Listen
21 Ergebnisse
Bereich: Suchergebnisse
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, MarcoDie 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 ArbeitPublikation Familiarity, use, and perception of AI-powered tools in higher education(ToKnowPress, 2024) Nikoulina, Anya; Caroni, Anna; Dermol, ValerijPurpose: 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 KonferenzschriftPublikation 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 Zeitung
- «
- 1 (current)
- 2
- 3
- »