Hochschule für Wirtschaft FHNW

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Dateien dazu vorhanden?: JaThema: search.filters.subject.370 - Erziehung, Schul- und Bildungswesen

Bereich: Suchergebnisse

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  • Vorschaubild
    Publikation
    Künstliche Intelligenz in der digitalen Markenführung. Entwicklung einer KI-unterstützten Markenstrategie und deren exemplarischer Umsetzung
    (Hochschule für Wirtschaft FHNW, 01.12.2024) Moser, Harriet; Casanova, Marco
    Die digitale Transformation durch künstliche Intelligenz (KI) stellt Bildungsinstitute vor strategische Herausforderungen. Diese Studie untersucht am Beispiel des Coachingzentrums die systematische Integration von KI in die Markenführung. Die Arbeit zeigt, dass Bildungsanbieter wie das Coachingzentrum in der KI-Integration noch am Anfang stehen und skizziert eine Strategie, um KI-Technologien strategisch und ganzheitlich einzusetzen. Die vorgeschlagene KI-gestützte Markenstrategie zielt auf die Optimierung von Content-Erstellung und Suchmaschinenoptimierung ab, um Markenwahrnehmung und Wettbewerbsfähigkeit zu verbessern. Die Studie leistet einen wissenschaftlichen Beitrag zur strategischen KI-Integration in Bildungsorganisationen und verdeutlicht das Potenzial gezielter digitaler Transformationsprozesse für kleine Bildungsinstitute. Die Ergebnisse der Arbeit leisten einen Beitrag zur Diskussion über die Rolle von KI in Bildungsmarken und ermutigen Bildungseinrichtungen, KI reflektiert und innovativ zu nutzen, um gesellschaftlichen und wirtschaftlichen Mehrwert zu schaffen.
    11 - Studentische Arbeit
  • Vorschaubild
    Publikation
    Familiarity, use, and perception of AI-powered tools in higher education
    (ToKnowPress, 2024) Nikoulina, Anya; Caroni, Anna; Dermol, Valerij
    Purpose: AI-powered tools and the use of these tools for teaching and learning have grown exponentially. While there are several studies that examine students' use of AI tools for learning, the results are inconclusive. The purpose of this study is to gain a better understanding of students' familiarity and use of various AI-powered tools for learning, and to gain greater insight into students' perspectives on the benefits and risks of using AI-powered tools in educational settings. Study design/methodology/approach: The study deployed a survey to understand and compare the degree of familiarity and use of AI-powered tools among first and final-year university students. Additionally, several questions focused specifically on students' concerns regarding the use of AI in their studies. Findings: Results indicate that first-year students exhibited a higher level of familiarity with AI tools prior to the start of their studies, while final-year students demonstrated a deeper and more diverse usage of these technologies. Despite concerns raised, the study does not conclusively support negative impacts on student engagement or development of critical thinking skills. While the study indicated that students are well aware of the general limitations of AI use, they did feel not well supported nor informed as to how AI-powered tools can be used within their studies and have expressed the need for greater support and guidance from the university. Originality/value: Research findings have significant implications for educational institutions and policymakers as they strive to leverage AI effectively to enhance the learning experience while addressing concerns and preferences in this rapidly evolving educational environment.
    04B - Beitrag Konferenzschrift
  • Vorschaubild
    Publikation
    An application of Hofstede’s cultural dimensions and golden circle in entrepreneurship education
    (AOSIS, 2024) Thetsane, Regina M.; Meyer, Dario; Chambwe, Michael
    Background: Entrepreneurship education has become an important issue worldwide, originating mainly in the United States (US) and the United Kingdom (UK). Different methods have been used to teach entrepreneurship, often without considering local circumstances, which is particularly important in sub-Saharan Africa with its diverse cultures. Therefore, comparing the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan African countries is crucial to overcoming such challenges. Aim: This article aims to compare the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan African countries with the aim of designing appropriate entrepreneurship education programmes and approaches to the specific cultural contexts. Setting: The study compares the impact of cultural differences in Western Europe (US and UK) and sub-Saharan African countries. Methods: A literature review descriptive study of the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan Africa was adopted. Secondary analysis using Hofstede’s cultural dimensions’ model was used for analysis. Results: The main cultural differences are in the dimensions of individualism versus collectivism and power distance. Incorporating team-based learning and focusing on business ideas with a positive collective impact in sub-Saharan Africa can lead to more effective entrepreneurship education. Conclusion: It is crucial to adapt entrepreneurship education approaches to the specific cultural contexts of regions. Using a framework with four guide questions for whom, why, what and how can support the development of programmes. Contribution: Future education programmes can be designed based on a proposed golden circle.
    01A - Beitrag in wissenschaftlicher Zeitschrift