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Ghanaian tertiary graduates' perception of entrepreneurship education on employment opportunities
(2017)
This study focuses on whether entrepreneurship education increases entrepreneurial interest in students to set up new businesses. Entrepreneurship is a core course taken in the third year by all students of Ho Technical University. Out of the 1329 population of level 300 students of the 2016/2017 academic year, data were collected by convenience sampling from 325 (217 males and 108 females) with mean age of 24.75 years from 14 departments of four faculties. The students responded to 43-survey items derived from reviewed literature on a 5-Point Likert-Scale. It is concluded that more than 84% of the respondents agreed that entrepreneurship education informed students about entrepreneurship through the acquisition of practical skills, knowledge about acquisition of personal orientation, knowledge about business management principles and the availability of entrepreneurial support agencies. This shows that the students are highly confident of setting up their own businesses through the knowledge acquired. The study therefore has important implications for policy makers, management of tertiary institutions, students and educational evaluators on how to ensure that tertiary graduates set up entrepreneurship ventures in order to partially solve the unemployment problem in Ghana.
ICT integration by universities teaching professionals is emerging as a major concern, this study demonstrate the need to address the integration problem by encouraging existing metrics use in indexing ICT integration as an ICT governance strategy. Quality of integration depends on quality indexing which also depend on quality of existing metrics and their use. Considering the role that University Information Technology Teaching Professionals’ (UITTPs) continuous improvement indexing can offer, towards autonomic governance of the continuous emerging ICTs in the university teaching, this study examined extent in use of existing ICT integration metrics to index ICT integration by the UITTPs. Six metrics for ICT integration were investigated; time, workshop course content relevance, technical malfunctions, support conditions, support services, and motivation and commitment to student learning and staff professional development metrics. Descriptive survey design was used in which interviews were conducted to UITTPs in three (3) public and three (3) private purposively selected universities in Kenya. The findings were analyzed descriptively and inferentially using Kendall’s correlation of concordance and tested using Chi-square on the extent of concordance and presented with help of frequency tables, figures and percentages. The findings revealed that all the metrics are rarely used for indexing ICT integration (32.8%), and most UITTPs were in discordance on this level of all the six metrics use except for support condition. This implied that the use of metrics for indexing integration has not been formalized across the Kenyan universities. Universities need to be encouraged to identify suitable metrics, formalize them and improve their frequency in use. Secondly, socio based metrics such as content relevance are used more frequently for indexing integration as compared to Technical metrics, socio-technical metrics balance therefore need to be emphasized by the universities management when determining and using metrics for indexing ICT integration.
Experiential Learning through the Transformational Incubation Programme: a Ghanaian case study
(2017)
This paper explores experiential learning theory (ELT) from a case study describing the Transformational Incubation Programme for Coventry University Alumni in Ghana. The incubator represents a collaboration between Coventry University and British Council Ghana. The aim of the programme is to embed a blended, experiential learning approach to practice-based entrepreneurship education via an incubator designed to support scalable business start-up and growth. world venture creation, business development and acceleration. The paper offers a generic framework for Transformational entrepreneurship experiential learning in this context. The incubator offers an opportunity to engage with practice-oriented and experience based learning applied to real.
With trainings and research oriented towards sustainable development since 2006 (Water and Sanitation, Infrastructure, Renewable Energies and Energy Processes), Foundation 2iE is positioning itself as a reference institute that trains innovative engineers-entrepreneurs for the needs and challenges of Africa’s development. Center of Excellence of the UEMOA and the World Bank, CSR is at the heart of the Strategy of the institute which aims to be a showcase in this field in Africa.
Over the years, entrepreneurship has proven to be one of the key roles towards development. The cycle of business start-ups and growth are linked to the socio-economic benefits of the global world at large. With a growing world population of over 7billion people, the existence of universities (both public &private) as well as enterprises has increased globally in the 21st century. The mission and purpose behind Universities, Entrepreneurship and Enterprises thrive on development in the areas of capacity building, skill acquisition, training and knowledge amongst others. Africa alone has a population of over 1.2billion people with about 650 recognized universities and over 140,000 registered businesses (enterprises) in Ghana alone. A case study in Ghana reveals three key drivers towards entrepreneurship and the role university education has played in various business establishments. The drivers are problem statements, resources and research findings. Some of these notions to business include the management of risk, research findings and customer relationship. These are major features that need critical attention and play a role in business and entrepreneurship in Africa. A major success in business and entrepreneurship is the utilization of the human resource population and the lifeline support given to households in terms of income, while a barrier being the limited access to credit support from the financial companies at the inception stages. In conclusion, this conference should develop a practical book guide on business start-ups and entrepreneurship knowledge to be used at the various universities in Africa to enhance development.
Als weltweit anspruchsvollstes Umweltmanagementsystem trägt EMAS auf Unternehmensebene als Baustein zur Nachhaltigen Entwicklung bei. EMAS ist ein Instrument der Europäischen Union, an dem Organisationen, unabhängig von ihrer Größe und Branche, weltweit auf freiwilliger Basis teilnehmen können. Die geplante EMAS-Validierung der UN-Klimakonferenz (COP 23) in Bonn (06. – 17.11.2017), hat das Interesse der Projektkoordination von „Sustainable Bonn – Konferenzort der Nachhaltigkeit“ geweckt, die EMAS-Einführung bei deren Projektteilnehmern untersuchen zu lassen. Daher liegt der Branchenfokus auf dem Gastgewerbe, aus denen die derzeitigen Teilnehmer des Bonner Projekts überwiegend stammen. Um Branchenspezifika bei EMAS besser zu berücksichtigen hat die Europäische Kommission im April 2016 hat ein Referenzdokument über bewährte Umweltmanagementpraktiken zur Steigerung der Öko-Effektivität mit einschlägigen Indikatoren zur Messung der Umweltleistung mit Richtwerten für die Tourismusbranche veröffentlicht, die im Rahmen einer EMAS-Einführung unter anderem von Gastgewerbebetrieben berücksichtigt werden müssen.
“Building Bridges Across Continents” (BBAC) is an intercultural and student-centered project that seeks to promote international communication and helps students develop competencies in entrepreneurship, international trade and global cultural awareness. The project, which is in its fourth phase of implementation, connects students from the United States, Germany, Ghana and Kenya with the help of Information Communication Technologies (ICT) in order to work on a common research assignment for a period of ten calendar weeks. The main ICTs used in the project are Skype, Facebook, wiki, email and WhatsApp. This paper describes and analyzes the background, structure, and results of the project.
This study contributes to the growing body of research concerning management consultancies by linking two previously disparate fields of study: (1) the examination of the effectiveness of consulting interventions and (2) the examination of the social processes that aim to create and legitimize the insights, knowledge and capabilities of management consultancies. We propose that consulting firms accumulate social authority in the course of pre-intervention discourse processes that is reflected in their reputation and celebrity. With respect to intervention, this social authority affects change recipients’ commitment to and compliance with the requirements of change implementation. We test the proposed relationships by conducting a measured variable path analysis of 117 change initiatives in German companies that were set up and implemented with the assistance of external consultancies. Our findings indicate that a consulting firm’s levels of both celebrity and reputation affect the change recipients’ commitment to proposed change strategies and thus, indirectly affect their behavioral compliance with the explicit requirements of change implementation.