Students of economics, management and related study programmes have difficulty acquiring the knowledge and skills to support their learning in specialist courses/modules such as mathematics, statistics, quantitative methods for decision-making and econometrics. They use these tools and methodologies very rarely in an active or passive form during their study time but they require these skills when working on their seminar projects, bachelor theses, diploma theses or dissertations. They also need them later on- in their professional lives. The aim of the project is to develop innovative pedagogical approaches and a new learning environment in the form of study materials, open educational sources, teaching methods and software to assist the teaching of these courses/subjects by sharing experience between the partner institutions involved in the project, using analyses of the situation in the partner countries, and elsewhere in Europe and worldwide. The target groups are Economics, Management and similar study Programmes at the Bachelor (Mathematics, Statistics) level, Master and Doctoral level studies (Quantitative methods and Econometrics), in both full time or part-time mode, and participants in life long learning programmes. Since the innovated learning materials will be developed in the English language, for partners from non-English speaking countries the target group of students will be formed from overseas students in short-time mobility programmes, such as Erasmus+ KA1, and from students of compact study programmes. The learning experience from the knowledge already gained in the Czech co-ordinating institution and the other partner countries (thanks to the frequent contacts with colleagues from Economics, Mathematics and Commerce Faculties) and in Europe (via the membership in the NICE Network, long-term engagement on e-Learning introduction and participation in international conventions) has led to a strong aspiration to innovate at a European level. The experience of the partner universities in the consortium and the synergies between them are the vehicles for the delivery of such an outcome. During the project and on its completion, the following outcomes are expected: 1. A detailed analysis of the pedagogical approaches used in "quantitative" courses/modules in partner universities/countries and in other European countries (reports); 2. Conference/seminar proceedings arising from the project activities; 3. A manual for innovation in pedagogical approaches and in study environments in the partner institutions/countries; 4. Outputs of the innovation: study texts, PPT presentations, open educational sources, recommended methods of instruction and recommended software products; 5. Dissemination of the project outcomes via contributions to non-project conferences. A significant impact of the project will be the support of the target groups of the project – i.e. the lecturers who teach the subjects innovated in this project and the students who graduate from Economics and Management programmes which include studies of the innovated quantitative subjects. This will also make an important contribution to graduate employment because the knowledge and skills associated with the innovated subjects are often a prerequisite for professional employment and career development. The project consortium represents a diversity of depth and range of experience within the context of the project description. Two of the universities are located in Central Europe and two in Western Europe: Tomas Bata University in Zlín (CZ); University of Gdansk (PL); University of Leon (ES); University of Huddersfield (GB). The duration of the project is 36 months.
The aim of the project is to modernize/innovate pedagogical approaches and learning environments in the sense of study materials, using open educational sources, teaching methods and used software when teaching these courses/subjects by sharing experience with partner institutions involved in the project, using analyses of situations in partner’s countries, and elsewhere in Europe or worldwide. The content and context of the courses´ innovations must correspond with the situation when the courses are not focused on specialists in mathematics, statistics, quantitative methods or econometrics, but on users such as future economists, managers, entrepreneurs, businessmen. Regarding learning objectives, these should understand, for example, models of economic and managerial situations. They should also be able to interpret results provided by the software correctly, and not to solve them mathematically by themselves only. Regarding teaching methodology, it is necessary to turn away from the transmission of knowledge by the teacher and absorption of knowledge by students to a constructivist approach, when the students' knowledge must be constructed in their minds. Regarding the content, it is essential to make use of multimedia educational objects available as well as supporting virtual educational environments, including teacher-student communication and communication among the students. Target groups are the students of Economic, Managerial and similar study Programmes at the BSc (Maths, Statistics) Educational level, Master and Doctoral level of studies (Quantitative methods and Econometrics) as the full or part-time form and the participants of Life-time educational programme. Since the innovated study environment will be based on the English language, for partners from non-English speaking countries, the next target group will be formed from foreign students in short-time mobility programmes Erasmus+ KA1, and from students of compact study programmes.
Students of economics, management and related study programmes have difficulty acquiring the knowledge and skills to support their learning in specialist courses/modules such as mathematics, statistics, quantitative methods for decision-making and econometrics. They use these tools and methodologies very rarely in an active or passive form during their study time but they require these skills when working on their seminar projects, bachelor theses, diploma theses or dissertations. They also need them later on- in their professional lives. The learning experience from the knowledge already gained in the Czech co-ordinating institution and the other partner countries (thanks to the frequent contacts with colleagues from Economics, Mathematics and Commerce Faculties) and in Europe (via the membership in the NICE Network, long-term engagement on e-Learning introduction and participation in international conventions) has led to a strong aspiration to innovate at a European level. The experience of the partner universities in the consortium and the synergies between them are the vehicles for the delivery of such an outcome. The European Commission launched the document "Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources“ with the aim to enhance innovation and digital skills in schools and universities (25.9.2013, 13 pages). In Part 1.1. Innovative organisations it stipulates: Education and training institutions need to review their organisational strategies to stimulate innovative learning practices. This statement quite nicely characterizes the project goals to innovate the research environment and educational approach in Mathematics and Statistics, Operations Research/ Management Science, Econometrics, with aim to induce new, innovative approach to research. Study innovations in he above subjects will be introduced, based on feedback from students and from the educational experience of partnering institutions, use of own or open research support and software. In the European Commission document "Supporting growth and jobs – an agenda for the modernization of Europe's higher education systems“ (20.9.2011, 16 pages) the project addresses the Part 2.2. content Improving the quality and relevance of higher education and the Part 2.4 Making the knowledge triangle work: Linking higher education, research and business for excellence and regional development. The knowledge and skills acquired in the mentioned subjects during the study of project works, in the BC and dissertation, in scientific publishing during the doctoral studies and PhD doctoral thesis and last but not least, during own expert and occupational experience.