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Gelebte Internationalität ist das führende Markenzeichen der Hochschule Reutlingen. Die als Deutschlands "Internationale Hochschule 2010" ausgezeichnete Hochschule für Angewandte Wissenschaften bildet nach dem Grundsatz "global denken, lokal handeln" junge Menschen zu hochqualifizierten und verantwortungsbewussten Persönlichkeiten aus, die aufgrund ihrer interkulturellen Kompetenz souverän und sensibel im globalen Netzwerk agieren können. Alle fünf Fakultäten sind in den Internationalisierungsprozess eingebunden, am weitesten ist man in der größten Fakultät der Hochschule Reutlingen, der ESB Business School.
Quality-oriented selection of university partnerships : ESB Business School’s selection matrix
(2015)
Ein wichtiges Qualifikationsziel von heutigen Wirtschaftsingenieurstudien-programmen ist, Studierende dazu zu befähigen, vernetzt, ganzheitlich, interkulturell und interdisziplinär zu denken und zu handeln. Die Lehr- und Lerninnovation Quest 3C fördert durch ein integratives Blended-Learning Format sowohl die Vermittlung von grundlegendem Fachwissen als auch von berufsqualifizierenden Schlüsselkompetenzen.
This article explores current debate on the use of soft power in international higher education, highlighting existing tensions between competing political and academic discourses. It draws on examples from practice and relevant insights in soft power scholarship to capture varying paradoxes and dilemmas that emerge as nations try to leverage the power of international tertiary education to enhance their brand and attract foreign audiences in the name of public diplomacy. Whilst exposing cases of hubris and hidden agendas, this study also addresses issues of inequality and responds to a growing call for knowledge diplomacy aimed at tackling common global problems.
Quest 3C : an integrative simulation game used to encourage cross-disciplinary thinking and action
(2014)
Interdisciplinary, complex problem-solving and the necessity to communicate effectively in global Teams characterise today’s rapidly changing Business environment. Employers consistently stress the need for business engineering graduates to demonstrate technical expertise, methodological competences and diverse soft skills. The "silo effect" in higher education has partially created a gap between what industry wants and what academia provides. Here we examine how interdisciplinary team teaching and shared ICT might be more effective in bringing higher education teaching in sync with industry and its demands.
The use of gamification in workplace learning to encourage employee motivation and engagement
(2019)
When we think about playing a game, be it a card game, board game, sport, or video game, we generally associate the act of playing with a positive experience like having fun, enjoying the interaction with others, or feeling a greater motivation to reach a certain goal. By contrast, workplace learning is often perceived as being dull. Employees are likely at some point in their career to find themselves stuck in a rigidly defined seminar for a long period of time or in front of their computer navigating through a mandatory e-learning course on a dry topic such as standards of business conduct of safety policies.
In recent years, organizations have tried to leverage the motivating quality of games for more serious learning contexts. Gamification entails transferring those elements and principles from games to nongaming context that improve user experience and engagement. In this chapter, we will specifically focus on the context of workplace learning.
In diesem Kapitel werden die Grundlagen eines nachhaltigen Human Resource Management (HRM) erläutert und auf den Sport- und Kultursektor übertragen. Nach einer kurzen Einführung in die Thematik und deren Relevanz werden zunächst verschiedene Ansätze des nachhaltigen HRM beschrieben. Anschließend wird sowohl auf die personalrelevanten Besonderheiten in Sport und Kultur als auch auf die Herausforderungen in beiden Sektoren eingegangen. Es wird zum einen beschrieben, wie Nachhaltigkeit in der HR-Strategie verankert werden kann, um geeignete Humanressourcen zu gewinnen. Hierbei werden insbesondere die Personalplanung, die Personalbeschaffung, der Rekrutierungs- und Auswahlprozess sowie das anschließende Onboarding beleuchtet. Zum anderen werden Anregungen für nachhaltige Mitarbeiterbindungsmaßnahmen in den Bereichen Training, Entwicklung und Leistungsmanagement gegeben. Zum Abschluss bietet dieses Kapitel einen Ausblick in die Zukunft.
This article examines centralised and decentralised approaches towards managing internationalisation by means of a case study. Reutlingen University (Hochschule Reutlingen), a university of applied sciences in Southern Germany, has three decades of experience in managing internationalisation. Its strongly integrated and hybrid approach combines centralised and decentralised strategies with the aim of achieving responsiveness, innovation, transparency, quality, and goal alignment. Centralisation and decentralisation are manifested on two levels: university versus schools, and school versus individual programmes. Since internationalisation is embedded in virtually all areas of the university’s operations, examples will be provided ranging from administration and marketing to research, international programme management and curricula.
Curriculum design for the German language class in the double-degree programme business engineering
(2017)
This paper aims to give an overview on how German is taught as a foreign language to students enrolled in the Bachelor of Business Engineering, a double-degree programme offered in Universiti Malaysia Pahang. The double degree students have the opportunity to complete their first two years of study in Malaysia and their last two years in Germany. Taking the TestDaF examination is compulsory for double-degree students. Hence, the German Language curriculum has been meticulously planned to ensure the students would be competent in the language. As such, the settings of the language class are discussed thoroughly in this paper. Additionally, it also discusses the challenges faced in teaching German as foreign language. This paper ends with some suggestions for improvement.