Geospatial Data Analysis and Economic Evaluation of Companies for Sustainable Business Development—An Interdisciplinary Teaching Approach

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F26867184%3A_____%2F21%3AN0000028" target="_blank" >RIV/26867184:_____/21:N0000028 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/13/20/11245" target="_blank" >https://www.mdpi.com/2071-1050/13/20/11245</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su132011245" target="_blank" >10.3390/su132011245</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Geospatial Data Analysis and Economic Evaluation of Companies for Sustainable Business Development—An Interdisciplinary Teaching Approach

Popis výsledku v původním jazyce

Sustainable business development is connected with environmental impact, natural resources and people. This makes the location a crucial factor for the operation of a business. Therefore, a combination of both geo-spatial data analysis and traditional economic evaluation of companies are advantageous. The consideration of geolocation is beneficial with calculations for process optimizations and cost efficiency as well as ecological and social compliance. Since integrating geospatial methods into economics is a rather new interdisciplinary approach, it seems necessary to establish innovative teaching concepts for the education of experts in this field. Creating and testing such new teaching concepts based on playful learning is the idea behind the ERASMUS+ project SPATIONOMY (“Spatial exploration of economic data—methods of interdisciplinary analytics”). An interdisciplinary team of teachers educates an interdisciplinary assembled group of international students. Hence, the fields of economics/business informatics and geography/geomatics are represented by participants and staff. Based on initial lessons about basic knowledge in the connected subjects, the central elements of the teaching concept are case studies and a simulation game, each with interdisciplinary challenges. The principal aim of the project—to educate students to become specialists in spatial economics—could be achieved. This paper aims to present, evaluate and discuss the methodological approach as well as the results from the application of the simulation game. The results show that the gamification of education is worthy. Simulation game-based learning appears to be more playful and experiential compared to traditional teaching approaches. Further research in this area should focus on the students’ engagement evaluation and attitude towards sustainable behaviour in their own business.

Název v anglickém jazyce

Geospatial Data Analysis and Economic Evaluation of Companies for Sustainable Business Development—An Interdisciplinary Teaching Approach

Popis výsledku anglicky

Sustainable business development is connected with environmental impact, natural resources and people. This makes the location a crucial factor for the operation of a business. Therefore, a combination of both geo-spatial data analysis and traditional economic evaluation of companies are advantageous. The consideration of geolocation is beneficial with calculations for process optimizations and cost efficiency as well as ecological and social compliance. Since integrating geospatial methods into economics is a rather new interdisciplinary approach, it seems necessary to establish innovative teaching concepts for the education of experts in this field. Creating and testing such new teaching concepts based on playful learning is the idea behind the ERASMUS+ project SPATIONOMY (“Spatial exploration of economic data—methods of interdisciplinary analytics”). An interdisciplinary team of teachers educates an interdisciplinary assembled group of international students. Hence, the fields of economics/business informatics and geography/geomatics are represented by participants and staff. Based on initial lessons about basic knowledge in the connected subjects, the central elements of the teaching concept are case studies and a simulation game, each with interdisciplinary challenges. The principal aim of the project—to educate students to become specialists in spatial economics—could be achieved. This paper aims to present, evaluate and discuss the methodological approach as well as the results from the application of the simulation game. The results show that the gamification of education is worthy. Simulation game-based learning appears to be more playful and experiential compared to traditional teaching approaches. Further research in this area should focus on the students’ engagement evaluation and attitude towards sustainable behaviour in their own business.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50202 - Applied Economics, Econometrics

Projekt

—

Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sustainability

ISSN

2071-1050

e-ISSN

—

Svazek periodika

13

Číslo periodika v rámci svazku

20

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

20

Strana od-do

1-20

Kód UT WoS článku

000714910500001

EID výsledku v databázi Scopus

2-s2.0-85117251751