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The nature of the program was an exchange program between Hochschule Bonn-Rhein-Sieg, University of Applied Sciences and the University of Cape Coast. The program was advertised and we applied. We were shortlisted for interview and we were selected as the candidates for the exchange program. The program took a period of five months. We set off from Accra, Ghana to Germany on 7th September 2015, and returned to Ghana on 25th January 2016.
Competency-Based Teaching Using Simulation Exercises: Evidence of the University of Cape Coast
(2018)
Tertiary institutions exist to train manpower to solve local, national, and international problems. Products from such institutions should not be a problem to countries as in the case of some Sub-Saharan African countries including Ghana which has a high level of graduate unemployment. Among the causes of the problem is the nature of teaching or the syllabus or the programs students pursue while in such institutions. The paper discusses one of the teaching strategies used to make a course relevant for a program and for the working world. In this course, students are introduced to practice-oriented learning through simulation exercises. The project activities specifically seek to assess the students’ understanding of business formation; examine students’ understanding of sustainability, creativity and innovation of business ideas; assess their understanding of the functional areas of business including marketing & sales, finance, human resource management, operations, and accounting, among others. Feedback from students who have participated indicates the exercise gave much more exposure and meaning to the concepts they learned in class. In this exercise, students build teams, develop a product, learn to set up a business, and design organogram, business vision, mission, and core values. The exercise empowers students to learn by doing. It accords students the opportunity to review their own knowledge and skills with respect to the concepts they have learned in the course. More than 3000 students have participated in this project since its inception in the academic year 2013/2014. It is estimated that 1000 students will participate in this project in the academic year 2017/2018.
Conclusion
(2018)
There is a paradigm shift from traditional content-based education and training to competencybased and practice-oriented training. This shift has occurred because practice-oriented teaching has been found to produce a training outcome that is industry focused, generating the relevant occupational standards. Competency-based training program often comprises of modules broken into segments called learning outcomes. These learning outcomes are based on criteria set by industry and assessment is designed to ensure students become competent in their respective areas of specialization.
Multidisciplinary, multicultural, and multitasking has taken center stage in the global educational debate. Globalization and improvement in communication have affected the way organisations operate and hence influenced whom they hire. Today, it is common practice to work with people from diverse backgrounds and it requires competencies that go beyond general project management. Intercultural awareness, networking in different global communities, and learning to develop specific communication strategies for different stakeholders is all part of the package of skills and competencies that are required in today's interconnected world. This has indirect implication on the nature of skills and competencies institutions/universities must equip their students with to enable them to compete successfully in the working world.
Digitalisierung für kleinere und mittlere Unternehmen (KMU): Anforderungen an das IT-Management
(2018)
The exchange program was aimed at giving students an international exposure through teaching and intercultural communication and to also enhance the existing relationship among the partner schools. The program lasted for a period of six months from September 2016 to February 2017. The main part of the program was the International Management program which comprised of four courses. The program offered us an opportunity to travel to four European countries to broaden our academic and social network.
I had an opportunity to visit Germany in 2016/2017 during which period I was on an exchange staff program between the University of Nairobi, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany, and the University of Cape Coast, Ghana. My visit took me to the city of Bonn where the University of Bonn-Rhein-Sieg is located in the suburban area in the cities of Sankt Augustin, Rheinbach, and Hennef. I was able to interact with faculty members and students. During this period, the discussion I had with faculty mainly focused on various programs offered by the university and how they have been able to interact and partner with the industry and create linkages with various firms in Germany. It emerged from our discussion that the development of the curriculum by the university depends on such partnerships.
Due to regionalization and global competition, many companies have turned their attention to other markets outside the domestic ones in anticipation of securing profitable market(s) for their products. Cormart (Nigeria) Limited is one of such companies, seeking to expand beyond its domestic borders. Cormart is a Nigerian trading company specializing in Industrial Raw Materials and Chemicals. It represents the business interests of top Multinational Companies that wish to do business in Nigeria. In line with its expansion strategy, Cormart seeks to introduce its newly developed spray starch product (RENEW) into the Ghanaian market.
Softwarenutzung im Umbruch: Von der Software-Lizenz zum Cloudbasierten Business Process Outsourcing
(2018)
The curricula of all degree programs at H-BRS have many different practice-oriented activities and focus on hands-on learning. In labs and small classrooms (30–60 persons), students get a personalized learning environment which is complemented with many individual and group projects that foster collaborative work situations. There are several main areas that students learn from working with industry, local organizations or public institutions.
The most prominent education reform in Europe started in Bologna, Italy, in 1999, when the European Ministers responsible for higher education met to set the foundation for the European Higher Education Area (EHEA). The following process to reform and unify higher education and its systems in Europe is therefore known as the Bologna Process.
Telecollaborating and communicating in online contexts using English as a Lingua Franca (ELF) requires students to develop multiple literacies in addition to foreign language skills and intercultural communicative competence. This chapter looks at the intersection of technology and teaching ELF, examining mutual contributions of technologies, more specifically Web 2.0, and ELF to each other, and the challenges in designing and implementing collaboration projects across cultures. Moreover, it looks at how the development of digital competencies in ELF (DELF) can be enhanced through the implementation of Web 2.0 mediated intercultural dialogues. The detail of the research design including internet tools used, participants and tasks are also discussed. Data analysis points to a positive attitude towards telecollaboration, also providing confirmation of some of the problems identified in theoretical framework, such as different levels of personal engagement.
Innovative Technologien, veränderte Anbieterstrukturen, stets neue Leistungsangebote und wandelnde Kundenanforderungen prägen und verändern von Beginn an das Erscheinungsbild des TK-Marktes. Unter Berücksichtigung einer Betrachtung im Zeitablauf lässt sich der Markt in drei aufeinanderfolgende Phasen einteilen: 1. Marktöffnung, 2. Konsolidierung und Optimierung, 3. Automatisierung. Die Phasen sind selbstverständlich nicht Überschneidungsfrei, geben jedoch einen Hinweis auf die strukturellen Veränderungen des Marktes.
Gesellschaftliche Verantwortung von Familienunternehmen – theoretische Zusammenhänge und Messung
(2018)
Project Overview
(2018)
The project "German-African University Partnership Platform for the Development of Entrepreneurs and Small/Medium Enterprises" started in 2015 within the framework of the program "University-Business-Partnerships between Higher Education Institutions and Business Partners in Germany and in Developing Countries", funded by the German Ministry of Economic Cooperation and Development (BMZ), and the German Academic Exchange Service (DAAD). It is carried out by Hochschule Bonn-Rhein-Sieg, University of Applied Sciences in Germany (H-BRS), the University of Cape Coast (UCC) in Ghana, and the University of Nairobi (UoN) in Kenya.
Social Assistance
(2018)
If the first Sustainable Development Goal (SDG) to “End poverty in all its forms everywhere” is to be taken seriously, most low- and middle-income countries face a huge challenge. An estimated 1 billion people have indeed escaped extreme poverty since the early 1990s, and the global poverty rate fell from 35% in 1990 to 10.7% in 2013, but the absolute number of people living below the international poverty line of $1.90 at purchasing power parity has hardly changed. Countries in Asia contributed greatly to the overall decline in poverty rates: from 2012 to 2013, over 100 million people in Asia left extreme poverty behind, notably in India, Indonesia, and the People’s Republic of China (PRC) (World Bank 2016). Yet the living standards of those still below that line have hardly improved (Ravallion 2016). The achievement of the first SDG requires additional efforts at global and national levels, particularly on policies that address chronic poverty traps and that improve the outcomes of poor and vulnerable populations.
The main objective of this chapter is to give insights into how H-BRS as a German University of Applied Sciences supports small and medium-sized enterprises (SMEs) in exploring African markets. The university achieves this objective by engaging its Bachelor and Master level students in applied market research. Students engage in this research as part of their final thesis writing. This chapter lays out a process for successful marketing research projects for German SMEs in nine steps.
Internships and professional experience are becoming more and more important requisites for students and graduates and are almost taken for granted by many HR officials. In opposition to this, many newly created Bachelor and Master programmes make it difficult for students to integrate internships into their studies without having to add another semester and thereby "losing" valuable time. This becomes all the more relevant with private universities or universities generally that charge considerable tuition fees.
Evaluation is of crucial importance and should meet professional standards in its design. In practice, organizational peculiarities and available resources characterize the search for the "right" approach. When used as a quality development tool, internal or self-evaluation should primarily be useful. It should generate information to answer organizational questions and provide results as a basis for discussion in decision-making processes.
Social Insurance
(2018)
Extending coverage through contributory social insurance or other contributory programs is tempting for governments as a potential avenue for mobilizing new resources and creating new fiscal space. Such extension has clear limits, however: it applies only to those in the labor market who have employment status with high degree of formality and whose incomes are significantly above subsistence level and received regularly. It also requires administrative structures with capacity to regularly register incomes of those covered, and to collect contributions.
This chapter analyzes the potential of social insurance (also called contributory social protection) in the 16 Asian countries reviewed in this publication to fill the protection and coverage gaps in income security. It focuses on pensions, but also reviews other benefits temporarily replacing lost labor income due to events such as sickness, maternity, and unemployment. As current labor market structures largely determine the chances of extending coverage through these means, this chapter also examines their characteristics and analyzes coverage by the different forms of social insurance and assesses the potential for extension.
Social protection measures require sustainable financing – creating and maintaining adequate fiscal space at the national level. Good governance of social protection at all stages – planning policies, policy reforms, and implementation – requires continuous monitoring of its performance and finances, including long-term projections and simulations of cost and benefits of different social protection programs and overall social protection systems. These projections and simulations should take into account demographic trends, including demographic ageing.
Emerytalne fakty i mity
(2018)
W każdym systemie emerytalnym tkwi wewnętrzna sprzeczność. Z jednej strony system emerytalny powinien być stabilny, bo to jedyny sposób na to, by zbudować zaufanie do instytucji nim zarządzających, zaufanie niezbędne, by skłonić uczestników systemu (pracowników i pracodawców) do regularnego płacenia przez kilkadziesiąt lat składek i podatków przeznaczonych na finansowanie systemu emerytalnego.
Ethik im Medizintourismus
(2018)
German African Universities Program (GAUP) is a partnership of three universities encompassing Hochschule Bonn-Rhein-Sieg, University of Applied Sciences in Germany, University of Nairobi in Kenya, and University of Cape Coast in Ghana. Every year, a number of students from each university are competitively selected to take part in the exchange program in a foreign country for three months in the sponsored project. I participated in the exchange program in Germany during the winter semester 2016/2017. The experience was excellent and the benefits cannot be underestimated. The objective was to integrate with the university community in Germany and learn first-hand from their teaching approaches and experiences by attending classes and interacting in- and outside the classroom. It provided an opportunity for cross-cultural learning, hence preparing us to live and work in different parts of the world. Besides the classroom experience, learning was reinforced by exposure tours in the industry including the Coal mine industrial complex in Essen (UNESCO world heritage since 2001) and Rheinbach.