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2013, vol. 62, iss. 1, pp. 96-114
Educating managers for action
aUniversity of Belgrade, Faculty of Philosophy
bVisoka škola za poslovnu ekonomiju i preduzetništvo, Beograd
cUniversity of Belgrade, Faculty of Security Studies,,
Models of evaluation and strategies for improvement of education quality in Serbia (MESTD - 179060)

Keywords: managers' education; teaching approach; curriculum; competencies; active teaching and learning
The challenges of management environment and complex professional roles of managers, seek for adequate responses from institutions and managers initial preparation programs. Trends and context changes of business organizations set up numerous " imperatives " to managers education, all of which could be summed up in one - preparing students for action, to act competently in the world of work. From the standpoint of higher education didactic, that involves the use of teaching approaches in managers preparation that integrate two key concepts - competence and activity. Exactly those teaching approaches should be one of the characteristics of the reformed educational environment in higher education. Therefore, the purpose of this theoretical-empirical study is to try to answer the question whether management students are being prepared for action, through examining the problem of teaching approaches aimed at developing competency models through active teaching and learning in higher of managers. The methodological framework of the empirical research is defined in accordance with the general aim of the research - "look at the opinions of teachers, students and practitioners / managers about teaching approaches aimed at preparing future managers for action", by teaching approaches we mean two variables: curricular orientation towards competencies and using active models of teaching and learning. Data collected on a selected sample (which consisted of teachers, management students and managers) with a custom designed research instruments, are interpreted in the framework of qualitative-quantitative analysis as the primary interpretative paradigm. The general hypothesis - "management students during the studies do not prepare for action", tested in the context of research findings, was partially confirmed mainly due to responses of students and managers, while responses and evaluations of teachers, reject the initial hypothesis.
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Alibabić, Š., Milićević, V., Drakulić, M. (2011) Modeli učenja u korporacijama. Andragoške studije, br. 2, str. 65-82
Alibabić, Š., Ćamilović, D., Ovesni, K. (2010) Razvijanje samoizobraževalnih kompetenc študentov. Pedagoška obzorja, 25(2): 150-169
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Ladkin, D. (2010) Rethinking leadership: A new look at old leadership questions. Cheltenham, Northampton: Edvarda Elgar


article language: Serbian
document type: Original Scientific Paper
published in SCIndeks: 02/09/2013

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