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Publikation The establishment of an asynchronous e-learning course in higher education – challenges and guidance to overcome them(The International Academic Forum (IAFOR), 2024) Schuler, Brido; Pülz, MichaelAfter the Corona period, the use of asynchronous e-learning settings has increased in higher education, including the Bachelor's degree program in Business Information Technology (BIT) at the University of Applied Sciences Northwestern Switzerland (FHNW). In autumn 2022 an asynchronous e-learning course was introduced for a compulsory finance module in the aforementioned program. The comparison of the grades achieved in this course before Corona in a face-to-face setting (F2F) and after Corona in an asynchronous e-learning setting showed that the students' grades increased notably. The literature review shows that asynchronous e-learning has the potential to increase students' learning success. Interestingly, in the second run of the asynchronous e-learning finance course, held in spring 2023, students' grades increased even further. At the same time, the standard deviation also increased. No changes were made to the learning environment, the course content, or the learning materials. The aim of this conference paper, which constitutes a continuation of the previously published work, is to find possible factors for the increased scores and the increased standard deviation comparing the two runs of the asynchronous e-learning finance course. The research is based on a literature review and the results of a survey of students' course evaluations. The identified factors and their consideration might help to improve comparable asynchronous e-learning settings.04B - Beitrag KonferenzschriftPublikation When linguistic capital isn’t enough. Personality development and English speakerhood as capital in India(Routledge, 2021) Highet, Katy; Del Percio, Alfonso; Petrovic, John E.; Yazan, BedrettinDiscourses of development, as well as popular understandings, hold that access to education in English is essential for alleviating inequality. As such, since the neoliberal reforms of the 1990s, India has witnessed a boom in not only private English coaching, but also NGO educational institutions. However, drawing on ethnographic data from an English and soft-skills training NGO in Delhi, this chapter argues that the conceptualization of linguistic capital does not fully capture how students invest in English in the hope of achieving future success. Besides the speculative capital (Tabiola & Lorente, 2017) that the language represents, and the shaping of neoliberal subjectivities through soft-skill training (Urciuoli, 2008; Allan, 2013) and “personality development”, students equally invest in the cultural capital of English speakerhood, that is, the “doing” and “being” of an English speaker, a notion deeply intertwined with class and caste, and which extends to encompass students’ bodies and “personalities”.04A - Beitrag SammelbandPublikation An application of Hofstede’s cultural dimensions and golden circle in entrepreneurship education(AOSIS, 2024) Thetsane, Regina M.; Meyer, Dario; Chambwe, MichaelBackground: 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 ZeitschriftPublikation Förderung von AI Literacy als Schlüsselkompetenz. Ein Pilotprojekt(wbv Media, 2024) Felder, Juliane; Heuss, SabinaDie Einführung in das wissenschaftliche Schreiben an der Hochschule für Wirtschaft (HSW) der Fachhochschule Nordwestschweiz (FHNW) stellt Studierende vor Herausforderungen. Insbesondere seit der Einführung von Schreibtools mit Künstlicher Intelligenz (KI) werden zusätzliche Kompetenzen wie AI Literacy benötigt. Genau hier setzt das Pilotprojekt der HSW an. Um den kritisch-reflektierten Umgang mit KI-Tools zu fördern, wurden im Rahmen des Projekts Workshops entwickelt, die flexibel in der Lehre eingesetzt werden können. Das Projekt bietet somit einen innovativen Ansatz, um Studierende und Dozierende auf die Anforderungen der KI-Ära vorzubereiten, und fördert die Entwicklung von AI Literacy als Schlüsselkompetenz.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Holacracy, Diversity, Storytelling, 4.0?(WEKA, 09/2017) Göldi, Susan; Herzog, DanielHR-Fachpersonen entwickeln professionell die Mitarbeitenden, wie aber entwickeln sie sich selbst? Der Beitrag thematisiert Inhalte, (Selbst-)Veranwortlichkeiten und Trends in der Weiterbildung von HR-Fachfachpersonen.01B - Beitrag in Magazin oder ZeitungPublikation Der Mensch bleibt im Zentrum(Angestellte Schweiz, 2017) Schmid, HansjörgIm Interview mit apunt, der Mitgliederzeitschrift Angestellte Schweiz, nimmt Susan Göldi Stellung zur Mediatisierung und Digitalisierung in verschiedenen Generationen.01B - Beitrag in Magazin oder ZeitungPublikation Big Data Scientist und App-Entwicklerin statt Laternenträger und Kutscher(HR today Verlag, 21.04.2017) Göldi, Susan; Herzog, DanielDie Digitalisierung macht Berufe überflüssig und schafft gleichzeitig neue Berufe. In fast allen Berufen findet durch die technologische Entwicklung ein schneller Wandel statt und stellt Mitarbeitende, Bildungsinsitutionen und das betriebliche Bildungsmanagement vor Herausforderungen. Der Beitrag liefert Antworten zur Frage, wie sich die Digitalisierung auf den Bildungsbedarf in Schulen, Universitäten und in Unternehmen auswirkt.01B - Beitrag in Magazin oder ZeitungPublikation Steigerung der Attraktivität von Studiengängen der Wirtschaftsinformatik für Männer und Frauen durch geschlechtersensitives Branding(17.09.2017) Resch, Dörte; Graf, Iris; Dreiling, Anke; Konrad, Jonas06 - Präsentation
