Smart-entrepreneurship education in training of the hotel business specialists

The article is devoted to the problems of introducing the SMART-education technology in the training and development of personnel of hotel complexes and business activities in the field of hotel business. The methodological and organizational bases for the application of SMART-education in staff training were identified; the leading qualitative features and development trends of this type of entrepreneurial educational activity were outlined. The principles of SMART-education of staff in the field of hotel business and its applied features in the service sector were developed. A model of SMART- education of hotel complex staff was developed based on solving case problems and practical mastering of professional content

Conceptual models of urban environmental information systems - toward improved information provision

Cities are the hub of European society - for over a millennium, they are the locus of social, political and economic development. As the core of intensive and creative human activity, they are also the place where the environmental externalities that accompany rapid development are most visible. The environmental consequences of urban development have been recognised long ago, as in the case of London, where in 1388 legislation was introduced to control pollutant emissions (Lowenthal, 1990). Similar historical environmental regulations can be demonstrated for many cities in Europe. However, while for most of history those who govern the city (be it the sovereign, city elders or local government) where responsible for the control, mitigation and management of the common environment in the city, the last 30 years are a period of profound change. This is due to the trend toward improved participation in environmental decision making . a more inclusive and open approach to decisions that deal with the city commons. This change did not occurre overnight but rather gradually. For example, in the United Kingdom, it was the Town and Country Planning Act of 1947 which introduced public scrutiny to changes in the urban form (Rydin, 1998), or the development of public involvement in environmental impact assessment of urban projects as developed in many countries throughout the developed world during the 1970s and 1980s (Gilpin 1995). These changes accelerate within the last three decades, and especially since the publication of .Our Common Future. (WCED and Brundtland 1987), the acceptance of the .Sustainable Development. principles and the Rio conference. A quiet (mini) revolution happened in Europe not long ago, toward the end of 1998 when the members of the United Nations Economic Commission for Europe (UN/ECE) signed the .Convention on Access to Information, Public Participation in Decision Making and Access to Justice in Environmental Matters. - the Aarhus Convention (UN/ECE 1998). The convention is expected to come into force by the end of 2001, and calls the governments and public authorities to open up access to environmental information as a means to improve public participation in environmental decision making and awareness of environmental issues (UN/ECE, 1998). However, these declarations on the value and importance of environmental information do not match our level of understanding on the role of environmental information in decision making processes, and especially on the role of information in improving awareness and participation. Therefore, it is useful to take a step back, and to try and evaluate how environmental information and access to it and its use support public involvement in such processes. This paper is aimed to offer a framework that can assist us in the analytical process of understanding environmental information use. It focuses on public access and assumes that environmental information will be delivered to the public through the Internet. Such assumption is based on the current trend within public authorities is to use Information and Communication Technology (ICT) as a major delivery medium and it seems that it will become more so in the near future (OECD 2000). The framework which this paper presents, is based on Soft Systems Methodology (SSM) study which unpacked some of the core issues relating to public access and use of environmental information (Haklay, 2001). Although the aim here is not to discuss the merits of SSM, but to focus on the conceptual models, some introduction to the techniques that are used here is needed. Therefore, the following section opens with introduction to SSM and its techniques. The core of the paper is dedicated to the development of conceptual models. After presenting the conceptual models, some conclusions about these models and their applications are drown

Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the <i>Creative Little Scientists</i> Project

Creative Little Scientists was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children’s creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children’s creativity is fostered and appropriate learning outcomes, including children’s interest, emerge. Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education. This paper presents these recommendations and the research on which they were based. Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers’ views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice. A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter’s strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Racial Diversity and Aggregate Productivity in U.S. Industries: 1980-2000

This paper employs industry-level U.S. Census data from 1980-2000 to assess the aggregate effects of racial diversity. While most international accounts find that diversity reduces productivity, I argue that the U.S. experience is more nuanced. Unqualified statements about the costs and merits of diversity are unwarranted, as racial heterogeneity increases productivity within many, but not all, industries. Sectors employing a large number of workers responsible for creative decision-making and customer service experience gains from diversity, while industries characterized by high levels of group effort suffer losses. The results thus reconcile two competing literatures by suggesting that diversity improves decision-making and problem solving, but also encumbers common action and public goods provision.Racial Diversity, Productivity

The wicked and complex in education: developing a transdisciplinary perspective for policy formulation, implementation and professional practice

The concept of 'wicked issues', originally developed in the field of urban planning, has been taken up by design educators, architects and public health academics where the means for handling 'wicked issues' has been developed through 'reflective practice'. In the education of teachers, whilst reflective practice has been a significant feature of professional education, the problems to which this has been applied are principally 'tame' ones. In this paper, the authors argue that there has been a lack of crossover between two parallel literatures. The literature on 'wicked issues' does not fully recognise the difficulties with reflective practice and that in education which extols reflective practice, is not aware of the 'wicked' nature of the problems which confront teachers and schools. The paper argues for a fresh understanding of the underlying nature of problems in education so that more appropriate approaches can be devised for their resolution. This is particularly important at a time when the government in England is planning to make teaching a masters level profession, briefly defined by the Quality Assurance Agency for Higher Education (QAA) benchmark statement as 'Decision-making in complex and unpredictable situations'. The paper begins by locating the argument and analysis of 'wicked problems' within the nature of social complexity and chaos. The second part of the paper explores implications for those involved in policy formation, implementation and service provision. Given the range of stakeholders in education, the paper argues for a trans-disciplinary approach recognising the multiple perspectives and methodologies leading to the acquisition of reticulist skills and knowledge necessary to boundary cross. © 2009 Taylor & Francis

Be vicarious: the challenge for project management in the service economy

Purpose. The paper aims to answer to the following questions: which are the critical dynamic capabilities to survive in the rubber landscape of service economy? Does it exist in service economy a dynamic capabilities provider? Methodology. The paper combines the literature review on dynamic capability perspective and that on vicariance to the Project Management professional services. Findings. Firstly, the paper identifies vicariance as an intriguing dynamic capability, crucial to survive in the rubber landscape of service economy. Secondly, the paper sheds light on Project Management (PM) as a vicarious that provides vicariance. Practical implications. For each critical organizational dimension, the paper identifies the links among the service economy challenges and the vicariance typology required to the project manager to face those challenge. Originality/value.The approach to conceive the PM as a vicarious that provides vicariance is original and leads to new insights on the professional services management. In fact, on one hand, dynamic capabilities cannot easily be bought through a market transaction; on the other hand, they must be built. This building can be achieved internally, by the organization itself (i.e. hierarchy), or through a partnership (i.e. hybrid form among hierarchy and market). PM professional services enrich organizations with additional information variety according to a hybrid (i.e. non- market) coordination model

Creating learning solutions for executive education programs

Executive education is both a growing and increasingly competitive industry. The traditional business school, once a dominant player in this space, now faces competition from sophisticated and focused consultants and for-profit training specialists offering a variety of face-to-face and on-line instructional vehicles. An abiding question has become ever more prevalent for business schools – are executive education clients getting meaningful, long-term value for their significant investments? Demonstrating value and building capabilities is different for a generic, open enrolment course than for a custom program. This paper proposes a solutions-based approach to the development and implementation of customized executive programs, arguing that the tailored customer focus and the operational rigor of a solutions perspective leads to sustainable and measurable client value both at the individual and corporate level. A case study involving a global high technology company is used to demonstrate the steps required to apply a solutions roadmap. The results show that a solutions approach – carefully and collaboratively undertaken in selected settings – can provide considerable benefits to both client and provider. Further research is proposed to validate and develop the learning points

The landscape of gifted and talented education in England and Wales: How are teachers implementing policy?

This is an Author's Accepted Manuscript of an article published in Research Papers in Education, 27(2), 167-186, 2012, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/02671522.2010.509514.This paper explores the evidence relating to how primary schools are responding to the ‘gifted and talented’ initiative in England and Wales. A questionnaire survey which invited both closed and open-ended responses was carried out with a national sample of primary schools. The survey indicated an increasing proportion of coordinators, compared with a survey carried out in 1996, were identifying their gifted and talented children as well as having associated school policies. However, the survey also highlighted a number of issues which need addressing if the initiative is to achieve its objective of providing the best possible educational opportunities for children. For example, it was found that a significant number of practitioners were not aware of the existence of the National Quality Standards for gifted and talented education, provided by the UK government in 2007, and the subject-specific criteria provided by the UK’s Curriculum Authority for identification and provision have been largely ignored. The process of identifying children to be placed on the ‘gifted and talented’ register seems haphazard and based on pragmatic reasons. Analysis of teachers’ responses also revealed a range of views and theoretical positioning held by them, which have implications for classroom practice. As the ‘gifted and talented’ initiative in the UK is entering a second decade, and yet more significant changes in policy are introduced, pertinent questions need to be raised and given consideration