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Resultados para la búsqueda "quality education" : 20 resultados
CSR and sustainability in Economics and Business Education
Dolors Setó Pamies

Universities can be considered a key element in promoting sustainable development through education, research, innovation and social leadership. In this educational-focused article, we discuss the need to provide students with the knowledge and skills needed to understand and address sustainability challenges. To do this, it will be very important to introduce sustainability – and also other related concepts – in university curriculums and, in particular, in Economic and Business courses, where future business leaders are currently being formed. For this reason, the article presented has a double objective, on the one hand, to answer this question: what are we teaching about this topic in universities and, in particular, in Economics and Business courses; and on the other hand: how are we integrating it into curriculum. The article reviews over time the main subjects that have covered this topic – from business ethics to ESG criteria, to CSR – and proposes different strategies to integrate this content into the curriculum.

The prospective view: trends and challenges for the future of social responsibility
Daniela Toro Carnevali, Manuel Fernández López

The social responsibility of companies and organizations towards their stakeholders and towards the planet has been evolving and changing, as has geopolitics and the global economy based on the globalization of markets and capital. This article takes a prospective approach and presents the main challenges that companies and society currently face and the trends that companies and international think tanks are developing to face these challenges. Similarly, the European Union, with its taxonomy, requires companies a greater comply with the premises of the Green Deal. Civil society is also a key element when it comes to demanding more committed companies that can generate sustainable responses to global and local challenges. This involves having an education system that produces more aware and empowered citizens, capable of demanding companies to align their activities with sustainable development.

Economists in the mirror
Carolina Hintzmann, Albert Puig Gómez

In the last twenty-five years – from 1996 to 2021 – a series of actions have marked the evolution of the economy: from transformations linked to new information and communication technologies to the Covid-19 pandemic, among other things, through to the financial and economic crisis of the second half of the first decade of the 21st century. In this article, we look at the impact of events in the last twenty-five years on economics teaching, whether this is evolving alongside the economic reality or not, what has given rise to a mismatch between economics and the social and economic reality. To analyze this, in the first section, we will tackle the social mission of the “economist” in the sense of being teachers of highly diverse collectives, and in the second section, we will reflect on the evolution of economics teaching at University. The analysis leads us to conclude that, although economics teaching has varied over time, it has not undergone substantial change in recent decades. The lack of diversity of thinking in economics curricula joins forces with a lack of diversity among prominent thinkers and professionals to often translate into an incomplete view explaining the complex economic reality and an interaction with other disciplines, particularly social sciences.

People in the Supply Chain: 19 years of research
Milena Gómez-Cedeño, Laura Guitart i Tarrés, Shantall Morantes Guerra, Yohana Li Zeng

Human Resources Management (HRM) with a focus on Supply Chain Management (SCM) empowers companies to effectively manage their supply chains. This article justifies the importance of the study of Human Resources in the Supply Chain (HRSC) and provides an in-depth analysis of research in these two fields, which reveals their potentialities and shortcomings. Thus, the thematic areas addressed have been identified, as well as their main contributions and the existence of gaps in the literature. From the analysis, 53 publications have been identified that highlight the potential of HRSC. The results show that, in the last four (4) years between 2012 and 2017, there has been a significant increase of 49% in HRSC research.

The logistics of tomorrow: challenges and opportunities in the digital age
Eduard J. Álvarez-Palau, Marta Viu Roig

In a global and interconnected society, the logistic sector is especially keen to understand the performance of the modern economy. Thanks to their higher level of development, European countries have a privileged position that allows them to face the future with guarantees. Their industry is competitive and its strategic challenges are clear. Supply chain innovation, infrastructure, digitization, networking and integration are key aspects to keep in mind. Public institutions also play a decisive role. They must not only support but also enhance private sector initiatives that may help to ensure global competitiveness. All this also has to be understood in an unstable and volatile context, in which the competences of professionals in the field will undoubtedly be a decisive factor in success in the future.

Employment in the new digital wave: human robots or human resources?
Joan Torrent-Sellens

Concern for the future of employment is a recurring theme whenever a process of disruptive change in technology takes place. Economic analysis has shown that technology does not destroy work, but it skews skills and abilities, and displaces tasks, jobs, occupations and people. Generally, in the long term, the consequences of these technological waves on work tend to be positive because they are linked to increases in productivity, new economic activity, higher employment and salary improvements for people working in firms or sectors related to technological innovation. In addition, the effects of job substitution can be offset in the long term if firms’ strategies and policies, especially in terms of human resource management, take the form of active employment policies that train and reskill displaced people. This general form of interaction of technology with work has been questioned with the recent digital wave characterized, among other factors, by the explosion of intelligent robotics. According to some authors, the rate of substitution of human labour by robots will be so fast that they can hardly be compensated by the usual route of increases in demand and productivity. Other authors argue just the opposite, and frame the current dynamics within the context of the traditional interactions between technology and work. However, robotics is non-human work, has very particular and dynamic characteristics, offers a wide range of possibilities of use and, at the same time, generates fears too. In this article, we will analyse the employment implications of new robotics, paying special attention to the human resources management.

The precariuous teaching of economics
Carlos Berzosa Alonso-Martínez

Economics as it is currently taught in the majority of universities worldwide is the object of controversy. Various groups of students and lecturers are questioning the economics education being given by universities and colleges. The criticism being made has intensified in the wake of the crisis, but a number of different protests were also springing up earlier to this. The system is cyclical and crises are inevitable, not a thing of the past as per the belief spread by the dominant school of thought in economics. Because of its inexstricable attachment to equilibrium models, neoclassical economics is incapable of understanding the dynamic processes in the economy, making it insufficient not only because of its inability to predict crises, but also because of its inability to provide the tools needed to understand the workings of the economy.

Neoclassical economics should not be the only theory currently in force. This does not mean the IS–LM model should not be studied, but its limitations and restrictions must be highlighted; as an equilibrium model it does not correspond to what happens in reality, which is disequilibrium and vulnerability. It is thus necessary to take into account other ideas, such as Marxist, Keynesian, Schumpeterian, institutional and post-Keynesian theories.

Elisenda Paluzie: «We can't go on teaching economics as if nothing had happened over the last 20 years»
Carolina Hintzmann, Joan Miquel Gomis

In this interview Elisenda Paluzie analyses the origins of the so-called Post Crash movement in Catalonia and the effects on a renowned institution such as the one she heads: the Faculty of Economics and Business at the University of Barcelona (UB). Paluzie believes this critical movement, which began following the recent economic crisis, is principally rooted in a lack of plurality in teaching, which can be based on three elements: theory, methodology and interdisciplinarity. She comments on how these three factors are treated in her faculty and ends on the need for the teaching of economics to evolve. In this regard she highlights ‘The core Project’, an initiative with a goal to reset the approach to economics teaching with new coursebooks, in the belief that the materials currently holding sway continue to approach matters as if during the last 20 years nothing had occurred.

Rebellion in economics classrooms: why the neoclassical monoculture is to be ended
Ferran Español Casanovas, Laura de la Villa Aleman

Economics as an academic discipline is unique inasmuch as ever-increasing numbers of students are rebelling against the content offered by universities. Our intention with this paper is to expose the scope of the problem lying behind this discontent, addressing some of its aspects in close detail. First, the economics discipline is defined in its current state as a monoculture based on the three axiomatic principles of neoclassical economics, and through epistemic discourse, the monoculture problem is discussed in depth. Second, the lack of pluralism in current study programmes is highlighted, with the results from analyses conducted by a variety of groups focusing on universities in the United Kingdom, France and Spain. Third, the pluralism of theories, disciplines and methodologies is presented as a strategy to break with the neoclassical monoculture and to improve the education of students of economics. The paper concludes by bringing into sharp focus how pluralism in the teaching of economics is necessary not only for economics students, but for the academic world, the business world and society in general.

The knowledge economy and the knowledge of economics
Joan Torrent-Sellens

This article examines how the advent of the third industrial revolution (the knowledge economy) transforms the scientific paradigm of the economy and, therefore, purposes new challenges for the economic analysis and teaching. Linking to the history of economic thought, the paper obtains two main conclusions. First, there is a need to articulate new behavior and new performance metrics of the economy. In particular, it suggests the need to move from individual behavior towards the collective behavior, from the monetary transaction towards the knowledge exchange, from oligopolistic competition to the business networks, from the economic firm towards the social firm, and from the national, international and world economy to the global economy. Secondly, it also suggests new approaches for teaching economics. In particular, recover all branches of economic thought (beyond neoclassical economics), and reconfigure the organization of teaching towards an interdisciplinary and transversal knowledge network to solve economic and social problems.

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