Software entrepreneurism in Korea

노트 : Since 1994, the authors have been directing a study of the worldwide software industry at the Stanford Computer Industry Project (SCIP). Initiated with a grant from the Alfred P. Sloan Foundation, SCIP has sponsored a broad range of research activities at the School of Engineering, the School of Humanities and Sciences, the Graduate School of Business, and the Institute for International Studies. SCIP’s Software Industry Study has systematically identified and analyzed the issues that will shape the commercial use of software, including piracy, patents, antitrust, project management, the Internet, globalization, litigation, software quality, project failures, systems and device failures, the global talent supply, and the education of software professionals. Most recently, the study has focused on the globalization of the software industry, the worldwide shortage of talented software people, and changes in the financing of software R&D

Using digital storytelling as an assessment instrument: preliminary findings at an online university

‘Digital Storytelling’ is a term often used to refer to a number of different types of digital narrative including web-based stories, hypertexts, videoblogs and computer games. While the definition of digital storytelling is still evolving, this emergent form of creative work has found an outlet in a wide variety of different domains ranging from community social history, to cookbooks, to the classroom. It is the latter domain that provides the focus for this paper, specifically the online classroom in the graduate business school environment. The authors hypothesise that as – in the majority of societies – people are ‘hard wired’ both to tell and to listen to stories from a very young age and, significantly, to remember stories, the scope for deep learning using this particular pedagogical tool is considerable. The more conservative forces within business schools may not be persuaded by this idea but – whether they are or not – the fact remains that, in the knowledge economy, digital technologies have become the modus operandi for business communication. In this sense, a business school curriculum with a heavy bias towards textbased, essay-style assignments might be adjudged out-of-step with the times. A supplementary hypothesis, therefore, is that digital storytelling also represents a highly authentic form of assessment (Herrington et al. 2003), in that the digital storytelling format improves presentation skills which are highly sought in the business world today. Much of the work on digital storytelling in the education sphere has concentrated on the primary and secondary sectors. With some notable exceptions (e.g. Paull 2002), the literature on digital storytelling in the tertiary/adult education sector is quite sparse. Research on the use of digital storytelling in business schools, meanwhile, appears non-existent, hence the motivation for this study

Boston University Bulletin. School of Management; Graduate Programs, 1980-1981

Each year Boston University publishes a bulletin for all undergraduate programs and separate bulletins for each School and College, Summer Term, and Overseas Programs. Requests for the undergraduat e bulle tin should be addressed to the Admissions Office and those for other bulletins to the individual School or College. This bulletin contains current information regarding the calendar, admissions, degree requirements, fees, regulations, and course offerings. The policy of the University is to give advance notice of change, when ever possible, to permit adjustment. The University reserves the right in its sole judgment to make changes of any nature in its program, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes and other academic activities, and requiring or affording alternatives for schedul ed classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances. Boston University Bulletins (USPS 061-540) are published twenty times a year: one in January, one in March, four in May, four in June, six in July, one in August, and three in September

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025