ISCAP - ATC de Assessoria e Comunicação Organizacional
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- How can we help students to improve their creativity? – lessons learned from a case studyPublication . Mesquita, Anabela; Mascarenhas, ArturOne of the main concerns of today’s organizations is to cope with the rapid pace of change while maintaining their competitive advantage. This means that firms must be innovative, create new knowledge and have new ideas constantly. Similarly, one of the main concerns of lecturers is to help students to develop creativity. According to some authors, new ideas, new thoughts, innovation can arise in an appropriate environment and with the development and train of adequate competences and skills. This means that although some persons were born more creative than others, it is possible to help those less creative to improve their innovative capacities and competences. The question that remains now is “how”. How can we, as lecturers and educators help our students to become more creative? In this paper we describe a Portuguese case study that took place at ISCAP (School of Accountancy and Administration of Porto – Portugal), in the course of Business Communication, in the unit “Marketing Communication” (3rd year (1st Bologna cycle), 1st semester). We will describe and characterize the situation at the beginning of the semester (situation A), explain the tasks and activities proposed to students and the final result (situation A2). We will discuss differences between situation A and A2, formulate some hypotheses concerning differences and draw some recommendations.
- Learning in higher education: strategies to overcome challenges faced by adult students - lessons drawn from two studies in PortugalPublication . Correia, Ana Maria Ramalho; Mesquita, AnabelaThe development of a knowledge-based society needs a technological infrastructure and a workforce with the necessary knowledge and competences, supported by a well-structured initial education and a continuous learning program, available to all citizens, including those who did not have the opportunity to attend Higher Education (HE) when they were younger. We recognize that these students may be rich in experience but they also have some difficulties in adapting to the pedagogical approaches of learning and teaching. Furthermore, their attitudes and problems are not necessarily the same as those of traditional students but they are still expected to fit into educational institutions designed for younger students. The project LIHE – Learning in Higher Education aimed to improve the learning experience and environment of adults, particularly non-traditional adults as well as to promote lifelong learning in HE, within a European dimension. In this paper we will present this project together with some of the results.
- Learning to manage in knowledge based organizations: the role of portfoliosPublication . Correia, Ana Maria Ramalho; Mesquita, Anabela; Neto, Miguel de CastroAt the forefront of organizational performance are organizations which recognise that information, knowledge and their intelligent application are the essential factors of success. The know-how to promote these activities must now become a part of the “skills and abilities armoury” acquired by graduates in the domain of “Information Systems” and “Information Management”. This paper will address the use of “individual reflective portfolios” (IRP), either as “learning” or as “learning and assessment” tools in modules of the “Knowledge Management” course taught at two Portuguese Universities - Universidade Nova de Lisboa and Universidade de Coimbra. This learning and assessment approach is aimed primarily at developing students; it enables them to reflect and make a meta-analysis of their learning process. At the same time, it gives students an opportunity to integrate their learning across subjects that are relevant to knowledge-based management. In one of the case studies described, it also provides an opportunity to expose them to a wide literature base, where several approaches to the use of knowledge in organizations are discussed. Results show that, in the initial stages, students do not see this methodology as useful (only time-wasting) but by the end of the course they recognise that it helps them to reflect on their learning processes, deepens their learning and helps keep up-to-date with the course content. This paper introduces best practices for this teaching and learning approach and includes an evaluation of the methodology by a student sample.