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Journal articles on the topic 'Administration graduate course'
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1
Schachter, Hindy Lauer. "Graduate education in public administration: the introductory course." International Journal of Public Administration 16, no. 1 (January 1993): 1–13. http://dx.doi.org/10.1080/01900699308524787.
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Lunsford, Dale. "A Senior Level AIS Course Based On The AICPAs Top-Ten Technology Issues." Review of Business Information Systems (RBIS) 5, no. 4 (October 1, 2001): 43–50. http://dx.doi.org/10.19030/rbis.v5i4.5367.
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In response to requests from accounting firms and companies that hire graduates of the Culverhouse School of Accountancy (CSA) at the University of Alabama (UA), the CSA was awarded a permanent increase in funding to enhance its Accounting Information Systems (AIS) course offerings. As a result of this, two new faculty were hired to teach AIS courses and a Collaborative Learning Lab (CLL) was constructed in the College of Commerce and Business Administration (CBA) computer center. Prior to this change, the AIS curriculum consisted of one undergraduate course and one graduate course in AIS. Two new courses were added to the curriculum, one each at the graduate and undergraduate levels. This past year I was responsible for the senior level AIS course, Accounting 489 (AC 489). Since there was no pre-specified list of topics to be covered in this course, I decided to use the American Institute of Certified Public Accountants (AICPA) top-ten technology issues list as a basis for the content of the course. This paper briefly describes the AIS curriculum at UA and then discusses challenges faced when defining AC 489, the structure of AC 489, and an evaluation of the course based on my experiences this past year.
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Sauceda, Jonathan. "Administration and Curricula of the Introductory Graduate Music Research Course." Notes 71, no. 3 (2015): 448–78. http://dx.doi.org/10.1353/not.2015.0003.
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Glenwick, David S. "An Experientially- and Community-Oriented Graduate Course in Mental Health Administration." Teaching of Psychology 14, no. 1 (February 1987): 51–53. http://dx.doi.org/10.1207/s15328023top1401_18.
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A graduate course in mental health administration that combines classroom, field visit, and practicum components is described. The course provides students with an overview of the major responsibilities, concerns, and issues in the management of mental health facilities. Course evaluation data indicate that the course has been meeting its goal of stimulating students' interest in this area of increasing involvement by psychologists.
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Strate, John. "Observations on Teaching a Biopolitics Course." Politics and the Life Sciences 12, no. 2 (August 1993): 277–78. http://dx.doi.org/10.1017/s0730938400024229.
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In the winter semester of 1993, I offered on my campus a four-credit course on “Biopolitics.” The course included both advanced undergraduate and graduate students, and was conducted as a graduate level seminar. It was a first both for me and for students in political science at Wayne State University. It appears to have been successful.
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Thom, Michael. "Teaching public financial management: An integrated approach to a critical subject." Teaching Public Administration 37, no. 1 (November 9, 2018): 92–106. http://dx.doi.org/10.1177/0144739418810996.
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This article presents an integrated approach to teaching a graduate-level public financial management course. It stresses the importance of fundamental budgeting proficiencies (e.g., cost allocation; forecasting; operating within constraints; and using Microsoft Excel) and additional skills that tend to receive less attention in financial management courses (e.g., cost–benefit analysis and analyzing audited financial reports). It also links financial management with broader issues in public administration (e.g., accountability and civic engagement). The course design makes use of both case studies and interactive simulation assignments. Anecdotal and empirical evidence suggest this approach is well-received by students. The article includes several options for modifying the course to fit diverse programmatic needs.
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Ross, E. Clarke. "Futurism in Policy Analysis." News for Teachers of Political Science 51 (1986): 1–4. http://dx.doi.org/10.1017/s0197901900003573.
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Michael Genovese's summer 1985 article, “Politics and Science Fiction Films,” is an excellent introduction to the broader topic of futurism and forecasting as methods of public policy analysis. These methods can be an interesting and challenging aspect of a graduate public administration course in public policy analysis.“The future does not simply happen. We create it. We can choose our future.” Accepting this assumption, I have integrated futures studies and forecasting into the Troy State University European Region graduate public administration course, “Policy and Decision Making in Government.” The course is a required component of a master's degree program offered under contract with the U.S. Air Force European Command. I have taught the course seven times, at bases in England, Turkey, Spain, Germany, and the Netherlands.
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Hart, Claudia, Margo Vroman, and Karin Stulz. "Experiential, Collaborative And Team Projects: Communication Audits In The MBA Communication Course." American Journal of Business Education (AJBE) 8, no. 4 (October 1, 2015): 289–306. http://dx.doi.org/10.19030/ajbe.v8i4.9423.
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In this paper the authors discuss the challenges and rewards of building a graduate level Managerial Communication course around an experiential communication audit project. The purpose of the project was to provide MBA (Master of Business Administration) students with exposure to the real world responsibilities and demands of working in a complex organization while simultaneously demonstrating the crucial role that good communication plays in any organization. In this service-learning project, student teams collaborated with non-profit organizations to analyze communication effectiveness and offer suggestions for improvement. Participating students acknowledged their increased skills in the areas of communication, teamwork, interviewing, research and analysis. These students will be very marketable graduates who will become highly valued employees.
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Munley, Patrick H., and Ursla Null. "An Approach for Practice Administration and Interpretation of the MMPI-2." Psychological Reports 93, no. 1 (August 2003): 69–72. http://dx.doi.org/10.2466/pr0.2003.93.1.69.
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This paper discusses one teaching approach for practice administration and interpretation of the MMPI-2 in a graduate course on personality assessment. After graduate students practice scoring and interpreting the MMPI-2 inventory completed with specific response sets and practice interpreting MMPI-2 profiles of cases prepared for teaching and practice in interpretation, students practice administering and interpreting the MMPI-2 for volunteer test-takers who complete the inventory with a simulated stress response set. The simulated stress response set approach may be helpful in providing skill-building practice in the early phases of learning the MMPI-2 with volunteer test-takers, while minimizing some of the ethical concerns raised regarding actual administrations with nonclient volunteers in the early phases of training in assessment.
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Linger, Michele L., Glen E. Ray, Peter Zachar, Andrea T. Underhill, and Steven G. Lobello. "Decreasing Scoring Errors on Wechsler Scale Vocabulary, Comprehension, and Similarities Subtests: A Preliminary Study." Psychological Reports 101, no. 2 (October 2007): 661–69. http://dx.doi.org/10.2466/pr0.101.2.661-669.
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Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC–IV and WAIS–III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of ‘early test administrations’ to ‘later test administrations.’ Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on ‘early’ sets of Wechsler scales were compared to those made on ‘later’ sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.
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Edwards, Mary, Swapna Kumar, and Marilyn Ochoa. "Assessing the Value of Embedded Librarians in an Online Graduate Educational Technology Course." Public Services Quarterly 6, no. 2-3 (September 14, 2010): 271–91. http://dx.doi.org/10.1080/15228959.2010.497447.
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Emm, Mary J., and Christine P. Cecconi. "Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice." Perspectives on Issues in Higher Education 14, no. 1 (June 2011): 21–28. http://dx.doi.org/10.1044/ihe14.1.21.
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Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.
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Badke, William. "Associated Canadian Theological Schools: Building an Online Graduate Information Literacy Course Without a Blueprint." Public Services Quarterly 3, no. 3-4 (March 30, 2008): 19–35. http://dx.doi.org/10.1080/15228950802110429.
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Tag, Sylvia G. "A Library Research Course for Graduate and Professional Students in Communication Sciences and Disorders." Public Services Quarterly 3, no. 3-4 (March 30, 2008): 115–39. http://dx.doi.org/10.1080/15228950802110494.
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Molinari Mello, Cleverson, Wilian Rodrigo Magno, Manoel Júnior Muszalaki, Messias Gonçalves Júnior, and Yan Lukas Emmanuel Camargo. "Opportunities and Threats of Job Market for Graduates from The Administration Course at UNESPAR/Paranaguá/Brazil." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 41–51. http://dx.doi.org/10.31686/ijier.vol8.iss11.2704.
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The administrator needs to be prepared to face the numerous challenges that the profession imposes. Practicing techniques and using tools, developing management strategies, knowing how to interact with individuals in the most diverse environments and hierarchical levels and being in constant improvement are some basic aspects of the profession exercise. To achieve those basic aspects, it is fundamental to have a good academic background, which also includes participating in research and extension projects that provide an approach to professional practice. If on one hand, regarding a public university in Brazil, the first challenges for academics are to conquer their vacancies and to graduate, on the other hand, entering job market could be an even greater challenge. This study has analyzed, through a field research, job market niche for graduates from a Brazilian public university, from 2016 to 2019, evaluating some professionals’ trajectories while entering job market, as well as opportunities and difficulties faced by them. Among the various aspects verified, it is worth mentioning the low offer of job vacancies and the low salary offered.
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Loos, Gregory P. "Establishment of an International Information Network for International Health Development: A Survey of Public Health Administration and Management Courses." Asia Pacific Journal of Public Health 7, no. 3 (July 1994): 183–90. http://dx.doi.org/10.1177/101053959400700307.
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The purpose of the present study was to examine the content emphasis of courses of public health administration and management (A & M) among member institutions of the Asia-Pacific Academic Consortium for Public Health (APACPH), to determine comparability of curricula across campuses. A survey of course syllabi from, APACPH schools was conducted by three separate reviewers to identify topical subject matter presented in general and specialty A & M courses delivered to graduate students at each campus. Based on this review, three synthetic general content A & M courses, and one specialty A & M course (i.e. Hospital Administration) were created as a basis for inter-campus cross-institutional comparisons conducted by the author. Despite the number of courses provided by the different APACPH institutions, specific content areas consistently appeared across institutions, suggesting possible foundational A & M content for public health students. In general, there was much better coverage of similar topics at the introductory level of instruction, and much greater consistency was observed across institutions that provided course work addressing the administration of hospitals. Several recommendations are made for further studies of other content areas, and for the development of minimum training content areas as a basis for cross-institutional studies. Asia Pac J Public Health1994;7(3):183-90.
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Jun, Hannah, and Seoyoung Moon. "An Analysis of Sustainability Integration in Business School Curricula: Evidence from Korea." Sustainability 13, no. 5 (March 4, 2021): 2779. http://dx.doi.org/10.3390/su13052779.
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Given the growing importance of corporate sustainability in the academic literature and in practice, this study investigates to what extent business schools in South Korea have been reflecting sustainability-linked themes in the curriculum. Based on a review of 20,507 course syllabi from ten sample universities between 2013 and 2019, our findings show an increase in the absolute number and proportion of sustainability-linked courses in Korean business schools, increasing from 12.9% of total courses in 2013 to 14.7% in 2019. The most prominent sustainability keywords were “ethics” and “corporate social responsibility,” with most courses reflecting sustainability keywords by allocating a few weeks to sustainability issues (sustainability-inclusive) rather than sustainability serving as the major theme of the course (sustainability-focused). In terms of degree program, sustainability-linked courses accounted for nearly 15% of total courses at the undergraduate and Master of Business Administration (MBA) levels, respectively, and just 7% of graduate (Master’s/Ph.D.) programs in Business Administration. While our findings suggest overall progress in incorporating sustainability themes in business schools, course offerings are fragmented and generally focus on a narrow concept of ethics rather than constituting a comprehensive curriculum that weaves sustainability throughout functional majors.
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Platt, Tyson L., Peter Zachar, Glen E. Ray, Andrea T. Underhill, and Steven G. LoBello. "Does Wechsler Intelligence Scale Administration and Scoring Proficiency Improve during Assessment Training?" Psychological Reports 100, no. 2 (April 2007): 547–55. http://dx.doi.org/10.2466/pr0.100.2.547-555.
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Studies have found that Wechsler scale administration and scoring proficiency is not easily attained during graduate training. These findings may be related to methodological issues. Using a single-group repeated measures design, this study documents statistically significant, though modest, error reduction on the WAIS-III and WISC-III during a graduate course in assessment. The study design does not permit the isolation of training factors related to error reduction, or assessment of whether error reduction is a function of mere practice. However, the results do indicate that previous study findings of no or inconsistent improvement in scoring proficiency may have been the result of methodological factors. Implications for teaching individual intelligence testing and further research are discussed.
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Raymond, Patricia M., and Margaret Des Brisay. "An EAP Course for Chinese MBA Students." TESL Canada Journal 17, no. 2 (June 30, 2000): 29. http://dx.doi.org/10.18806/tesl.v17i2.891.
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This article describes an English for Academic Purposes (EAP) course for Chinese Master of Business Administration (MBA) students. Unequal English language learning opportunities overseas means that many otherwise excellent candidates are denied access to graduate programs at Canadian universities. Consequently, the Second Language Institute at the University of Ottawa decided to make ESL training estimates based on scores from the Canadian Test of English for Scholars and Trainees (CanTEST) for a group of Chinese applicants to the University of Ottawa's MBA program. Thirty-four candidates participated in an innovative EAP course that combined teaching language, study, and acculturation skills, whereas some candidates were also required to complete 240 to 480 hours of Intensive Four Skills English before undertaking the EAP course. Successful completion of the EAP course constituted fulfilling the requirements for admission into the MBA program. Teaching staff from both the Faculty of Administration and the Second Language Institute provided input into the EAP course.
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Xiao, Judy, and David Traboulay. "Integrating Information Literacy into the Graduate Liberal Arts Curriculum: A Faculty-Librarian Collaborative Course Model." Public Services Quarterly 3, no. 3-4 (March 30, 2008): 173–92. http://dx.doi.org/10.1080/15228950802110577.
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Paixão, Roberto Brazileiro, and Márcio Arcanjo de Souza. "Impact of programs on competency, career, and income on management graduates." RAUSP Management Journal 53, no. 3 (July 9, 2018): 441–58. http://dx.doi.org/10.1108/rausp-04-2018-004.
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Purpose This paper aims to evaluate the impact of Federal University of Bahia’s Business Administration graduate programs on graduates’ competency, career and income development. Design/methodology/approach It is a descriptive study, for which a survey was applied and the data were analyzed using quantitative techniques (descriptive analysis, factorial analysis, t-test, Mann–Whitney test and regression analysis). Data collection was conducted through an electronic questionnaire sent to the graduates in the period between 1998 and 2012. Findings The results show that in general, the research participants perceive competency, career and income development after the course. At the same time, a comparison between the graduates of academic and professional axes (courses) was carried out, and in general, there is a certain similarity between perceptions. Originality/value This research contributes to the theoretical field on evaluation of graduates, both from a methodological point of view, because of conducted statistical analysis that is complementary to other methods used, and from a practical point of view, as it offers redesign and improvement elements to the program’s curricula and teaching-learning methodologies so that it can maximize competency development, career and income of graduates.
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ElAtia, Samira, Donald Ipperciel, Osmar Zaiane, Behdad Bakhshinategh, and Patrick Thibaudeau. "Graduate Attributes Assessment Program." International Journal of Information and Learning Technology 38, no. 1 (September 1, 2020): 117–34. http://dx.doi.org/10.1108/ijilt-03-2020-0025.
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PurposeIn this paper, the challenging and thorny issue of assessing graduate attributes (GAs) is addressed. An interdisciplinary team at The University of Alberta ----developed a formative model of assessment centered on students and instructor interaction with course content.Design/methodology/approachThe paper starts by laying the theoretical groundwork on which this novel GA assessment tool is based, that is, competency-based education, assessment theory and GA assessment. It follows with a description of the online assessment tool for GAs that was developed in the course of this project.FindingsThe online assessment tool for GAs targets three types of stakeholders: (1) students, who self-assess in terms of GAs, (2) instructors, who use the tool to define the extent to which each GA should be inculcated in their course and (3) administrators, who receive aggregate reports based on the data gathered by the system for high-level analysis and decision-making. Collected data by students and professors advance formative assessment of these transversal skills and assist administration in ensuring the GAs are addressed in academic programs. Graduate attributes assessment program (GAAP) is also a space for students to build a personal portfolio that would be beneficial to highlight their skills for potential employers.Research limitations/implicationsThis research has strong implications for the universities, since it can help institutions, academics and students achieve better results in their practices. This is done by demonstrating strong links between theory and practice. Although this tool has only been used within the university setting by students, instructors and administrators (for self-, course and teaching and program improvement), it could increase its social and practical impact by involving potential employers and increase our understanding of student employability. Moreover, because the tool collects data on a continuous basis, it lends itself to many possible applications in educational data mining,Practical implicationsThe GAAP can be used and adapted to various educational contexts. The plugin can be added to any Learning Management System (LMS), and students can have access to their data and results throughout their education.Social implicationsThe GAAP allows institutions to provide a longitudinal formative assessment of students’ graduate attributes acquisition. It provides solid and valid evidence of students’ progress in a way that would advance society and citizenship.Originality/valueTo date, the GAAP is the first online interactive platform that has been developed to longitudinally assess the acquisition of GAs during a complete academic cycle/cohort. It provides a unique space where students and instructors interact with assessment scales and with concrete data for a complete university experience profile.
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Hoshiko, T. "Responsible conduct of scientific research: a one-semester course for graduate students." Advances in Physiology Education 264, no. 6 (June 1993): S8. http://dx.doi.org/10.1152/advances.1993.264.6.s8.
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This course was developed to satisfy in part the requirement that "a program in the principles of scientific integrity" be a part of any training program funded by the National Institutes of Health (NIH) or the Alcohol, Drug Abuse, and Mental Health Administration (NIH "Guide for Grants and Contracts," vol. 18, no. 45, 1989). The booklet On Being A Scientist (National Academy of Sciences, 1989) was chosen as required reading. The issues were presented in 15 1-h sessions. Public policy issues were not addressed. A danger was to be overly critical of scientific misconduct and stimulate a cynical skepticism of the integrity of the working scientist. One problem is that there are only general procedures a student can follow when encountering misconduct. Numerous guest speakers provided depth, objectivity, and authenticity to the discussion.
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Ouimet, Mathieu, Luc Lapointe, and Grégory Léon. "Examining the feasibility and impact of a graduate public administration course in evidence-informed policy." Evidence & Policy: A Journal of Research, Debate and Practice 11, no. 2 (May 22, 2015): 149–68. http://dx.doi.org/10.1332/174426414x14165770542276.
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Bowers, Alex J. "Quantitative Research Methods Training in Education Leadership and Administration Preparation Programs as Disciplined Inquiry for Building School Improvement Capacity." Journal of Research on Leadership Education 12, no. 1 (July 31, 2016): 72–96. http://dx.doi.org/10.1177/1942775116659462.
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The quantitative research methods course is a staple of graduate programs in education leadership and administration. Historically, these courses serve to train aspiring district and school leaders in fundamental statistical research topics. This article argues for programs to focus as well in these courses on helping aspiring leaders develop skills as practitioner-scholars, including deepening their practice around data analytics, providing opportunities to read and evaluate peer-reviewed research, analyzing data using current methods, and applying findings to facilitate building evidence-based improvement cycles in their schools. Additional data leadership training should be offered for the practicing administrator, educational quantitative analyst, research specialist, and district data scientist.
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DeNotto, Michael. "Wine, viticulture, and enology: Resources for study." College & Research Libraries News 79, no. 7 (July 5, 2018): 387. http://dx.doi.org/10.5860/crln.79.7.387.
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If it weren’t for wine, I might not be a librarian. No, not because the rigors of graduate school sometimes demand a glass of wine after finishing an arduous project like completely redoing the CSS for a public library’s website, or writing a grant proposal for an Administration and Management course.
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Swain, Randall D. "Leadership lessons through the lens of historical military leaders: A pedagogical approach to teaching leadership theories and concepts in a Masters of Public Administration course." Teaching Public Administration 37, no. 2 (March 7, 2019): 234–52. http://dx.doi.org/10.1177/0144739419832046.
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The purpose of this essay is to illustrate the value of applying the lessons of successful historical battlefield commanders to teach leadership concepts and theories. This article uses the experience of Napoleon Bonaparte’s Grande Armee at the Battle of Austerlitz to illustrate these concepts. Utilizing Napoleon’s success in this battle as a framework, this essay employs a causal model of leadership to analyze and expound on leadership concepts that can benefit graduate students in Masters of Public Administration (MPA) programs. The leadership causal model emphasizes both descriptive and prescriptive aspects of leadership theory. The implications of this essay are that it provides a theoretical framework in public and non-profit sectors and therefore is an appropriate pedagogical strategy for teaching these concepts in undergraduate and graduate public administration courses. Moreover, the framework allows students to identify the best leadership and management practices in public and non-profit organizations.
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Kinzer, Kirsten. "Integrating professional sustainability literacy into the master of public administration curriculum." International Journal of Sustainability in Higher Education 22, no. 5 (March 26, 2021): 982–1001. http://dx.doi.org/10.1108/ijshe-07-2020-0266.
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Purpose Public administration, or the implementation of public policies by civil servants, will be central to implementing the Agenda 2030 Sustainable Development Goals. And yet, few American master of public administration (MPA) programs explicitly focus on sustainable development or sustainability literacy. This study asks whether it is possible to build professional sustainability literacy within a general MPA course, specifically in a course on quantitative methods. Design/methodology/approach Through a natural experiment conducted in three sections of the graduate course Quantitative Methods in Public Administration at UNC Wilmington, the study explores the relationship between student growth in professional sustainability literacy and a student’s level of foundational sustainability literacy, pro-environmental behavior, background knowledge in statistics and their interest in sustainable development within public administration. Findings The study finds that there is a statistically significant relationship between growth in a student’s professional sustainability literacy and two variables: above average foundational sustainability literacy and a high level of interest in sustainability policies and programs. Originality/value This study is the first to consider an embedded approach to sustainability education in the field of public administration.
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Setiawan, Andi, Suwardi Suwardi, Khairul Saleh, and Suharmanto Suharmanto. "STRUKTURAL ANALISIS MODEL PROSES PEMBELAJARAN DENGAN PENDEKATAN KEPUASAN LULUSAN: STUDI KASUS PADA TRACER STUDY PROGRAM STUDI ADMINISTRASI BISNIS." Admisi dan Bisnis 20, no. 1 (April 24, 2019): 1. http://dx.doi.org/10.32497/ab.v20i1.1421.
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<p><em>The current study was conducted to increase of our understanding of factors that influence </em><em>distinctiveness of the curriculum as</em><em> efforts to maintain and improve the quality of education in study program graduate of Business Administration.</em><em> An extensive review of the existing literature was used to identify 32 factors that Affect </em><em>quality of education</em><em> and Alumni satisfaction. </em><em>Data or a questionnaire distributed to 133 graduates study program graduate of Business Administration Department of Business Administration Polytechnic State Semarang. Of the 133 questionnaires distributed were returned as many as 124, and 9 questionnaires are not returned by the target date. The analysis of 124 questionnaires there are 13 questionnaires that occurred outlier. So the data or questionnaires that can be used for the study were as many as 111 questionnaires</em><em>. Results from both the qualitative and quantitative phases of the current study demonstrated that 32 factors that Affect </em><em>quality of education</em><em> and Alumni satisfaction can be clustered into three basic process. </em><em>First,</em><em> based on the results of data analysis showed that the acquisition of specialized expertise is the key or most dominant variable</em><em>,</em><em> Second, </em><em>results demonstrate mastery of tools and technology are the two variables that affect the realization of graduate satisfaction. Third, the results of data analysis showed that the formation of character and behavior of the third element in increasing the satisfaction of graduates through the value of the learning process</em><em> The sectors in which the alumni </em><em>study program graduate of</em><em> </em><em>Business Administration </em><em>were not completely representative of reviews their year of graduation and geographical region. The findings suggest that, in order to increase of satisfaction </em><em>study program graduate of Business Administration</em><em>, Then focus on </em><em>mastery of special skills is the most dominant variable that can affect the value of the learning process</em><em>, </em><em>This is a strength </em><em>study program graduate of Business Administration</em><em>, then the advice and recommendation is to maintain and emphasize the element of learning output is -unsur formed on the entire course, which relate directly and indirectly to the mastery of special skills in administration.</em><em> </em><em>This study contributes to the body of knowledge on the</em><em> value of the learning process.</em><em></em></p>
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Nash, John. "A Tale of Two Forums: One Professor's Path to Improve Learning through a Common Online Teaching Tool." Journal of Research on Leadership Education 6, no. 5 (December 2011): 181–94. http://dx.doi.org/10.1177/194277511100600506.
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As institutional and market pressures move more faculty into the online teaching space, renewed discussions are occurring about how to best teach online, and what features of online courses are best to employ. A distance learning staple, the online discussion, or asynchronous discussion forum (ADF) is an easy strategy for faculty to employ in an online course. However, tying ADFs to course goals, and ensuring they are deployed in ways that truly advance student learning is more difficult. This article provides an overview of ADFs and their role in the online teaching environment. The author reviews his own experiences with ADFs in a graduate educational administration course. Using a theoretical framework for quality distance education, the author critiques his own early efforts and subsequent improvements, ultimately providing a structure for other faculty to use as a model for their own ADF implementations.
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Robinson, Lisa B., and Mary Bishop. "Creating a writing course to improve the writing self-efficacy of graduate nursing students." Clinical Nursing Studies 5, no. 4 (September 26, 2017): 88. http://dx.doi.org/10.5430/cns.v5n4p88.
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Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.
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Miranda, Nonato Assis de, Dirceu da Silva, Fernanda Oliveira Simon, and Estéfano Vizconde Veraszto. "The insertion of corporate social responsibility in the administration curriculum in Brazil." Revista Ibero-Americana de Estratégia 6, no. 1 (September 1, 2008): 35–44. http://dx.doi.org/10.5585/ijsm.v6i1.1221.
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In the article, the results of a research about corporative social responsibility and the organization of the administration course curriculum in Brazil are presented. The main objective was to identify the given importance to the CSR, from the analysis of the curriculum of the course and its subjects’ summaries. It is a qualitative research in which the data were analyzed, according to the method known as content analyses, proposed by Bardin (1977). The results indicate that the CSR is still a subject that does not deserve prominence in the management curriculum of the higher education institutions. However, it was observed that there is preoccupation with the thematic when observed the oficial documents of Brazilian Ministry of Education and the Federal Management Council that guide the graduate curriculum in the country.
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Johnson, James E. "Project L.E.E.P. (Leadership through Education, Experience and Photovoice): An Embedded Graduate Service-Learning Initiative." Sport Management Education Journal 14, no. 1 (April 1, 2020): 55–57. http://dx.doi.org/10.1123/smej.2019-0027.
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Integration and consumption of sport are often used to build community identity, enhance health, and promote positive social interactions. Those benefits informed the purpose of this project, which was to integrate service-learning education and behaviors into a graduate sport management leadership course. Project L.E.E.P. (Leadership through Education, Experience, and Photovoice) benefitted local communities by providing an interactive service-learning project that was mutually beneficial to graduate students and surrounding community partners. Eleven graduate students in a sport administration leadership course partnered with different community sport organizations to execute a series of assignments designed to assess, plan, deliver, and reflect on more than 40 hr of sports service. Among those assignments was a photovoice project intended to capture service learning through the students’ perspectives and give voice to the sporting needs of a community. This project aligned with the experiential learning approach in many sport management programs, as well as the societal and service benefits outlined in the North American Society for Sport Management’s purpose and position statements.
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Yeromenko, Olha. "Current state of educational services provision to future masters of educational institution management." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 179–87. http://dx.doi.org/10.24195/2617-6688-2020-2-23.
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The article raises the topical issue of training competitive professionals capable of working under modern market conditions. The transition to market relations changes the education policy and the system of educational services provision. The professional destiny of a future manager and the success rate of an educational institution depend on the quality of providing educational services to graduate students specialised in educational institution management. The purpose of the article is to analyse the results of a survey of graduate students aimed at determining the status of educational services given within the specialty 073 "Management" (specialization "Educational Institution Management") in various higher education institutions of Ukraine. Monitoring the state of the educational services provided to graduate students majoring in educational institution management has been carried out on the basis of general scientific and empirical cognition methods: comprehensive study of quality training of master-course students, observation, survey in the form of questionnaires, analysis of graduate students’ responses, analogy. The criteria enabling graduate students to assess the quality of educational services provided by higher education institutions have been defined: the fundamental nature of training; level of knowledge and experience of teaching staff; organization of the educational process; culture and communication level of teachers; reaction of teachers and administration of higher education institution to further demands of graduate students, etc. On the basis of the analysis and generalisation of the processed material, the basic demands of master-course students majoring in educational institution management for increase in the level of educational services have been defined: decrease in theorising of educational material; practice orientation; increase in the use of interactive teaching methods by teachers; expansion of the list of optional courses; increase in opportunities for individual counselling at a convenient time; involvement of leading specialists, experts, experienced educational institution managers in teaching; improvement of facilities and resources of an institution; increase in the level of additional educational services provision in higher education institutions. According to the results of the study, it has been concluded that it is necessary to establish a flexible system of training master-course students majoring in educational institution management.
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Mohamad Khudzari, Juliizaerma, Syahrina ‘Adliana Abdul Halim, Norziana Lokman, and Sarina Othman. "Social Cognitive Theory (SCT) and Students’ Failure in Bachelor of Corporate Administration Programme." Asian Journal of University Education 15, no. 3 (December 31, 2019): 151. http://dx.doi.org/10.24191/ajue.v15i3.7566.
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Students' failure is one of the most debatable topics in tertiary education in Malaysia. Failure in certain courses might delay students' progress to graduate-on-time (GOT). This will result in increased cost, time and resources to both the university and student. From an academic perspective, a higher rate of failure will give a negative impression that the course is tough for students to pass. This study aims to investigate the factors contributing to students' failure based on the Social Cognitive Theory (SCT). The students of Bachelor of Corporate Administration (BCA) from the Faculty of Administrative Science and Policy Studies, UiTM were selected to participate in an online survey. SCT has identified three main factors that influence students' failure namely, behavioural, environmental and personal factors. Findings of the study showed that for behavioural factors: students' attendance, total hours spent to study, participation in the classroom, understanding level and students' effort to complete the course are among the reasons that lead to the failure. Additionally, the nature of syllabus, teaching techniques, students learning time and assessment methods are the environmental factors that may lead to failure. Finally, personal factors are represented by individual roles, dispositions and commitment to perform in a particular course. This study concludes that the use of SCT can explain student failures more systematically. The result of the study is able to help the university and lecturer to enhance the teaching and learning approach, revise the assessment method and redesign the programme curriculum. These efforts are deemed pivotal in reducing student failures while maintaining its quality.
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Messum, Diana Glen, Lesley Marie Wilkes, Debra Jackson, and Kath Peters. "Employability Skills in Health Services Management: perceptions of recent graduates." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 25–34. http://dx.doi.org/10.24083/apjhm.v11i1.235.
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Background: Employer skill requirements of graduates are monitored by Graduate Careers Australia, but health services management (HSM) specific employability skills (ES) perceived by graduates to be important on the job and their perceptions of skills they need to improve are not well reported. Academics need this feedback to improve course employment outcomes by helping current students identify and articulate appropriatecompetencies to potential employers. Also teaching of industry requirements can help improve job matching for employers.
Method: Recent graduates working in HSM in New South Wales, Australia were surveyed to rate ES for importance and rate their own skill levels on the same items. The gap between these two ratings was identified for 44 ES. Results: ES important to recent graduates in rank order were: verbal communication skills, integrity and ethical conduct, time management, teamwork, priority setting, ability to work independently, organisational skills, written communication, being flexible and open minded and networking. Highest self-ratings were found for integrity and ethical conduct, ability to work independently, being flexible and open minded, tertiary qualifications, interpersonal skills, written communication skills, time management, life-long learning, priority setting and administration skills. Generally graduates rated their skills lower than their ratings of importance.
Conclusions: Recent graduates can provide valuable feedback to universities about ES required for HSM positions and identify their own skill gaps for development at work or through study. Generic skills rather than job-specific skills are what they rate as most important. Closer engagement of universities and employers is recommended especially through placements.
Abbreviations: ES – employability skills; GCA – Graduate Careers Australia; HEI – higher education institutions; HRM – human resource management; HSM – health services management; IPC – interpersonal and communication skills.
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Kitchin, William. "The Place of Biopolitics in the Political Science Curriculum." Politics and the Life Sciences 5, no. 1 (August 1986): 5–13. http://dx.doi.org/10.1017/s0730938400001556.
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Biopolitics should be offered as a separate, independent course in the undergraduate curriculum, and graduate training should be offered within the rubric of political science. The primary reason that biopolitical materials should be covered in the undergraduate, liberal arts curriculum is that there is a need to train students to be vigilant, i.e., to have a critical capacity to confront ideas. Since so much of their lives will be intertwined with the political and so much of the political is better explained by considering biopolitical variables than by not considering them, students need exposure and academic coverage of biopolitical concepts and findings. Biopolitics represents only minor change in the general behavioralistic framework of explaining political phenomena, but represents the introduction into political science of some concepts and variables more widely used in the life sciences. Because biopolitical materials are high in quantity and because they are per se important and increase the explanatory power of traditional behavioralism, a biopolitics course belongs in the political science curriculum. The preparation of qualified teachers and researchers argues for graduate training in biopolitics. Without such graduate training in political science departments, the biopolitical inquiry will primarily be undertaken in disciplines other than political science.
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Delbaere, Marjorie, Brooke Klassen, and Brooklyn Hess. "The University Club." CASE Journal 14, no. 6 (November 12, 2018): 694–715. http://dx.doi.org/10.1108/tcj-10-2017-0098.
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Synopsis The case was written to help students understand the value that a product or service can offer a consumer in terms of helping them accomplish important tasks and overcome obstacles. It is intended to help students understand the link between marketing strategy and different business models. Research methodology The case was written after two of the co-authors assisted the organization with developing a marketing strategy and communications plan. The details in the case were gathered through personal interviews with staff as well as document analysis, including marketing documents, financial statements and strategic plans. Relevant courses and levels This case is suitable at the undergraduate level in third and fourth year marketing courses or strategy courses where all students have completed, at minimum, an introductory level marketing course. It can also be used in graduate-level business administration courses that focus on marketing strategy and positioning.
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D'Elia, Louis Peter, Richard Gunter, and Timothy R. Wiseman. "The Best Course of Action." Case Studies in Business and Management 6, no. 1 (June 24, 2019): 15. http://dx.doi.org/10.5296/csbm.v6i1.14942.
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This case describes the ethical and legal challenges facing Dr. Caroline Webster, Director of Graduate Business Programs at MNU. She was facing one of the more unpleasant tasks of her job in determining how to proceed with a complaint by one of the university’s master’s students by the name of Bob Golden. Although a solid and intelligent student in his own right, Bob continuously challenged his grades, causing some faculty and administration to grow weary of his seemingly constant complaints. Dr. Webster wistfully recalled no less than a dozen unrelated prior instances. However, this current complaint was beyond Bob’s normal grievance. During a conversation with Dr. Webster, Bob claimed that the instructor for his current course, Adjunct Professor Joe Thomas, had a criminal past. After a quick and rather basic search, it turned out that Professor Thomas had indeed been convicted of a felony approximately a decade and a half earlier. Naturally, Dr. Webster took the matter up to Dr. Donald Hess, Dean of the MNU Business School, who was now faced with the decision of whether or not he needed to terminate the employment of Adjunct Professor Joseph Thomas. Collectively and apart from the grading complaint, they also had to decide on the proper course of action as a follow-up to Bob Golden’s allegation. The class which Adjunct Professor Thomas taught was the final and capstone class of the MBA program at MNU. Ironically, the class was one with a considerable focus on ethics and morals in business.
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Rosenbaum, Mark Scott, Rebekah Russell-Bennett, and Germán Contreras-Ramírez. "Editorial: business education in profound disruption." Journal of Services Marketing 35, no. 5 (September 1, 2021): 553–58. http://dx.doi.org/10.1108/jsm-08-2021-528.
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Purpose This editorial aims to discuss 11 trends that are driving changes in business education, especially for Master of Business Administration (MBA) curriculum programming. Design/methodology/approach The editorial provides introspection, personal reflections and conceptualization using current literature. Findings The authors discuss 11 drivers that are influencing graduate business education. These drivers include the demographic cliff, the K-shaped recovery, MBA degrees losing their allure, emergence of two pricing structures, the rise of online universities, certificates and micro-credentials, the massive open online course (MOOC) MBA programs, MOOCs and certification, Grow with Google, Outsourcing MBA instruction and business education relevancy. Research limitations/implications Traditional university and college graduate business education providers must realize that the educational industry is experiencing a revolutionary disruption and that many universities will fail to meet learners’ expectations for relevant skills and organizational demands for employees who have specific skills for employability. Practical implications Learners will no longer rely on traditional four-year universities to obtain business skills. Originality/value This work synthesizes a disparate set of drivers that are affecting all graduate business educational providers.
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Selby Smith, Chris. "Health services management education in South Australia." Australian Health Review 18, no. 4 (1995): 15. http://dx.doi.org/10.1071/ah950015.
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In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my conclusions, which have been accepted by the SouthAustralian authorities.
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Bajada, Christopher, and Rowan Trayler. "A fresh approach to indigenous business education." Education + Training 56, no. 7 (September 2, 2014): 613–34. http://dx.doi.org/10.1108/et-07-2014-0079.
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Purpose – The social and economic disadvantages confronted by many Indigenous Australians are well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. The purpose of this paper is to outline the design of an innovative undergraduate business degree for Indigenous students that: meets the targets set by government, produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills), addresses the employment needs of the Indigenous community and provides the building blocks for Indigenous students to enrol in post-graduate business courses. Australians is well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. This paper outlines the design of an innovative undergraduate business degree for Indigenous students that: (i) meets the targets set by government; (ii) produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills); (iii) addresses the employment needs of the Indigenous community; and (iv) provides the building blocks for Indigenous students to enrol in post-graduate business courses. Design/methodology/approach – The development of the Bachelor of Business Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. The paper outlines how the review was shaped, the innovative mode of delivery and the interdisciplinary nature of the curriculum. Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. Findings – This course provides an integrated approach to business education focusing on the professional, technical and managerial roles in business that is in such short supply in Indigenous communities. The course contextualises the study of business within an Indigenous perspective to demonstrate how Indigenous studies not only contributes to empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly. Originality/value – This paper demonstrates an integrated approach to business education focusing on the professional, technical and managerial roles in business that are in short supply in Indigenous communities.
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Hernandez-Mekonnen, Robin, and Dawn Konrady. "Title IV-E Child Welfare Training and University Partnerships: Transforming State Child Protection Services into a Trauma-Informed System." Advances in Social Work 18, no. 1 (September 24, 2017): 235–49. http://dx.doi.org/10.18060/21323.
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Children who are involved in the child welfare system have experienced trauma, and research indicates that parents of those children also frequently grapple with their own unresolved trauma. In addition, child welfare workers face high rates of secondary traumatic stress. Federal legislation from 2011 requires states to conduct universal trauma screening on children in foster care. The Administration on Children and Families (ACF) urges state Child Protection agencies (CPS) to become trauma-informed, however, many states still struggle to integrate a trauma focused practice model. This article describes the outcomes of a national, empirically driven, Core Concepts in Child Trauma for Child Welfare curriculum utilized in a Title IV-E university partnership program to teach graduate level child welfare agency supervisors. Findings suggest that the graduate trauma course demonstrates statistically significant gains in confidence, and also has a profound impact on the agency’s transformation into a trauma-informed system
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Carter, William K. "Instructional Case: WorkSource Enterprises: How the Board of Directors Monitors Performance." Issues in Accounting Education 14, no. 3 (August 1, 1999): 423–49. http://dx.doi.org/10.2308/iace.1999.14.3.423.
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This brief case provides an opportunity to design a Balanced Scorecard (BSC) or similar report for top management of a not-for-profit, service organization. The case contains sufficient data to permit calculation of some of the likely BSC measures. It can be used in any undergraduate or graduate course, provided students previously have studied BSC or its equivalent. The entity in the case is a multi-divisional, charitable organization that provides job training for disabled persons. The entity's divisions include business enterprises that employ the disabled and nonrevenue-generating functions such as administration and placement.
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Hamilton, Susan L., and Mary L. Albrecht. "571 Undergraduate and Graduate Curriculum in Public Horticulture at The University of Tennessee." HortScience 35, no. 3 (June 2000): 494D—494. http://dx.doi.org/10.21273/hortsci.35.3.494d.
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Students wanting to prepare for a career in public horticulture can now enroll in a new undergraduate and graduate curriculum at the Univ. of Tennessee. Beginning fall semester, 1999, students enrolled in the Dept. of Ornamental Horticulture and Landscape Design (OHLD) can opt to follow the new Public Horticulture concentration in the ornamental horticulture and landscape design major. The Public Horticulture concentration was the result of a year-long curriculum revision that reflects growth in career options in horticulture. The goal of the Public Horticulture concentration is to prepare students for careers that promote horticulture and emphasize people and their education and enjoyment of plants. Such careers include director of a botanical garden, arboretum, or park; city or urban horticulturist; extension agent, teacher, educational director, or program coordinator; professional garden writer/editor or publication manager; horticulture therapist; public garden curator; and plant collections manager. The Public Horticulture concentration allows students to take a breadth of ornamental horticulture courses, five of which are specific to public horticulture, along with supporting course work in soils, entomology, plant pathology, and botany, while providing the opportunity for students to take electives in education, extension, public administration, grant writing, museology, psychology, information sciences, journalism, and management. Students also complete an internship for graduation and have the opportunity to work in the Univ. of Tennessee Inst. of Agriculture Gardens.
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Yakhou, Mehenna, and Vernon P. Dorweiler. "Fostering Cross-Functional Skills And Attitudes In Business Administration Students." College Teaching Methods & Styles Journal (CTMS) 3, no. 2 (July 22, 2011): 49. http://dx.doi.org/10.19030/ctms.v3i2.5281.
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This study presents the results of a descriptive survey mailed to 660 deans at schools of business in the U.S. to develop answers to the following research questions: 1. What integrative instructional methods are graduate business educators using at U.S. universities and colleges? 2. What teaching methods are most effective in fostering students integrative skills and capabilities? 3. What is the level of difficulty for implementing these methodologies? 4. What are the implications for designing faculty reward systems and developing promotion and tenure criteria? Responses were received from 179 deans (27.12% response rate). Findings reveal that other forms of integrating experience are practiced besides the more traditional capstone course. There is a wide spread agreement that inductive teaching methods are more effective in developing integrative skills and attitudes in students. However, these methods are believed to be the most difficult to implement in terms of time and effort. This suggests that adequate incentives must be in place to encourage faculty to adopt these methods. We hope that those schools contemplating revision and pedagogical development of faculty will find the studys findings timely and valuable.
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Kusumastuti, Retno, and Eko Sakapurnama. "Ethical Climate In Vocational Program Administrative Sciences Department: Student Perception." Issues In Social And Environmental Accounting 7, no. 4 (December 31, 2013): 219. http://dx.doi.org/10.22164/isea.v7i4.111.
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The existence of ethics course in the designed curriculum given, expected to shape morale and develop ethic awareness between student in their study environment. This thing will be a primary asset for graduate candidates in the future. This research is an effort to make an image about study environment climate, that occur in Vocational Program generally, and in Administration Science particularly. The aim of this study is to describe students’ perceptions of their institution’s ethical environment. The Ethical Climate Questionnaires were completed by fifty two final-year vocational program students. The result showed that the type of consensual morality is the most dominant factor that forms ethical environment in campus.
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Roberts, Sonia F., Elana Pyfrom, Jacob A. Hoffman, Christopher Pai, Erin K. Reagan, and Alysson E. Light. "Review of Racially Equitable Admissions Practices in STEM Doctoral Programs." Education Sciences 11, no. 6 (May 31, 2021): 270. http://dx.doi.org/10.3390/educsci11060270.
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This study reviews literature on racially equitable admissions practices relevant to graduate programs in STEM. Graduate Record Exam (GRE) scores correlate more strongly with race, gender, and socioeconomic status than performance metrics for research during or after graduate school. Structural changes to admissions processes that can improve equity of admissions decisions and reduce correlations between admissions decisions and demographic data include using holistic review or composite scores that quantize more components of an application, removing hard limits on course requirements, admitting students as a cohort instead of to individual faculty sponsors, and diversifying admissions committees. Some alternative scoring methods attempt to measure personality traits, but performing these measurements during admissions may present difficulties. Bridge programs—whether they are implemented as collaborations with a minority-serving institution, a personalized educational program for each student admitted to a program, or a stand-alone program before the doctoral degree program—may be able to improve both recruitment and retention of students with underrepresented racial and ethnic identities in their field of study. Finally, financial barriers to applications can disproportionately affect underrepresented applicants due to systemic racism. We end with recommendations for graduate programs to improve equity in admissions processes.
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Jennings, Edward T. "E-Government and Public Affairs Education." Chinese Public Administration Review 10, no. 2 (December 20, 2019): 79. http://dx.doi.org/10.22140/cpar.v10i2.208.
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This article examines three fundamental questions with respect to the place of e-government in graduate education for careers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education. The article first traces the development of e-government across the globe, summarizing important issues and consideration that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-government in the curriculum. E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, we can also hope that our training will also shape e-government's development.
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Jennings, Edward T. "E-Government and public affairs education." Chinese Public Administration Review 1, no. 3/4 (January 1, 2006): 230. http://dx.doi.org/10.22140/cpar.v1i3/4.27.
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This article examines three fundamental questions with respect to the place of e-govrement in graduate education for carrers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education.The article first traces the development of e-government across the globe, summarizing important issues and considertation that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-govrnment in the curriculum.E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimenstions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The apporach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, althogy we can also hope that our training will also shape e-government's development.