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1.
This study offers a model for incorporating live sustainability consulting projects in an MBA curriculum to nurture cross‐functional faculty collaboration while offering students proving ground for solving contemporary challenges related to ethical management of all forms of capital. We attempt to first lay a foundation for the recent evolution of sustainability within business schools, and then provide evidence that an opportunity exists for decision science scholars to play a key role as facilitators of this wave of pedagogy. Our research is based on publicly available data that rank business schools relative to their integration of sustainability within MBA programs, our experiences with 39 project clients over a 3‐year period, an analysis of client and student feedback, and anecdotal evidence of success in the development of live project‐based consulting courses. The case study highlights the potential and scalability of this proposed pedagogy to deliver live projects as either a stand‐alone course or an integrated part of the curriculum.  相似文献   

2.
Over the past decade, more and more business schools are attempting to teach business processes (BPs) by using enterprise resource planning (ERP) software in their curricula. Currently, most studies involving ERP software in the academy have concentrated on learning and teaching via self‐assessment surveys or curriculum integration. This research extended previous studies by attempting to measure student knowledge acquisition of BP concepts (BPC) about two common BP cycles through hands‐on exercises using ERP software. Assessments of students’ knowledge about BP were conducted at multiple time points during the study. In addition, a Technology Acceptance Model (TAM)‐based survey was employed to analyze student self‐assessment about improved understanding of BPs though ERP hands‐on exercises. Results from our empirical study indicated that there is no clear evidence that students’ knowledge about BPs significantly improved after experiencing ERP software. However, students’ self‐assessment showed that there is a positive relationship between their comprehension of BPs and hands‐on experience with ERP software. Our research findings concurred with previous research, and studies undertaken in other disciplines.  相似文献   

3.
In this pilot research we examine the impact of two leadership development training programs on the ability of students to acquire knowledge, share knowledge, and apply knowledge for organizational decision making. One program emphasized concepts and case‐based application based on a technical learning paradigm. The other program used a game‐based computer simulation, Virtual Leader, grounded in an experiential or situated learning paradigm. After training, students from both programs engaged in a complex in‐basket exercise to examine the quality of their leadership and managerial abilities. In this exercise, participants from each training intervention worked with their trained cohort to accomplish a day of managerial work. Participants were observed and their individual and collective actions and decisions on behalf of the organization were evaluated. Using qualitative research we compared the organizational decisions associated with each group to determine which pedagogical technique resulted in the most effective application of student learning. While technical learning pedagogy was associated with greater information acquisition, the game‐based computer simulation (an experiential, social‐interaction oriented pedagogy) was associated with better decision quality and more shared cognition. Evidence suggests that students taught with the game‐based computer simulation collectively demonstrated a greater ability to apply what they learned.  相似文献   

4.
As the fortunes of e‐businesses fluctuate, what is the state of e‐business educational offerings? The present study attempted to explore this question by investigating the number and nature of e‐business programs available in colleges and universities. Results were compared to previously published findings on e‐business education. Data were collected from program web sites. Master's and bachelor's degree programs based in North America and elsewhere in the world were examined. Despite the “dot‐bomb” economy, the present data suggested large increases in all foreign and North American bachelor's programs between the start of the fall semester of 2000 and November 2001. The number of North American master's programs appeared to increase dramatically during the year 2000 and at a lesser rate afterward. Findings also suggested that bachelor's and foreign master's programs involved more technical e‐business courses than the North American master's programs. The educational and economic factors possibly underlying these trends are discussed.  相似文献   

5.
This article presents the development of an online, student‐centered, introductory small‐business management course that uses an educational business novel, hypertext graphic‐design features, an interactive workbook, and a student‐authored final chapter. Student learning was assessed through the use of a pre‐ and posttest survey. Student reflection was incorporated to make students consider the impact of learning. Results showed that student learning and understanding increased in two separate courses.  相似文献   

6.
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7.
A potential method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies. We developed an energy resources geospatial curriculum that included learning activities with geographic information systems and virtual globes. This study investigated how 13 urban middle school teachers implemented and varied the enactment of the curriculum with their students and investigated which teacher- and student-level factors accounted for students’ GTR posttest achievement. Data included biweekly implementation surveys from teachers and energy resources content and GTR pre- and posttest achievement measures from 1,049 students. Students significantly increased both their energy resources content knowledge and their GTR skills related to energy resources at the end of the curriculum enactment. Both multiple regression and hierarchical linear modeling found that students’ initial GTR abilities and gain in energy content knowledge were significantly explanatory variables for their geospatial achievement at the end of curriculum enactment, p < .001. Teacher enactment factors, including adherence to implementing the critical components of the curriculum or the number of years the teachers had taught the curriculum, did not have significant effects on students’ geospatial posttest achievement. The findings from this study provide support that learning with geospatially enabled learning technologies can support GTR with urban middle-level learners.  相似文献   

8.
＂地理信息系统＂课程是遥感科学与技术和地理信息系统的核心基础课程,也是相关气象专业的重点课程之一。本文从教学团队建设、教材建设、课程体系建设和课程的网络化建设,探索了气象院校地理信息系统精品课程建设的思路与方法。  相似文献   

9.
Modern software practices call for the active involvement of business people in the software process. Therefore, programming has become an indispensable part of the information systems component of the core curriculum at business schools. In this paper, we present a model‐based approach to teaching introduction to programming to general business students. The theoretical underpinnings of the new approach are metaphor, abstraction, modeling, Bloom's classification of cognitive skills, and active learning. We employ models to introduce the basic programming constructs and their semantics. To this end, we use statecharts to model object's state and the environment model of evaluation as a virtual machine interpreting the programs written in JavaScript. The adoption of this approach helps learners build a sound mental model of the notion of computation process. Scholastic performance, student evaluations, our experiential observations, and a multiple regression statistical test prove that the proposed ideas improve the course significantly.  相似文献   

10.
The purpose of this study is to explore how well a curriculum that combines operations management and information systems uniquely prepares students for the workforce. To address our research questions, a Web‐based survey was developed. We sent our survey to 203 alumni that graduated from the Department of Operations Management and Information Systems at Northern Illinois University. We assess alumni perceptions of how well our department prepared them in general and technical skills as well as how important these skills were in their current position. We investigate factors useful in predicting preparedness for both general business and technical skills. Overall, students felt prepared in most of the important skills we studied. We also found a significant positive relationship between alumni‐perceived importance of general and technical skills and perceived preparedness for those skills. More recent graduates felt the most prepared for both general business and technical skills. Our findings highlight the importance of general skills for future advancement and caution educators against overemphasizing currently popular technical tools at the expense of teaching the more general business skills. Results presented here provide new knowledge for curriculum designers at the intended institution and lessons for other schools. This research also provides a methodology or process that can be repeated at other institutions that combine information systems with operations management, or with other functions such as decision sciences or accounting. An implication of the results is that schools redesigning their programs may want to consider a curriculum that combines operations management and information systems.  相似文献   

11.
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12.
In introductory information technology (IT) courses, communicating technical concepts so that they can be comprehended by all students, technical and nontechnical, has been a concern. Another challenge in such courses is to teach the real‐world applicability of technical concepts. In this conceptual article, we focus on a relatively unexplored issue in IT education—which instructional method is more effective in improving the learning outcomes of all students taking introductory IT courses. In doing so, we consider two instructional methods, lecture and multimedia case studies, and argue that either of these instructional methods, adopted singly, will be perceived by students as less effective in accomplishing learning outcomes than adopting a combination of the two instructional methods. Our arguments both augment existing knowledge about the differential influence of lecture and multimedia case studies on students’ learning outcomes and questions the wisdom of adopting either of these methods singly in introductory IT courses. We derive insights from the literature and anecdotal evidence, presented as four propositions, which illustrate the relationship between the two instructional methods and the specific learning outcomes students perceive they affect.  相似文献   

13.
Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.  相似文献   

14.
Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle‐class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings.  相似文献   

15.
This conceptual paper suggests a methodology for increasing student satisfaction in core courses by applying the principle of mass customization to increase student satisfaction. It proposes that customization can be increased by increasing course flexibility along three dimensions: content flexibility, schedule flexibility, and course length flexibility. The increased flexibility provides opportunities for both student‐centered customization and the cross‐functional integration of the core course with other disciplines. Core courses were targeted because of their high volume of students specializing in something other than the core course being taught and the associated general disinterest of these types of students. There are two main sections. The first section provides an overview to the proposed course structure while the second provides suggestions about computer‐based technology that can be used to support the structure presented in the first section. Examples are presented that pertain to a core course in statistics, but the technology and course structure presented are easily adaptable to core courses in any discipline.  相似文献   

16.
Introductory business statistics students often receive little guidance on how to apply the methods they learn to further business objectives they may one day face. And those students may fail to see the continuity among the topics taught in an introductory course if they learn those methods outside a context that provides a unifying framework. The DCOVA problem‐solving framework that presents discrete steps to define, collect, organize, visualize, and analyze data addresses these concerns while helping to enhance the perceived value of taking statistics courses.  相似文献   

17.
This teaching brief explores how and why location analytics should be taught in business schools using three objectives. First, an explanation is provided for the importance of including location analytics in the standard business school curriculum—especially in the field of supply chain management. Second, a lack of GIS-based location analytics methods in business school curricula is demonstrated. Third, a three-part location analytics exercise is introduced to contribute to the supply chain management curriculum. The proposed exercise utilizes the output of a GIS-based location analytics software (namely, Esri's ArcGIS Online) as the input for a location set covering problem that can be solved using an integer programming solver. The exercise can also be used as a stand-alone example of GIS in a supply chain management course. This teaching brief aims to (1) develop a new method to use in teaching location analytics in supply chain management and analytics courses and (2) bridge an important gap between supply chain management practice and curriculum.  相似文献   

18.
Drawing on research investigating the impact of health imperatives around obesity, diet and exercise on the actions of teachers and pupils in schools, this paper offers a reflexive account of the relationships between the ‘noise’ of obesity discourse in the public domain, policies forged to tackle health issues and the realities of teaching in schools. Our analyses suggest that intersections of bio‐policies, body pedagogies and human agents forge assemblages of meaning that frame and regulate but cannot determine either teachers' or young people's lives. Teachers and pupils experience the capriciousness of policies as they flow through specific school contexts and intersect with ‘local’ institutional cultures, expectations and interests. We suggest that Basil Bernstein's concepts and poststructural social theory prove useful when addressing how the aforementioned processes are emplaced, enacted and embodied.  相似文献   

19.
Fact‐based decision making is changing job functions within organizations more than any other technology. Analytics, once the purview of the data scientist, is now spread throughout organizations. No longer is there a single job title, job function, or set of required skills and credentials for an analytics career. Companies have moved away from seeking applicants with a specific degree to now recruiting analytics talent based on required skill sets. For more than a decade, business schools have been developing new programs in analytics in response to industry's needs. However, in developing meaningful career‐ready professionals, business programs must understand the skills required across different analytics job functions. In this article, the authors present a comprehensive assessment of the skills sought by employers when considering a candidate for an entry‐level analytics position. The authors describe the demand for various types of analytics professionals, identify the job titles and functions with the most significant demand, and then draw a comparison of the job requirements of hard skills, soft skills, software skills, and credentials between three of the most sought‐after analytics areas: data science, data analytics, and business analytics. The authors conclude by providing faculty and administrators with recommendations on how to adapt their courses and programs to provide students with the fundamental preparation necessary for careers in data science, data analytics, and business analytics.  相似文献   

20.
Industry often complains that current academic curricula fail to address the practical issues of real software development. This paper outlines a proposal for an innovative core curriculum for a Bachelor of Science in Computer Science. The proposed core curriculum contains elements of traditional computer science programs combined with software engineering via a team-oriented, hands-on approach to large-scale software development. In addition to traditional lecture/ project/exam courses, students are required to take an eight-semester sequence of ‘Software Factory’ courses. Software Factory courses put the students' newly acquired skills to work in a real software organization staffed and managed by all students in the program. Students from all courses in the Software Factory sequence meet simultaneously to fulfill their roles in the software organization. We expect that the students will be better prepared software engineering practitioners after completing a curriculum that combines traditional courses with practical Software Factory experience.  相似文献   

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