Conclusion
In recognising the need of developing countries to quickly enhance the business skills of large number of employees if they are to develop competitive industries in a globally networked business world, this paper set out to present an appropriate educational model that will maximise business skills development of students in a minimum time period. Given recognition of the need to not only teach business content and theories developed in Western countries, but also to design educational experiences that use I.C.T. to provide ‘virtual’ learning opportunities, and at the same time, adhere to a student-centered learning environment, the authors introduced the concept of V.S.L.E.s and proposed that the educational design include experiential learning opportunities. By using a case study example of a recent development of a V.S.L.E. designed to assist student learning about leadership and management challenges for business, the authors describe an educational approach that is experiential, student-centered, supportive of reflective learning through group processes, and that aims to develop graduates with skills required for a knowledge era. The authors acknowledge the many challenges still confronting implementation of this educational activity, and conclude that further ongoing research is needed to confirm the effectiveness of this learning activity in teaching business in developing countries.
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Jones, S., McCann, J. (2004). Virtually Situated Learning Environments - the Business Educational Model for Developing Countries in a Knowledge Era. In: Alon, I., Mclntyre, J.R. (eds) Business Education and Emerging Market Economies. Springer, Boston, MA. https://doi.org/10.1007/1-4020-8072-9_13
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