace -- New Training Methods: A Giant Leap of Faith? -- The Economics of the Learning Organization and the Role of Economics in the Organization of Learning -- Technology and Innovation -- The IS Department Defines the Future of the College of Business -- Informatics Engineering and Business Informatics in the Ict Society: Substitutes Or Complements? -- An Innovative Approach to Teaching Investments Using Information Technology -- People, Knowledge, and the Internet: Redefining Categories, Concepts, and Models -- Integration of Groupware Into a MIS Curriculum -- Innovative Learning Methods -- Innovative Business Education:'Problem-oriented Learning' - Some Results -- Competitions and Problem-based Learning: The Effect of an Externally Set Competition on a Cross-curricular Project in Marketing and Design -- A Problem-based Learning Approach to Business Software Skills -- Some Evidence on the Use of Writing Intensive Methods in the Principles of Macroeconomics Courses -- Designing Assignments and Classroom Discussions to Foster Critical Thinking at Different Levels in the Curriculum -- Curriculum Issues -- Distance Learning: Paradigm Shift or Pedagogical Drift? -- The Integration Of Service Management Principles In A Business School Curriculum -- Promoting the Human Element in Resource Based Learning for Undergraduate Business Education Programs -- Non-prescriptive Guidelines For More Effective Learning About High Quality Leadership, In Management Education And Development -- Cross-cultural Learning Practices for Business Education -- Lessons Learned: The Implementation of an Innovative Core Curriculum in Business -- New Assessment Procedures -- Who Am I, What Do I Want, What Can I Do? An Assessment Centre as Part of the HBO Curriculum -- The Assessment Center: Global Issues and Local Responses -- Assessment & Development Centers in a Problem-based Learning Environment -- Cognition and Learning -- What Should We Expect to be Different about How Expert Business Economists Solve Problems? -- Tracking Down the Knowledge Structure of Students.