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Business: Humanity and Corporation in the Workplace
Learning through new technologies in the classroom provide students exciting opportunities to develop meaningful links with the outside world in protective and comfortable academic environment ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"yRlcf9aA","properties":{"formattedCitation":"(uberbrand)","plainCitation":"(uberbrand)","noteIndex":0},"citationItems":[{"id":558,"uris":["http://zotero.org/users/local/vDOrLj7p/items/UJV3A4DJ"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/UJV3A4DJ"],"itemData":{"id":558,"type":"post-weblog","abstract":"New technologies in the classroom offer exciting opportunities for students to make meaningful connections with the outside world from the comfort and protection of their school environment. The information age opens a world of possibilities for teachers to demonstrate the value of subjects in a wider life context by connecting student interests to real world … Continued","language":"en-US","title":"The importance of connecting classrooms to the real world -","URL":"http://schoolsubscriptions.com.au/the-importance-of-connecting-classrooms-to-the-real-world/","author":[{"family":"uberbrand","given":""}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2017",3,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (uberbrand). This era of information opens up various possibilities for teachers to demonstrate the subject effectively to the students. By connecting students interests with the real world by developing an active learning environment. So, the classroom becomes their place of gaining work experience ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"IvjNZuJJ","properties":{"formattedCitation":"({\\i{}The Importance of Human Relations in the Workplace})","plainCitation":"(The Importance of Human Relations in the Workplace)","noteIndex":0},"citationItems":[{"id":556,"uris":["http://zotero.org/users/local/vDOrLj7p/items/44IBUG2K"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/44IBUG2K"],"itemData":{"id":556,"type":"webpage","abstract":"Workplace relationships help businesses foster creativity, boost morale and improve employee retention. Understanding some of the the ways that human relations can impact the costs, competitiveness and long-term economic sustainability of a business helps to underscore their importance.","language":"en","title":"The Importance of Human Relations in the Workplace","URL":"https://smallbusiness.chron.com/importance-human-relations-workplace-23061.html","accessed":{"date-parts":[["2019",12,4]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (The Importance of Human Relations in the Workplace). On the other hand, literature broadened the horizon which provides us the opportunity to learn from people who are different from us. However, literature might not help us in answering the economic crises and sustainability challenges but it could bring a fresh perspective particularly while dealing with people.
The industrial era education model can be observed as the place in which students nurture innovative skills through in-depth understanding ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"DKkDR3Sk","properties":{"formattedCitation":"(uberbrand)","plainCitation":"(uberbrand)","noteIndex":0},"citationItems":[{"id":558,"uris":["http://zotero.org/users/local/vDOrLj7p/items/UJV3A4DJ"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/UJV3A4DJ"],"itemData":{"id":558,"type":"post-weblog","abstract":"New technologies in the classroom offer exciting opportunities for students to make meaningful connections with the outside world from the comfort and protection of their school environment. The information age opens a world of possibilities for teachers to demonstrate the value of subjects in a wider life context by connecting student interests to real world … Continued","language":"en-US","title":"The importance of connecting classrooms to the real world -","URL":"http://schoolsubscriptions.com.au/the-importance-of-connecting-classrooms-to-the-real-world/","author":[{"family":"uberbrand","given":""}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2017",3,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (uberbrand). The students with business as major subject need to start their careers by resolving the issue through innovative skills and require to work in the interdisciplinary groups ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"xveEhw5D","properties":{"formattedCitation":"(Bolinger et al.)","plainCitation":"(Bolinger et al.)","noteIndex":0},"citationItems":[{"id":566,"uris":["http://zotero.org/users/local/vDOrLj7p/items/V2ISCFQE"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/V2ISCFQE"],"itemData":{"id":566,"type":"paper-conference","abstract":"Case studies have been successfully integrated into a wide variety of educational contexts and disciplines. Today, case studies are increasingly accepted as valuable teaching tools in science and engineering curriculums to complement the underlying theory of the field. Well-articulated cases can reinforce abstract concepts, demonstrate the nature of real client interactions, and showcase the relevance of soft skills to students that lack significant practical experience. However, assembling and delivering quality case studies to students requires a great deal of practical disciplinary knowledge, and a careful alignment of the case content and delivery style with curricular objectives, course learning outcomes, and the overarching institutional format. In this paper, we summarize our experience with an approach for constructing case study teaching materials that are integrative and deep in content, but also carefully aligned to the core principles and format of a senior-level software engineering course. Our approach ensures that the cases are complex enough to retain their realism and intrinsic appeal, while mirroring the format and objectives of the course such that the cases reinforce key points in a familiar and consistent fashion to the students.","container-title":"2011 Frontiers in Education Conference (FIE)","DOI":"10.1109/FIE.2011.6142882","event":"2011 Frontiers in Education Conference (FIE)","note":"ISSN: 2377-634X","page":"T4G-1-T4G-6","source":"IEEE Xplore","title":"Connecting reality with theory — An approach for creating integrative industry case studies in the software engineering curriculum","author":[{"family":"Bolinger","given":"Joe"},{"family":"Herold","given":"Michael"},{"family":"Ramnath","given":"Rajiv"},{"family":"Ramanathan","given":"Jayashree"}],"issued":{"date-parts":[["2011",10]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Bolinger et al.). For this purpose, they need to learn effective communication strategies to maintain a good relationship with colleagues and clients. The course of the business students is designed in such a way that they used to work on client-based projects by which students gain practical experience ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"9vP54YZg","properties":{"formattedCitation":"(Foster and Yaoyuneyong)","plainCitation":"(Foster and Yaoyuneyong)","noteIndex":0},"citationItems":[{"id":553,"uris":["http://zotero.org/users/local/vDOrLj7p/items/VLNZIGQ2"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/VLNZIGQ2"],"itemData":{"id":553,"type":"article-journal","abstract":"Business students beginning their careers find that they must innovate to solve nebulous problems, work in interdisciplinary groups and environments, and effectively communicate their knowledge to colleagues and clients with diverse backgrounds. Addressing this, researchers devised a flipped classroom cross-disciplinary (CD) client-based project (CBP), in which two different business classes, containing students from two different fields, worked together on a semester-long project. The project aimed to address three areas in which students tend to be weak as they attempt to begin their careers: innovativeness, interdisciplinary collaboration, and real-world experience. The flipped classroom CD CBP was centered around two different innovation methods (Design Thinking and Productive Thinking) in order to create an appropriate learning environment. Results showed that students recognized the value of the process, perceived improvements in their communication skills, and were left feeling more prepared for real-world workplace environments. As an exploratory case study, this paper provides insight into student perceptions of flipped classroom CD collaboration, and serves as a starting point in developing more real-world experiences in the classroom.","container-title":"Higher Education Pedagogies","DOI":"10.1080/23752696.2015.1134195","ISSN":"null","issue":"1","page":"42-56","source":"Taylor and Francis+NEJM","title":"Teaching innovation: equipping students to overcome real-world challenges","title-short":"Teaching innovation","volume":"1","author":[{"family":"Foster","given":"Jamye"},{"family":"Yaoyuneyong","given":"Gallayanee"}],"issued":{"date-parts":[["2016",1,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Foster and Yaoyuneyong). Through working on these semester projects in which students from two separate classes with different fields work on one project ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UK6y2ro9","properties":{"formattedCitation":"(Smeby)","plainCitation":"(Smeby)","noteIndex":0},"citationItems":[{"id":564,"uris":["http://zotero.org/users/local/vDOrLj7p/items/PMH3TGEW"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/PMH3TGEW"],"itemData":{"id":564,"type":"article-journal","abstract":"Studies of students’ educational outcomes tend to be based on rather simple input–output models. The aim of this article is to demonstrate that more informed theoretical perspectives are appropriate to analyses of quantitative data on professional learning processes. It is suggested that ‘connection to knowledge’ and ‘wanting structure’ are appropriate concepts in this respect. Results from a study of college students show that their expected educational outcomes, in terms of specific knowledge, practical skills and reflexivity, when they enrol are positively related to their connection to the respective aspects of knowledge in the final term of study. The analysis also points out that students’ experiences of a lack of professional knowledge should not only be interpreted as displaying weaknesses in educational programmes, but that it could also indicate that they have developed a ‘wanting structure’, and that they have realised the need for continuous improvement of their professional knowledge.","container-title":"Studies in Higher Education","DOI":"10.1080/03075070701267251","ISSN":"0307-5079","issue":"2","journalAbbreviation":"Studies in Higher Education","page":"207-224","source":"srhe.tandfonline.com (Atypon)","title":"Connecting to professional knowledge","volume":"32","author":[{"family":"Smeby","given":"Jens‐Christian"}],"issued":{"date-parts":[["2007",4,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Smeby). The curriculum of business is designed in particular way in which student can acquire maximum professional experience in the classroom ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"B19Ud0HL","properties":{"formattedCitation":"(Foster and Yaoyuneyong)","plainCitation":"(Foster and Yaoyuneyong)","noteIndex":0},"citationItems":[{"id":553,"uris":["http://zotero.org/users/local/vDOrLj7p/items/VLNZIGQ2"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/VLNZIGQ2"],"itemData":{"id":553,"type":"article-journal","abstract":"Business students beginning their careers find that they must innovate to solve nebulous problems, work in interdisciplinary groups and environments, and effectively communicate their knowledge to colleagues and clients with diverse backgrounds. Addressing this, researchers devised a flipped classroom cross-disciplinary (CD) client-based project (CBP), in which two different business classes, containing students from two different fields, worked together on a semester-long project. The project aimed to address three areas in which students tend to be weak as they attempt to begin their careers: innovativeness, interdisciplinary collaboration, and real-world experience. The flipped classroom CD CBP was centered around two different innovation methods (Design Thinking and Productive Thinking) in order to create an appropriate learning environment. Results showed that students recognized the value of the process, perceived improvements in their communication skills, and were left feeling more prepared for real-world workplace environments. As an exploratory case study, this paper provides insight into student perceptions of flipped classroom CD collaboration, and serves as a starting point in developing more real-world experiences in the classroom.","container-title":"Higher Education Pedagogies","DOI":"10.1080/23752696.2015.1134195","ISSN":"null","issue":"1","page":"42-56","source":"Taylor and Francis+NEJM","title":"Teaching innovation: equipping students to overcome real-world challenges","title-short":"Teaching innovation","volume":"1","author":[{"family":"Foster","given":"Jamye"},{"family":"Yaoyuneyong","given":"Gallayanee"}],"issued":{"date-parts":[["2016",1,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Foster and Yaoyuneyong). The major objective of these semester projects is to provide students an opportunity to learn innovative skills through collaborating people from interdisciplinary fields. This methodology is centered on two separate innovative methodologies which include productive thinking and design thinking for creating a suitable learning environment ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"xB2rPIOG","properties":{"formattedCitation":"(Foster and Yaoyuneyong)","plainCitation":"(Foster and Yaoyuneyong)","noteIndex":0},"citationItems":[{"id":553,"uris":["http://zotero.org/users/local/vDOrLj7p/items/VLNZIGQ2"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/VLNZIGQ2"],"itemData":{"id":553,"type":"article-journal","abstract":"Business students beginning their careers find that they must innovate to solve nebulous problems, work in interdisciplinary groups and environments, and effectively communicate their knowledge to colleagues and clients with diverse backgrounds. Addressing this, researchers devised a flipped classroom cross-disciplinary (CD) client-based project (CBP), in which two different business classes, containing students from two different fields, worked together on a semester-long project. The project aimed to address three areas in which students tend to be weak as they attempt to begin their careers: innovativeness, interdisciplinary collaboration, and real-world experience. The flipped classroom CD CBP was centered around two different innovation methods (Design Thinking and Productive Thinking) in order to create an appropriate learning environment. Results showed that students recognized the value of the process, perceived improvements in their communication skills, and were left feeling more prepared for real-world workplace environments. As an exploratory case study, this paper provides insight into student perceptions of flipped classroom CD collaboration, and serves as a starting point in developing more real-world experiences in the classroom.","container-title":"Higher Education Pedagogies","DOI":"10.1080/23752696.2015.1134195","ISSN":"null","issue":"1","page":"42-56","source":"Taylor and Francis+NEJM","title":"Teaching innovation: equipping students to overcome real-world challenges","title-short":"Teaching innovation","volume":"1","author":[{"family":"Foster","given":"Jamye"},{"family":"Yaoyuneyong","given":"Gallayanee"}],"issued":{"date-parts":[["2016",1,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Foster and Yaoyuneyong). It is observed through such collaborative activities students have significantly improved their communication skills. The main purpose of giving education to the student is that they must be prepared to deal with real-life challenges. As the knowledge sharing economy can be derived through the power of connectivity. It is also required to develop opportunities for students so that they could collaborate and spread ideas ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"XSwWEBhp","properties":{"formattedCitation":"(Foster and Yaoyuneyong)","plainCitation":"(Foster and Yaoyuneyong)","noteIndex":0},"citationItems":[{"id":553,"uris":["http://zotero.org/users/local/vDOrLj7p/items/VLNZIGQ2"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/VLNZIGQ2"],"itemData":{"id":553,"type":"article-journal","abstract":"Business students beginning their careers find that they must innovate to solve nebulous problems, work in interdisciplinary groups and environments, and effectively communicate their knowledge to colleagues and clients with diverse backgrounds. 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As an exploratory case study, this paper provides insight into student perceptions of flipped classroom CD collaboration, and serves as a starting point in developing more real-world experiences in the classroom.","container-title":"Higher Education Pedagogies","DOI":"10.1080/23752696.2015.1134195","ISSN":"null","issue":"1","page":"42-56","source":"Taylor and Francis+NEJM","title":"Teaching innovation: equipping students to overcome real-world challenges","title-short":"Teaching innovation","volume":"1","author":[{"family":"Foster","given":"Jamye"},{"family":"Yaoyuneyong","given":"Gallayanee"}],"issued":{"date-parts":[["2016",1,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Foster and Yaoyuneyong).
The business studies are considered as the international subject it is a globally recognized subject. This subject enhances communication skills and also requires strong communication skills while dealing in the real world. This is one of the broad subjects of social sciences which opens several other study field paths to become specialized in. These subjects includes finance, accountancy, marketing, and HRM. Business studies courses cover the specialization in a wide range that allows the students to emphasis more on particular areas later ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"qLbitOMk","properties":{"formattedCitation":"(Smeby)","plainCitation":"(Smeby)","noteIndex":0},"citationItems":[{"id":564,"uris":["http://zotero.org/users/local/vDOrLj7p/items/PMH3TGEW"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/PMH3TGEW"],"itemData":{"id":564,"type":"article-journal","abstract":"Studies of students’ educational outcomes tend to be based on rather simple input–output models. The aim of this article is to demonstrate that more informed theoretical perspectives are appropriate to analyses of quantitative data on professional learning processes. It is suggested that ‘connection to knowledge’ and ‘wanting structure’ are appropriate concepts in this respect. Results from a study of college students show that their expected educational outcomes, in terms of specific knowledge, practical skills and reflexivity, when they enrol are positively related to their connection to the respective aspects of knowledge in the final term of study. The analysis also points out that students’ experiences of a lack of professional knowledge should not only be interpreted as displaying weaknesses in educational programmes, but that it could also indicate that they have developed a ‘wanting structure’, and that they have realised the need for continuous improvement of their professional knowledge.","container-title":"Studies in Higher Education","DOI":"10.1080/03075070701267251","ISSN":"0307-5079","issue":"2","journalAbbreviation":"Studies in Higher Education","page":"207-224","source":"srhe.tandfonline.com (Atypon)","title":"Connecting to professional knowledge","volume":"32","author":[{"family":"Smeby","given":"Jens‐Christian"}],"issued":{"date-parts":[["2007",4,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Smeby). Through studying business students acquire an understanding of the wide range of areas such as economic, technology, statistics, marketing, ethics, and accounting. The student used to gain knowledge of various business areas and they are also provided knowledge on how these areas work together with management skills and strategy. The business courses mostly have the practical element in it which required students to complete their final year project that involves implementing their research skills and theoretical learning in the real world business communication ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"JFjA0g7p","properties":{"formattedCitation":"(Smeby)","plainCitation":"(Smeby)","noteIndex":0},"citationItems":[{"id":564,"uris":["http://zotero.org/users/local/vDOrLj7p/items/PMH3TGEW"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/PMH3TGEW"],"itemData":{"id":564,"type":"article-journal","abstract":"Studies of students’ educational outcomes tend to be based on rather simple input–output models. The aim of this article is to demonstrate that more informed theoretical perspectives are appropriate to analyses of quantitative data on professional learning processes. It is suggested that ‘connection to knowledge’ and ‘wanting structure’ are appropriate concepts in this respect. Results from a study of college students show that their expected educational outcomes, in terms of specific knowledge, practical skills and reflexivity, when they enrol are positively related to their connection to the respective aspects of knowledge in the final term of study. The analysis also points out that students’ experiences of a lack of professional knowledge should not only be interpreted as displaying weaknesses in educational programmes, but that it could also indicate that they have developed a ‘wanting structure’, and that they have realised the need for continuous improvement of their professional knowledge.","container-title":"Studies in Higher Education","DOI":"10.1080/03075070701267251","ISSN":"0307-5079","issue":"2","journalAbbreviation":"Studies in Higher Education","page":"207-224","source":"srhe.tandfonline.com (Atypon)","title":"Connecting to professional knowledge","volume":"32","author":[{"family":"Smeby","given":"Jens‐Christian"}],"issued":{"date-parts":[["2007",4,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Smeby). While studying business the specific way in which one can apply their academic learning skills is while performing their final year project. It required a practical implication to develop a strong project. The final year project is mostly based on the project of a specific company by performing such projects one can not only acquire academic objectives but it also helpful for the concerned company ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"YiD8C6wG","properties":{"formattedCitation":"(Bolinger et al.)","plainCitation":"(Bolinger et al.)","noteIndex":0},"citationItems":[{"id":566,"uris":["http://zotero.org/users/local/vDOrLj7p/items/V2ISCFQE"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/V2ISCFQE"],"itemData":{"id":566,"type":"paper-conference","abstract":"Case studies have been successfully integrated into a wide variety of educational contexts and disciplines. Today, case studies are increasingly accepted as valuable teaching tools in science and engineering curriculums to complement the underlying theory of the field. Well-articulated cases can reinforce abstract concepts, demonstrate the nature of real client interactions, and showcase the relevance of soft skills to students that lack significant practical experience. However, assembling and delivering quality case studies to students requires a great deal of practical disciplinary knowledge, and a careful alignment of the case content and delivery style with curricular objectives, course learning outcomes, and the overarching institutional format. In this paper, we summarize our experience with an approach for constructing case study teaching materials that are integrative and deep in content, but also carefully aligned to the core principles and format of a senior-level software engineering course. Our approach ensures that the cases are complex enough to retain their realism and intrinsic appeal, while mirroring the format and objectives of the course such that the cases reinforce key points in a familiar and consistent fashion to the students.","container-title":"2011 Frontiers in Education Conference (FIE)","DOI":"10.1109/FIE.2011.6142882","event":"2011 Frontiers in Education Conference (FIE)","note":"ISSN: 2377-634X","page":"T4G-1-T4G-6","source":"IEEE Xplore","title":"Connecting reality with theory — An approach for creating integrative industry case studies in the software engineering curriculum","author":[{"family":"Bolinger","given":"Joe"},{"family":"Herold","given":"Michael"},{"family":"Ramnath","given":"Rajiv"},{"family":"Ramanathan","given":"Jayashree"}],"issued":{"date-parts":[["2011",10]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Bolinger et al.).
The humanities and literature are broadly linked with business world however these are most challenging and complicated areas. It provides information about how much the business structure is in a good process, and have well-organized policies. The people will always seems as unpredictable and complicated in this way literature helps us a lot ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"YiD8C6wG","properties":{"formattedCitation":"(Bolinger et al.)","plainCitation":"(Bolinger et al.)","noteIndex":0},"citationItems":[{"id":566,"uris":["http://zotero.org/users/local/vDOrLj7p/items/V2ISCFQE"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/V2ISCFQE"],"itemData":{"id":566,"type":"paper-conference","abstract":"Case studies have been successfully integrated into a wide variety of educational contexts and disciplines. Today, case studies are increasingly accepted as valuable teaching tools in science and engineering curriculums to complement the underlying theory of the field. Well-articulated cases can reinforce abstract concepts, demonstrate the nature of real client interactions, and showcase the relevance of soft skills to students that lack significant practical experience. However, assembling and delivering quality case studies to students requires a great deal of practical disciplinary knowledge, and a careful alignment of the case content and delivery style with curricular objectives, course learning outcomes, and the overarching institutional format. In this paper, we summarize our experience with an approach for constructing case study teaching materials that are integrative and deep in content, but also carefully aligned to the core principles and format of a senior-level software engineering course. Our approach ensures that the cases are complex enough to retain their realism and intrinsic appeal, while mirroring the format and objectives of the course such that the cases reinforce key points in a familiar and consistent fashion to the students.","container-title":"2011 Frontiers in Education Conference (FIE)","DOI":"10.1109/FIE.2011.6142882","event":"2011 Frontiers in Education Conference (FIE)","note":"ISSN: 2377-634X","page":"T4G-1-T4G-6","source":"IEEE Xplore","title":"Connecting reality with theory — An approach for creating integrative industry case studies in the software engineering curriculum","author":[{"family":"Bolinger","given":"Joe"},{"family":"Herold","given":"Michael"},{"family":"Ramnath","given":"Rajiv"},{"family":"Ramanathan","given":"Jayashree"}],"issued":{"date-parts":[["2011",10]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Bolinger et al.). Literature captures these things more acutely and the text provides us how to encounter these challenges. It will provide us the more simplistic ways to handle this human nature.
It is also believed that great literature multidimensional nature assists the market leaders to enhance emotional intelligence and self-understanding and help people to become more open towards an alternative perspective ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"aSifUhHO","properties":{"formattedCitation":"(Biriotti)","plainCitation":"(Biriotti)","noteIndex":0},"citationItems":[{"id":568,"uris":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"itemData":{"id":568,"type":"article-newspaper","abstract":"Literature may not have the answers to the challenges of sustainability or economic crises, but it can bring a fresh approache, argues Maurice Biriotti","container-title":"The Guardian","ISSN":"0261-3077","language":"en-GB","section":"Guardian Sustainable Business","source":"www.theguardian.com","title":"What can literature teach us about doing business better?","URL":"https://www.theguardian.com/sustainable-business/blog/what-can-literature-teach-about-business","author":[{"family":"Biriotti","given":"Maurice"}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2013",1,17]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Biriotti).
For understanding human behavior humanities and literature particularly help us a lot to give an insight into human understanding but it does not make sense while performing the economic analysis ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"0POPvius","properties":{"formattedCitation":"(Saunders and Lewis)","plainCitation":"(Saunders and Lewis)","noteIndex":0},"citationItems":[{"id":570,"uris":["http://zotero.org/users/local/vDOrLj7p/items/NISGWMET"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/NISGWMET"],"itemData":{"id":570,"type":"book","abstract":"About this book It is now fourteen years since we collaborated in the writing of our first research methods book. In 2009 the fifth edition was published (Saunders et al., 2009). The success of that book suggests that research methods is a popular subject with business and management students. This may be so. But we think that it has more to do with the fact research methods is a complex area- one where it is easy to do things, but much less easy to do things right. When we planned the first book we had one overall mission in mind. That was to write a book in a way that came as near as possible to the way in which we taught our students. By this we mean that we wanted to be clear and straightforward, and explain things in a way that lost none of the complexity, or academic rigour of the subject. Over the years this mission has not altered. We feel just as passionate about clear communication as we did back in 1997. However, things in the world of business and management education have changed since 1997, and this book reflects those changes. In 1997 the normal requirement was for undergraduate students in their final year, to undertake a large piece of research which involved them in collecting their own data and was assessed by means of a written project report. This is now often not the case. Although some degree programmes still require students to complete an assessed research project, they may be told that, rather than collect their own data, they should use only data that have already been collected for some other purpose (secondary data), or alternatively, write an extended review of the literature. For a second category of students on undergraduate programmes the extent of their research work is a research methods module which is assessed by a research proposal. There is a third category, those business and management students who opt not to do a research project at all. We have written this book to cater for all three categories of student. For those undertaking research to be assessed by a written project report we aim to help in all aspects of the research process; from thinking of a topic through to writing the final submission. We therefore include material, in chapter three, on managing the research process; as well as chapters on using secondary data (chapter 4) and reviewing the literature (chapter 2). There are also two chapters (6 and 7) on collecting and analysing data as an understanding of these is important for all types of research projects as well as preparing a research proposal. If you’re taking a research methods module which is assessed by a research proposal you will find that there is considerable emphasis upon the preparation of a research proposal. Indeed, chapter 8 deals specifically with writing the research proposal. It may sound strange, but we think that business and management students in the third category, those who opt not to do a research project at all, can gain just as much from this book as those in the other two categories. As a student you will spend much of your time studying material which is the result of careful research which has been scrutinised by the research community prior to publication. This scrutiny is a guarantee of good quality: that you should put your faith in what you have read. However, some of what you read may not have been through quite such a rigorous process. Knowing something about the research process enables you to ask the right questions of the material you are studying. It gives you the sense of healthy scepticism that is the hallmark of a university education. How you might use this book We don’t anticipate that you will read this book progressively from chapter 1 through to chapter 8. In fact, you may not read all the chapters, although we certainly hope that you will! The reason we suspect is that you will choose those chapters that meet your own needs. This may be because you are in one of the categories we mentioned earlier, have specific questions about the research process you need to answer, or it may be that your research methods lecturers specify certain chapters. We’ve written the chapters in such a way that they stand alone. To some extent they draw inevitably on material from other chapters directly. Where this is so, we have cross- referenced to the relevant chapter. But the point remains that you can pick up any chapter in isolation and make sense of it. This book is not a self-study text in the truest sense; there are no questions with model answers! However, we have included points in each chapter which facilitate an element of independent learning. Each chapter begins with a summary of content which we call 'Why read this chapter?’ This gives you some idea of the chapter content and the approach we have taken to the topic being discussed. Each chapter contains a small number of examples of research called 'Research in Practice'. These serve to illustrate in a practical manner some of the points being made in the chapter, in much the same way as a lecturer would give practical examples in a research methods lecture. Every chapter ends with a summary of the main points in the chapter and a section called ‘Thinking about …’ Here we make suggestions as to how you may test and reinforce the learning you have achieved during the reading of the chapter. Throughout the book key research terms we use are isolated and placed in ‘Key terms definition’ boxes to make it easy for you to refresh your understanding of these terms as you read through chapter. What’s in the book? Chapter 1 deals with the first issue you will encounter in the research process: choosing the right research topic. We suggest some novel ways in which you may decide upon your topic, offer guidance in deciding what constitutes an effective research topic, and consider some topics which may be problematic. In the latter part of the chapter we deal with the issue of defining suitable research questions and objectives. The chapter ends with a discussion on what is meant by the all important term ‘theory’. In chapter 2 we approach the subject of the literature review. We offer some practical suggestions on the way you may go about approaching your literature review and actually conducting it, particularly through the use of information technology. The chapter also explains what constitutes an effective critical literature review and offers guidance in how it may be structured. Chapter 3 is concerned with practical issues concerning gaining access to work organizations from which you may collect your own research data. In this chapter we also consider the issues of self-management you may face in conducting your research, particularly the effective use of resources such as time. The management of other aspects of the research process is also discussed, such as your supervisor, university and those from whom you collect your data. We also help you to think about the ways in which you adhere to the code of research ethics that you will be required to observe. In chapter 4 we consider the use of secondary data. We discuss the valuable role which secondary data may play in your research and the reasons you may use secondary data. The ready availability of a wealth of secondary data, particularly as a result of the growth of the Internet is considered. We also warn you about some of the pitfalls inherent in the use of secondary data and how to assess its value to your own research project. The subject of chapter 5 is research strategy. This involves a consideration of the main philosophies you may adopt and the ways in which they affect choice of strategy. We discuss the different types of research strategy, with an emphasis upon the possibility of mixing strategies in one research project. We end the chapter with a discussion about the importance of validity and reliability: ensuring that your research results and conclusions are believable. Chapter 6 gets to the heart of the research process: the collection of data. We explain how to: choose a sample; draft an effective questionnaire and conduct effective interviews in their various forms, including electronic means. In chapter 7 we deal with the process of data analysis. We discuss the two types of data: quantitative and qualitative and the ways in which these data may be prepared for analysis and actually analysed. The use of statistics in both the presentation and analysis of data is explained with particular emphasis upon the use of different software packages. We also discuss ways in which qualitative data may be prepared for analysis and analysed. As with the analysis of quantitative data we emphasise the way in which you may develop theory from the analysed data. Chapter 8 is devoted to the writing of your research proposal. We explain how the process of writing clarifies your ideas and we emphasise the importance of treating the research proposal as an item of ‘work in progress’ by constantly revising it. The chapter also includes a discussion on what content the proposal should contain; how it may be structured and the appropriate writing style to be adopted. Finally, we suggest some of the criteria against which the quality of your research proposal may be assessed. We hope you will learn a lot from this book, that’s why it exists! But we also hope that you will enjoy reading it. Doing your research project should be fun! Mark and Phil Reference Saunders, M., Lewis, P. and Thornhill, A. (2009). Research Methods for Business Students. (5th edition). Harlow: FT Prentice Hall.","event-place":"Harlow","ISBN":"978-0-273-72641-8","number-of-pages":"233","publisher":"Pearson","publisher-place":"Harlow","source":"epubs.surrey.ac.uk","title":"Doing Research in Business & Management: An Essential Guide to Planning Your Project","title-short":"Doing Research in Business & Management","URL":"http://epubs.surrey.ac.uk/817620/","author":[{"family":"Saunders","given":"M. N. K."},{"family":"Lewis","given":"P."}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2012",1,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Saunders and Lewis). The literature studied, in general, help us while dealing with customers, colleagues, and partners. The traditional business approaches and tools are not usually helpful while talking and understanding human behavior. Although human behavior is one of the major challenges of today’s business which includes sustainability challenges, global power shifting, and economic crisis. Although a person cannot find answers to all of these issues in essays or novels in any literary criticism. But a person might find fresh approaches when dealing with these issues in business ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"65xMeMsj","properties":{"formattedCitation":"(Saunders and Lewis)","plainCitation":"(Saunders and Lewis)","noteIndex":0},"citationItems":[{"id":570,"uris":["http://zotero.org/users/local/vDOrLj7p/items/NISGWMET"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/NISGWMET"],"itemData":{"id":570,"type":"book","abstract":"About this book It is now fourteen years since we collaborated in the writing of our first research methods book. In 2009 the fifth edition was published (Saunders et al., 2009). The success of that book suggests that research methods is a popular subject with business and management students. This may be so. But we think that it has more to do with the fact research methods is a complex area- one where it is easy to do things, but much less easy to do things right. When we planned the first book we had one overall mission in mind. That was to write a book in a way that came as near as possible to the way in which we taught our students. By this we mean that we wanted to be clear and straightforward, and explain things in a way that lost none of the complexity, or academic rigour of the subject. Over the years this mission has not altered. We feel just as passionate about clear communication as we did back in 1997. However, things in the world of business and management education have changed since 1997, and this book reflects those changes. In 1997 the normal requirement was for undergraduate students in their final year, to undertake a large piece of research which involved them in collecting their own data and was assessed by means of a written project report. This is now often not the case. Although some degree programmes still require students to complete an assessed research project, they may be told that, rather than collect their own data, they should use only data that have already been collected for some other purpose (secondary data), or alternatively, write an extended review of the literature. For a second category of students on undergraduate programmes the extent of their research work is a research methods module which is assessed by a research proposal. There is a third category, those business and management students who opt not to do a research project at all. We have written this book to cater for all three categories of student. For those undertaking research to be assessed by a written project report we aim to help in all aspects of the research process; from thinking of a topic through to writing the final submission. We therefore include material, in chapter three, on managing the research process; as well as chapters on using secondary data (chapter 4) and reviewing the literature (chapter 2). There are also two chapters (6 and 7) on collecting and analysing data as an understanding of these is important for all types of research projects as well as preparing a research proposal. If you’re taking a research methods module which is assessed by a research proposal you will find that there is considerable emphasis upon the preparation of a research proposal. Indeed, chapter 8 deals specifically with writing the research proposal. It may sound strange, but we think that business and management students in the third category, those who opt not to do a research project at all, can gain just as much from this book as those in the other two categories. As a student you will spend much of your time studying material which is the result of careful research which has been scrutinised by the research community prior to publication. This scrutiny is a guarantee of good quality: that you should put your faith in what you have read. However, some of what you read may not have been through quite such a rigorous process. Knowing something about the research process enables you to ask the right questions of the material you are studying. It gives you the sense of healthy scepticism that is the hallmark of a university education. How you might use this book We don’t anticipate that you will read this book progressively from chapter 1 through to chapter 8. In fact, you may not read all the chapters, although we certainly hope that you will! The reason we suspect is that you will choose those chapters that meet your own needs. This may be because you are in one of the categories we mentioned earlier, have specific questions about the research process you need to answer, or it may be that your research methods lecturers specify certain chapters. We’ve written the chapters in such a way that they stand alone. To some extent they draw inevitably on material from other chapters directly. Where this is so, we have cross- referenced to the relevant chapter. But the point remains that you can pick up any chapter in isolation and make sense of it. This book is not a self-study text in the truest sense; there are no questions with model answers! However, we have included points in each chapter which facilitate an element of independent learning. Each chapter begins with a summary of content which we call 'Why read this chapter?’ This gives you some idea of the chapter content and the approach we have taken to the topic being discussed. Each chapter contains a small number of examples of research called 'Research in Practice'. These serve to illustrate in a practical manner some of the points being made in the chapter, in much the same way as a lecturer would give practical examples in a research methods lecture. Every chapter ends with a summary of the main points in the chapter and a section called ‘Thinking about …’ Here we make suggestions as to how you may test and reinforce the learning you have achieved during the reading of the chapter. Throughout the book key research terms we use are isolated and placed in ‘Key terms definition’ boxes to make it easy for you to refresh your understanding of these terms as you read through chapter. What’s in the book? Chapter 1 deals with the first issue you will encounter in the research process: choosing the right research topic. We suggest some novel ways in which you may decide upon your topic, offer guidance in deciding what constitutes an effective research topic, and consider some topics which may be problematic. In the latter part of the chapter we deal with the issue of defining suitable research questions and objectives. The chapter ends with a discussion on what is meant by the all important term ‘theory’. In chapter 2 we approach the subject of the literature review. We offer some practical suggestions on the way you may go about approaching your literature review and actually conducting it, particularly through the use of information technology. The chapter also explains what constitutes an effective critical literature review and offers guidance in how it may be structured. Chapter 3 is concerned with practical issues concerning gaining access to work organizations from which you may collect your own research data. In this chapter we also consider the issues of self-management you may face in conducting your research, particularly the effective use of resources such as time. The management of other aspects of the research process is also discussed, such as your supervisor, university and those from whom you collect your data. We also help you to think about the ways in which you adhere to the code of research ethics that you will be required to observe. In chapter 4 we consider the use of secondary data. We discuss the valuable role which secondary data may play in your research and the reasons you may use secondary data. The ready availability of a wealth of secondary data, particularly as a result of the growth of the Internet is considered. We also warn you about some of the pitfalls inherent in the use of secondary data and how to assess its value to your own research project. The subject of chapter 5 is research strategy. This involves a consideration of the main philosophies you may adopt and the ways in which they affect choice of strategy. We discuss the different types of research strategy, with an emphasis upon the possibility of mixing strategies in one research project. We end the chapter with a discussion about the importance of validity and reliability: ensuring that your research results and conclusions are believable. Chapter 6 gets to the heart of the research process: the collection of data. We explain how to: choose a sample; draft an effective questionnaire and conduct effective interviews in their various forms, including electronic means. In chapter 7 we deal with the process of data analysis. We discuss the two types of data: quantitative and qualitative and the ways in which these data may be prepared for analysis and actually analysed. The use of statistics in both the presentation and analysis of data is explained with particular emphasis upon the use of different software packages. We also discuss ways in which qualitative data may be prepared for analysis and analysed. As with the analysis of quantitative data we emphasise the way in which you may develop theory from the analysed data. Chapter 8 is devoted to the writing of your research proposal. We explain how the process of writing clarifies your ideas and we emphasise the importance of treating the research proposal as an item of ‘work in progress’ by constantly revising it. The chapter also includes a discussion on what content the proposal should contain; how it may be structured and the appropriate writing style to be adopted. Finally, we suggest some of the criteria against which the quality of your research proposal may be assessed. We hope you will learn a lot from this book, that’s why it exists! But we also hope that you will enjoy reading it. Doing your research project should be fun! Mark and Phil Reference Saunders, M., Lewis, P. and Thornhill, A. (2009). Research Methods for Business Students. (5th edition). Harlow: FT Prentice Hall.","event-place":"Harlow","ISBN":"978-0-273-72641-8","number-of-pages":"233","publisher":"Pearson","publisher-place":"Harlow","source":"epubs.surrey.ac.uk","title":"Doing Research in Business & Management: An Essential Guide to Planning Your Project","title-short":"Doing Research in Business & Management","URL":"http://epubs.surrey.ac.uk/817620/","author":[{"family":"Saunders","given":"M. N. K."},{"family":"Lewis","given":"P."}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2012",1,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Saunders and Lewis). The humanities and literature open different perspectives for readers such as reading Hamlet make decision complexity easier. Such as reading Ovid’s metamorphoses transformed the reader to instantly become the ‘change agent’ of business ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"aSifUhHO","properties":{"formattedCitation":"(Biriotti)","plainCitation":"(Biriotti)","noteIndex":0},"citationItems":[{"id":568,"uris":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"itemData":{"id":568,"type":"article-newspaper","abstract":"Literature may not have the answers to the challenges of sustainability or economic crises, but it can bring a fresh approache, argues Maurice Biriotti","container-title":"The Guardian","ISSN":"0261-3077","language":"en-GB","section":"Guardian Sustainable Business","source":"www.theguardian.com","title":"What can literature teach us about doing business better?","URL":"https://www.theguardian.com/sustainable-business/blog/what-can-literature-teach-about-business","author":[{"family":"Biriotti","given":"Maurice"}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2013",1,17]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Biriotti). Through reading this we understand that history is present inside modernity. If a business leader pays some attention to this piece of poetry they will get more insight into the business. I believe that these metamorphoses provide help in understanding business as the so-called guidelines and scientific books gives only the information of business. But the issues related to humans and their behavior cannot be handled through simple formulas. When the people are more concerned these formulas did not work ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"lhOynU73","properties":{"formattedCitation":"(Biriotti)","plainCitation":"(Biriotti)","noteIndex":0},"citationItems":[{"id":568,"uris":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"itemData":{"id":568,"type":"article-newspaper","abstract":"Literature may not have the answers to the challenges of sustainability or economic crises, but it can bring a fresh approache, argues Maurice Biriotti","container-title":"The Guardian","ISSN":"0261-3077","language":"en-GB","section":"Guardian Sustainable Business","source":"www.theguardian.com","title":"What can literature teach us about doing business better?","URL":"https://www.theguardian.com/sustainable-business/blog/what-can-literature-teach-about-business","author":[{"family":"Biriotti","given":"Maurice"}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2013",1,17]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Biriotti). While dealing with the complex situation nothing beats the literary text contradictory nature. As sustainable business is the one which is the human business. In case we constantly ignore the human motivations and complexity people will turn their back from the field of commerce.
For applying the best techniques in business or leading successful business, literature plays the best role and give the birds-eye view. As literature helps in understanding people and it also improves our empathizing ability. Literature also provides business leaders with a more realistic view as compared to business books ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"iWGPj6IR","properties":{"formattedCitation":"(Biriotti)","plainCitation":"(Biriotti)","noteIndex":0},"citationItems":[{"id":568,"uris":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"itemData":{"id":568,"type":"article-newspaper","abstract":"Literature may not have the answers to the challenges of sustainability or economic crises, but it can bring a fresh approache, argues Maurice Biriotti","container-title":"The Guardian","ISSN":"0261-3077","language":"en-GB","section":"Guardian Sustainable Business","source":"www.theguardian.com","title":"What can literature teach us about doing business better?","URL":"https://www.theguardian.com/sustainable-business/blog/what-can-literature-teach-about-business","author":[{"family":"Biriotti","given":"Maurice"}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2013",1,17]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Biriotti).
In another way, the poetry used in the classroom could develop various personalization opportunities. This helps students to talk more genuinely about their experiences. As for business, it is required to do justice with the profit requirement and human complexity.
The flourished business is the one that is engaged properly with its targeted audience. For that, it is required that we should stop thinking humanities from the business perspective and we should learn business through the humanities perspective ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"8XstACN3","properties":{"formattedCitation":"(Biriotti)","plainCitation":"(Biriotti)","noteIndex":0},"citationItems":[{"id":568,"uris":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"uri":["http://zotero.org/users/local/vDOrLj7p/items/56X2EFYY"],"itemData":{"id":568,"type":"article-newspaper","abstract":"Literature may not have the answers to the challenges of sustainability or economic crises, but it can bring a fresh approache, argues Maurice Biriotti","container-title":"The Guardian","ISSN":"0261-3077","language":"en-GB","section":"Guardian Sustainable Business","source":"www.theguardian.com","title":"What can literature teach us about doing business better?","URL":"https://www.theguardian.com/sustainable-business/blog/what-can-literature-teach-about-business","author":[{"family":"Biriotti","given":"Maurice"}],"accessed":{"date-parts":[["2019",12,4]]},"issued":{"date-parts":[["2013",1,17]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Biriotti). For sharpening some of the most significant skills of business leadership which include the complexity to understand human relations. In conclusion, nothing can help a person to understand but through the tragic and triumphs of others which can only be learned through reading. Mostly the business is messy which is filled with potential conflicts with teammates, customers and business partners. Literature help in understanding complex human problems while leading a successful team and business. Reading provides insight into the struggles and fears a person is facing such as maters with close family members.
Work Cited
ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Biriotti, Maurice. “What Can Literature Teach Us about Doing Business Better?” The Guardian, 17 Jan. 2013. www.theguardian.com, https://www.theguardian.com/sustainable-business/blog/what-can-literature-teach-about-business.
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Saunders, M. N. K., and P. Lewis. Doing Research in Business & Management: An Essential Guide to Planning Your Project. Pearson, 2012. epubs.surrey.ac.uk, http://epubs.surrey.ac.uk/817620/.
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