The conceptual distance between the sovereign state and the global domain of policy making and administration is narrowing, challenging the prevailing methodological nationalism. The rise of global policy and transnational administration necessitates new conversations for traditional, often domestically focused, public policy and public administration studies. By expanding our analytical, theoretical, conceptual, and even our pedagogical approaches to include the kaleidoscope of global governance actors, levels of analysis, sectors, and concepts, not only is our policy research enhanced and deepened, but our ability to engage this complexity is enhanced.

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Beyond the State: Global Policy and Transnational Administration

............................................................................................................................ VI LYS AFKORTINGS EN AKRONIEME ................................................................................... VIII HOOFSTUK 1: INLEIDING EN RASIONAAL VIR DIE STUDIE ............................................. 1 1.1 AGTERGROND .................................................................................................. 1 1.2 KONSEPTUALISERING VAN BEGRIPPE WAT HIERDIE ONDERSOEK BEGROND ......................................................................................................... 3 1.2.1 Konstruktivistiese leer ......................................................................................... 3 1.2.2 Probleemgebaseerde leer .................................................................................. 4 1.2.3 Koöperatiewe leer ............................................................................................... 5 1.2.4 Selfgerigte leer ................................................................................................... 5 1.2.5 Gevallestudies .................................................................................................... 6 1.2.6 Ekonomie-onderrig ............................................................................................. 6 1.3 GEVALLESTUDIEONDERRIG EN SELFGERIGTE LEER ................................ 7 1.4 DIE NAVORSINGSVRAAG ................................................................................ 9 1.5 DIE DOEL VAN DIE STUDIE ........................................................................... 10 1.6 NAVORSINGSONTWERP EN METODOLOGIE .............................................. 11 1.6.1 Navorsingsontwerp ........................................................................................... 11 1.6.2 Navorsingsmetodologie en dataontleding ......................................................... 11 1.6.3 Geldigheid en betroubaarheid ........................................................................... 13 1.6.4 Voldoening aan etiese standaarde .................................................................... 13

Die rol van gevallestudies in die bevordering van selfgerigte leer in Ekonomie-onderrig op skool

The case studies, as an active pedagogy methodology, promote in the students an experiential and significant learning. The objective of this article discusses the importance of case studies as a pedagogical strategy for management training and includes a series of guidelines about how to write the material and how to develop it within a class context. Finally, it is concluded that the case studies are a pedagogical possibility for the students to learn and better understand the management teachings against the traditional and dogmatic postures that still persist in some business schools.
 
Retraction Note: "The Editors have retracted this article because do not fulfill the editorial protocol of peer review process". doi: 10.22518/usergioa/jour/ccsh/2019.1/corr02

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Casos de enseñanza como estrategia pedagógica en programas empresariales

The case method (CM) is a powerful instructional tool for promoting active learning and has been encouraged by a number of universities and the Ministry of Education, Culture, Sports, Science and T...

Instructors’ understanding, practices, and issues regarding the use of the case method in higher education

Modern entrepreneurship education does not fully meet the labor market requirements to young professionals. The purpose of the research is to give credibility to the pedagogical conditions for the case study method application in entrepreneurship education, as well as to verify their effectiveness. The research presents the developed model of the effectiveness of case studies in entrepreneurship education. Faculty survey and the results of the first stage of student research demonstrated students’ interest in case studies and positive motivation for working with them. However, case study skills appeared to be low. The article makes an experimental assessment of the pedagogical conditions for the effectiveness of case studies. It was established that an integrated approach is required for the effective use of the method. It is necessary to prepare faculty for both case development and discussion moderation; to determine the place of the discipline in the overall structure of entrepreneurial competencies in order to develop cases in the relevant disciplines taking into account professional motives, interests, needs and goals of students; to motivate students to work with cases. The pedagogical conditions are implemented by using previously developed cases when teaching business disciplines. When implementing the pedagogical conditions for the effectiveness of the method, the teaching of business disciplines is improved, all process participants become equal partners, the professor acts as a moderator and students work individually.

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Case Study: An Effective Technology of Modern Entrepreneurship Education

1 * Abstract: Case studies are, normally, real-world problems that might include rel- evant or irrelevant data, correct or incorrect analysis and that require some sort of interpretation or solution. The use of case studies has been a common feature of undergraduate studies in business and law for a long time. In recent years, the so-called "case method" has become quite popular in economics education as well since it is believed to help the development to three key objectives in economics education: the mastering of economics principles, the application of principles to reality and the systematic analysis of policy issues. Coupled with student-centred approaches to learning, the case method can prove a very effective method in help- ing students to achieve a deeper understanding of both economic theory and policy analysis. The article provides an account of how case studies can be effectively used in economics teaching and reviews the empirical evidence on the effectiveness of the approach.

Guglielmo Volpe

Papers

GENERAL & APPLIED ECONOMICS | REVIEW ARTICLE Case teaching in economics: History, practice and evidence