Nowadays it is quite evident that knowledge-based society necessarily involves the revaluation of human and intangible assets, as the advancement of local economies significantly depend on the qualitative and quantitative characteristics of human capital. As we can instantaneously link the universities as main actors in the creation of highly- qualified labour force, the role of universities increases parallel to the previously mentioned progresses. Universities are the general institutions of education, however in the need of adaptation to present local needs, their activities have broadened in the past decades. Most universities experienced a transition period in which next to their classic activities, namely education and research, so called third mission activities also started to count, thus serving many purposes of economy and society.
{"title":"Modern-Day Universities and Regional Development","authors":"Bence Zuti","doi":"10.5281/ZENODO.227114","DOIUrl":"https://doi.org/10.5281/ZENODO.227114","url":null,"abstract":"Nowadays it is quite evident that knowledge-based society necessarily involves the revaluation of human and intangible assets, as the advancement of local economies significantly depend on the qualitative and quantitative characteristics of human capital. As we can instantaneously link the universities as main actors in the creation of highly- qualified labour force, the role of universities increases parallel to the previously mentioned progresses. Universities are the general institutions of education, however in the need of adaptation to present local needs, their activities have broadened in the past decades. Most universities experienced a transition period in which next to their classic activities, namely education and research, so called third mission activities also started to count, thus serving many purposes of economy and society.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114104696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to be able to be changed at the level of higher education, the content of education must be changed throughout the system, among its features being the continuity and logical succession of the transmitted knowledge. The process of decentralizing education at all levels allows involvement in educational activity and other authorities than school ones, creating the conditions for establishing partnerships favorable to the education and success of pupils/students. The financial crisis affects not only all levels of education, but all educational systems in the world, perceived as such by the whole society: central and local authorities, parents, teaching staff, pupils, etc. Innovations also require support financial, but their lack is mostly due to less financial constraints and more to the educational climate, when it is characterized by the lack of cooperation, the collaboration between the teachers, between them and the pupils or their families, etc.
{"title":"Innovation in Learning a Necessity of the 21st Century","authors":"M. Turturean","doi":"10.2139/ssrn.3139546","DOIUrl":"https://doi.org/10.2139/ssrn.3139546","url":null,"abstract":"In order to be able to be changed at the level of higher education, the content of education must be changed throughout the system, among its features being the continuity and logical succession of the transmitted knowledge. The process of decentralizing education at all levels allows involvement in educational activity and other authorities than school ones, creating the conditions for establishing partnerships favorable to the education and success of pupils/students. The financial crisis affects not only all levels of education, but all educational systems in the world, perceived as such by the whole society: central and local authorities, parents, teaching staff, pupils, etc. Innovations also require support financial, but their lack is mostly due to less financial constraints and more to the educational climate, when it is characterized by the lack of cooperation, the collaboration between the teachers, between them and the pupils or their families, etc.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129464396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Information Technology - Business Process Management (IT-BPM) sector is one of the Philippines' strongest drivers of economic growth and employment and a potential driver of shared prosperity for the country. One potential enabler for IT-BPM is technical-vocational education and training (TVET) program, domestically administered by TESDA and other Technical Vocational Institutions (TVIs). TVET can improve workers' productivity and prepare them for the IT-BPM sector by teaching them relevant skills and retooling them where needed. However, the authors argue that there are challenges that limit the role of TVET in preparing workers for potential employment in the IT-BPM sector. Training content is not as responsive to industry demand as it could be because of delays in introducing or revising training regulations. There is also limited data on the quality or effectiveness of training, and on where graduates end up, making it difficult to assess the quality and effectiveness of training. Finally, there are still gaps in English proficiency, problem-solving, and higher-level skills – competencies that are not meant to be addressed by TVET training. These competency gaps limit access to opportunities available in the IT-BPM sector for many Filipinos. The lack of skills threatens lower-skill positions that could be wiped out because of automation. The government, IT-BPM firms and TVIs can address these challenges by focusing on better coordination and communication, as well as improved monitoring and quality assurance, and making TVET programs more flexible to technological change. In the long term, it is imperative that the government prioritize teaching English and problem-solving effectively. With better coordination and a long-term commitment to teaching soft skills and competencies, TVET can become a more effective tool for achieving shared prosperity.
{"title":"Technical-Vocational Education and Training for Business Process Management: Challenges and Potential","authors":"Nicholas Andrew Price, Christopher Ed Caboverde","doi":"10.2139/SSRN.3003856","DOIUrl":"https://doi.org/10.2139/SSRN.3003856","url":null,"abstract":"The Information Technology - Business Process Management (IT-BPM) sector is one of the Philippines' strongest drivers of economic growth and employment and a potential driver of shared prosperity for the country. One potential enabler for IT-BPM is technical-vocational education and training (TVET) program, domestically administered by TESDA and other Technical Vocational Institutions (TVIs). TVET can improve workers' productivity and prepare them for the IT-BPM sector by teaching them relevant skills and retooling them where needed. However, the authors argue that there are challenges that limit the role of TVET in preparing workers for potential employment in the IT-BPM sector. Training content is not as responsive to industry demand as it could be because of delays in introducing or revising training regulations. There is also limited data on the quality or effectiveness of training, and on where graduates end up, making it difficult to assess the quality and effectiveness of training. Finally, there are still gaps in English proficiency, problem-solving, and higher-level skills – competencies that are not meant to be addressed by TVET training. These competency gaps limit access to opportunities available in the IT-BPM sector for many Filipinos. The lack of skills threatens lower-skill positions that could be wiped out because of automation. The government, IT-BPM firms and TVIs can address these challenges by focusing on better coordination and communication, as well as improved monitoring and quality assurance, and making TVET programs more flexible to technological change. In the long term, it is imperative that the government prioritize teaching English and problem-solving effectively. With better coordination and a long-term commitment to teaching soft skills and competencies, TVET can become a more effective tool for achieving shared prosperity.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129655718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instructor created recorded lectures were introduced to two principles of macroeconomics and two principles of microeconomics online courses to improve student outcomes. Using the education production function, both time spent and access were modeled using a first difference regression and Generalized Method of Moments estimators. Data for this study, covering nine weeks for each course, were collected from the course management system, book publisher and college registrar. Results show that more time spent in the course management system and book publisher’s homework system lead to increased grades while accessing recorded lectures had mixed results.
{"title":"Implementing Recorded Lectures: Education Production Function Analysis in Economics Online Courses","authors":"Jennings Byrd, Dominic F. Minadeo","doi":"10.2139/ssrn.3060707","DOIUrl":"https://doi.org/10.2139/ssrn.3060707","url":null,"abstract":"Instructor created recorded lectures were introduced to two principles of macroeconomics and two principles of microeconomics online courses to improve student outcomes. Using the education production function, both time spent and access were modeled using a first difference regression and Generalized Method of Moments estimators. Data for this study, covering nine weeks for each course, were collected from the course management system, book publisher and college registrar. Results show that more time spent in the course management system and book publisher’s homework system lead to increased grades while accessing recorded lectures had mixed results.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133305278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The caselets attempt at inciting you to understand the nuances of public procurement and see what happens at the field level where they are being attempted in a very casual and ineffective way. Procurement in the public sector entails streamlining processes, reducing the prices and costs of raw material and finding better supply sources. India’s public procurement policy seeks to ensure transparency, equality and fairness and that public funds are not squandered or misused. The policy also addresses the issue of corruption and fraudulent practices. A gradual shift towards e-procurement has commenced and it is expected that a policy on the same would be adopted soon. Public procurement has a significant impact on our everyday lives as it plays a key role in the creation of both social and economic infrastructure like roads, schools, hospitals, provisions for drinking water and sanitation etc. Studies have shown that sectors like railways, defence, health, and telecommunication have allocated significant portions of their budgets to public procurement. In light also of the fact that public procurement system in India accounts for roughly 30% of the country’s GDP, the importance of having an ‘effective’ public procurement system can never be understated. In an ideal world, (public) procurement should mean acquisition of goods or services at the best possible cost, in the right quality and quantity, at the right time, in the right place and from the right source, for the ultimate benefit of the people at large. Of course, the world we live in is far from ideal and public procurement is also plagued by practical problems.
{"title":"Caselets on Public Procurement: An Attempt to Introspect","authors":"M. H. Khan","doi":"10.2139/SSRN.2925981","DOIUrl":"https://doi.org/10.2139/SSRN.2925981","url":null,"abstract":"The caselets attempt at inciting you to understand the nuances of public procurement and see what happens at the field level where they are being attempted in a very casual and ineffective way. \u0000Procurement in the public sector entails streamlining processes, reducing the prices and costs of raw material and finding better supply sources. \u0000India’s public procurement policy seeks to ensure transparency, equality and fairness and that public funds are not squandered or misused. The policy also addresses the issue of corruption and fraudulent practices. A gradual shift towards e-procurement has commenced and it is expected that a policy on the same would be adopted soon. \u0000Public procurement has a significant impact on our everyday lives as it plays a key role in the creation of both social and economic infrastructure like roads, schools, hospitals, provisions for drinking water and sanitation etc. Studies have shown that sectors like railways, defence, health, and telecommunication have allocated significant portions of their budgets to public procurement. In light also of the fact that public procurement system in India accounts for roughly 30% of the country’s GDP, the importance of having an ‘effective’ public procurement system can never be understated. In an ideal world, (public) procurement should mean acquisition of goods or services at the best possible cost, in the right quality and quantity, at the right time, in the right place and from the right source, for the ultimate benefit of the people at large. Of course, the world we live in is far from ideal and public procurement is also plagued by practical problems.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133638135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-24DOI: 10.1080/1360080X.2017.1330798
H. Bradford, Alexander Guzmán, María-Andrea Trujillo
We analyse the internationalisation process in business schools as a response to the globalisation phenomena, and argue that environmental pressures, isomorphic forces, the pool of internal resources and the alignment of the process with the institution’s general strategic plan are the main determinants of a successful internationalisation process. These determinants, two external and two internal, find support in different theoretical frameworks such as contingency, isomorphism, resources based-view, and strategic management theories. We use these theoretical approaches to discuss four propositions that explain the implementation of an appropriate internationalisation process for a business school. This paper contributes to the literature concerned with the internationalisation processes in higher education institutions highlighting the main factors that should be taken into account by school deans, university provosts, university boards and educational policy makers in guiding internationalisation process at institutional and national/sector levels.
{"title":"Determinants of Successful Internationalisation Processes in Business Schools","authors":"H. Bradford, Alexander Guzmán, María-Andrea Trujillo","doi":"10.1080/1360080X.2017.1330798","DOIUrl":"https://doi.org/10.1080/1360080X.2017.1330798","url":null,"abstract":"We analyse the internationalisation process in business schools as a response to the globalisation phenomena, and argue that environmental pressures, isomorphic forces, the pool of internal resources and the alignment of the process with the institution’s general strategic plan are the main determinants of a successful internationalisation process. These determinants, two external and two internal, find support in different theoretical frameworks such as contingency, isomorphism, resources based-view, and strategic management theories. We use these theoretical approaches to discuss four propositions that explain the implementation of an appropriate internationalisation process for a business school. This paper contributes to the literature concerned with the internationalisation processes in higher education institutions highlighting the main factors that should be taken into account by school deans, university provosts, university boards and educational policy makers in guiding internationalisation process at institutional and national/sector levels.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125228762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When it comes to professional courses; the most significant topic for discussion has been “What is the Industry Looking for”. Academicians all over have been looking forward to answers from the industry on what exactly they expect from students studying in professional courses and how can these expectations be fulfilled. Although the expectations are discussed several times but there is always a mismatch in the actual vs expectation. Moreover this gap results in the students not getting good jobs and the industry having to adjust with half baked management trainees. The overall lack of quality seems to have resulted into not only a downward plunge in the salaries and CTCs but also a huge dive in students opting for these professional courses. This paper tries to explore the factors which cause this mismatch and the probable strategies to breach this expectation gap.
{"title":"Strengthening the Industry and Academia Linkages – Role of the Government, Industry and the Institutes","authors":"Vishakha Ketan Waikar, Pooja Kushare","doi":"10.2139/ssrn.3020583","DOIUrl":"https://doi.org/10.2139/ssrn.3020583","url":null,"abstract":"When it comes to professional courses; the most significant topic for discussion has been “What is the Industry Looking for”. Academicians all over have been looking forward to answers from the industry on what exactly they expect from students studying in professional courses and how can these expectations be fulfilled. Although the expectations are discussed several times but there is always a mismatch in the actual vs expectation. Moreover this gap results in the students not getting good jobs and the industry having to adjust with half baked management trainees. The overall lack of quality seems to have resulted into not only a downward plunge in the salaries and CTCs but also a huge dive in students opting for these professional courses. This paper tries to explore the factors which cause this mismatch and the probable strategies to breach this expectation gap.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130465292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose:Technical education in India contributes a major share to the overall education system and plays a vital role in the social and economic development of the nation. Despite of rapid growth of technical education in last decade in terms of the no. of institutes and intake capacity in India, institutes failed to attract enrollments. Last three years saw, increasing gap in between the actual no. of enrollments and intake capacity; 46% of seats were vacant in Technical Education in India in 2015. The purpose of this paper is to highlight institute's role in promoting enrollments in Technical education. Design methodology: A qualitative research by a survey (through a structured questionnaire) of students who are presently enrolled (Current-students) and those who have completed their study (Alumni) belonging to the institutes offering Technical Education situated in Khandesh region of India and affiliated to the North Maharashtra University, Jalgaon. Findings: The study found that diversified characteristics of enrollments are related with the promotion mix of TE institute in selection of technical educational institute. This study investigates the usefulness of school visits, institution publications, websites, campus visits, word-of-mouth (friends, alumni, school teachers), advertisements (radio, television, magazines) and events on campus, as a tool of promotion. Social Networking and Institute's Website are the new forms of promotion mix in selection TE institute in rural part of India. Research limitations: The survey is delimited to the enrollments of technical education belonging to North Maharashtra University, Jalgaon and located in Khandesh region of India. Practical implications 60-70% of population belongs to rural part of India. Different promotional strategies of promotion mix can be used based on geographic and demographic segmentation. This will enhance, making awareness, fondness regarding Technical Education in the rural part and will act as lubricant in decision making of selecting their technical educational institute.
{"title":"Promoting an Institute: An Essential Obligation for Technical Education Evolution","authors":"Dr. Prashant Mahajan, Golahit Suresh","doi":"10.18535/IJSRE/V5I01.02","DOIUrl":"https://doi.org/10.18535/IJSRE/V5I01.02","url":null,"abstract":"Purpose:Technical education in India contributes a major share to the overall education system and plays a vital role in the social and economic development of the nation. Despite of rapid growth of technical education in last decade in terms of the no. of institutes and intake capacity in India, institutes failed to attract enrollments. Last three years saw, increasing gap in between the actual no. of enrollments and intake capacity; 46% of seats were vacant in Technical Education in India in 2015. The purpose of this paper is to highlight institute's role in promoting enrollments in Technical education. Design methodology: A qualitative research by a survey (through a structured questionnaire) of students who are presently enrolled (Current-students) and those who have completed their study (Alumni) belonging to the institutes offering Technical Education situated in Khandesh region of India and affiliated to the North Maharashtra University, Jalgaon. Findings: The study found that diversified characteristics of enrollments are related with the promotion mix of TE institute in selection of technical educational institute. This study investigates the usefulness of school visits, institution publications, websites, campus visits, word-of-mouth (friends, alumni, school teachers), advertisements (radio, television, magazines) and events on campus, as a tool of promotion. Social Networking and Institute's Website are the new forms of promotion mix in selection TE institute in rural part of India. Research limitations: The survey is delimited to the enrollments of technical education belonging to North Maharashtra University, Jalgaon and located in Khandesh region of India. Practical implications 60-70% of population belongs to rural part of India. Different promotional strategies of promotion mix can be used based on geographic and demographic segmentation. This will enhance, making awareness, fondness regarding Technical Education in the rural part and will act as lubricant in decision making of selecting their technical educational institute.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114891057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Student-centric curriculum design and implementation in higher education system are getting importance due to the reason of creating employable and skilled graduates who can take optimum decisions for industry problems and who can lead technocrat society. Even though student-centric curriculum is essential in all areas of higher education, it became essential in business management and information technology due to the fact that these areas are changing at a faster rate due to the enhanced competition in globalized business. In this paper, we have discussed the challenges and opportunities in curriculum planning, designing, and effective implementation in autonomous and affiliated business schools. We have discussed the possibility of designing industry oriented curriculum in business management and information technology, which contain both industry and research experience components. This student centric curriculum improvement model will take care of rapid growth of both the fields and the requirement of updating the curriculum with present developments. The opportunities and challenges of student-centric curriculum design and developments in Business management subject and in Information technology subjects are discussed. The advantages, benefits, constraints, and disadvantages of such system are listed. Though the implementation of the new model is challenging, the advantages and the benefits outlay the disadvantages and the constraints.
{"title":"Student Centric Curriculum Design and Implementation – Challenges & Opportunities in Business Management & IT Education","authors":"P. Aithal","doi":"10.21013/JEMS.V4.N3.P9","DOIUrl":"https://doi.org/10.21013/JEMS.V4.N3.P9","url":null,"abstract":"Student-centric curriculum design and implementation in higher education system are getting importance due to the reason of creating employable and skilled graduates who can take optimum decisions for industry problems and who can lead technocrat society. Even though student-centric curriculum is essential in all areas of higher education, it became essential in business management and information technology due to the fact that these areas are changing at a faster rate due to the enhanced competition in globalized business. In this paper, we have discussed the challenges and opportunities in curriculum planning, designing, and effective implementation in autonomous and affiliated business schools. We have discussed the possibility of designing industry oriented curriculum in business management and information technology, which contain both industry and research experience components. This student centric curriculum improvement model will take care of rapid growth of both the fields and the requirement of updating the curriculum with present developments. The opportunities and challenges of student-centric curriculum design and developments in Business management subject and in Information technology subjects are discussed. The advantages, benefits, constraints, and disadvantages of such system are listed. Though the implementation of the new model is challenging, the advantages and the benefits outlay the disadvantages and the constraints.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128096562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article deals with the main approaches to the analysis of improvement of bachelor of tourism and hospitality industry in the area of professional activity.
本文从专业活动的角度，论述了旅游与酒店管理专业本科培养的主要途径。
{"title":"Improving Training of Hotel Business Bachelors Through Interaction with Enterprises of Hotel Services in the Field of Professional Activity","authors":"E. Lysoivanenko, N. Troitskaya","doi":"10.2139/ssrn.2802001","DOIUrl":"https://doi.org/10.2139/ssrn.2802001","url":null,"abstract":"The article deals with the main approaches to the analysis of improvement of bachelor of tourism and hospitality industry in the area of professional activity.","PeriodicalId":383397,"journal":{"name":"Innovation Educator: Courses","volume":"11 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121002282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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