Normal educational programs do have an exam at the end, where a certificate or diploma can be obtained. All students get the same document, however not all students are equal. Enterprising and entrepreneurial students typically have low scores on tests, but do have experienced a lot of valuable things instead. These ‘things’ are not listed on certificates. From here, the next questions arise:1. To what extend there is a need to distinguish more on out-put quality?2. What aspects can be rated / expressed to show employers / investors what a student really distinguishes and can contribute?3. What would be an appropriate way to present these improvements of applicability? Looked from the employers or investors point of view, some possible solutions emerges. It is not that means are wanted for a given goal, from the stocktaking of one’s means, many goals can be chosen. As a result, an App-store can be created, where Applicable Approvals are ranked on their value for employers or investors. Although this possible answer to the questions; do they apply in other situations / regions as well? Are there better ways to show ones real talents and possibilities? Especially for entrepreneurial students, this article gives some guidelines to them to show to potential investors, stakeholders or employers, who they really are, what they really can and who they really know. This gives them more advantages than just a diploma or certificate. Within the science of entrepreneurship education, the main focus is on the education process itself, or before the start of that process. What will happen after the education process, after a certificate or diploma is achieved, is not often touched. This paper enters this field from the perspective of lectures, trying to help entrepreneurial students, with often low marks, at their start of professional live.
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This comprehensive document shares up-to-date knowledge on Early Warning Signals of business crisis, presents detection and intervention opportunities, and makes a clear case for their beneficial application to SME leadership and overall business resilience.
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Artificial intelligence-driven technology increasingly shapes work practices and, accordingly, employees’ opportunities for meaningful work (MW). In our paper, we identify five dimensions of MW: pursuing a purpose, social relationships, exercising skills and self-development, autonomy, self-esteem and recognition. Because MW is an important good, lacking opportunities for MW is a serious disadvantage. Therefore, we need to know to what extent employers have a duty to provide this good to their employees. We hold that employers have a duty of beneficence to design for opportunities for MW when implementing AI-technology in the workplace. We argue that this duty of beneficence is supported by the three major ethical theories, namely, Kantian ethics, consequentialism, and virtue ethics. We defend this duty against two objections, including the view that it is incompatible with the shareholder theory of the firm. We then employ the five dimensions of MW as our analytical lens to investigate how AI-based technological innovation in logistic warehouses has an impact, both positively and negatively, on MW, and illustrate that design for MW is feasible. We further support this practical feasibility with the help of insights from organizational psychology. We end by discussing how AI-based technology has an impact both on meaningful work (often seen as an aspirational goal) and decent work (generally seen as a matter of justice). Accordingly, ethical reflection on meaningful and decent work should become more integrated to do justice to how AI-technology inevitably shapes both simultaneously.
