E business department

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E business department

• Faculty of Economics Skopje

Prof. Kalina Trenevska Blagoeva
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Mission of the Faculty of Economics

• Permanent education of highly professional staff
  able to solve the issues competitively, and to
  meet the challenges of the new millenium and to
  strenghten the enterprise competitiveness to a
  European level using highly qualitative curricula
  in business and economics. The Faculty, also,
  provides professional services and research in
  enterprises and public sector. So, the Faculty is
  the leader on national level and permanently
  strenghtening its reputation on international
  level.
• Latest news Spored oficijalnata selekcija za
  2008, Fakultetot e selektiran vo 1000 najdobri
  fakulteti za biznis vo svetot! www.eduniversal.com
  

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MISSION OF THE e-business department
- to provide the international business world
with highly skilled e-business professionals who,
acting on the cutting edge of business and ICT,
improve the effectiveness of organizations by
high quality programs in Marketing,
Management and ICT.
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E-business department-short intro

• Established 2002 with mutual cooperation between
  Fontys University Eindhoven, The Netherlands
  and Faculty of Economics - Skopje
• Supported by TEMPUS project
• International character
• 15 new developed e-business courses
• Over 600 students enrolled
• New teaching methods project oriented learning

www.ebusiness.edu.mk
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International cooperation

• TEMPUS project E-business Management for the
  Faculty of Economics Skopje - EBUSMAN
• Consortium
• - Fontys University of Applied Sciences
  Marketing Management Institute Eindhoven, The
  Netherlands Contractor and coordinator
• - University of professional education/Hogeschool
  West Vlaanderen Kortrijk, Belgium
• - Faculty of Economics University Ss. Cyril and
  Methodius
• - Faculty of Economics Prilep University St.
  Kliment Ohridski
• - Faculty of Electrical Engineering University
  Ss. Cyril and Methodius

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International character

• English is official language all e-business
  courses are taught in English
• International domestic professors for
  curriculum development and lecturing
• International domestic students exchange
  student program

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Learn differently, be competitive

• New student oriented educational and teaching
  methods
• Business placement in domestic and international
  companies
• Students solve real practical e-business problems
  by implementing their theoretical knowledge about
  e-business gained on the lectures and exercises
• Create productively ready students for the
  companies
• Establish and enhance the cooperation between the
  Faculty and the companies, organizations and
  institutions
• Establish the contacts between the students and
  the companies

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Benefits for stakeholders

• Students implement the theoretical knowledge in
  real life situations acquiring practical
  knowledge about the developments in e-business
  area in the country, in the region and in the
  World establishing contacts with companies,
  future employers.
• Companies getting solutions for their problems
  for free identification of possible future
  employees overview of the current academic
  curricula and influencing on it.
• The Faculty implementing the project-oriented
  studying identification of the needs of the
  companies and adjusting the curricula developing
  ready to do business students

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Curriculum for e-business department

• 4 years / 8 semesters study
• 15 new e-business courses
• 16 standard economics and business courses

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Curriculum for e-business department structure
of the courses
Intro
Introduction E-business Course
Foundations of Digital Economy Business
Communications Internet Marketing Management
of E-business 1
Business processes
Logistics Management of E-business 2 Accessing
Applications over Internet
Supply chain
Operational Excellence in the Internet
Environment State of the Art
Business intelligence
Project management Capstone experience
Optimizing
Internet Architecture Establishing Web
Presence
Technical issues
Legal and Ethical
Legal and Ethical Internet Issues
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State-of-the-art equipment

• Modern computer lab, latest tech
• - Client server LAN, based on powerful server
  and 51 PCs Pentium 4
• - Fast Internet Access
• - Flat panels LCD projector printers, scanners
  and back up unit
• - ERP and BI software
• - Web design and development tools
• Tools for development e-business application
• New lab established in 2007, 30 PCs

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Master of E-business Management by distance
learning at the Faculty of Economics in Skopje
(MEMFES)?????? ????????

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• Koordinator i partner
• Ekonomski fakultet, Univerzitet Sveti Kiril i
  Metodij, Skopje, Makedonija
• Partneri
• Fakultet za elekrotehnika i informaciski
  tehnologii, Univerzitet Sveti Kiril i Metodij,
  Skopje, Makedonija
• Fontys University of Applied Sciences, Eindhoven,
  The Netherlands
• Hogeschool West Vlaanderen, Department Simon
  Stevin, Bruges, and Department PiH, Kortrijk,
  Belgium
• University Pantheon, Sorbonne, Paris I, Paris,
  France

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The Design of the Masters9 modules 60 ECTS
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Additional evidence on the positive role of
eBusiness indriving up the efficiency of
business processes is providedby the 2006
edition of the e-Business W_at_tch

• According to the survey, 44 of enterprises,
  representing 57 of the overall employment, said
  that they had experienced a positive effect of
  ICT on the efficiency of their business
  processes.
• The perceived positive impact of ICT is
  correlated with the enterprise size 76 of large
  (250employees) gave a positive feedback compared
  to 38 of micro enterprises (less than 10
  employees).
• ICT does not only translate into leaner processes
  but it is also felt as an important factor for
  improving relations with client 44 of
  businesses, comprising 52 of total employment
  reported an ICT led improvement in the quality of
  the customer service.

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Another important educational impact of ICT is
onperception

• e-learning Nordic 2006 shows that pupils,
  teachers
• and parents consider that ICT has a positive
  impact
• on learning, and allows for programmes tailored
  to
• individual pupils needs.
• The Dutch Government noted teachers becoming
• more and more convinced of improved educational
• achievements through the use of ICT.
• In a Commission study of teachers in spring
  2006,
• teachers using ICT had positive attitudes to
  their
• impacts on students, particularly for
  collaborative
• work and for being more attentive while in class.

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Global trends

• Existence of digital gaps and divides between
  countries
• The ICT sector is the most globalised part of the
  world economy. ICT products represent more than
  one quarter of the world imports and one fifth of
  world exports.
• E-business is developing extremely rapidly in
  both developed and developing countries, as a
  instrument to overcome economic barriers.
• International market for ICTs is already enormous
  and now is growing at a rate of 8 per year.

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ICT trends for our country

• Lack of statistical data
• ICT and related segments of the economy are
  growing faster than others.
• Development of ICTs is shifting from production
  to services
• Software production is a leading segment of ICT
  related production
• The share of locally produced software is no more
  than 5 to 10 of the total software used
• The level of development of the ICT sector is
  closely connected with the liberalization level
  of the ICT economy
• High demand for ICT specialist

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E-business trends

• Information is one of the key factors that
  motivates people to use the Internet
• The task of providing demand-driven information
  to all users is one of the main driving forces
  for Internet penetration
• Necessary infrastructure for e-business
  applications is only now being put into place

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E-business readinessAccording McConnell
International

• Connectivity (are networks easy and affordable to
  access and to use)
• E-leadership (is e-readiness a national priority)
• Information security (can the processing and the
  storage of networked information be trusted)
• Human capital (are the right people available to
  support e-business and to built knowledge based
  society)
• E-business climate (how easy is it to do
  e-business today)

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Conclusions

• The knowledge transfer between research centres
  (universities) and enterprises should be
  promoted.
• To counteract the e-business skill-shortages in
  the country, opportunities for vocational
  training and for ICT product demonstrations to
  companies should be offered.
• Information should be provided to businesses on
  how to assess cost-benefits of e-business.
  Especially SMEs should be helped to better
  understand organisational aspects of e-business,
  not just focused on technology.
• Good practices should be identified and their
  benefits communicated to businesses
• The use of e-learning should be stimulated.

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