The“Internet Plus”business model calls for the optimization of business education in higher education institutes.The fast pace of“Internet Plus”requires business students to have abundant interdisciplinary knowled...The“Internet Plus”business model calls for the optimization of business education in higher education institutes.The fast pace of“Internet Plus”requires business students to have abundant interdisciplinary knowledge,comprehensive modern business skills,habits of lifelong self-learning,and the courage to innovate.This paper proposes that higher education institutes should improve their business education programs in the following ways:firstly,form teaching alliances to provide interdisciplinary learning opportunities for business students;secondly,establish a social practice tutor team from excellent alumni;thirdly,build an online education platform for alumni to develop lifelong autonomous learning habits;finally,explore the three-tutor training model for business students.展开更多
The School of Economics and Management at Tsinghua University （Tsinghua SEM） was recently awarded accreditation by AACSB International （The Association to Advance Collegiate Schools of Business）. This makes Tsingh...The School of Economics and Management at Tsinghua University （Tsinghua SEM） was recently awarded accreditation by AACSB International （The Association to Advance Collegiate Schools of Business）. This makes Tsinghua SEM the first in Chinese Mainland to be accredited for having met the highest standard of achievement in education and research for business schools worldwide.展开更多
This article presents some practical approaches inteaching Business English to freshmen of the Continu-ing Education College.It introduces three attempts inmatching the students’situation with the teachingtasks,combi...This article presents some practical approaches inteaching Business English to freshmen of the Continu-ing Education College.It introduces three attempts inmatching the students’situation with the teachingtasks,combining teaching with practice,and givingstudents periodic tests and a variety of test formats in-stead of only giving one test at the end of the term.Itis shown,through the practical attempts,that theapproaches are effective.展开更多
Chinese business education differs from British business education in many respects.On the whole,it focuses on the acquisition of theoretical knowledge,whereas British business education places far more emphasis on so...Chinese business education differs from British business education in many respects.On the whole,it focuses on the acquisition of theoretical knowledge,whereas British business education places far more emphasis on soft management skills and team-work.This paper examines a split-site business degree program offered by a Chinese international school and a British business school,and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an“English for specific purposes”perspective.The study conducted classroom observation,semi-structured interviews,and a questionaire survey,and identifies areas of difficulty for Chinese business students in the UK,in particular regarding their beliefs about teacher and student roles,their learning priorities and learning strategies,and their“goal-oriented”approach to discussion,which is at odds with the more collaborative and exploratory Western discussion strategies.The findings have implications for pre-sessional and in-sessional English course design,the management of split-site business degree programs,the teaching of Chinese students,and the enhancement of learning experiences generally in international business programs.展开更多
基金the Nanjing University of Finance and Economics 2020 Ideological and Political Demonstration Class Project“Industrial Economics”(Project Number:CQF2020001).
文摘The“Internet Plus”business model calls for the optimization of business education in higher education institutes.The fast pace of“Internet Plus”requires business students to have abundant interdisciplinary knowledge,comprehensive modern business skills,habits of lifelong self-learning,and the courage to innovate.This paper proposes that higher education institutes should improve their business education programs in the following ways:firstly,form teaching alliances to provide interdisciplinary learning opportunities for business students;secondly,establish a social practice tutor team from excellent alumni;thirdly,build an online education platform for alumni to develop lifelong autonomous learning habits;finally,explore the three-tutor training model for business students.
文摘The School of Economics and Management at Tsinghua University （Tsinghua SEM） was recently awarded accreditation by AACSB International （The Association to Advance Collegiate Schools of Business）. This makes Tsinghua SEM the first in Chinese Mainland to be accredited for having met the highest standard of achievement in education and research for business schools worldwide.
文摘This article presents some practical approaches inteaching Business English to freshmen of the Continu-ing Education College.It introduces three attempts inmatching the students’situation with the teachingtasks,combining teaching with practice,and givingstudents periodic tests and a variety of test formats in-stead of only giving one test at the end of the term.Itis shown,through the practical attempts,that theapproaches are effective.
基金The Twelfth Five-Year Plan of Social Science Research,Jiangxi Province,China“Chinese business students’turn-taking behavior in classroom group discussion from a cultural perspective”(project no.15YY24)a project of Humanities and Social Science Research,Jiangxi Province,China“The localisation of the IRF(initiation-response-follow-up)model in Chinese college students’English group discussion discourse from a cultural perspective”(project no.YY17205).
文摘Chinese business education differs from British business education in many respects.On the whole,it focuses on the acquisition of theoretical knowledge,whereas British business education places far more emphasis on soft management skills and team-work.This paper examines a split-site business degree program offered by a Chinese international school and a British business school,and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an“English for specific purposes”perspective.The study conducted classroom observation,semi-structured interviews,and a questionaire survey,and identifies areas of difficulty for Chinese business students in the UK,in particular regarding their beliefs about teacher and student roles,their learning priorities and learning strategies,and their“goal-oriented”approach to discussion,which is at odds with the more collaborative and exploratory Western discussion strategies.The findings have implications for pre-sessional and in-sessional English course design,the management of split-site business degree programs,the teaching of Chinese students,and the enhancement of learning experiences generally in international business programs.
