TEACHING
EXCELLENCE
DATABASE

The "Management, Organisation, and Leadership of Commercial Enterprises" course focuses on marketing and management in commercial enterprises, emphasizing student-centered, project-based learning. Over the course development of three years (21/22, 22/23, 23/24), the course has evolved to incorporate new technologies, many of which were developed during the Covid-19 pandemic. AI-based applications were integrated into the course for various tasks, including content creation, video production, and presentations, enhancing student engagement and learning outcomes. The course is structured around collaborative project work, with students developing a business plan and related materials. To strengthen key skills, training sessions focused on teamwork, communication, debating, presentation techniques, and digital competencies were incorporated. Students used AI tools like ChatGPT, Canva AI, Gamma.ai, DALL-E for content generation, creativity, and video production, allowing them to integrate technology into their learning process while developing digital skills in a practical context. The final product of the course was transformed: students had to create a video presentation and promotional material about the retail business they developed as a start-up idea. This shift allowed students to practice digital storytelling and professional communication. Through these innovations, the course aims to foster critical thinking, creativity, and collaboration while equipping students with essential digital competences. It has successfully aligned with market demands by preparing students to use technology safely and ethically, all while addressing institutional goals of promoting digital literacy and practical skill development.

Methodology

The course development process unfolded in multiple phases: planning, implementation, review, and continuous development, with active collaboration from various partners. Planning The planning phase began with a critical evaluation of existing teaching methods. Recognizing the limitations of traditional frontal teaching, the course objectives were redefined to create a more student-centered, practice-oriented environment. The focus shifted toward equipping students with real-world skills such as problem-solving, teamwork, and critical thinking while improving their digital competences to meet the demands of the modern job market. Key stakeholders, including academic staff, business professionals, and students, were involved in the planning process. In-depth interviews were conducted biannually with business experts to ensure the course addressed current market needs. Their feedback highlighted essential competencies such as creativity, digital literacy, communication, and teamwork. This input guided the introduction of interactive teaching methods, innovative assignments, and digital tools. The redesigned course adopted a project-based learning approach, where students would collaboratively develop a business plan throughout the semester. This format not only made learning more engaging but also provided practical, hands-on experience that mirrored real-world business challenges. Implementation The implementation phase marked the gradual integration of digital tools and technologies, fostering innovation and supporting the horizontal priority of digitalization. The key steps included: Shift to Interactive Learning: Traditional lectures were replaced with interactive seminars and project-based activities. Students actively participated in discussions, problem-solving exercises, and group work, fostering a more engaging and student-centered environment. Incorporation of Digital Tools: To enhance digital skills and creativity, the course utilized a variety of digital platforms and tools: Kahoot quizzes and classroom games made learning interactive and enjoyable while assessing knowledge in real time. AI-based applications like ChatGPT and DALL-E were introduced for content creation, project development, and brainstorming innovative ideas. Video presentations replaced text-based submissions, encouraging students to utilize digital tools for storytelling and professional communication. Project-Based Assignments: Students worked in teams to develop a business plan, which evolved from written reports to multimedia submissions. This required students to combine their business knowledge with digital content creation skills, thereby improving their digital competences alongside core subject learning. Continuous Feedback and Support: The instructor's role shifted from a knowledge provider to a facilitator and mentor. Regular feedback was provided through digital tools, group discussions, and individualized support. The project culminated in a one-day workshop, where students presented their final business plans to a jury of academic and business professionals. Review and Evaluation The course was regularly evaluated through structured feedback mechanisms and observation at multiple levels: Business Professional Input: Biannual in-depth interviews with external business experts ensured that the course remained aligned with market expectations. Over the years, experts emphasized the need for communication skills, systematic thinking, creativity, and digital literacy. Their input directly influenced the introduction of AI tools and interactive methodologies. Student Feedback and Observations: Student engagement and satisfaction were monitored throughout the semester. Observations revealed that the subsequent integration of interactive games, shorter tasks, and digitalized assignments significantly improved participation and learning outcomes. By the 2024/25 academic year, students demonstrated higher levels of activity, deeper understanding of course material, and increased enthusiasm for innovative tasks such as AI-based content creation and video presentations. Performance Assessment: Assessment methods evolved alongside the course structure. Traditional written exams were complemented with project-based evaluations, including group business plans and video presentations. This approach enabled a more comprehensive assessment of students' knowledge, teamwork, creativity, and digital skills. The involvement of external experts in evaluating final presentations ensured that feedback was both professional and relevant. Collaboration and Roles The successful implementation of this good practice relied on collaboration among various stakeholders: Academic Staff: Facilitated course design, digital tool integration, and mentoring throughout the semester. Business Professionals: Provided expertise, reviewed project outcomes, and offered feedback to align course objectives with market needs. Students: Actively shaped the course by participating in interactive tasks, providing feedback, and utilizing digital tools to develop their projects. This collaborative effort ensured the course remained dynamic, relevant, and aligned with both institutional goals and external expectations.

Tools, equipment, technology used

Tools, Equipment, and Technology Used The course integrates a variety of digital tools and technologies to enhance student engagement, creativity, and digital competences. The innovative aspect lies in the way these tools are adapted and combined within a student-centered course design, fostering an interactive, project-based learning environment. 1. AI-Based Applications o ChatGPT, DALL-E, GAMMA AI, CANVA AI: These tools were introduced to support students in content creation, brainstorming innovative ideas, and generating visuals for their business plans. This represents a novel use of AI in the classroom, where students utilize advanced technologies to enhance creativity, communication, and problem-solving skills. o Innovative Use: Students employ AI to develop professional-quality materials, such as business plan visuals and background content, enabling them to learn and apply real-world digital skills while exploring ethical and responsible AI use. 2. Kahoot Quizzes, Mentimeter o Kahoot and Mentimeter are an interactive platform used for live quizzes during lectures and seminars. It adds a gamified element to the learning process, increasing engagement and enabling real-time knowledge assessment. o Innovative Use: By integrating Kahoot as a regular part of lectures, students receive immediate feedback while actively participating in course discussions. This makes learning more dynamic and reinforces key concepts in a collaborative, competitive format. 3. Escape Room Games o Digital escape room games were introduced to create an immersive learning experience during seminars. These problem-solving activities challenge students to apply course concepts while collaborating under time constraints. o Innovative Use: The escape room format transforms traditional exercises into an engaging, team-based challenge, enhancing critical thinking, teamwork, and creativity. 4. Video Content and Multimedia Tools o Students are tasked with creating video presentations to showcase their business plans, replacing traditional text-based submissions. Multimedia tools such as Canva, video editors, and AI-generated visuals (DALL-E) support the process. o Innovative Use: Requiring students to produce professional videos improves their digital storytelling skills while enhancing creativity, communication, and proficiency in multimedia technologies. This modern assessment method reflects real-world expectations for presenting ideas visually and engagingly. 5. Online Collaboration Platforms o Tools like Google Drive, collaborative documents, and virtual communication platforms were used to facilitate teamwork and project management. o Innovative Use: These tools enable seamless collaboration among students, whether working remotely or in-person, enhancing organizational and communication skills while preparing students for digital work environments. 6. Business Plan Maker Software o Online business plan tools were incorporated to help students structure and visualize their business ideas efficiently. These platforms provide templates, real-time collaboration features, and guided processes for creating comprehensive business plans. o Innovative Use: By using specialized software, students gain hands-on experience in digital tools that professionals use, improving their ability to structure, organize, and present business strategies effectively. Emphasizing the Novelty The course’s innovative strength lies in its combination of tools that support both student-centered learning and the development of digital competences: • AI integration in business planning and content creation is cutting-edge, allowing students to engage with emerging technologies. • Traditional gamification tools like Kahoot/Mentimeter and escape room activities are adapted to promote deeper learning while making education engaging and collaborative. • The shift to video-based project submissions represents an innovative approach to assessment, aligning with modern communication trends and real-world business expectations. By combining these tools strategically, the course creates an interactive, technologically enriched learning environment, ensuring students acquire practical, in-demand skills in creativity, teamwork, and digital literacy.

Outcomes and outputs, main results

1. Enhanced Student Engagement Interactive methods (AI tools, Kahoot quizzes, classroom games) boosted participation and satisfaction. • Concrete Results: o Participation increased by 20%, and satisfaction improved by 30%. o Students actively contributed to lessons and project work, showing deeper engagement. 2. Development of Key Competences Students gained essential 21st-century skills: • Digital Competences: Use of AI tools (ChatGPT, DALL-E) for content creation and problem-solving. • Soft Skills: Teamwork, communication, and creativity through group projects and interactive tasks. • Concrete Results: o 80% of students reported acquiring new, market-relevant digital skills. o Business professionals confirmed students’ skills met labor market standards. 3. High-Quality Student Outputs The course enabled students to produce professional-grade work: • Outputs: o Comprehensive video presentations of business plans, enriched with AI-generated visuals. o Structured project documentation showcasing creativity and deep understanding. • Impact: o 70% of outputs were evaluated as comparable to real-world startup proposals. 4. Improved Assessment and Feedback Digital methods (video presentations, Kahoot) modernized assessments and provided real-time feedback. • Impact: o A 90% course completion rate and fewer failures. o Group-level feedback involving business experts added real-world relevance. 5. Market Alignment and Scalability The iterative design, with input from business professionals, ensured the course met market needs while offering a scalable model for other programs. • Impact: o Students reported increased confidence in entrepreneurial skills and employability. o The course could serve as a transferable model for integrating digital tools into teaching.

Lessons learnt

1) Gradual Introduction of Technology Consideration: Introduce new technologies and tools gradually to allow students time to adapt. Provide step-by-step guidance and training where necessary. Mistake to Avoid: Assuming all students are equally tech-savvy can create frustration and disengagement. Avoid implementing complex tools without proper orientation. 2) Balance Between Individual and Group Work Consideration: Combine individual tasks with group-based projects to ensure accountability and teamwork. Mistake to Avoid: Relying solely on group work may create issues with unequal participation. Establish clear roles and responsibilities within teams. 3) Addressing Technical and Resource Challenges Consideration: Ensure access to required tools, platforms, and resources for all students. Test tools in advance to avoid technical disruptions.

Adaptability and sustainability of the best practice (for other institutions)

Digital Tools: Tools such as Kahoot, AI-based applications (ChatGPT, DALL·E), and online video creation platforms are accessible and can be implemented in virtually any institution with basic digital infrastructure. Project-Based Learning: The project-based format, in which students develop business plans and engage in group assignments, can be adapted to any field requiring critical thinking, problem-solving, and teamwork. Institutions can tailor projects to suit the specific discipline while maintaining the focus on real-world applications. Flexibility in Content Delivery: The blend of interactive online and in-person elements allows for customization based on institutional capabilities. Institutions with varying resources can select the tools that best fit their technological landscape, ensuring the practice remains adaptable.

Promotion of best practice

The good practice has been presented at an academic conference and at its workshop. These platforms allowed for direct interaction with educators fostering knowledge exchange and encouraging other institutions to adopt similar approaches.

Scope and impact

• Course/department level
• Faculty level
• Institutional level

Improving Student Employability: The course is designed to equip students with the practical skills needed in the modern workforce, such as problem-solving, teamwork, communication, and digital literacy. By collaborating with business professionals and incorporating real-world tasks into the curriculum. Enhancing Institutional Reputation: The innovative approach of the course has the potential to raise the institution’s profile within the academic community. Fostering Sustainable Educational Practices: The focus on project-based learning, digital tools, and real-world applications supports the institution’s long-term sustainability goals by reducing reliance on traditional teaching methods and aligning with future educational trends.

6.1 Digitalization

• Innovative, novel methodology in using digital tools/devices in teaching
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment
• Artificial intelligence and learning analytics in education and training

Reasoning: The course leveraged digital platforms and tools like Kahoot quizzes, escape room games, AI-based applications (Dall-E, ChatGPT), and online video materials to facilitate content delivery, enhancing accessibility and engagement. These tools made learning interactive, offering varied and accessible formats tailored to modern learners’ needs. The digitalized design encouraged active student participation through project-based assignments, teamwork, and real-world business plan creation. Short, interactive tasks replaced long case studies, boosting motivation and fostering collaborative problem-solving. Students developed digital competences through AI tools and project video creation, and safe and ethical use of technology, aligning with market demands. These practices enhanced creativity, critical thinking, and responsible digital citizenship. Assessment methods, like video business plans evaluated by professionals and interactive feedback, enabled accurate performance evaluation.

---

6.2 Internationalization

• NOT RELEVANT

Reasoning:

---

6.3 Inclusion and diversity, universal design

• NOT RELEVANT

Reasoning:

---

6.4 Sustainability

• NOT RELEVANT

Reasoning:

3.3 Public contact datas

Name	Email address	Website
Szandra Gombos	gombossz@sze.hu