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Zeitschriftenartikel zum Thema "Education, Business|Education, Curriculum and Instruction|Education, Higher":
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Hahn, Christopher J., und Jeanine E. Gangeness. „Business, Leadership And Education: A Case For More Business Engagement In Higher Education“. American Journal of Business Education (AJBE) 12, Nr. 1 (01.01.2019): 19–32. http://dx.doi.org/10.19030/ajbe.v12i1.10251.
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Institutions of higher education prepare and develop students for the workforce, and in the coming decade, the challenge of workforce preparation will increase as the current workforce is retiring during a time of economic growth. Traditional higher education practice tasks faculty with developing appropriate curricula for students that will adequately prepare them for employment and leadership within an organization, but often this development lacks direct industry input into course content and design resulting in a gap between industry needs and graduate skills. This study addresses both current and perceived future educational and leadership needs of a workforce in an 11 county region in the north central United States. It explores potential strategies for mitigating the skills gap as it relates to organizational leadership skills, the evolving roles of faculty, and curriculum design and application, and develops a community alliance model for business, leadership, and education.
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Howard, Heather A., Nora Wood und Ilana Stonebraker. „Mapping information literacy using the Business Research Competencies“. Reference Services Review 46, Nr. 4 (12.11.2018): 543–64. http://dx.doi.org/10.1108/rsr-12-2017-0048.
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Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.
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Radjai, Leyla, und Christopher Hammond. „Internationalization of the curriculum in Japanese higher education“. Journal of Comparative & International Higher Education 11, Winter (15.03.2020): 172–75. http://dx.doi.org/10.32674/jcihe.v11iwinter.1523.
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Internationalization of university curricula has received growing attention among scholars and policymakers who recognize the importance of providing international and intercultural opportunities to all students, not only those able to partake in education abroad. Much of the research in this area has been done in Anglosphere and European contexts (Leask 2017; Beelen and Jones 2015; Haigh 2002), with less scholarly attention given elsewhere. Our study focuses on Japan, analyzing the approaches taken to internationalize the curriculum in English-medium instruction (EMI) programs in Japanese universities. We seek to understand the experiences of educators and students involved in teaching and learning in these internationalized classroom contexts, with a view to contribute novel insights that can inform future policy and practice at internationalizing universities. The research questions guiding this mixed methods project are: 1)What does internationalization of curriculum mean for educators in the Japanese university context? 2)How do faculty members incorporate intercultural/global dimensions into curriculum design in their EMI programs? 3)What factors do educators and students perceive to enable or block the internationalization of the curriculum in these programs?
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Chen, Mei-hui, Yenchun Wu und Kune-muh Tsai. „Building an Industry-Oriented Business Sustainability Curriculum in Higher Education“. Sustainability 10, Nr. 12 (10.12.2018): 4698. http://dx.doi.org/10.3390/su10124698.
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In the past, research addressing the issues reflecting industrial needs for sustainability-related curriculum design in higher education has been limited. To narrow this gap and to provide students with better business sustainability curricula, we propose employing a mapping concept to extract the opinions and needs of industrial professionals. A total of 14 industrial professionals were invited to brainstorm on topics of business sustainability to be included in the curriculum, and we were able to obtain 52 topics. The participants were then asked to group the topics on the basis of their own perception of similarity, and rated their importance and difficulty levels. To associate the topics into clusters, we conducted multidimensional scaling and hierarchical cluster analysis. We achieved five clusters: resource usage reduction and management, corporate governance and labor safety, business sustainability practices, employee rights and community involvement, and knowledge of the regulations. A derived importance–performance analysis (dIPA) was later implemented to further categorize the topics on the basis of the distinct levels of importance and difficulty of each topic. The four quadrants in dIPA could act as guidelines for designing a series of progressive courses on business sustainability in higher education.
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Machmud, Karmila. „Evaluating CALL in Higher Education Institutions“. Lingua 16, Nr. 1 (27.03.2020): 13–23. http://dx.doi.org/10.34005/lingua.v16i1.759.
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The goal of this research is to elaborate on the implementation of CALL subject in English as a Foreign Language Instructions at a higher education level. As one of the four pillars of a university’s development program, the use of ICT in the teaching and learning process has gained significant attention from higher education institutions; thus, through this research, the integration of CALL subject in English education curriculum and instruction is designed. The design then offered to be implemented in the English education program at a higher education level. Studies in CALL field have developed significantly in determining the effect of the technology use in language learning; thus, it is considered significant to be included in the English Education curriculum. This research is targeting the mastery of technology by student teachers’ literacy to prepare them for becoming English teachers who understand the technology and able to use it in the instructions setting. This is important considering that the students nowadays are born in the technology era. This paper discusses the implementation process of the CALL subject and the perspectives of EFL teachers and students towards the subject.
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Sheridan, Lynnaire, Belinda Gibbons und Oriana Price. „Achieving WIL placement and theoretical learning concurrently: An online strategy for Higher Education Institutions“. Journal of University Teaching and Learning Practice 16, Nr. 3 (01.07.2019): 113–32. http://dx.doi.org/10.53761/1.16.3.8.
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The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government’s Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.
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Leven, Bozena. „Poland's Transition In Business Education“. American Journal of Business Education (AJBE) 3, Nr. 1 (01.01.2010): 53–60. http://dx.doi.org/10.19030/ajbe.v3i1.372.
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Prior to Poland's transition from central planning to a market system, which began in 1990, schools of business were non-existent in that country. Instead, university level instruction on economics during the socialist period was closely tied to ideological priorities, and limited to imparting skills suitable for planned economy. All universities were owned by the state, heavily politicized, and solely focused on supporting a centrally planned economy. There was no meaningful attempt to impart, or even describe, market oriented theories, leaving Poland almost wholly without the basic human capital needed to run a market economy. This backdrop makes higher education reform particularly crucial for Poland’s continued economic development and, to date, marketization has fundamentally transformed that sector. Poland’s current higher education system is now compatible with those of many Western European countries, relies on standard Western curricula, and enjoys significant academic autonomy, which exceeds that of some more developed Western countries. This sector has also seen an unprecedented growth in economics and business programs enrollments, along with the formation of private universities. Indeed, the depth and rapidity of Poland's progress in reforming higher education stands in marked contrast to that of other former centrally planned economies, and may serve as an interesting case study for potential reforms in Russia and other former Soviet republics. In this paper we describe the progress and effects of several major reforms in Poland's higher business education, examining changes in funding, potential funding sources, the structure of faculty governance, educational programs and degrees granted, the formation of new curricula, and Poland’s system of faculty promotion. Following this examination, we identify and discuss a number of continuing systemic obstacles to further progress in this area, and discuss how they might be addressed. In addition, we apply Western metrics to assess and evaluate the impact of reform on the current and future quality of Poland's business education. One consequence of Poland's transition to a market economy is its high level of governmental involvement in income redistribution policies, and a quasi-monopolistic position regarding the provision of such services as for example, health care, and quality higher education . Because these governmental policies have parallels in the experiences of European countries, those experiences provide insights into possible outcomes upon which various policy recommendations for Poland may be drawn.
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Card, Karen, Crystal R Chambers und Sydney Freeman Jr. „Is there a Core Curriculum across Higher Education Doctoral Programs?“ International Journal of Doctoral Studies 11 (2016): 127–46. http://dx.doi.org/10.28945/3409.
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Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Ortega-Dela Cruz, Ruth. „Perceptions of higher agricultural education toward sustainable agricultural development“. Higher Education, Skills and Work-Based Learning 10, Nr. 1 (04.10.2019): 187–202. http://dx.doi.org/10.1108/heswbl-06-2019-0080.
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Purpose The purpose of this paper is to explore the purposes and current outcomes of Bachelor of Agricultural Science degree program in Austria. It identifies the ability of higher agricultural education (HAE) curriculum to meet its purpose by way of validating its current outcomes. Design/methodology/approach The study used survey research design to purposively sample faculty members and graduating students under the bachelor degree program of Agricultural Science at BOKU University of Natural Resources and Life Sciences, Vienna. In addition to a self-administered questionnaire, key informant interviews were also conducted to validate the data gathered. Findings The Bachelor of Agricultural Science degree program in Austria aims to develop the student scientific understanding of theoretical and practical aspects of agriculture. The program also gears toward developing their lifelong learning skills. Analysis of the difference reveals congruence in the perceptions of agricultural education professionals and students regarding the intended and expected learning outcomes of the HAE curriculum. The findings affirm how the purposes and outcomes of HAE curriculum have been met successfully and their implications to BS Agriculture curriculum in the University of the Philippines. The findings are grounded on the firm foundations of Austrian higher education system from their strategic curriculum planning, design, and implementation to evaluation where all stages are done in consultation with the various stakeholders. Truly a community of dedicated members of the academic and administrative staff is a powerful tool toward curricular advancement in HAE institutions. Practical implications The subject of this study, in particular BOKU University, provides a concrete example that not only the University of the Philippines Los Baños but all the other agricultural universities around the world could learn from. Social implications This study serves as a springboard for the development of new and innovative models of curriculum and instruction in the Philippines and other agricultural developing countries in the world. Originality/value This is an original study that provides discussion on the link between a developed country as a possible model and a developing country in terms of HAE. It helps the HAE institutions realize the ways on how their educational aspirations will turn into reality when it comes to fulfilling their role in supplying a well-trained and productive workforce for the agricultural economy toward sustainable agriculture development in one’s own country.
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Sun, Poi Hun, und Sek Yan Lee. „THE IMPORTANCE AND CHALLENGES OF OUTCOME-BASED EDUCATION – A CASE STUDY IN A PRIVATE HIGHER EDUCATION INSTITUTION“. Malaysian Journal of Learning and Instruction 17, Number 2 (31.07.2020): 253–78. http://dx.doi.org/10.32890/mjli2020.17.2.9.
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Purpose – Given the importance of quality assurance and enhancement of curriculum in a higher education institution, it is vital to have a systematic process to measure students’ performance objectively and effectively for continuous improvement in the programme/curriculum. The purpose of this study is to analyse the process of setting up an Outcome-Based Education (OBE) system in a business school of a private higher education institution in Malaysia. The importance and challenges of the OBE system are discussed, while some recommendations for common issues are suggested. Methodology – Document analyses and observations were conducted on ten undergraduate programmes in the business school of a private higher education institution, from 2015 to 2019. These mechanisms are to assess and discuss the processes needed in implementing OBE; while the importance and challenges of having an OBE system in the business school are included. Findings – To have a smooth-running process of implementing an OBE system, proper planning needs to be in place. Data from the OBE system and its utilisation are essential to ensure continuous quality improvement to the curriculum and to give assurance to relevant stakeholders about the quality of graduates. There are several steps that are discussed in this paper to give pointers and guidance to other education institutions in setting up of the OBE process. However, it is undeniable that investment of time and effort is needed to ensure the smooth-running of the OBE establishment and maintenance. Significance – This study is essential to provide a guideline to relevant parties in setting up an OBE system in education institutions. An OBE system is needed to measure students’ performance objectively and effectively while enriching students’ learning experiences. This study will give pointers to the management of the education institution, policy makers, accrediting bodies and academics on implementing an OBE system in the education institutions.
Die Auswahlen zum Thema "Education, Business|Education, Curriculum and Instruction|Education, Higher" für konkrete Quellenarten können Sie auch interessieren:
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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration, 2009. Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4595. Adviser: John P. Bean.
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Flores, Kelly A. „Exploring top-rated MBA programs for best practices in internationalizing curricula| A mixed methods study“. Thesis, City University of Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556872.
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To investigate if, and how, curriculum developers are incorporating opportunities to develop global competence into business curricula, the Exploratory Design: Taxonomy Development Model (Qualitative Emphasized) was conducted on top-rated MBA programs. This three-phase mixed methods approach revealed 11 global competencies (or taxonomies) and 84 components (or sub-categories) in the qualitative study that were further explored in the quantitative study. Fifteen representatives of top-rated MBA programs completed the survey questionnaire. Data analyses revealed several significant associations between integrated global competencies and program rankings. Best practices implemented in the top-rated MBA programs for each of the 11 global competencies are discussed. Deans, program directors, faculty, curriculum developers, business graduates, international employers, and leaders in education are among those who could benefit from the results of this study.
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For more than five decades the British government suppressed the work of the Special Operations Executive (SOE) in India during 1941--1946. The SOE was a secret body engaged in sabotage, subversive activities, and black propaganda in enemy, enemy controlled, and neutral countries during the Second World War. Through the perspective of subalternity, this study reconstructs the career of Shottyendro K. Ghosh, an Indian member of the Indian Civil Service, a tiny administrative elite, overwhelmingly British in composition that was responsible for overseeing all government activity in British India. Ghosh became a quisling and leader of a fierce guerilla force for the SOE during World War II in order to protect his homeland from Japan's imperial conquests. Much of Ghosh's life continues to be an untold story. This study also examines the current World War II curriculum at a flagship university in Bengal, India, where much of the SOE operations were based, to evaluate the state of curricular affairs, the level of familiarity and scholarly activity amongst active historians and to learn to what extent SOE operations in India is included in the World War II curriculum that is taught to undergraduate history students at this institution. The contextual framework for this examination is nested in the sociology of knowledge. This study will illuminate both a precise historical moment and the ways it has been narrated in academic discourse. In doing so, it will fill a gap in Indian history.
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Deweese, David L. „Instructional Planning and Teaching: Perceptions of Practice and Department Expectations of Principal Preparation Program Faculties“. Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2667.
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This study of principal preparation programs composing the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was conducted to identify and compare the perceptions of program faculty and program coordinators of their respective instructional planning and teaching practices, and their like perceptions of department expectations of faculty regarding these same roles. Variables were constructed using a pilot survey with selected faculty who were members of the Southern Region Council for Education Administration. There were three major findings. Faculty and program coordinators ranked their perceptions of their own practice highly. Faculty and program coordinators ranked their perceptions of their own instructional planning and teaching higher than they ranked their perceptions of department expectations of faculty regarding their teaching. Faculty and program coordinators ranked their perceptions of their own practice higher than they ranked their self-reported use of various instructional planning and teaching strategies, and methods and resources. Several recommendations resulted from this study. Among the most notable were the following: faculty and program coordinators in DPPSP programs need to conduct research which focuses on graduate perceptions of the quality of instructional planning and teaching they experienced while in the preparation program: similar research which focuses on other principal preparation program faculty teaching practices needs to be conducted, possibly using a qualitative approach: in light of the disparity between faculty and program coordinator perceptions of their instructional planning and teaching practices, and their self-reported utilization of various instructional planning and teaching methods and resources, it was recommended that DPPSP faculties and coordinators engage in critical assessment of the assumptions under which they plan for and enact teaching and learning activities.
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Vinson, Ellen Levy. „General education and enrollment trends at private baccalaureate colleges, 1975--2000“. W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1550154184.
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Lauridsen, Barbara L. „Is information technology education betters learned in teams? An exploratory study of teamwork effectiveness at a higher education institution“. Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601964.
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The purpose of this research was to determine if the effectiveness of technology education can be significantly increased through use of team-based activities including both real-time team encounters and results-driven team assignments. The research addresses this purpose by examining perceptions regarding effectiveness of team-based learning in several degree programs in Information Technology education. Survey data was gathered from adult students about their experience with recent team assignments. All participants were enrolled at a large private non-profile university on the west coast within the School of Engineering, Technology and Media. The Team Work Survey was administered and hosted on the Survey Monkey website and released to about 200 courses in programs for a Bachelor of Science or a Master of Science degree. Over four periods, survey responses were returned for 96 learners enrolled in undergraduate courses and 126 learners enrolled in graduate courses. The researcher was granted permission by DiFonzo (2010) to use a survey instrument adapted and piloted that was based on an earlier Team Performance Survey originated by Peters (1997) who developed, validated and determined its reliability. Several comparisons were made using statistical analysis to determine the interesting patterns relevant to this research. The interpretation of findings included evidence that team effectiveness was indeed positively aligned with team members' perceptions about ability to learn, with their interest in the topic and the motivation of individual members to commit time and energy to the team assignments.
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Churchill, Christina. „An Examination of Business Professors' Experiences with Remote Teaching under COVID-19: Lessons Learned for the Future“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752387/.
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During the COVID-19 pandemic in the spring of 2020, universities throughout the United States closed their campuses and transitioned their face-to-face courses to remote learning. The unprecedented transition created a unique learning and teaching environment. This case-based qualitative study investigates the experiences of business professors from a prestigious school of business that taught during the transition. Findings derived from the digital Likert survey instrument completed by all the business faculty and semi-structured interviews of selected business faculty. Some of the topics of the survey and interviews included communicating with students, developing the learning management system course content, delivering asynchronous material, delivering synchronous classes, and providing instructional feedback. Findings included a significant growth in business professor's perceived skillset in almost all topics, an interest in further developing skills, and an interest in adopting the new skills in future face-to-face courses. Through NVIVO analysis of the interviews, four thematical elements were identified: faculty efficacy, faculty training, course delivery, rapport. The study investigated a deep wholistic view of the data presented and provided an extensive in-depth description of the social phenomenon. A practical framework for incorporating the identified themes was developed for business schools needing to establish and maintain online business programs.
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Hightower, Sandra. „Effect of Active Learning on Students' Academic Success in the Medical Classroom“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1117.
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Doctors in a Northern California community reported that medical assisting students did not use medical terminology in context, could not think critically, and faltered in decision making and problem solving during their internships in medical offices. The intent of this instrumental case study was to investigate the gap between current methods of lecturing and active-learning projects designed to engage medical assisting students in learning medical terminology, forming critical thinking skills, and developing decision-making techniques. Informed by a constructivist theoretical framework, data were collected regarding the teaching methods of 4 medical instructors through interviews and classroom observations. Documentation from the doctors and nurses whom graduates served upon matriculation was also reviewed. Open coding of data resulted in emerging themes. Findings showed that instructors were unsure how to implement activities to promote critical thinking, active learning in the classroom, and decision-making skills for students. As a result of this research, a 3-day professional development workshop for college instructors was developed, focusing on critical thinking and problem-based learning activities. This study may contribute to positive social change when medical assisting students graduate with the ability to use medical terminology in context, think critically, and provide satisfactory patient care, thus bringing valued expertise to patient care and offsetting the national shortage of labor in this sphere.
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Gottschall, Holli M. „Faculty and student attitudes towards group work in higher education and why faculty use groups“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232561.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technological, 2006. "Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2899. Adviser: Barbara A. Bichelmeyer.
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Marzinsky, Maria. „Teaching and curricular practices contributing to success in gateway courses for freshman and sophomore students in math, science, engineering, and technology (MSTE) majors at a large public research university: A longitudinal study“. Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280026.
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This dissertation examined teaching and curricular practices that have had an impact on the academic achievement of freshman and sophomore students taking introductory courses in math, science, technology, and engineering (MSTE). A large proportion of undergraduate students intending to pursue MSTE majors switch to other majors after taking introductory courses in math, biology, physics and other courses that constitute a requirement for science and engineering degrees (Astin, 1993). This investigation utilized quantitative and qualitative methods to assess the academic performance of students at a large public research university. In the quantitative phase, two efficiency indices were computed for eleven course sequences for MSTE majors using student cohorts from 1993-1999. The ICE index is the average number of attempts it takes a cohort of students to pass a introductory (gateway) course. An index closer to 1 indicates an efficient course, since an index of 1 means that all students passed the course in the first attempt. The ICE2 index measures the rate of success of students taking the second course in a gateway sequence. The ICE 2 index ranges from 0 to 1. An ICE2 index of 1 for the targeted gateway course is ideal, indicating that every student who passed the first gateway course took and passed the next course in the curricular sequence with a grade of A, B, or C on the first attempt. The qualitative phase of this study consisted of twelve interviews of the faculty and instructors who teach the same courses analyzed in the quantitative phase. In addition, four faculty members who held administrative positions in the MSTE disciplines were interviewed. The purpose of the interviews was to unveil teaching and curricular practices that have had an impact on students' academic achievement. The resulting trends of the efficiency indices failed to demonstrate an improvement in students' academic achievement as measured by the indices, except for three gateway course sequences: Computer Science, Biology, and Management Information Systems. The qualitative phase helped to unravel a myriad of not only faculty's innovations and achievements but also their concerns surrounding practices regarding the introductory courses.
Bücher zum Thema "Education, Business|Education, Curriculum and Instruction|Education, Higher":
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Betters-Reed, Bonita. Toward transformation of the management curriculum: Visions and voices for inclusion. Wellesley, MA: Center for Research on Women, Wellesley College, 1994.
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Betters-Reed, Bonita. Toward transformation of the management curriculum: Visions and voices for inclusion. Wellesley, MA: Center for Research on Women, Wellesley College, 1994.
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Bailey, Gerald. Handbook on developing online curriculum materials for teachers: Lessons from museum education partnerships. Charlotte, N.C: Information Age Pub., 2010.
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Pamental, George L. Ethics in the business curriculum: A preliminary survey of undergraduate business programs. Lanham: University Press of America, 1988.
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Singapore), SEAMEO RELC International Seminar (35th 2000. Language curriculum and instruction in multicultural societies. Singapore: SEAMEO Regional Language Centre, 2001.
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Henderson, Byron. The components of online education: Higher education on the Internet. Saskatoon: Centre for the Study of Co-operatives, University of Saskatchewan, 1999.
Buchteile zum Thema "Education, Business|Education, Curriculum and Instruction|Education, Higher":
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Du, Ruiqing. „Curriculum and Instruction“. In Chinese Higher Education, 43–60. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21997-1_3.
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Tsai, Mei-Ling, und Paul R. Saunders. „Vertical Integration of EMI Courses in a Medical Curriculum“. In English as a Medium of Instruction in Higher Education, 39–54. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4645-2_3.
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Hatt, Lucy. „Learning Enterprise and Entrepreneurship Through Real Business Projects“. In Applied Pedagogies for Higher Education, 215–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_10.
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Abstract Enterprise and entrepreneurship are widely regarded as important for economic, social and political change, and higher education (HE) institutions are seen as appropriate places to develop entrepreneurial competencies. This chapter describes an experiential, real world approach to entrepreneurship education in HE known as ‘Team Academy’ and suggests a complementary conceptual grounding to the accepted curriculum using candidate entrepreneurship threshold concepts and pedagogical approaches identified from doctoral research. Four case studies taken from the two oldest and largest UK Team Academy programmes illustrate the approach and highlight the way in which an understanding of a selection of candidate entrepreneurship threshold concepts have been successfully developed in the students.
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Ravesteyn, Pascal, und Johan Versendaal. „Design and Implementation of Business Process Management Curriculum: A Case in Dutch Higher Education“. In Key Competencies in the Knowledge Society, 310–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5_30.
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Sørensen, Olav Jull. „The Socially Engaged University: The Complexities of Business Relations Under the New Political Paradigm“. In Populism and Higher Education Curriculum Development: Problem Based Learning as a Mitigating Response, 205–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47376-1_9.
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Hagerup, Clare, und Russell Woodward. „The Deployment of Sustainability in the Higher Education Business Studies Curriculum: Centrality, Pervasiveness and Practical Teaching and Learning“. In World Sustainability Series, 349–59. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09474-8_25.
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Tiedau, Ulrich. „Curriculum, Higher Education, Humanities“. In Encyclopedia of Big Data, 1–3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-32001-4_49-1.
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Tiedau, Ulrich. „Curriculum, Higher Education, Humanities“. In Encyclopedia of Big Data, 1–3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-32001-4_49-2.
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Konferenzberichte zum Thema "Education, Business|Education, Curriculum and Instruction|Education, Higher":
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Card, Karen, Crystal R Chambers und Sydney Freeman Jr. „Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline“. In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.
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The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Mason, Neal, James Harrigan und Ryan Yonk. „Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption“. In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2681.
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The collaborative contagion model is a byproduct of a three-year endeavor to identify and address curricular deficiencies in business ethics and entrepreneurship (BE&E) courses. Designed to increase curriculum adoption using professional educators’ established networks, the model combines a series of four-day disruptive innovation workshops with an online forum to promote collaboration in the design of BE&E materials, and to provide ongoing support for educators with unique contextual constraints. Our primary goal in developing the collaborative contagion model was to create a framework through which teachers could prototype, refine, and distribute BE&E course materials at no monetary cost. Given the variety of participants invited to the disruptive innovation workshops, we expected to produce curricular materials that incorporated a wide array of perspectives and experiences relating to BE&E instruction. After our first year of workshops, 20 K-12 and 20 higher education participants helped formulate 10 modules and 60 grade-specific K-12 lesson plans. Through the process, we have established pilot programs at 13 separate institutions, and built partnerships with seven organizations. In addition to providing educators with professional development opportunities and an enhanced academic network, we conclude that the collaborative contagion model promotes improved curriculum quality, and increases the likelihood of curriculum implementation.
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Kakkonen, Marja-Liisa. „First-year business students’ entrepreneurial attitudes“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7973.
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Entrepreneurial competences consist of attitudes, knowledge and skills. Several higher education institutions support and promote students' learning of entrepreneurial competences during their studies. In order to verify the development of these competences they should be first examined at the early phase of the studies. Therefore, in the autumn 2017 when a new curriculum was launched in the business department of a Finnish university of applied sciences, a follow-up study with three sub-studies was planned to annually survey students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship.This paper presents the results of the first sub-study which examined the students' attitudes in the beginning of their studies. According to the findings, their attitudes towards entrepreneurship are quite positive. Although the aim is not to generalize the results of the study beyond this student group, the findings provide a solid starting point for the implementation of the curriculum in this higher education institution and thus, for the development of students' even more positive attitudes towards entrepreneurship during their studies.
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Jaiswal-Dale, Ameeta, Ernest L. Owens Jr. und Abby Bensen. „Case Study in Project Management: A Vehicle for Business Curriculum Integration“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13081.
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This case can be team-taught to combine the different elements of business education taught by individual faculty within a course in Project Management, as a partial, half credit module within a business curriculum. This case study is written to address the feedback from prospective employers that the fresh recruits are reticent and need a long period of “internship / training/ mentoring” before they are ready to be a part of the company’s internal team. The case depicting a real company undergoing substantial changes provides the students with opportunities to gain the analytical skills developed in the study of various business disciplines, while providing the opportunity for discussion and illustration of real-life scenarios, constraints, and roadblocks. Moreover, students practice team development and process efficiencies. Instructors will teach how marketing, sales, and procurement functions impact the accounting and finance components of the project so the project scope is managed within the resources, schedule, and budget.
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Erjavec, Jure. „Stakeholders in curriculum development – case of Supply Chain and Logistics programme“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12875.
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Higher education institutions involve various groups of stakeholders that can affect strategic and operational actions in various ways and extents. Understanding the relevance of particular stakeholders in regard to an organization is therefore of key importance. Previous research has shown the importance of involvement of different groups of stakeholders in the curriculum development. The main purpose of this paper is to present a conceptual framework for inclusion of various stakeholders in curriculum development cycle for graduate business programmes. This is done by applying the stakeholder map to curriculum development cycle to form the conceptual framework. The framework is then applied to a case of a Supply Chain and Logistics graduate programme curriculum development.
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Phillips, Robert A., und Michael S. Jones. „A Qualitative Study of the Inclusion of Social Enterprise in the Entrepreneurial Education Curriculum“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12402.
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Despite rising interest amongst students and the general public in social enterprise, it is often taught as an add-on along with sustainability in more general entrepreneurship courses. This has led to under-equipping students with the skills and knowledge they need to start a business in this area. We spoke to both academics and students, using semi-structured interviews, about their views of current social enterprise inclusion and what could be improved. The research found that entrepreneurship academics included social issues in their courses as part of entrepreneurial education, however, this was at introductory level and students were frustrated there was little opportunity to follow up on this interest, especially those in their final year, with no clear path for those interested. Focus varied between institutions and it was suggested that the institutional focus on employability statistics could be harmful for social entrepreneurship education. We suggest that more institutions have social enterprise modules which are able to be accessed university wide to allow multidisciplinarity, and separated out from general entrepreneurship at a higher level to fully focus on these issues to fully prepare those who are interested in starting or joining a social enterprise.
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Kiss, Eszter, Michelle Barker und Parlo Singh. „International undergraduate business students' perceptions of employability“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.
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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.
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Zou, Hang. „Innovation in the Curriculum for English Major Students in Chinese Higher Education“. In 2014 International Conference on Information, Business and Education Technology (ICIBET 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icibet-14.2014.5.
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Lina, Zhong, und Tang Junyi. „The Curriculum and Education System of Hong Kong Tourism Higher Education -- Taking Hong Kong Polytech University as an example“. In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.113.
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Wang, Shanshan. „Vocational Schools Business Japanese Curriculum Reform and Integration Analysis“. In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.161.
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Berichte der Organisationen zum Thema "Education, Business|Education, Curriculum and Instruction|Education, Higher":
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Atuhurra, Julius, und Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), Dezember 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.
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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Altonji, Joseph. The Effects of High School Curriculum on Education and Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, August 1992. http://dx.doi.org/10.3386/w4142.
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Bernheim, B. Douglas, Daniel Garrett und Dean Maki. Education and Saving: The Long-Term Effects of High School Financial Curriculum Mandates. Cambridge, MA: National Bureau of Economic Research, Juli 1997. http://dx.doi.org/10.3386/w6085.
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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz und Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Marchais, Gauthier, Sweta Gupta und Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.
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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Tomasik, Rachel, Bethany Smith, Donald Takehara, Steven Snyder, Travis Booth und Elise Romines. Developing High Altitude Balloon Curriculum for Undergraduate Courses—NSF Grant Impact and Example in General Education Chemistry. Ames (Iowa): Iowa State University. Library. Digital Press, Januar 2011. http://dx.doi.org/10.31274/ahac.8148.
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss und Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, Mai 2020. http://dx.doi.org/10.53832/edtechhub.0014.
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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong und Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), Februar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.
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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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DeBarger, Angela, und Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, Dezember 2006. http://dx.doi.org/10.51420/report.2006.1.
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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
