The capacity of an individual to develop both spiritually and artistically may be seen to its fullest extent in the job that the individual conducts. Therefore, education, and particularly additional professional training, serves the purpose of ensuring the development of a specialist who is capable of bringing about high-quality new improvements in the sector in which he or she is professionally active. Students, graduates, and professionals all have unique educational needs and requirements, which necessitate distinct types of instructional programming. With the lack of proper instruction students tend to use coursework writing websites, as they have minimal understanding of what they need to do. Students and young professionals have a preference for courses that last for a shorter amount of time and focus on practical application, whereas more seasoned professionals and managers have a preference for longer-term programs that focus on key content.
ROLE OF THE INSTRUCTOR IN BUSINESS EDUCATION
Education in business can begin as early as elementary school and continue through postsecondary education and specialized secondary vocational schools. Education in business should be pursued with the intention of extending one’s professional alternatives via the acquisition of new skills and capabilities. It is not concerned with achieving a result that is just satisfactory but rather seeks to resolve pressing practical concerns, attain exact outcomes, and hunt for the correct solution. In addition, the student is responsible for making sure that all of the assignments that have been assigned to them are finished on time, and they play an active part in the process of learning and improving their talents. The role of the teacher in the process of learning is analogous to that of a co-author, working alongside the students in the capacity of an assistant.
HOW TO BUILD THE EDUCATIONAL PROCESS?
The project is one of the most widely used pedagogical approaches used by colleges and universities to teach business. A key objective of the project approach is to instruct students on how to conduct information searches and how interact with printed materials, as well as to help them integrate their prior knowledge and develop their capacity for critical thought. Before beginning any project, it is essential to take into consideration the following factors: the project’s well-defined objectives; the problem’s relevance to the real world; the continuity of theoretical information; the practicability of proposed solutions to the problem that are accomplished through uncomplicated means; the capability to develop a prototype and carry out preliminary testing. When it comes to creating a project, each of these considerations has to be given careful attention.
To carry out the project method effectively, it is necessary to fulfill a number of requirements, including having a location that offers access to and completeness in research items, having authentic documents for the purpose of information collection, and having technology that can receive and analyze information. The results of the experiment have been put into paper and are shielded from public view by the legal system. The presentation of the project helps students refine their abilities to speak in public and ignites a desire in them to acquire further knowledge.
Entrepreneurial skills such as team and project management, sales, marketing, and finance; professional knowledge; practical project design skills: calculation and verification of a business idea for adequacy, feasibility, and profitability, development of a market entry strategy, and the ability to form a team and organize its work are all developed through the use of the project method. Other skills that can be developed through the use of the project method include professional knowledge. If you use this plan, you will not only have the chance to test your idea in the real world at a number of different project competitions, but you will also have access to expert advice and the possibility of finding an investor or a job.
PROBLEMS BEHIND PROJECT EDUCATION
The content of the work that has to be done to prepare the project is determined by educational standards. Students who take part in learning activities based on projects not only increase their professional capabilities, but also receive a practical experience that can be applied in the real world. This work is now being done in a variety of settings, including practical and laboratory classes, internships, open presentations given by both local and foreign professionals, and more. In addition to this, teachers should encourage students to come up with their business concepts and teach them about the experiences of other young people from other countries and cultures throughout the world.
The vast majority of economics students are enthusiastic about carrying out these responsibilities, but they frequently have questions regarding the ideas that might serve as the foundation of a particular company (project). The students themselves, social processes, and profitable economic sectors with unmet customer demand and undeveloped market niches are some of the areas where ideas may be found. Other sites where ideas can be found include the internet. Students of economics can modify their academic work so that they are applicable to real-world scenarios because they have a solid understanding of the technical aspects involved in putting business ideas into practice (projects).
From this vantage point, we are in a position to state categorically that students of all applied disciplines, particularly those majoring in technical fields, ought to be instructed on skills related to project management. During the process of developing the project, students were given the opportunity to supply the meat and potatoes of the following important plan points:
- An concept for a business;
- A group of people to work with;
- A purpose, mission, topic, and object; and
- Marketing research in the sphere of activity that will be pursued.
- project, description, technological needs;
- Analysis of investment opportunities;
- solicitation of investment opportunities (credit, bonds, investors);
- the planning of the work to be done on the project (stages);
- Selection of the kind of business organization (sole proprietorship, partnership, corporation), together with the accompanying paperwork;
- Confidentiality, licensing, and protection of copyright; digital signature and an estimate of the cost of copyright protection
- the presentation of the project and the defense of it.
It is heartening to note that student team ties were created throughout the preparatory phase of the project, and that leaders, idea generators, technical performers, and other team members stood out. There was not a single initiative that was the same or similar to the others. They made decisions about everything, including the proposed ownership structure, the amount of financing, the kind of financing, and the schedule for the project. Concerning the matter of the project, both a copyright protection system and an electronic digital signature were under consideration at various points. In order for students to successfully complete their projects, they were required to acquire new abilities, think creatively, and maintain their past knowledge up to date. One of the concepts that has been suggested has already had a patent application submitted for it. In the real world, it is not impossible to carry out the activities that have been planned.
As the curriculum for business education has developed over the years, project-based learning has shown to be the most effective method for students to obtain their initial practical experience. In order for teachers to take part in this type of instructional activity, they are need to develop new abilities and think creatively outside of the box. At the same time, students were pleased with the work that they did on projects, which is critical at this moment in the economic development of the country, when the focus is on the growth of small enterprises and other types of self-employment. Students were pleased with the work that they did on projects.