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Academic Journal

A Business Intelligence Framework for Sustainability Information Management in Higher Education

Subjects: Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Business, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Intelligence, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Higher Education, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Information Management, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Sustainability, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Foreign Countries, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Computer Software, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Heuristics, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Usability, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Case Studies, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Models, Business, Intelligence, Higher Education, Information Management, Sustainability, Foreign Countries, Computer Software, Heuristics, Usability, Case Studies, Models, Research MethodologySouth Africa

  • Source: International Journal of Sustainability in Higher Education, v19 n2 p266-290 2018. 25 pp.

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Academic Journal

The Social Progress Index in International Business Site Selection: Three Case Studies

Subjects: Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Business, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Corporations, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, International Trade, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Site Selection, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Social Indicators, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Social Development, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Measurement, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Case Studies, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Progress Monitoring, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Access to Education, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Wages, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Civil Rights, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Freedom, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Access to Information, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Individual Needs, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Biodiversity, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Population Distribution, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Industry, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Computer Software, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Furniture, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Consumer Economics, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Marketing, Business, Corporations, International Trade, Site Selection, Social Indicators, Social Development, Measurement, Case Studies, Progress Monitoring, Access to Education, Wages, Civil Rights, Freedom, Access to Information, Individual Needs, Biodiversity, Population Distribution, Industry, Computer Software, Furniture, Consumer Economics, Marketing, Foreign CountriesUkraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Ukraine, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Kyrgyzstan, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Uzbekistan, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Moldova, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Tajikistan, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Philippines, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Jamaica, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Mongolia, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Costa Rica, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, South Africa, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Estonia, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Chile, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Georgia Republic, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Honduras, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Rwanda, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Malawi, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Burma, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Nepal, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Armenia, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Bosnia and Herzegovina, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Cuba, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Serbia, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Nicaragua, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Ecuador, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Bolivia, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Laos, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Norway, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Sweden, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Switzerland, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Iceland, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, New Zealand, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Canada, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Finland, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Denmark, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Netherlands, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Australia, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, United Kingdom, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Ireland, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Austria, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Germany, Ukraine, Kyrgyzstan, Uzbekistan, Moldova, Tajikistan, Philippines, Jamaica, Mongolia, Costa Rica, South Africa, Estonia, Chile, Georgia Republic, Honduras, Rwanda, Malawi, Burma, Nepal, Armenia, Bosnia and Herzegovina, Cuba, Serbia, Nicaragua, Ecuador, Bolivia, Laos, Norway, Sweden, Switzerland, Iceland, New Zealand, Canada, Finland, Denmark, Netherlands, Australia, United Kingdom, Ireland, Austria, Germany, Japan

  • Source: Journal of International Education and Leadership, v6 n2 Sum 2016. 10 pp.

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Academic Journal

Service Learning: An Empowerment Agenda for Students and Community Entrepreneurs

Subjects: Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Service Learning, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Undergraduate Students, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Marketing, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Advertising, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Business, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Questionnaires, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Employers, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Attitude Measures, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Program Effectiveness, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Experiential Learning, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, School Community Programs, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Foreign Countries, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Entrepreneurship, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Likert Scales, Service Learning, Undergraduate Students, Marketing, Advertising, Business, Questionnaires, Employers, Attitude Measures, Program Effectiveness, Experiential Learning, School Community Programs, Foreign Countries, Entrepreneurship, Likert Scales, Content AnalysisSouth Africa

  • Source: International Journal of Work-Integrated Learning, v19 n1 p69-79 2018. 13 pp.

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Academic Journal

Embedding Knowledge Transfer in Digital Citizen Engagement in South Africa: Developing Digital Literacy

Subjects: Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Technological Literacy, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Foreign Countries, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Transfer of Training, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Case Studies, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Role, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Citizen Participation, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Guidelines, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Knowledge Management, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Information Technology, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Accountability, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Capacity Building, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Economic Development, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Business, Technological Literacy, Foreign Countries, Transfer of Training, Case Studies, Role, Citizen Participation, Guidelines, Knowledge Management, Information Technology, Accountability, Capacity Building, Economic Development, Business, Workplace LearningSouth Africa

  • Source: Reading & Writing: Journal of the Reading Association of South Africa, v9 n1 Article 193 2018. 9 pp.

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Academic Journal

Human Capital Development (HCD) through Open, Distance and E-Learning: Evidence from Corporate Annual Reports (CARs) of Top South African Listed Companies

Subjects: Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Foreign Countries, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Human Capital, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Open Education, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Distance Education, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Electronic Learning, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Labor Force Development, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Annual Reports, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Business, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Content Analysis, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, Qualitative Research, Foreign Countries, Human Capital, Open Education, Distance Education, Electronic Learning, Labor Force Development, Annual Reports, Business, Content Analysis, Qualitative Research, EmployeesSouth Africa

  • Source: Turkish Online Journal of Distance Education, v15 n3 p68-79 Jul 2014. 12 pp.

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Academic Journal

Teaching Business Programming Using Games: A Critical Analysis

Subjects: Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Computer Assisted Instruction, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Computers, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Stakeholders, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Teaching Methods, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Foreign Countries, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Criticism, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Feedback (Response), Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Programming, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Information Systems, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Computer Games, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Critical Theory, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Business, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Business Administration Education, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Information Technology, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Surveys, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Interviews, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Higher Education, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Case Studies, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, College Students, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, College Faculty, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Action Research, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Information Science, Computer Assisted Instruction, Computers, Stakeholders, Teaching Methods, Foreign Countries, Criticism, Feedback (Response), Programming, Information Systems, Computer Games, Critical Theory, Business, Business Administration Education, Information Technology, Surveys, Interviews, Higher Education, Case Studies, College Students, College Faculty, Action Research, Information Science, Learner EngagementSouth Africa

  • Source: Electronic Journal of Research in Educational Psychology, v10 n3 p1433-1462 2012. 30 pp.

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Academic Journal

Ubuntu-Inspired Training of Adult Literacy Teachers as a Route to Generating "Community" Enterprises

Subjects: Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Adult Literacy, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Adult Educators, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, African Culture, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Literacy Education, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Foreign Countries, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Humanism, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Teacher Education, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Teacher Educators, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Teacher Attitudes, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Business, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Food Service, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Agriculture, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Clothing, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Interpersonal Relationship, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Educational Practices, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Moral Values, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Story Telling, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Cooperative Learning, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Rural Areas, Adult Literacy, Adult Educators, African Culture, Literacy Education, Foreign Countries, Humanism, Teacher Education, Teacher Educators, Teacher Attitudes, Business, Food Service, Agriculture, Clothing, Interpersonal Relationship, Educational Practices, Moral Values, Story Telling, Cooperative Learning, Rural Areas, Personal NarrativesSouth Africa

  • Source: Journal of Literacy Research, v46 n4 p455-474 Dec 2014. 20 pp.

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Academic Journal

Educational Solutions to Improve the Employability of Senior High School Learners

Subjects: Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Grade 12, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, High School Seniors, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Employment Qualifications, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Foreign Countries, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Unemployment, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Economic Climate, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Entrepreneurship, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Job Skills, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Business, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Teacher Morale, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Teacher Competencies, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Curriculum, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Student Centered Learning, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Active Learning, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, Labor Market, Grade 12, High School Seniors, Employment Qualifications, Foreign Countries, Unemployment, Economic Climate, Entrepreneurship, Job Skills, Business, Teacher Morale, Teacher Competencies, Curriculum, Student Centered Learning, Active Learning, Labor Market, QuestionnairesSouth Africa

  • Source: South African Journal of Education, v26 n1 p113-128 2006. 16 pp.

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Academic Journal

Exploring demands from the perspective of employees identified as being at risk of burnout.

Subjects: *BURNOUT (Psychology); *BUSINESS; *CORRELATION (Statistics)SOUTH Africa

  • Source: International Journal of Qualitative Studies on Health & Well-Being. 2017, Vol. 12 Issue 1, pN.PAG-N.PAG. 1p.

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