TY - CHAP A1 - Perusso, Andre ED - L., Gómez Chova ED - López Martínez, A. ED - I., Candel Torres T1 - A COMPREHENSIVE ACTIVE-BASED LEARNING ENVIRONMENT FOR MANAGEMENT EDUCATION: AN EVALUATIVE STUDY T2 - ICERI 2017 Proceedings N2 - There seems to be a strong distinction between what most business schools prepare their students for and what practicing managers actually do in their professional life [1]. Business education, in general, sees management as analytical and scientific, when empirical evidences indicate that the practicing manager repertoire is comprised not only of analysis but mainly of the development of solutions to illdefined problems [2]. Moreover, the globalization of the economy and the shift from a manufacturing to an informationbased society have led to significant changes in the conditions of work; with post-industrial economies living an era of continuous market change and creative destruction [3], [4]. This scenario increases the array of responsibilities of higher education institutions which, in addition to providing disciplinary knowledge, should develop in students non-disciplinary competences such as decision-making, problem-solving, interpersonal communication, etc. As argued by Zlatkin-Troitschanskaia, et al. [5], the development of such competences - sometimes referred as transversal or generic - are increasingly relevant in a society facing constant changes, since they are adaptable to various contexts enhancing the relevancy and the employability of students. Under this perspective, a change in management education is needed. It should be oriented less on the training of business analysts and more on preparing future managers for solving the ill-designed problems of real business practice. It is suggested that the focus of business education should move from ‘simply’ providing a body of domain-specific knowledge to give students the opportunity to apply that knowledge under realistic contexts which better resembling management practice and foster the development of generic competences. In that respect, literature suggested that active-based learning methods are best fitted for the ‘task’ [6]. More specifically, it points out to a series of ‘desirable’ elements that should be present if one wants to accurately replicate a management learning environment. This author condensed those elements to form a theoretical proposition: that to build powerful management learning environments one needs to offer students the opportunity to collectively engage in a series of continuous real-world experiences in a process permeated by careful reflection in and on the action. KW - active-based learning, problem-based learning, management education, community of practice, generic competences, transversal competences. Y1 - 2017 UR - https://library.iated.org/publications/ICERI2017 SN - 978-84-697-6957-7 U6 - http://dx.doi.org/10.21125/iceri.2017 SN - 2340-1095 SP - 8187 EP - 8195 PB - IATED Academy CY - Valencia, Spain ER - TY - JOUR A1 - Tallau, Christian A1 - Balz, Ulrich A1 - Perusso, Andre T1 - Berücksichtigung von ESG-Risiken bei der Kreditvergabe durch Banken JF - Die Steuerberatung Y1 - 2023 SN - 0490-9658 IS - 3/2023 SP - 109 EP - 114 ER - TY - JOUR A1 - Paulat, Thomas A1 - Perusso, Andre A1 - Tallau, Christian T1 - Berücksichtigung von ESG-Risiken im Kreditprozess für Firmenkunden JF - Die Bank Y1 - 2023 SN - 0342-3182 VL - 2 IS - 2023 SP - 42 EP - 47 ER - TY - JOUR A1 - Tallau, Christian A1 - Balz, Ulrich A1 - Perusso, Andre T1 - Berücksichtigung von ESG-Risiken im Kreditprozess für Firmenkunden: Studie belegt vielfältige methodische und prozessuale Aufgaben. JF - Die Bank Y1 - 2023 SN - 0342-3182 SP - 18 EP - 23 ER - TY - JOUR A1 - Balz, Ulrich A1 - Paulat, Thomas A1 - Perusso, Andre A1 - Tallau, Christian T1 - Die Berücksichtigung von ESG-Risiken bei der Kreditvergabe in deutschen Kreditinstituten JF - Zeitschrift für das gesamte Kreditwesen N2 - Mit der 7. Novelle der MaRisk ist die Notwendigkeit der Berücksichtigung von ESG-Risiken für deutsche Kreditinstitute auch im Kreditprozess angekommen. Um einen Marktüberblick zum aktuellen Umsetzungsstand sowie den geplanten Maßnahmen zur Berücksichtigung von ESG-Risiken im Kreditprozess für Firmenkunden zu erhalten, haben die Autoren zwei umfassende empirische Untersuchungen bei Banken durchgeführt. Als größte Herausforderung bei ESG-Risiken im Kreditprozess haben demnach nahezu alle Institute die Datenerhebung identifiziert. Auswirkungen auf Kreditentscheidungen werden nur von einer Minderheit der Institute (und dann fast immer lediglich in Ausnahmefällen) gesehen. Die Relation von Nutzen und Aufwand wird von den Teilnehmern zudem kontrovers bewertet. KW - ESG KW - Risikomanagement KW - Kreditprozess KW - MaRisk Y1 - 2024 SN - 0341-4019 VL - 2024 IS - 7 SP - 16 EP - 21 PB - F. Knapp CY - Frankfurt a.M ER - TY - CHAP A1 - Perusso, Andre T1 - Experimental learning & reflection: how it promotes competence development in business education T2 - EDULEARN, 2019 Proceedings Y1 - 2019 SN - 978-84-09-12031-4 ER - TY - JOUR A1 - Perusso, Andre T1 - Reduction in carbon emissions in the Brazilian agricultural value chain through a decrease in transported volume JF - International Journal of Green Economics Y1 - 2013 SN - 1744-9928 VL - 14 IS - 2 SP - 390 EP - 400 ER - TY - JOUR A1 - Perusso, Andre T1 - The contribution of execution and workplace interaction to problem-based learning JF - The International Journal of Management Education Y1 - 2021 SN - 1472-8117 ER - TY - JOUR A1 - Perusso, Andre A1 - Blankesteijn, Marlous A1 - Leal, Rafael T1 - The contribution of reflective learning to experiential learning in business education JF - Assessment and Evaluation in Higher Education Y1 - 2019 U6 - http://dx.doi.org/10.1080/02602938.2019.1705963 ER - TY - JOUR A1 - Perusso, Andre A1 - van der Sijde, Peter A1 - Leal, Rafael A1 - Blankensteijn, Marlous T1 - The effectiveness and impact of action learning on business graduates’ professional practice JF - Journal of Management Education Y1 - 2020 U6 - http://dx.doi.org/10.1177/1052562920940374 ER -